HSC Geography › Human–Environment Interactions › 14.2
Activity Materials — Bushfire Mitigation Strategies
NSW Stage 6 Geography (2022) · Student worksheet
Aboriginal and Torres Strait Islander readers are advised that this resource may contain names, images or references to people who have died.
Activity 1 · Why target fuel?
Applying understanding · ~8 min
Answer in full sentences.
Of the “big three” (fuel, weather, topography), which can humans actually change — and why does that make it the focus of mitigation?
Activity 2 · Compare the methods
Evaluating strategies · ~15 min
Give one strength and one limit for each hazard-reduction method.
| Method | Strength | Limit |
|---|
| Prescribed (hazard-reduction) burning | | |
| Mechanical clearing | | |
| Thinning / selective logging | | |
| Chemical control | | |
Activity 3 · Cultural burning
Respectful inquiry · ~15 min (endorsed sources)
Using the endorsed sources below, answer respectfully and cite your source.
- How is cultural burning different from a single broad hazard-reduction burn?
- Give one benefit of cultural burning for Country.
Activity 4 · Fire danger ratings
Reading a warning system · ~10 min
Match each rating to its recommended action.
| Rating | Recommended action |
|---|
| Moderate | |
| High | |
| Extreme | |
| Catastrophic | |
Why is leaving early the only safe option at Catastrophic?
Activity 5 · Design a defensible space
Applying understanding · ~15 min
Sketch a home in the box and label at least five measures that reduce bushfire risk.
Activity 6 · Extended-response plan
Communicating geographical understanding · ~15 min
Plan (dot points only).
Question: “Evaluate the effectiveness of strategies used to mitigate the bushfire hazard.”
| Paragraph | Content (dot points) |
|---|
| Introduction | |
| Hazard reduction (methods + limits) | |
| Cultural burning & warnings | |
| Property & community (defensible space) | |
| Conclusion / judgement | |
Concept: environmentConcept: sustainabilityConcept: interconnection