Connecting Indigenous 
Knowledges to the classroom 

 

 

Indigenous STEM 
Education Resources 

Fire-starting 

Traditional fire-starting techniques 

Classroom activities guide 

 

Photograph of dry grass and twigs burning with bright orange flames, showing active fire consuming vegetation. 



Acknowledgement of Country 

CSIRO acknowledges the Traditional Owners of the lands, seas and waters of the area that we 
live and work on across Australia. We acknowledge all Aboriginal and Torres Strait Islander 
peoples and their continuing connection to their culture and pay our respects to Elders past 
and present. CSIRO is committed to reconciliation and recognises that Aboriginal and Torres 
Strait Islander peoples have made contributions to all aspects of Australian life including 
culture, economy and science. 

Artwork 

‘Meeting on Country, Shifting Sands’ 
by Aunty Sandra Angus 
working with Saltwater People 
© 2026. 

Aunty Sandra Angus is an 
acknowledged Elder and well 
respected Aboriginal leader in her 
community. She proudly identifies as 
an Australian ‘Saltwater Murri’ with 
ancestral roots that extend to the 
Wiradjuri and Wongaibon people in 
NSW, the Ngarrindjeri people in SA 
and the Gunggari and Jaggera people 
in QLD. 

‘Meeting on Country, Shifting Sands’ by Aunty Sandra Angus working with Saltwater People © 2026. 


 


Contents 

Contents ............................................................................................................................. 3 
Glossary ............................................................................................................................. 4 
Activity 1 - Modelling energy systems, transfers and transformations ......................................... 7 
Activity 2 – Investigate energy systems, transfers and transformations ..................................... 10 
Classroom activity 2 - worksheets ............................................................................................... 12 
Activity 3 – Marble roll ................................................................................................................ 17 
Activity 4 – Pom-pom shooter ..................................................................................................... 19 
Activity 5 – Spoon conductor ...................................................................................................... 21 
Glossary 

 

Term 

Definition 

Aboriginal/Torres 
Strait Islander 

The Aboriginal and/or Torres Strait Islander Peoples are the first peoples of 
Australia. They belong to more than 250 different language groups; each 
connected to their own Country or land. Torres Strait Islander Peoples come from 
five main island groups located north of Cape York in Queensland. 

 A person is considered Aboriginal and/or Torres Strait Islander if they: 

• Have Aboriginal and/or Torres Strait Islander family heritage, 
• Identify themselves as Aboriginal and/or Torres Strait Islander, and 
• Are accepted by the Aboriginal and/or Torres Strait Islander community 
where they live. 


Chemical energy 

Chemical energy is a form of potential energy. It is stored in the bonds of 
molecules which can be released during chemical reactions e.g. chemical potential 
energy in wood can convert into heat and light energy when it burns. 

Country 

The regional lands, waterways and seas associated with Traditional Owners or clan 
groups that they have responsibility for. Country encompasses more than just the 
physical land, it’s the collection of animals, plants, people, sky, waterways, and the 
spiritual connections between them. Country is alive and referred to as a proper 
noun, with a capital ‘C’. 

This term is different to the concept of Australia as a whole country and refers to a 
defined region. 

Combust 

To catch fire. 

Conductor 

A substance that transfers heat or electricity to another substance that is in direct 
contact. 

Cultural 
burning/Fire-
stick farming 

A traditional land management practice used by First Nations People that involves 
slow, controlled, and low-intensity fire to burn the land. This practice encourages 
native plants to regenerate, grow, and thrive while removing dead plants and non-
native plants from a habitat. 

Custodian 

A custodian is a Traditional Owner of the land and waters who carries the 
responsibility for caring for and looking after Country. 

Efficiency 

The ratio of work done, or energy developed by a machine or engine, to the energy 
supplied to it. 

Ember 

A small piece of burning or glowing coal or wood. 




Energy 

The ability to make things happen or cause change. Energy comes in many forms, 
including heat, light, sound, electrical, kinetic and potential, or stored energy such 
as gravitational, chemical and elastic potential energy. Energy is never lost but can 
be transferred or transformed. 

Energy chain 

The visual representation of the transfer and transformation of energy in a system. 
It often looks like a flow diagram, with the arrows indicating the direction of 
energy movement. 

Energy form 

A general term used when discussing a type of energy. 

Energy transfer 

The movement of one energy form within or across objects or mediums in a 
system. When energy transfers, it stays in the same form and moves from one 
object to another. For example, when hitting a ball with the bat, the kinetic energy 
of the bat is transferred to the ball, causing the ball to change direction. 

Energy 
transformation 

Occurs when energy changes from one form to another. For example, when 
turning on a light, the electric potential energy transforms into light and thermal 
energy. 

Flammable 

Can catch fire easily. 

Friction 

The force that resists the motion that occurs when two surfaces rub against each 
other. 

Force 

A push or pull between objects, which may cause one or both objects to change 
speed, and/or direction of their motion, and/or their shape. 

Gravitational 
energy 

The energy possessed by a mass due to its position in a gravitational field. 

Gravity 

The force of attraction that objects with mass exert on each other. 

Hearth 

The base of a fireplace. In this context, the hearth is the piece of wood that the 
ember forms in. 

Ignite 

To catch fire. 

Ignition 

The act of starting something burning. 

Kinetic energy 

The energy that an object possesses by virtue of its motion; the energy an object 
gains by being in motion. 

Mass 

The amount of matter in an object. 




Mechanical 
energy 

The energy of an object due to its kinetic energy and potential energy. 

Potential energy 

The energy stored in an object, that when released will make things happen. This 
includes chemical, gravitational and elastic. 

Smoulder 

When wood slowly burns without flames. It produces heat and smoke but little or 
no light. Smouldering can turn into flames if it gets more oxygen. 

Temperature 

The degree of heat present. 

Thermal 

Properties of phenomena (events) associated with heat, temperature, or the 
transfer of energy due to temperature differences. 

Timber 

Wood from trees that has been prepared for use. 

Tinder 

Dry, flammable material that is used for starting a fire. 

Traditional 
Owner 

An Aboriginal or Torres Strait Islander person who is recognised by their 
community as having ownership and knowledge of a particular area or Country. 

Vegetation 

Plant life in an area. 



 


 

Activity 1 - Modelling energy systems, 
transfers and transformations 

Lesson objectives 

• Observe and recognise forms of potential and kinetic energy. 
• Identify examples of how energy can change from one form into another. 
• Use representations to illustrate energy transformations, including how radiant energy from 
the Sun can be transformed into a different form of energy. 


Success criteria 

• Can identify examples of kinetic and 
potential energy. 
• Can use flow diagrams to 
communicate the transfer and 
transformation of energy within a 
system. 


Equipment 

Teacher demonstration: 

• sparkler 
• lighter/matches 
• M&Ms 
• potted plant.


Activity 

Check for prior knowledge 

Display sparklers, M&Ms, and a plant: 

• What do we want from a sparkler? 
• How do we get them to work the way 
we want? 
• What energy is stored in the sparkler? 
• How do we access the energy in an 
M&M? 
• What do we use the energy for? 
• How does a plant use and transform 
energy? 


Safety 

• Do not touch the materials as they could 
be hot. The heat produced can cause 
burns. 
• Wear safety glasses when observing the 
sparkler demonstration. Sparks may fly 
into your eyes. 
• Keep your work area clean. Flammable 
materials can catch on fire. 
• Have a fire bucket, fire extinguisher 
and/or fire blanket on hand. 


 


Model energy transfer and transformation 

Model 1: Sparklers 

1. Have up to four students hold 
sparklers while the teacher sets them 
alight (or go outside for a whole class 
activity). 
2. What evidence can you see that 
energy is being released? 
3. Explicitly identify: 
a. Energy input: chemical 
potential energy, thermal 
(heat) energy. 
b. Energy outputs: light energy 
and thermal (heat) energy. 



4. Introduce the terms energy transfer 
and transformation. 
5. Model an energy flow diagram on the 
board: 


chemical potential + thermal (heat) → 
light + thermal (heat) + sound 

6. Students copy and label their own 
diagram in their activity sheet or 
science book. 


Model 2: M&Ms 

1. Distribute M&Ms (or similar food 
item). 
2. Discuss: 
a. Energy stored in food as 
chemical potential energy. 
b. How the body uses this energy. 



3. Explicitly identify: 
a. Energy input: chemical 
potential energy. 
b. Energy output: kinetic energy 
and thermal (heat) energy. 



4. Model the energy flow diagram on the 
board: 


chemical potential → kinetic + thermal 

5. Students copy and label their own 
diagram in their activity sheet or 
science book. 


Model 3: Plant 

1. Display a potted plant and prompt 
discussion: 
a. Where does the plant’s energy 
come from? 
b. Is the plant moving? How do 
we know it still needs energy? 



2. Discuss: 
a. Energy input: light energy from 
the Sun. 
b. Energy output: chemical 
potential energy stored as 
sugars. 



3. Explicitly explain that this is also an 
energy transformation, even though it 
is slower and less visible. 
4. Model the energy flow diagram, 
reinforcing consistent diagram 
conventions: 


light → chemical potential.

 


Reflection 

• Which system had the most obvious energy transformation? 
• Which system had the least obvious transformation? 
• Energy transformation occurs when the type of energy changes within the system, while 
energy transfer refers to energy moving from one part of the system to another without 
changing form. Did any of the systems demonstrate energy transfer and transformation? 
• Which form of energy were we trying to observe in each system? 
• Were there other forms of energy produced? 
• What do we call energy that is not useful in the system? (wasted energy) 
• Which systems seemed more efficient? Why? 


 


 

Activity 2 – Investigate energy systems, 
transfers and transformations 

Lesson objectives 

• Observe and recognise forms of potential and kinetic energy. 
• Recognise energy transfers and transformations. 
• Use practical investigations and representations to illustrate energy transformations in a 
system. 
• Employ safe work practices and manage risks using work health and safety (WHS) practices. 
• Assemble and use appropriate equipment and resources to perform an investigation. 


Success criteria 

• Can safely participate in investigations. 
• Can use flow diagrams to 
communicate energy transfers and 
transformations within a system. 
• Can identify examples of kinetic and 
potential energy. 


 

 

 

Equipment 

One per station: 

• set of dominoes 
• rubber bands 
• torch 
• bouncy ball 
• simple musical instrument (e.g. 
maracas, xylophone) 
• heatproof mat. 


One per group: 

• party poppers 
• match in a matchbox (teacher use 
only).


Activity 

Students rotate through 
investigation stations. 

At each station, students: 

• Identify the energy source entering the 
system. 
• Identify energy outputs. 
• Decide whether energy is transferred, 
transformed, or both. 
• Draw a labelled energy flow diagram. 
• Identify any wasted energy. 



Example stations: 

• Dominoes: gravitational potential → 
kinetic → sound/heat. 
• Rubber band: elastic potential → kinetic 
→ sound + heat. 
• Torch: chemical potential → electrical → 
light + heat. 
• Bouncy ball: gravitational potential + 
mechanical → kinetic → sound. 
• Instrument: mechanical → sound + heat. 
• Party poppers: chemical potential + 
mechanical → kinetic + sound + heat. 
• Matches: chemical potential + 
mechanical → heat + light + sound.


Reflection 

• Which form of energy were we trying to observe in each system? 
• Were there other forms of energy produced? 
• What do we call energy that is not useful in the system? (wasted energy) 
• Which systems seemed more efficient? Why? 


 


 

Classroom activity 2 - worksheets 

In groups you will rotate between the following activity stations: 
dominoes, rubber bands, torch, bouncy ball, musical, party popper, 
match. 

Station: 

Identify the energy source 
entering the system: 

 

Identify energy outputs: 

 

Decide whether energy is 
transferred, transformed, 
or both: 

 

Draw a labelled energy flow diagram 

 

Identify any wasted 
energy: 

 



 

 


Station: 

Identify the energy source 
entering the system: 

 

Identify energy outputs: 

 

Decide whether energy is 
transferred, transformed, 
or both: 

 

Draw a labelled energy flow diagram 

 

Identify any wasted 
energy: 

 



 

Station: 

Identify the energy source 
entering the system: 

 

Identify energy outputs: 

 

Decide whether energy is 
transferred, transformed, 
or both: 

 

Draw a labelled energy flow diagram 




 

Identify any wasted 
energy: 

 



 

Station: 

Identify the energy source 
entering the system: 

 

Identify energy outputs: 

 

Decide whether energy is 
transferred, transformed, 
or both: 

 

Draw a labelled energy flow diagram 

 

Identify any wasted 
energy: 

 



 


Station: 

Identify the energy source 
entering the system: 

 

Identify energy outputs: 

 

Decide whether energy is 
transferred, transformed, 
or both: 

 

Draw a labelled energy flow diagram 

 

Identify any wasted 
energy: 

 



 

Station: 

Identify the energy source 
entering the system: 

 

Identify energy outputs: 

 

Decide whether energy is 
transferred, transformed, 
or both: 

 

Draw a labelled energy flow diagram 




 

Identify any wasted 
energy: 

 



Reflection questions 

Which energy form were we 
trying to observe in each 
system? 

 

Were there other forms of 
energy produced? 

 

What do we call energy that is 
not useful in the system? 

 

Which systems seemed more 
efficient? Why? 

 



 


 

Activity 3 – Marble roll 

Lesson objectives 

• Observe and recognise forms of potential and kinetic energy. 
• Recognise energy transfer and transformation. 
• Use practical investigations and representations to illustrate energy transformations in a 
system. 


Success criteria 

• Can use flow diagrams to 
communicate the transfer and 
transformation of energy within a 
system. 
• Can identify examples of kinetic and 
potential energy. 


 

Equipment 

For each group: 

• 3 marbles (different sizes and/or 
weights) 
• cardboard tube 
• 2 x empty boxes or containers 
• masking tape 
• ruler.Diagram showing a bird's eye view of two box setups with a cardboard tube used to move balls from the higher box to the lower box. Left setup features a slanted ramp with three coloured marble balls on top and a box at the bottom.


Equipment set-up 

Diagram showing two box setups with a cardboard tube used to move balls from the higher box to the lower box. Left setup features a slanted ramp with three coloured marble balls on top and a box at the bottom. 


Figure 1 Experimental set-up: side view. 
Figure 2 Experimental set-up: bird’s-eye view. 

Method 

1. Use masking tape to attach the 
cardboard tube to an empty box or 
container to create a ramp. 
2. Place a piece of masking tape on the 
bench a few centimetres away from the 
end of the ramp and align the second 
empty box with the tape (Figure 1). 
3. Place the ruler alongside the tape to 
measure the distance the box is moved 
by the marbles. 
4. Roll the smallest/lightest of the three 
marbles down the ramp (Diagram 2). 
5. Measure the distance the empty box 
moves and record the results in a table. 
6. Repeat the activity for remaining two 
marbles increasing in size or weight. 
7. Use your table of results to draw an 
appropriate graph in your workbook. 


Reflection 

• Which marble had the most potential energy? Why? 
• What would happen if the smaller marble was let go at twice the height of the larger one? 
• Use an energy flow diagram to demonstrate the energy system transfers and 
transformations observed during this investigation. 


 


 

Activity 4 – Pom-pom shooter 

Lesson objectives 

• Observe and recognise forms of potential and kinetic energy. 
• Recognise energy transfers and transformations. 
• Use practical investigations and representations to illustrate energy transformations in a 
system. 


Success criteria 

• Can use flow diagrams to 
communicate energy transfers and 
transformations within a system. 
• Can identify examples of kinetic and 
potential energy. 


Equipment 

For each group: 

• pom-pom craft balls 
• balloons 
• plastic cups 
• scissors.


Equipment set-up 

 

Illustration of a transparent plastic cup with a blue balloon stretched over its open end and a small yellow ball inside. 
Figure 3 Experimental set-up: side view. 


 

Illustration of a transparent cup sealed with a blue balloon on one end, containing a single yellow spiky ball inside.
Figure 4 Illustration of step 5. 
Method 

1. Cut the bottom third off the plastic cup. 
2. Tie balloon shut with no air inside, then 
cut off the top of the balloon (Figure 3). 


 

 

 

3. Stretch the balloon around the wider end 
of the cup (Figure 3). 
4. Place the pom-pom inside cup. 
5. Pull back the knotted end of the balloon 
and let go (Figure 4). Record your 
observations.



Reflection 

• What made the pom-pom move? 
• How could you make the pom-pom propel further? 
• Use an energy flow diagram to demonstrate the energy systems transfers and 
transformations observed during this investigation. 


 


 

Activity 5 – Spoon conductor 

Lesson objectives 

• Observe and recognise heat energy. 
• Recognise efficient energy transfer. 


Success criteria 

• Can use flow diagrams to 
communicate energy transfers and 
transformations in the system. 
• Can identify examples of kinetic and 
potential energy. 
• Can identify the most efficient material 
for transferring heat. 


Equipment 

For each group: 

• plastic spoon 
• metal spoon 
• kettle 
• jug for hot water 
• paper towel 
• stopwatch or timer 
• chocolate chips.


Equipment set-up 

 

Illustration of a transparent glass filled halfway with water containing two metal spoons submerged inside.
Figure 5 Step 2 set-up. 


 

Illustration of two spoons, one metallic gray and one white, each holding a small brown object resembling a chocolate chip.
Figure 6 Step 5 set-up. 
Method 

1. Carefully fill a cup or pan with boiling 
water from the kettle. 
2. Place both spoons into the hot water at 
the same time (Figure 5). 


 

3. Leave the spoons in the water for 1 
minute. 
4. Remove the spoons from the water, 
quickly wipe dry and place on bench. 



5. Put a chocolate chip onto each spoon 
(Figure 6). 
6. After one minute, gently press the 
chocolate chip with your finger. 
7. Record your observations. 


Reflection 

• Which spoon transferred heat more efficiently? 
• Why did the chocolate chip melt faster on one spoon than the other? 
• Use an energy flow diagram to demonstrate the energy system transfers observed during 
this investigation. 


 


 

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