Fauna and Flora Protection

Fire-Ed Up Scenario 6:

Welcome to the Fauna and Flora-Protection supplementary page for the stage 5 iSTEM, Fire-Ed Up Unit of Work. This is a resource site setup to support teachers to implement the Fire-Ed Up Program.

Fire-Ed Up is funded by the NSW Office of the Chief Scientist and Engineer, developed from Central Coast Council’s Award Winning program and produced by the Hunter Innovation and Science Hub.

Unit Background –
Australian Fire Danger Rating System

In 2022 Australia introduced a new fire danger rating system providing clearer and more accurate information to communities at risk of bush fire. The Australian Fire Danger Rating System brings together the latest science and knowledge of fire behaviour, is supported by extensive community research, and is the most significant change to the fire danger rating system in more than 50 years.

The previous fire danger rating system was found to be approximately 40% accurate whilst the new reporting system is now more than 60%, but there is room for improvement.

Scenario 6

Fauna and Flora Protection: Propose a STEM-based design solution to protect fauna and flora from bushfire impacts. This may involve designing animal shelters, techniques to shield fire-sensitive environments, or methods to safely move wildlife during a fire.

Using STEM to save flora and fauna

From the development of fire-resistant materials, temperature control systems and smoke filtration in animal shelters to the protection of bushfire-prone vegetation through irrigation, there are STEM-based design solutions that can protect fauna and flora from the devastating impacts of bushfires.

Your Mission

Propose a STEM-based design solution to protect fauna and flora from the devastating impacts of bushfires


  • Habitat shelters
    Design a solution to provide immediate refuge for wildlife during bushfires
  • Natural firebreaks
    How can firebreaks be deployed to protect threatened vegetation communities?
  • Advanced irrigation systems
    Can sensitive vegetation be protected through irrigation?
  • Fauna relocation
    What technology can be deployed to move wildlife as a bushfire advances?

What can you do in your class to find better solutions?

Downloadable Resources

Technology Mandatory – Student Resource Folio

Download the Fire-Ed Up Technology Mandatory student resource folio.

Download Brief Document >>>

NSW RFS Firefighters Pocket Book

The NSW Rural Fire Service Firefighters Pocket Book Dec 2010 edition.

Download PDF >>>

Australian Fire Danger Rating System

Australian fire danger rating system – Fire Behaviour Index Technical Guide V2.1 Oct 2023.

Download PDF >>>

NSW Bushfire Technology – NSW Office of the Chief Scientist & Engineer

This is a summary of the current state and identified challenges in bushfire technology used by NSW Government agencies as well as common challenges faced by fire-response agencies

Download PDF >>>

Video Based Resources

The following are a mixture of Fire-ED Up original video resources and others that you might find useful.

Gardening Australia meets the team tasked with working to protect one of Australia’s most unique plant species, the Wollemi Pine (5:45 minutes).

7News investigates how more than 800 potential wildlife nests are being created to make artificial nesting hollows in areas affected by fire (7:04 minutes)

A collaboration between Google, the World Wildlife Fund and Conservation International using AI technology shows there is recovery after Australia’s devastating 2019-20 bushfires  (10:39 Minutes)

Drones can be deployed to help relocate wildlife in bushfire-affected areas. (1:59 Minutes)

Other Resources

Bushfire Survival

Online RFS Bushfire Survival plan

Bushfire Survival Plan PDF version


NSW RFS Firefighter Pocketbook – Android

NSW RFS Firefighter Pocketbook – IOS

Hazards Near Me – Android

Hazards Near Me – IOS


Spatial Information eXchange

NSW Department of Education – Digital Learning Selector



Splat3D – Drawing the core 3D Shapes Playlist

Other Videos

AVA Define and Identify – Dr Nick De Leon from the Royal College of Art