1. WILDFIRES

2. The causes of wildfires Lesson Objectives All to know what a wildfire is Most to know the natural and human causes of wildfires Some to understand the interdependent links between natural and human causes of wildfires Success Criteria All to create a table to show the causes of wildfires using cards Most to highlight which causes are human and which are natural All to draw a sequence of events (of own choice) leading up to a wildfire - like a cartoon strip! Most to annotate their sequence to outline the causes at each stage of their cartoon strip

3. In pairs look at the picture and think of 5 questions beginning with W’s that you could ask to find out what is going on in the picture.

4. In pairs think up exam questions that could be asked using the satellite image as a resource. For example; Describe the possible causes of the wildfires shown in figure 1. (4 marks). Figure 1 Satellite image of Wildfires in California, USA Possible exam questions: 1) 2) 3)

5. In pairs think up exam questions that could be asked using the satellite image as a resource. For example; Describe the possible causes of the wildfires shown in figure 1. (4 marks). Figure 1 Satellite image of Wildfires in California, USA Possible exam questions: 1)Explain the................................................................................................................ 2) Describe the impacts................................................................................................. 3) Analyse the satellite image. What does it.........................................................

6. What is a Wildfire? Thought shower ‘wildfire’ and then use the words you think of to help you write a definition. A Wildfire is an uncontrolled fire that occurs in the countryside or a wilderness area. A wildfire differs from other fires by its huge size, the speed at which it spreads, its potential to change direction unexpectedly, and its ability to jump gaps such as roads, rivers and fire breaks.

7. Open your cards on the causes of wildfires. Read through the cards and diamond rank them. Least important reason Most important cause of wildfires Task: In pairs write an explanation of your choices for most and least important causes.

8. A diamond rank to show the causes of wildfires

9. LighteningAccidents, for example camp fires Spontaneous heating – where material becomes heated to the point at which it will catch fire without a spark being present Broken bottles Volcanic eruptions emit red-hot lava and ashSlash and burn A long period of hot and dry weatherArson Hot, dry weather with strong windsBarbecues DroughtMilitary training Physical geography of an area, for example south-facing slopes and very steep slopes Broken electricity lines due to strong winds TrainsFarming

10. We now need to think about the causes of these wildfires Firstly, we need to consider the fact that the causes of wildfires are both natural and human Task: Using the sheet provided: Use the cards to consider the natural causes of a wildfire and which you consider to be the human causes or both. Once you have made your decision, you should write each statement in the correct column of your table. You MUST write a reason as to why it is a cause. You have 15 minutes to complete the task. Once you have finished, complete the extension task! Extension: Look back to your table of human and natural causes of a wildfire, which do you think is the most common cause of wildfires and why? You may consider more than one single answer! Write your answer in full sentences with a good reason Human causesNatural causesBoth

11. 1.Write down 3 things that you have learnt today 2. Share what you have learnt with your buddy 3. Ask your buddy 2 questions to test what they have learnt today!

12. The causes of wildfires Lesson Objectives All to know what a wildfire is Most to know the natural and human causes of wildfires Some to understand the interdependent links between natural and human causes of wildfires Success Criteria All to create a table to show the causes of wildfires using cards Most to highlight which causes are human and which are natural All to draw a sequence of events (of own choice) leading up to a wildfire - like a cartoon strip! Most to annotate their sequence to outline the causes at each stage of their cartoon strip

13. What are the EFFECTS of wildfires? Lesson Objectives To know the primary and secondary effects of a wildfire To explain the differences between the primary and secondary effects of a wildfire Success Criteria All to identify the primary and secondary effects from a card sort All to create 2 thought showers that show primary and secondary effects Most to explain on their thought shower what makes the effects primary or secondary Some to enhance thought showers to create a mind map to explore the relationships between the primary and secondary effects

14. Oh my...What is this???

15. Evaluative Paired Activities: Task 1 : What do you think is meant by PRIMARY EFFECTS and what do you think is meant by SECONDARY EFFECTS? Write this is your book. Once you have decided, compare ideas with your partner Task 2 : Using the cards provided, sort them into 2 columns, one to identify the primary effects and the other to identify the secondary effects. Also included is 1 blank card for you to think of your own! Task 3 : Once you have identified your two effects, begin to think about what makes them either a primary or secondary effect – you are beginning to evaluate your decisions. As you think about your reasons and you would like to move some of your effects around, now is the time to do it! Task 4 : Now join with another pair to see if you agree or disagree. Once you have done this, look at your original decisions and decide if you need to make any changes. Task 5: Create 2 thought showers to display your chosen primary and secondary effects. Under each effect, give a reason for why you have selected that as a primary or secondary effect Extension: Begin to change your thought showers into mind maps. Show the relationships between the primary and secondary effects by linking the effects with a line and writing on the line how there is a relationship

16. Loss of life Loss of jobs Primary effects of wildfires Secondary effects of wildfires

17. GIVE ME 5 All students are to write down 5 things that they have learnt today. Most to evaluate how your points relate to wildfires

18. What are the EFFECTS of wildfires? Lesson Objectives All will know the primary and secondary effects of a wildfire Some will be able to explain the differences between the primary and secondary effects of a wildfire Success Criteria All to identify the primary and secondary effects from a card sort All to create 2 thought showers that show primary and secondary effects Most to explain on their thought shower what makes the effects primary or secondary Some to enhance thought showers to create a mind map to explore the relationships between the primary and secondary effects

19. The wildfires of California Lesson Objectives All to know the location of California and its wildfires To know the causes and effects of the wildfires Identify between the primary and secondary effects Success Criteria All to adopt the role of a journalist and create a newspaper article about the October 2007 wildfires in California All to identify at least 3 effects of the wildfires with images Most to identify whether the effects are primary or secondary Most to include a map that shows the location of the wildfires that hit across California Some to explore the hazards and causes associated with wildfires

20. Newspaper article structure Welcome to your training session on how to be the best journalists in the business...your newspaper article will go to print at the end of this lesson so you have to work smart! Introduction: Location (map insert), date Causes: Human, natural or both Effects: Primary and secondary Data: For example, death toll, total cost of damage Include images TIP: Make your article catchy and draw the readers attention. Be as dramatic as you like, but include ALL the facts... Remember, good journalists make good stories....let your imagination take you there!! To help you: You can use the text book (pg. 80, 81) and the information sheet.

21. Watch the following video and take the necessary notes which may be helpful to include in your case study: http://www.msnbc.msn.com/id/21 431682/vp/21441356#21441356 http://www.msnbc.msn.com/id/21 431682/vp/21441356#21441356

22. Key causes of the wildfires were: Santa Ana winds (very strong winds but you need to be very specific with the type and name)Gusts reached 85mph Drought Power lines being damaged by high winds Truck over turning Arson (deliberately setting fire to something) Increasing number of homes being built in the canyons and on hillsides which are surrounded by forest It is really important to categorise these causes into human and physical factors and also talk about how they cane be interlinked to one another. You should also reflect which you feel was the biggest contributor and why.

23. Fire nameDate / time startedArea burnedStructures destroyed InjuriesContainment Witch (Creek)October 21 at 11:00 a.m. 197,990 acres (801 km 2 ) 1040 homes 414 outbuildings 239 vehicles 70 homes damaged 25 outbuildings damaged 2 deaths 39 firefighters 2 civilians 100% HarrisOctober 21 at 9:30 a.m. 90,440 acres (366 km 2 ) 206 homes 252 outbuildings 253 structures damaged 5 deaths 34 firefighters 21 civilians 100% Poomacha (Palomar Mountain/Valley Center) October 23 at 3:13 a.m. 50,176 acres (203.06 km 2 ) 143 homes 77 outbuildings 21 firefighters100% Horno/AmmoOctober 2421,084 acres (85.32 km 2 ) 6 firefighters100% RiceOctober 22 at 4:16 a.m. 9,000 acres (36.4 km 2) 206 homes 2 commercial properties 40 outbuildings 5 firefighters100% McCoyOctober 21300 acres (1.21 km 2 ) 1 residence 1 outbuilding 100% Coronado HillsOctober 22 at 1:50 a.m. 250 acres (1.01 km 2 ) 2 outbuildings100% WilcoxOctober 23100 acres (0.40 km 2 ) San Diego

24. THE EDITOR!!! 1. Exchange newspaper articles with your buddy 2. With your buddy’s article you have the responsibility to pass the story for printing! 3. You have to make your decision based on the following criteria! Does it grab your attention Images and colour Is it factual? Does it create a full picture in your head about what has happened? What improvements can be made? (if improvements are needed you must write this on the back and unfortunately, it won’t be going to print this time!)

25. The wildfires of California Lesson Objectives All to know the location of California and its wildfires To know the causes and effects of the wildfires Identify between the primary and secondary effects Success Criteria All to adopt the role of a journalist and create a newspaper article about the October 2007 wildfires in California All to identify at least 3 effects of the wildfires with images Most to identify whether the effects are primary or secondary Most to include a map that shows the location of the wildfires that hit across California Some to explore the hazards and causes associated with wildfires

26. How do people respond to wildfires? Lesson Objectives: All to know the different ways people respond to wildfires Success Criteria: All to create a mind movie Most to vividly tell their mind movie and encourage others to visualise that interpretation Some to explore the key elements of the responses to wildfires in their movie

27. Title: How do people respond to wildfires? Task: Create a thought shower of all the tools that you can think of that help to reduce the spread of fires on a large scale. (You may wish to add pictures to help you to remember) Challenge: Explain how these methods work and mark them on a scale of 1-10 of how successful you feel they would be! Top tip: You may want to use P84 to help you with some ideas. Responding to wildfires Air drops

28. Mind Movies?! Task: Over the next 4 minutes you are going to create a mind movie! In this time you can create, direct and edit your own thoughts! In silence... 1.Close your eyes and picture a scene of a wildfire, teacher will speak the following. 2.What does it look like? 3.What is the landscape like? 4.Where is the fire? 5.Who is with you? 6.What does it sound like? 7.What does it smell like? 8.Is there help? 9.Who/ what has responded to the fire? 10.What does it the scene look like now? 11.What is happening? 12.Is anyone hurt? 13.Is anything damaged? 14.Is there chaos? 15.What are the effects? 16.How are you feeling?

29. Selling our movies to our audience If you would like to sell your movie to the audience raise your hand Encourage your audience to close their eyes and tell your story – use the tones of your voice and moments of silence or excitement to engage your audience...be creative! Viewers ratings (*****) After each movie, using the whiteboard, write the star rating that you would give the movie 1 * = poor 5 * = amazing Some of you will be selected to voice your opinions!!!

30. How do people respond to wildfires? Lesson Objectives: All to know the different ways people respond to wildfires Success Criteria: All to create a mind movie Most to vividly tell their mind movie and encourage others to visualise that interpretation Some to explore the key elements of the responses to wildfires in their movie

31. Preventing and Preparing for a wildfire Lesson Objectives All to know the methods to prevent wildfires All to know the methods to prepare for a wildfire Most to explain why these various methods are used Some to assess the accuracy of the methods used for prevention and preparation Success Criteria All to create an information poster or leaflet (similar to fire evacuation posters) that can be distributed in the work place in wildfire prone areas that considers the different ways to prepare for the eventuality of a wildfire Most to give advice on the leaflet as to the exact ways to prepare and why it is important to do so

32. Preventing wildfires Many strategies have been used to prevent wildfires. It is claimed that educating the public is the key to preventing wildfires...why do you think that this is key? Create a thought shower to assess the relevance of this method of wildfire prevention!

33. Educating the public about wildfire prevention

34. Preparing for a wildfire Using page 84 and 85 to help you, you have the task of creating an information leaflet or information poster of the ways to prepare for wildfires. This leaflet must be suitable for all ages and for the home and the workplace. Use the following structure to aid your design. This task is to be completed for homework and due at the beginning of next lesson. As this is also a homework task, you should aim to include some images to attract people to read it and to cater for people who may not be able to read.

35. Preparing for a wildfire 1.Catchy title 2.What is a wildfire 3.Signs of a wildfire 4.Initial steps to prevent a wildfire from happening – what should individuals be responsible for? 5.What should individuals do to their homes? 6.Should they have an evacuation plan and why? 7.Refer to the case of the Greek blaze in August 2007 to really shock the readers into preparing for a wildfire 8.Explain how the emergency services might respond to a wildfire 9.Explain how the armed forces might respond to a wildfire 10.Explain how the local authorities might respond to a wildfire All students to complete numbers 1, 2, 3, 4 and 5 Most to complete 1, 2, 3, 4, 5, 6 and 7 Some to complete 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10

36. To finish... Have a go at answering this 5 mark exam question without looking at your work! Write the question in full and then leave a line to write the answer in your exercise books. Is education an important method in preventing wildfires? Explain your answer.

37. Preventing and Preparing for a wildfire Lesson Objectives All to know the methods to prevent wildfires All to know the methods to prepare for a wildfire Most to explain why these various methods are used Some to assess the accuracy of the methods used for prevention and preparation Success Criteria All to create an information poster or leaflet (similar to fire evacuation posters) that can be distributed in the work place in wildfire prone areas that considers the different ways to prepare for the eventuality of a wildfire Most to give advice on the leaflet as to the exact ways to prepare and why it is important to do so

38. Are there more wildfires to come?

39. Lesson Objectives All to know about the changing number and the severity of wildfires Most to be able to make an informed decision as to whether or not the number and severity of wildfires is changing Success Criteria All to use a graph to describe the changes in wildfires Most to suggest reasons as to why the number and size of wildfires may be increasing Some to give reasons why the cost of damage from wildfires may be increasing

40. Starter: What is your response to the initial question? Write a detailed response to the following question: Are there more wildfires to come?

41. Forecasting and predicting future events of wildfires is not an accurate task, we can never accurately predict the future. However, we can use data to help us to estimate and forecast what might happen in the future. In doing this, scientists draw upon and use statistical data to help them prepare for future natural hazards. Refer to page 86 of the text book. Figure A looks at the ‘changes to the number and size of US wildfires (1960 – 2004)’. Using this graph, try to answer the following questions. As you answer the questions, think about how reliable this method of forecasting is and why!

42. All - Has there been an increase, decline or no change in the intensity of wildfires from 1960 – 2004? All - Has there been an increase, decline or no change in the size of wildfires from 1960 – 2004? Most – Describe the changes to the average size and total damage created by US wildfires since 1960 Most – Why do scientists think that the number of wildfires will continue to increase? Some – Using Figure B (satellite image of wildfires during 2002) – using an atlas, locate the continents that are effected by wildfires across the world. Once you have identified the continents, write down the specific countries within each continent that are effected

43. 1.Having identified the continents and countries that are at risk of wildfires, using the blank world map, accurately identify those countries on the map using an orange or a red colour.(They are identified by the red dots on the map in the book) 2.Draw an arrow from your coloured dots and write the name of that country. 3.Identify at least 10 countries that are at risk (a selection from each continent prone to wildfires) 4.Around the edge of the map suggest geographical reasons as to why you think these countries are at risk of wildfires (page 87 might help you). 5.Which countries from the ones you have identified to do you think receive a lot of media attention once hit by a wildfires? 6.Why do you think that these countries receive a lot of media attention? 7.Label ALL of the continents onto your map and attach into your books.

44. Lesson Objectives All to know about the changing number and the severity of wildfires Most to be able to make an informed decision as to whether or not the number and severity of wildfires is changing Success Criteria All to use a graph to describe the changes in wildfires Most to suggest reasons as to why the number and size of wildfires may be increasing Some to give reasons why the cost of damage from wildfires may be increasing

45. Is there a relationship between climate change and the number of wildfires?

46. ICT Based Lesson Lesson objectives All to make a decision as to whether there is a link between climate change and the number of wildfires Success Criteria All to use the internet to research the possible link between climate change and the number of wildfires

47. Activity: In pairs and using the internet, create a short newspaper column to inform readers as to whether or not there is a possible relationship between climate change and the number of wildfires. Useful websites: www.NASA.com www.usgs.gov/hazards/wildfires

48. Homework 1. To be completed for homework and due in next lesson – when printing your newspaper column, ensure that both you and your partner has a copy. 2. Find out what the ‘Wildland-urban interface’ is. This website will help you – www.silvis.forest.wisc.edu/projects/WUI_Main.asp

49. Are you worried about climate change? Take 1 minute to have a think as to whether or not your are concerned about climate change. If you are not concerned about climate change, think about why that is If you are worried or concerned about it, think about what in particular is a concern and why it concerns you. Voluntary class discussion about thoughts

50. ICT Based Lesson Lesson objectives All to make a decision as to whether there is a link between climate change and the number of wildfires Success Criteria All to use the internet to research the possible link between climate change and the number of wildfires