Download part 2 - Country Fire Authority
Download part 2 - Country Fire Authority
Download part 2 - Country Fire Authority
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<strong>Fire</strong> Danger Period and Total <strong>Fire</strong> Ban Days<br />
Find out what the students already know about the Tire Danger Period and Total <strong>Fire</strong><br />
Ban Days" through a class discussion — list prior knowledge.<br />
Read through the article on Activity Sheet 3 with the students or ask them to read the<br />
article in groups of four, then identify and discuss the key issues within the article<br />
and add their newly acquired knowledge about <strong>Fire</strong> Danger Periods to the prior<br />
knowledge list.<br />
Ask: How do you know when fire restrictions are on in your area?<br />
Who makes the decision to declare a <strong>Fire</strong> Danger Period?<br />
What precautions should you take when fire restrictions are on?<br />
Do <strong>Fire</strong> Danger Periods finish at the same time every year?<br />
How do you know when fire restrictions have been taken off?<br />
Following the discussion, conduct a class debate on the topic: "People should be<br />
allowed to make their own decisions about lighting fires and barbecues".<br />
Rules and regulations for living in the bush<br />
Students discuss rules and regulations for fire danger periods, use of barbecues and<br />
campfires on Total <strong>Fire</strong> Ban Days and for designing fire safe houses in the bush.<br />
Tell the class that they are about to travel to a deserted island off the coast of<br />
Darwin. This island is covered with tall trees, rolling mountains and patches of dry<br />
grasslands. No people live on this island, so there are no laws governing it. In groups<br />
of 4, students should decide on rules for living in such a fire prone risk area and<br />
regulations for building fire safe houses and buildings.<br />
Questions which may be discussed:<br />
1. Why should rules be made for living on this island?<br />
2. What would be the biggest risks of living on this island?<br />
3. Why should there be rules and regulations for use of barbecues and campfires<br />
during the <strong>Fire</strong> Danger Period?<br />
4. Why is it important to build fire safe houses and buildings in a bush setting?<br />
5. Should people be told to build according to specific designs?<br />
6. How should these rules be made — by an appointed leader, an elected team or<br />
by giving everyone a voice?<br />
7. What are the penalties for not obeying the rules and regulations?<br />
8. Why is it important to have rules to live by?<br />
Groups of students fill in the <strong>Fire</strong> Safety Rules sheet on Activity Sheet 4.<br />
Groups present their rules for class presentation and display.
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