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SP 035 381

Fire Safety Power. Sixth Grade. Fire Safety forTexans: Fire and Burn Prevention Curriculum Guide.Texas State Commission on Fire Protection, Austin.

May 9350p.; For other guides in the series, see SP 035

375-385.Texas Commission on Fire Protection, Fire Prevention

Education, P.O. Box 2286, Austin, TX 78768.

Guides Classroom Use Teaching Guides (For

Teacher) (052)

MFO1/PCO2 Plus Postage.Electricity; *Fire Protection; First Aid; Grade 6;Injuries; Instructional Materials; IntermediateGrades; Learning Activities; Lesson Plans; Physics;

Prevention; *Safety Education; State Curriculum

Guides

IDENTIFIERS *Texas

ABSTRACTThis booklet comprises the sixth grade component of a

series of curriculum gu...-es on fire and burn prevention. Designed to

meet the age-specific needs of sixth grade students, its objectives

include: (1) developing a comprehensive understanding of fire

physi:..s, (2) evaluating electrical hazards and how to respond to

those hazards, and (3) continuing study of first aid for burns. Texas

essential elements of instruction that may appropriately be

integrated with the fire prevention curriculum are listed. The

booklet's three sections provide lesson plans, teacher materials, and

student materials. The five lessons are: "Physics of Fire, Almost

Like Magic"; "Electricity"; "Home Safety"; "Fire Response"; and "Burn

Response." Each lesson plan includes objectives; a list of materials;

and suggestions for a focus activity, presentation of content, guided

and independent practice, reteaching, enrichment, and closure. A

pretest/posttest is provided, along with activity sheets to be

photocopied. A scope and sequence chart covering kindergarten through

high school is also presented. (JDD)

Reproductions supplied by EDRS are the best that can be made

* from the original document.********************************************************************

6-7

FireSafetyfor TexansFire and Burn PreventionCurriculum Guide Developed byTexas Commission on Fire Prutection

U.S. DEPASTASENT OF EDUCATIONOffice ot Educafional Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0 TN, document has been reproduCed asreceived from the person or organulionoriginating it

0 Minot changes have been made to ImproveneproduchOn Qualify

Points& view or opinions stated in this doctrmint do not neceSsarily represent official0ERI pOsition or policy

"PERMISSION TO REPRODUCEMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMA noN CENTER (ERIC)."

Sath Grade

Fire SafetyPower

2

BEST COPY AVAILABLE

Texas onCommission Fire ProtectionP.O. Box 2286 Austin, TX 78768-2286 (512) 918-7100 FAX (512) 918-7107

Dear Educi or:

The Texas Commission on Fire Protection is pleased to provide this curriculum guide to facilitate the teaching of fire prevention.

To understand why instruction in fire prevention must be matched to the developmental needs of students, please read the

Introduction section beginning on Page 3. This introduction also tells how fire prevention education 6:1 be coordinated with the

instructional requirements of Texas schools.

We welcome your comments and suggestions. Please telephone or write to share your successes and questions with our staff.

Also, we invite you to request guides for other grade levels and additional copies of this booklet by clipping and returning the

form below.

Your involvement in fire prevention education will be appreciated by your students and your entire community.

Sincerely,

Anne Easterling

Program Administrator

Fire Prevention Education

Please send the following curriculum guide(s):

Grads Level Quantityd Grade Level

Fourth Grade

Quantity__ Grade Level Quantity_

Kindergarten Seventh Grade

First Grade Fifth Grade Eighth Grade

Second Grade Sixth Grade High School Health

Third Grade High School Economics

Comments and suggestions on Grade guide(s):

Are you currently using other materials produced by the Commission on Fire Protection? (Circle one) Yes No

Name Position

Address Telephone

City State ZIP

Mail to: Texas Commission on Fire Protection, Fire Prevention Education, P.O. Box 2286, Austin, TX 78768

Andrew F. Meld, Chairman, El Paso * Roy Chapman, Vice Chairman, Abilene * David Burkhart, Secretary, Arlington

Ronnie lames, Wichita Falls * Pat Hughes, North Richland Hills * Armando Caceres, Corpus Christi * Alonzo Lopez, Kingsville

Larry McKee, Austin * Gerald Hood, Benbrook * Steve Perdue, Mineral Wells * Ernest L. Brown, Friona

Michael E. Hines, Executive Director * G. Mike Davis, State Fire Marshal

3

FireSafetyfor TexansFire and Burn PreventionCurriculum Guide Developed by

Texas Commission on Fire Protection

Sixth Grade

Fire SafetyPower

4

Published May 1993Texas Commission on Fire ProtectionMichael E. Hines, Executive DirectorErnest A. Emerson, State Fire Marshal

Anne Easterling, Program AdministratorFire Prevention EducationP.O. Box 2286, Austin, Texas 78768-2286

(512) '-'73-1700

The Texas Commission on Fire Protection does not discriminate on the basis of race, color, national

origin, sex, religion, age or disability in employment or in its activities. For fire prevention information

presented in other media, write to the address above.

Additional copies are available from the address above. This publication may be reproduced in its

entirety. Such reproduction must include credit to the original producer, specifically the Texas Commission

on Fire Protection.

C^pies of this publication have been distributed in compliance with the State Depository Law and are

available for public use through the Texas State Publications Depository Program at the Texas State

Library and other state depository libraries.

5

Fire Safety for TexansThe complete series from the Texas Commission on Fire Protection

Kindergarten

Fire Safe Together

First Grade

Fire Safety: Any Time, Any Place

Second Grade

Making Me Fire Safe

Third Grade

Positively Fire Safe

Fourth Grade

Fire Safety: Stop the Heat

Fifth Grade

Charged Up For Fire Safety

Sixth Grade

Fire Safety Power

Seventh Grade

Responsible For Fire Safety

Eighth Grade

Fire Safety's My Job

Health (High School)

A Lifetime For Fire Safety

Economics (High School)

Fire Safety For Consumers

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Introduction

11

IntroductionWhy teach tire and bum prevention?

Each year during the past decade, about 300 Texans have

died in fires. The Texas Commission on FireProtection is committed to reducing this alarming

statistic. Ana lysio of fire statistics shows that the vast

majority of fires and the resulting fire deaths

could have been prevented. Regretfully, most peopledo not know or practice even simple actions that can

prevent fires and bums.

The Texas Commission on Fire Protection believes the key to

reducing fires and fire deaths is education. Fire safetyeducation has traditionally been concentrated inelementary school observances of Fire Prevention

Week. While these observances can produce effectiveresults, thoughtful analysis of the fire problem and fire

safety educational programs shows that a more

comprehensive, age-appropriate 3pproach to fire

safety edt_ation can multiply its benefits.

Rerognizing the limits of classroom instruction time. the

Texas Commission on Fire Protection has examined

the Texas essential elements of instruction todetermine the most appropriate topics with which to

integrate fire prevention and fire safety. Teachers from

across the state have provided feedback on topics

appropriate for each grade level, kindergarten through

high school.

The result of this extensive research is "Fire Safety forTexans," a series of curriculum guides teaching fire

and bum prevention. Each grade-level program has

been coordinated with essential elements in that

grade and with the unique specific fire safety needs of

that age group. The lesson plans have been field

tested in classrooms across the state. On average,

students who have been taught using these materials

score 26 percent higher than students in control

groups.

As you use this guide, you and teachers in other grade levels

will be part of a continuum of fire safety education

spanning all grades. The Texas Commission on FireProtection believes this continuum will help created a

generation of Texans who will be fire-safety aware. In

turn, all Texans can benefit from a decrease in the

number of needless fire deaths and an increase in

safer homes and worksites a benefit we all

deserve.

This Booklet

This booklet, "Fire Safety Power," is specifically designed for

sixth-grade students. The following sections give

specific information on the essential elements

Commis.ton on Fire Protection: Flp Welty for Texans

applicable to fire and burn preven1ion and on the age-

specific needs of sixth-grade students related to fires

and burns. You will also find additional information on

the format and materials found in this booklet.

This booklet has three sections:

Lesson Plans. This section includes all steps in the

lesson cycle.

Teacher Materials. This section includes all teaching

aids and tests.

Student Materials Duplicating Masters. This

section includes master copies of materials to be used

by students.

0 General Objectives: To develop a comprehensive

understanding of fire physics

To evaluate electrical hazards and how to respond to those

hazards

To continue study of first aid for bums

Essential Elements: The student will be provided

opportunities to:

§75.25 (g) 2D. observe phenomena and apply knowledge of

theories, facts, and concepts from the life, earth, and

physical sciences.

§75.25 (g) 4B. name and describe objects, organisms, and

events from the environment.

§75.25 (g) 4E. record data and interpret the arrangement of

data on graphs, tables, and other visuals.

§75.25 (g) 6D. form and state generalizations aboutsimilarities and differences among observed objects,

organisms, events, and phenomena.

§75.25 (g) 7B. relate classroom objects, science principles

and activities to daily life.

§75.26 (g) 1F. identify factors, including peer pressure, that

contribute to ... tobacco ... abuse and methods of

prevention.

§75.26 (g) 1H. recognize hazards in the environment, and

empire knowledge and skills needed to avoid injury

and to prevent accidents.

§75.26 (g) 2C. recognize the health of the family depends

upon contributions of each of its itobers.

§75.26 (g) 20. identify basic emergency treatment.

§75.26 (g) 3A. relate the system of health services provided

by government to the health needs of people.

§75.29 (g) 7A. make and interpret time lines.

** Science Content: Content from the sciences that shall be

emphasized at the grade level shall include:

3 12 Sixth Grade: FIre Safety Pow

.Physical Science

3,1 energy ... kinds of energy ... sources of energy ...

transformation of energy from one form to another.

3.4 electricity and magnetism: charges, circuits, properties,

electromagnetism, etc.

Background: Age Profile

Stage of industry vs. inferiority, which means the child needs

to stay constructively busy. Because many

differences ii, abilities are becoming more evident,

comparisons among children should be avoided.

Areas of development include neuromuscular and social. The

child is developing many new physical skills, both

gross and fine motor skills. He is making a social

move from the home into peer groups and school. He

is developing his own self-attitudes and seeks

significant human relationships.

Operating under the morality of cooperation, the child sees

rules as mutual agreements made by those affected

and involved in the situation. She tends to obey rules

out of respect. The child can understand causes and

consequences of actions.

The child is capable of concrete operations, which means he

can solve a variety of problems using concrete

objects, and may be capable of formal operations, in

which concrete objects are no longer needed for

problem solving. He must be active in the

instructional process, and activities and materials

must be relevant to the child's life or environment.

Instruction will be more effective if it involves both the

affective and cognitive domains.

The sixth-grader is interested in social, occupational and civic

matters. She is becoming able to move from the

simple to complex, concrete to abstract,undifferentiated to differentiated, discrete to

organized.

Fire And Burn Hazards

Curiosity about fires playing with matches and lighters,

candles, fireplace, heaters, other locations where the

child can observe a flame; overconfidence in dealing

with fires.

Scalds cooking; tap water; hot foods, especially heated

sweet foods.

Appliances cooking at stoves or with microwave ovens,

especially unsupervised; overconfidence in using

appliances, such as irons, toasters, etc.

Clothing ignition playing with matches; flammable clothing

and costumes; walking or sleeping too close to heater

or other open flame; knowing how to reduce injury.

Comrression on Fire Protection: Fire Safety for Texans 4

Outdoor hazards campfires and barbecues; mini-bikes and

lawn mowers; fireworks; high-tension wires.

Other flammable liquids; fires caused by parents' smoking;

injury from smoke and fire gases; knowing how to

escape from fire.

Teacher's Note On Materials: Illustrations and activity

sheets in this booklet are intended to serve as

masters. Photocopy, then use the photocopy as

directed.

Pre-Test and Post-Test: Administer the pre-test prior to the

first lesson and the post-test after the final lesson.

Teacher's Note on Closure Activities: Some activities

included in the closure phase of the lesson cycle may

be effectively used in the next lesson's focus activity.

Key To Icons: The following icons can be used to easily

identify activities in the lesson plans:

0 Lesson objectives

Focus and closure

+ Creative group activity, including role playing

Lecture

Group problem-solving activity

CA Answering questions

* Guest presenter

ICif Investigation or research

14. Creative writing activity

gq. 401.

Cut-and-paste activity

AGroup discussion

e7 Drawing, artwork or illustration

13 Sixth Grade: Fire &Italy Pow

Lesson Plans

14

LESSON ONE:

Physics Of Fire,Almost Like Magic

Goal: To examine the complete fire tetrahedron and to applyknowledge of flammables and combusfibles to product

safety

O Objectives: The student will:

describe fourth element of fire, uninhibited chemical

reactions '25(g)4B, "3.1

lists types of heat and fuel to define classes of fire

*25(g)2D, "*3.1

describes three types of fire extinguishers *26(g)1H

Materials: Pre-tests (p. 15); fire tetrahedron, assembled asillustrated (p. 16); "The Basics Of Fire and Fire

Safety," reproduced on overhead transparency or

poster P. 17); "The ABCs of Fire Extinguishers"

classification activity (p. 33) 'Overpower The Fire*independent pracfice activity (p. 34); answer keys

(p. 27).

Focus: Administer pre-test.

Present tetrahedron. Have students describe how it is

different from fire triangle usually presented (four

faces, fourth element).

Introduce unit on fire safety by telling students that although

fire sometimes seem magical, technical advances and

greater knowledge of fire have given people greater

power in controlling and putting out fires. Present

general objectives:

To develop a comprehensive understanding of fire

physics

To evaluate electrical hazards and how to respond to

those hazards

To continue study of first aid for burns

Outline lesson objectives (paragraph above).

Presentation Of Content: Display "The Basics Of

Fire and Fire Safety" on poster or overhead projector.

Have students read 01e definition of fire and describe

the differences between an object before ft is burned

and after it has been burned. Discuss the four

elements of fire and basic principles of preventing or

putting out a fire.

Commission on Fire Protection: Fire Safety tor Texans

ADirect student attention to "Types of Fires." Have

students read and discuss the three types of fuel,encouraging them to use Type A, B or C to identify the

three fuel types. Have students add other items to

each list.

Tell students that knowing the type of fuel is essential in

knowing how to put out the fire. Have students discuss

ways they would put out a Type A fire. (Spraying

water on the fire, rolling to put out a clothing fire.) Ask

how they would put out a Type B or C fire. (They willprobably be able to name putting a lid on a pan to put

out a cooking grease fire or turning off the electricity

for an appliance fire, but will not be able to identify

others except using fire extinguishers.) Tell studentsthat fire extinguishers using chemicals have been

developed to safely and effectively fight fires.

Guided Practice: Distribute "The ABCs of FireExtinguishers" classification activity. Point out the fuel

types chart at the top and the illustration of the fire

extinguisher. Tell students that all fire extinguishers

are labeled with one or more letters, A, B, C and/or D.

Read note about Type 0 fires. Also note the shapes

around each letter, which is another identifying aid.

Examine any fire extinguishers in the room.

APoint out that the most common types of extinguishers

available for home use are Type A, Type BC (effective

for both Types B and C) and Type ABC (effective for

all three). Have students hypothesize on what eachtype might contain. (Type A only is usually water;

Type BC, carbon dioxide or dry chemical to smother

the fire; Type ABC, another dry chemical to smother

and cool the fire.)

C'. Have students read each item in the chart. then circle

the type of extinguisher needed and write whether the

fire was probably cooled or smothered. Reinforce

awareness that two or more types of fuel are

commonly involved in one fire.

oe

' 15

Independent Practice: Distribute "Overpower

The Fire" activity. Have students identify each item

and answer the questions. Encourage them torecognize that an ABC extinguisher has a variety of

applications.

Reteaching: Copy the pattern for the fire

tetrahedron and have students construct their own.

Sixth Grade: Fire Safety Power

Have students make lists of sources of all elements

and attach to the appropriate sides. Note thatuninhibited chemical reactions will have no additional

labels.

EW Enrichment: Have students research the fourth type

of fuel flammable metals. Have them prepare

reports or illustrations that show how metal fires differ

from other types of fires.

Closure: Review "Overpower The Fire" activity, if

appropriate. Select objects in the classroom and have

students tell the type of fire and typg, of extinguisher to

use. Note any items with flammable liquid labels.

Introduce next lesson by telling students that their study of

"Fire Safety Power will focus on the power of

electricity.

LESSON TWO:

ElechicityGoal: To examine the relative risks of electricalappliances,

including high-tension wires, and to relate the risks of

electrical heating to other alternative heating methods

0 Objectives: The student will:

describe why electricity and electrical appliances are

fire and bum hazards, relating amount of energy used

by various appliances to their risk '25(g)60, "3.4

describe dangers of high tension wires '26(g)1H, "3.4

Materials: "Electrical Objects," transferred on poster or

overhead transparency (p. 18); *Electricity Is ..."

background information, transferred on poster or

overhead transparency (p. 19); "Heat Equals Danger"

analysis activity sheet (p. 35); "Higher Heat" analysis

and classification activity sheet (p. 36); answer keys

(p. 27-28). Option: electric light, electric heater and

electric clock, other appliances if desired; display

UNPLUGGED with cords securely tied.

Focus: Review Lesson One concepts: the fourth

element of fire; three classes of fire and fire

extinguishers. Explain that this lesson will focus on the

third class of fires electrical fires.

Display illustrations of electrical objects on poster or overhead

(or display light, heater and clock UNPLUGGED).

Commission on Fire Protection: Fire Safety for Texans

Have students describe how they are similar. (All use

electricity)

Tell students that this lesson will focus on electrical power

and its relation to fire safety. Outline lesaon objectives

(paragrar't above).

Presentation Of Content: Display "Electricity Is..." on

poster or overhead projector. Read definition of

electricity. Review basic electricity knowledge,

including the fact that the flow of electrons creates

power or energy that causes electrical and electronic

appliances to operate. (NOTE: This information

relates to science instruction on electricity.)

A Discuss table titled "Electricity is used to:" Have

students list additional examples of each use of

electricity.

NOTE: This lesson does not address the issues of heat

created by electronic "switching" devices such as

computers and semiconductors. More traditional

appliances, such as those listed, are much more

common fire hazards.

Discuss table titled "How does this relate to fire safety?" If

using sample appliances, read the wattages listed on

the light bulb, heater and dock.

: nuulueu rractice: Distribute "Heat Equals Danger"

analysis activity sheet, noting the background

information. Divide class into groups of three or four

students. Have groups read each itemin the list and

select the correct words. Encourage students to refer

to the background information if necessary.

CA Independent Practice: Direct student attention

to "Higher Heat" analysis and classification activity.

Have students compare the two items and answer the

questions. Point out the IMPORTANT note atthe

bottom of the page.

1(Y' Reteaching: Have students research the wattages

of home appliances. Have them prepare a list of the

appliances and wattages and arrange from lowest to

highest wattage. Relate the listing to relative fire risk.

NOTE: Tell students to conduct home research with help from

parents or other adults.

ra' Enrichment: Have students research the wattages

of home appliances. Have them arrange the items in

8 16 Sixth Grade: Firs Salary POWS(

pairs and conduct an analysis similar to the "Higher

Heat" activity.

Closure: Display the illustrations of electrical objects

using in the Focus activity. Briefly review the purposeof high-tension wires. Have students tell which of the

three remaining appliances uses the most and least

amounts of electricity, then tell which one is most

likely to start a fire. (Most electricity is used by heater,least by dock. Heater is most likely to start a fire.)

Review °Higher Heat" activity, if appropriate.

Introduce the next lesson by telling students that their nextlesson on "Fire Safety Power" will focus on one of the

most powerful tools in being prepared for a fire.

LESSON THREE:

Home SafetyGoat: To apply knowledge by planning for safety at home

Objectives: The student will:

draw map of home to scale to show smoke detector

placement and home exit plan '25(g)78, 26(g)1H,2C

analyze prepared maps of other locations to show

appropriate detector placement `26(g)1H,2C

develop holiday.cheddist that applies fire safety rules

'25(g)7B, 26(g)1H,2C

Materials: Student desks, tables and/or masking tape to

make a floor plan outline; "Smoke Alarm" and"Smoke" role-playing labels (p. 20); "Are These

Homes Prepared?" analysis activity sheets (p. 37); "A

Powerful Plan For Home Safety" planning andresearch activity sheets (p. 38); answer keys (p. 28).

Reteaching: "Are These Homes Prepared?" activity

sheet (p. 38) with smoke alarm placements deleted.

Focus: Briefly review types of electrical hazards.

Emphasize that preventing a fire is the most desirable

way to avoid fire damage; however, if a fire does

occur, every home should be prepared by having a

smoke alarm and an emergency exit plan.

Ask for three ideas on the purpose of a smoke alarm anrI

emergency exit plan. Record and retain for Closure

activity. Outline lesson objectives (paragraph above).

Cornrnission on Are Protection: Fire Safety for Texans 9

+ Presentation Of Content: Have student desks

and tables arranged in an outline of a home floor plan,

or use masking tape to mark an outline of a home

floor plan. SUGGESTION: Use the one-bedroom

apartment floor plan from "Are These Homes

Prepared?" sheet as a guide. Additional bedrooms

might be added.

Have students sit on floor in groups in "rooms" of house. Give

each group three minutes to make a hypothesis

(based on prior knowledge and analysis of smoke

movement and floor plan) on where a smoke alarm

should be placed. If necessary, remind students that

the largest number of fires that cause deaths occur at

night when people are sleeping. They can be allowed

to have more than one alarm.

When groups have their hypotheses, assign persons from

each group as "Smoke Alarm(s)" and "Smoke" and

distribute role-playing labels. Use one group to

demonstrate a "test" of their hypothesis using the

following steps.

1. Position "Smoke Alarm(s)" as the group suggested.

2. Have "Smoke" act out movement toward peoplesleeping in bedroom(s) from one or more of the

following:

A fire that starts from a careless smoker sleeping on

the sofa.

A fire that starts from a heater in a bedroom.

A fire that starts from unattended cooking in the

kitchen.

3. Have "Smoke Alarm(s)" make warning sound when

"Smoke" tries to pass.

4. Help students determine if their placement of smoke

alarm(s) was the best possible.

5. Discuss what would happen if it were a two story

building.

Using student suggestions, write a list of criteria for

placing smoke alarms. Be sure the list includes:

At least one alarm outside each sleeping area

At least one alarm on each level or story.

Do not place in kitchen or high-humidity area (bath,

sauna) to prevent nuisance alarms and damage to

alarm..

Optional: Place an additional alarm in each bedroom

or any room in which someone might sleep.

17Sixth Grade: Fire Safety Power

Optional: Interconnect all alarms so that if one goes

off, all alarms sound. (Point out that these are usually

part of a whole-house security system.)

Then have each group review their original hypotheses and

test their theories using "Smoke Alarm(s)" and

'Smoke" role playing.

0' Guided Practice: Distribute "Are These Homes

Prepared?" Have students examine each drawing and

determine if the alarms are appropriately placed. Have

them put an X on each misplaced alarm and draw in

needed locations. Have them draw in two emergency

exits from each room.

12r Independent Practice: Distribute "A Powerful

Plan For Home Safety." instruct students to draw

maps of their homes to scale using the provided grid,

marking locations of smoke alarms and two

emergency routes from each room. NOTE: Distribute

two pages to students who live in two-story homes.

Have them study the master holiday checklist and select five

holiday safety rules that address hazards they feel

they should address in their home.

Reteaching: Reproduce the prepared maps from

"Are These Homes Prepared?" without the smoke

alarm locations. Have students mark where they think

detectors should be placed for minimum and

maximum coverage. Have them explain their choices.

a. Enrichment: Have students prepare letters . :sr

parents and/or family members :tout the value

smoke alarms and planned emergency exit plans.

tg Have students share their checklists on holiday safety

with family members by prepPring illustrations or

posters.

Closure: Display maps of home smoke alarm

locations and home exit plans. Have students share

what they discovered and how their families

responded to this activity. Compare their three ideas

from the Focus activity to what they learned about

smoke alarms.

Introduce next lesson by telling students that they will look

more closely at why learning about a fire as quickly as

Commission on Fire Protection: Fire Safety tor Texans

possible (which smoke alarms help do) is so

important.

LESSON FOUR:

Fire ResponseGoal: To examine various aspects of responding to fire and

bums

0 Objectives: The student will:

prepares time line in response to fire sighting and

reporting '25(g)4E, 29(g)7A

explains why to report smoke or suspected fire

promptly '25(g)6D, 26(g)1H

describe professionals involved in emergency

response and bum care *26(g)3A

Materials: "Time Line Of Class and "Time Line Overlay"

illustrations (p. 21-22), transferred to overhead

transparency; "Seconds Count" overhead

transparencies (p. 23-24); "Seconds Gounr activity

sheets (p. 39-40); "A Time Line For Safety" problem-

solving activity (p. 41); answer keys (p. 28-29).

Focus: Dkplay "Time Line of Class" illustration. Ask

students if a fire starts in a shorter or longer time. Add

"Fire Time Line Overlay." Have students share their

reaction to the differences.

Tell students that reacting quickly and appropriately saves

lives in a fire. Emphasize that planning and practicing

can make it easier to act quickly in an emergency.

Add that fire departments and medical professionals

have also planned for helping people in the

community when fires or bums occur. Outline lesson

objectives (paragraph above).

A Presentation Of Content: Using "Fire Time

Line Overlay," discuss the kinds of actiuns that are

required in responding to a fire. (Someone becomes

aware of the fire, someone notifies the fire

department, the fire department responds by coming

to the fire, fire fighters put out tne fire.) Discuss what

would happen if any of the actions is VA done or is

done too slowly. (The home cannotbe saved, anyone

who might be hurt cannot be saved, th:Ifire could

spread to other houses; accept otherreasonable

answers.)

1810 sixth Grade: Fire Safety Power

Ask students if planning what to do in a fire emergency would

make the reactions faster or slower. (Faster) Have

students explain why. (In an emergency, people tend

to think irrationally, not logically. Planning ahead helps

you choose a correct action while you can think

proper1y. Students may find it helpful to compare

planning for a fire emergency to studying for a test or

rehearsing for a play.)

Have students describe what might have been done to create

a different outcome in the time line. (Not smoking,

putting out the cigarette with water then putting it in a

trash can; having a smoke alarm that might warn of

the fire before it grows too large; checking ash trays

before leaving house; using larger ash trays on table

instead of couch arm.) Emphasize that most fires in

the home can be prevented by "planning to be safe."

Guided Practice: Display 'Seconds Count"

illustration and distribute 'Seconds Count"problem-

solving activity. Explain that the various time lines

show several situations concerning fire. Review each

time line and discuss the people involved and the

actions that each person did.

Direct student attention to `Professionals At Work." Guide

students in o; itching the fire service and hospital

professionals to the job descriptions. Discuss howeach person might be specially trained and prepared

for their jobs.

Ctb, Independent Practice: Distribute "A Time Line

For Safety" problem-solving activity sheet. Have

students prepare the time lino as directed, then list the

professionals in their time lines.

Reteaching: Review Time Lines 1 and 2 from

"Second Count." Have students act out the scenarios

in real time to develop a sense of the passage of time.

Discuss how the time required to carry out an action is

shortened by being prepared and practicing. Compare

to knowing a friend's telephone to having to look up

the telephone number in the directory.

Enrichment: Have students prepare time lines of

their own creation. Include other variables, such as a

fire in a store, fire involving a senior citizen or

handicapped person, fire in a school that has fire drills

compared to a school that does not conduct fire drills.

Encourage them to explore variables in the way

people might respond in each situation.

Commission on Fife Protection: Fire Safety lor Texans

Closure: Ask students to stand, then sit down when

they think that one minute has passed. Stop the

demonstration a few seconds after the one-minute

mark. Add that one minute is all it takes for a fire to

consume a room. Ask students to share their opinions

on why fast response for a fire is necessary.

Review the various jobs of the fire service and emergency

medical personnel. Emphasize that the students' roles

in having a safe home environment is as important as

any of those jobs.

Introduce next lesson by telling students that the final lesson

will focus on the various types of bums that might be

seen by the medical professionals discussed in this

lesson.

LESSON FIVE:

Burn ResponseGoal: To examine various aspects ofresponding to fire and

burns

0 Objeciives: The student will:

classify six types of burns by causes (contact, UV,

c': 'mica!, etc.) '26(g)2D

describe special first aid actions for bums other than

contact bums '26(g)2D

Materials: 'Bums: Causes and Treatment" overhead

transparency (p. 25); "A Guide To Bums" activity

sheets (p. 42); "Warning: Bum Danger" activity sheets

43); post-tests (p. 26); answer keys (p. 26-28).

Focus: Review main ideas of the previous lesson,

reinforcing the importanu of responding quickly to fire

and burn emergencies.

Teacher: "Fast responses to burn injuries are very important.

Most of us know how to "cool a bum," which works

well for most burns. But did you know that there are

some types of bums that require other kinds of

response? This lesson will give you information to

help respond the major types of bums."

Outline lesson objectives (paragraph above).

A Presentation Of Content: Display "Burns:

Causes and Treatment" overhead transparency. Have

11 19 Sixth Grade: Fire Safety Power

students read and discuss the three major causes of

bums thermal, chemical and electrical.

Read and discuss the different types of bum treatment.Emphasize that different types of bum require

different types of initial treatment

Guided Practice: Distribute "A Guide To Bums."

Divide students into small groups. In groups, have

students read each item and discuss the type and

proper care of each.

Discuss when it would be appropriate to call for emergencymedical service (9-1-1 in most Texas communities).

114*. Independent Practice: Distribute "Warning:

Bum Danger' activity sheets. Point out that proper

emergency treatment of bums depends on being

prepared. Have students prepare warning labels or

signs that could be placed on burn hazards. Instruct

students to check the item or product, then prepare

the label or sign.

Reteaching: Invite an emergency medical

technician to present information on primary burn

Care.

gar Enrichment: Have students research the Shriners

Bum Institute or the critical bum care hospital nearest

to your community.

invite a bum-care professional to visit the class. Encourage

the guest to discuss burn prevention. (Note: Advise

the guest on whether you wish to see photographs of

severe bums. The students may be disturbed by

some photographs.)

Closure: Have students present the labels and signs

prepared in the Independent Practice activity. Share

reactions to their work, and ask students to comment

on those that might influence them to be more careful

viith bum hazards.

Ask students to tell what more impressed them during the

study of "Fire Safety Power." Review major points on

fire tetrahedron, electricity safety and types of fires.

Administer post-test.

Commission on Fire Protection: Fire Safety for Texans

20

12 Sixth Grade: Fire Safety Power

Teacher Supplemental Materials

/

21

Name

SIXTH GRADE: Fire Safety Power PRE-TEST

Read each question, then write the best answer.

1. Fires are classified by letters, A, B and C. Tell thecorrect type of fire by writing ti.e letter A, B or C in

the blank.

electdcal appliances or wiring

wood and paper

flammable liquids, such as gasoline orcooking oil

2. Why should you report a fire immediately?

3. The three general types of fire extinguishers are:

and

4. You are not sure if a bottle of cleaner is aflammable liquid that might catch fire. How canyou easily tell if the cleaner is a flammable liquid?

5. Four elements are needed to create a fire andkeep it burning. Three of these are heat, oxygenand fuel. The fourth is:

6. List THREE professional jobs that are involved inresponding to fire emergencies and providingcare for burns:

1.

2.

3.

6. On the map, draw a circle in each place that a smoke alarm should be located. Then draw lines to show a

fire exit plan.

rDining LaundryRoom

1.

1- Kitchen/Back door

StudyLivingRoom

Bath Bath

Bedroom

Bedroom

Fronl door

Bedroom

8. List six causes of burns.

1. 4.

2. 5.

3. 6.

Circle True or False.

10. High-tension wires (outdoor powerlines) are more dangerous thanelectric outlets in your home. True False

Teacher: Use with Lesson One, Page 7. Duplicate for student use.

Commission on Fire Protection: Firs Safety for Taxans

7. List two guidelines forplacing smoke alarms.

1.

2.

12. The chance of an electrical appliancecatching fire is related to the amountof electricity that the appliance uses. True False

13. All burns are generally the same, sothere is no difference in how youtreat different bums. True False

2215 Sixth Grade: Firs Safety Power

Fire Tetrahedronmodel for illustration

Teacher: Use with Lesson One, Page 7. Copy and assemble as shown. Mount on tagboard and color before assembling, if desired.

Commission on Fire Protection: Fire Safety for Texans 16 23 Sixth P-ade: Fire Safety Power

The Basics Of Fire and Fire SafetyBackground Information

4gc/o.A chemical process that converts one product

(the fuel) to other products (including gases that

contain carbon and hydrogen) in the presence of

oxygen and heat.

We usually say fire has three elements:

However, to start the process ofcombustion and to keep the fire going

a fourth element is needed. Fire expertscall this fourth element:

This means that nothing is being done to

stop the interaction of the fuel, heat andoxygen that is producing the fire.

Do something to inhibit, or stop,the interaction of fuel, heat and oxygen,

and the fire is stopped.

What will inhibit the interaction of fuel, heat and oxygen?

DTaking away the heat IDTaking away the oxygen

Example: cooling with water

Teacher: Use vAth Lesson One, Page 7. Copy on poster or overhead transparency.

Commission on Fire Protection: Fire Safety tor Texans

Example: smothering thegrease fire in a cooking pan by

covering with a lid.

2417 sixth Grade: Firs Safety Pow

Electrical Objects

)c-a-)

." _r1"

Ia".

0"

Teacher: Use with Lesson Two, Page 8. Transfer to poster or overhead transparency.

Commission on Fire Protection: Fire Safety for Texans 18 25 Sixth Grade: Fire Safety Power

Electricity Is ...Background Information

VM:Aretcy45351,0,7 gr,IN

is the flow of electrons throughsimple materials and devices.

'Il?The flow of electrons createsPOWER or ENEka that causeselectric appliances to operate.

Electricity is used to:

toaster, heater,stove, dryer

clock, fan,timer, washingmachine

'?The flow of eiectronsalso creates HEA

light bulb,television,video displayterminal (VDT)

computers,calculators

H6w does this relatp to fire safety?

If an electricni appliance

produnes more HEAT oR

produces might MKT OR

turns a motor FASTER,the appliance uses more electricity

and is more likely to cause a fire

HINT: The wattage of an appliance is one indicator of how much electricity the

appliance uses. The higher the number, the more electricity it uses.

Teacher: Use with Lesson Two, Page 8. Transfer to poster or overhead transparency.

Commission on Fire Protection: Fire Safety for Texans 19 26 Sixth Grade: Fke Safety Pow

Role-Playing Labels

Smoke Alarm

Smoke Alarm

Smoke Alarm

Teather: Use with Lesson Three, Page 9. Make copies for each group. and cut apart

27Commission on Fire Protection: Fire Satisfy for Texans 20 Sixth Grade: Firs Safety Power

13

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31

Seconds CountProblem-Solving Activity

Time Line 1

1025 1020 10:45

l A I I 1 1 1 L I I A1040 10.52

Father Mans to Toddler *xis atake a shower. NOW and begins

leaves hvo-year- playng WI N.

sonino )11 ughwt cubesbodroom. bad on Pm.

Briefly tell whathappened

What could one person do to change the story?

How many minutes did it take the fire department

to arrive atter the neighbor called?

Time Line 2

1:20 1:21 1:24 130

NachCorsmelts smoke

and caas 9-1-1

Fre departmentanima and Painetatter. Toddler is

with burns on

arms and chest andWI f910ers begin Wet

Md. Fire thanVIM* bell linCedenrc

MIMS eta tiswindow aexl wpow

with west.

1055iii 1111111

Two-yem-Od Is

Emergency loaded in EMS

medIcel %Wide tor trip

lechradans Id Wipe&Udell and begin emergencY

advanced room

ssetrront ofburns.

11:55iiiEMS vehicle

wham at hoSpitalemergency room.

who" Vadatburn

proleeMonelsbegin eminent

1 :40

9.1.1

operatorreceives a

CdrePOning agrass flre.

Fre engine arrives atOW scene Of monadfice, but cannot IOCIle

fire.

One ryedepartmentengine withthree firelighters Is

dispatched

Fre Pale= lemon in arse butcannot Waite Ite. The cel to

delermined to be a Wee Mann

Firs *mans and teleacdellwa we *rabbet torespond to another cell.

Briefly tell what happened

How many minutes did the fire department waste answering the false

alarm?

Time Line 3

Monday Tuesday Wednesday Thursday Friday

AM PM AM PM AM PM AM PM AM PM

(1 1 1

Fro prevsndsn officetalks to a group ofbusiness **nom

about preventing fresOne Mines' mew

asks the brprevention office toMeet ram check his

business to( lids

halards

Fre preventionofficer visite thebuerness. thi

locales SammabioSouk's voted nowIle fumese and

an otoctricalcacutt wart too

many applisnoos

The bosonsowner stores thePemmable Squids

In a locked. mowcatanat. An

*Wadden intim'electrical ckrcults

Teacher: Use with Lesson Four, Page 10. Transfer to overhead transparency orposter.

Commission on Fire Protection: Firs Safety for Texans

Briefly tell what happened

Do you think that a fire would have startedif the business owner had not make thechanges the fire inspector suggested?

Why?

BEST COPY AVAILABLE

sixth Grade: Firs Safety Power

Seconds Count (continued)Problem-Solving Activity

Time Line 4

1225 AM 1227 AM 1220 AM 12:30 AM

9-1-1 operatormanes call

reporbngsmoke corningfrom 4 house.

Fladeperenent isdispatcred.

F.departmentarrives at .

house with himengines end15 perms..Trash on fire isdiscovered mthe garage.

Fre ROOM F44out rash bre

pang anextinguisher.

Fireimiedgator

bslnseuminetion Of

tire WNW

1 hour and 15 mtnulee Sang

1:45 AM

[Nweetigator reports that the

are Wes probably arson.

Briefly tell what happened

What could have happened if the neighbor didn't see the

fire and report it quickly?How many minutes did the fire department spend at this

fire?

Profes'sionals At Work

Read the following descriptions of fire service and medical professionals, then match with the titles below and

complete the sentences.A. fire inspector B. emergency medical technician

C. fire prevention officer D. bum care specialists

E. fire fighter F. fire investigator

1.This professional's primary job is to put out fires. He or she might also

2.This professional's primary job is tt-2 help people prevent fires. He or she might teach fire safety at

schools or help inspect buildings for fire hazards.

3.This professional treats medical emergencies where the accident occurs. At a fire, he or she might treat

a person for bums or for breathing in dangerous smoke and gases. He or she might also treat

4.This professional's primary job is to carefully look at buildings for things that might cause fires. He or she

tells how to correct problems so that a fire may be prevented. Some buildings that this person might

inspect are

5.This professional looks closely at the scene of thb ;ire to determine how the fire was started and how it

developed and spread. He or she is frequently involved in identifying fires that have been started on

purpose.

6.These professionals provide advanced types of medial care for people who have been burned. Their

jobs include safely cleaning and treating large burns to prevent infections; replacing badly burned skin

with skin grafts; and using physical therapy to exercise muscles that have been damaged. We usually

call these professionals by these titles:

Teacher: Use with Lesson Four, Page 10. Transfer to overhead transparency or poster.

CommisshIn on Fire Protection: Are Sefety for Texans

3324 Sixth Grade: Fire Safety Power

Burns: Causes and TreatmentBurns from fires are only one type of burns. Medical experts group burns in three general

categories, with six specific causes.

The first four are generally classifiedberms! burns. Thermal burns arecaused by high heat.

ffam&

Contact. caused by contacting, ortouching, a hot object.

cfcatd

caused by fire, mostfrequently clothing onfire.

caused by hot liquids.

(Ultra-violet rays)

U-V Raw caused by the sun orsunlamps.

The other two types of burns are:

Chemical

Bedrical

caused when the skincontacts a hazardousmaterial, such as batteryacid, drain cleaners, andsome flammable liquids.

caused when the bodydirectly contactselectrical energy(electrical current).

Emergency treatment for each begins differently:

For thermal burns: Remove from the source of heat and cool with cool water.

(This helps even with sunburn.)

For chemical burns: Usually flush with water e for 20 minutes or more. G

Remove contaminated clothing. t(Some dry or powdered chemicals must be brushed off. Read the

product label.)

For electrical burns: Turn off the electricity before touching the patient. Pull the plug or

turn off the electrical power at the source.

The next steps apply to all kind of burns.

* Check breathing.

* Stop bleeding.* Cover the burn with clean bandage or cloth.

* For major burns, if call 9-1-1 or local emergency medical services or get the patient to

a doctor's office or emergency room.

Teacher: Use with Lesson Five, Page 11. Transfer to overhead tiansparency.

34ComnIssion on Fire Protection: Fire Safety tor Texans 25 Sixth Grade: Fire Safety Pow

Name

SIXTH GRADE: Fire Safety Power

Read each question, then write the best answer.

1. Fires are classified by letters, A, B and C. Tell the

correct type of fire by writing the letter A, B or C in

the blank.

electrical appliances or wiring

wood and paper

flammable liquids, such as gasoline orcooking oil

2. Why should you report a fire immediately?

3. The three general types of fire extinguishers are:

and

POST-TEST

4. You are not sure if a bottle of cleaner is aflammable liquid that might catch fire. How can

you easily tell if the cleaner is a flammable liquid?

5. -Four elements are needed to create a fire andkeep it burning. Three of these are heat, oxygen

and fuel. The fourth is:

6. List THREE professional jobs that are involved inresponding to fire emergencies and providing

care for burns:

1.

2.

3.

6. On the map, draw a circle in each place that a smoke alarm should be located. Then draw lines to show a

fire exit plan.

DiningRoom

Kitchen/Laundry

Study

Bedroom

L

Circle True or False.

LivingRoom

Front door

Back door

8. List six causes of burns.

go 1 .

1.1.

7. List two guidelines forplacing smoke alarms.

a.

1. 4.

2. 5.

3. 6.

10. High-tension wires (outdoor powerlines) are more dangerous thanelectric outlets in your home. True False

Teacher: Use with Lesson Five, Page 11. Duplicate tor student use.

Commission on Fire Protection: Fire Safely for Texans

2.

12. The chance of an electrical appliancecatching fire is related to the amountof electricity that the appliance uses. True False

13. All burns are generally the same, sothere is no difference in how youtreat different bums. True False

3526 Sixth Grade: Fire Safety Powet

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29 38BEST COPY AVAILABLE

Sixth Grade: Re Safety Power

Student MaterialsDuplicating Masters

39

Name

The ABCs of Fire ExtinguishersBackground Information / Classification Activity

s of FiresSolid Fuel

AFlammable Liquid

B

Electrical Appliances andEquipment C

Examples: Examples:,

Examples:

wood gasoline house wiring

paper kerosene television

rubber oil, including cooking oil video cassette recorder

most plastics grease, including cooking computer

most clothes, upholstery, wall grease (animal fat) CD or record player, stereo

and window coverings paint thinner electric fan

most furniture solvents other electric appliances

most trash some cleaners NOTE: When an electrical fire

NOTE: Most flammable liquids are starts in most of these, surround-

---labeled with a warning message. ing materials can be ignited,

creating another type of fire.

Types of Fire ExtinguishersFire extinguishers are groupedthe same as fires: A, B and C.

Some fire extinguishers are made to put out more than one type offire. These are examples of fire extinguishers sold for use at home

or work:Type A: Water to cool

Type BC: Carbon dioxide or chemical to smother

Type ABC: Another type of chemical to smother and cool

Classification Activit

Circle the type of extinguisher needed to put out a fire Involving the

object. Write whether the fire was probably cooled or smothered.

Object A B C Cool orsmother?

Grease fire A B C

Gasoline fire in car A B,

C

Bedding on fire A B C

Television A B C

Electrical circuit box A B C

Trash can with paper andcooking grease on fire

A B C

BONUS: An extinguisher labeled ABC would be correct for whichfires on this page?

'feather: Use with Lesson One, Page 7. Duplicate for student use.

Commission on Fire Protection: Fire Safety tor Texans 334 0 Sixth Grade: Fire Solely Power

Name

Overpower The FireAnalysis Activity

Look at each object and answer the questions in the boxes.

Fire or fire hazard What type of fire (solid fuel,flammable liquid, or electrical)?

What type of extinguishershould be used?

.de .. a .,,i' .

I[ II.

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,

. )

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Teacher: Use with Lesson One, Page 7. Duplicate for student use.

Commission on Fire Protection: Firs Safety for Texans4

1 Sixth Grade: Firs Safety Power

Name

Heat Equals DangerAnalysis Activity

is the flow of electrons through simple materials and devices.

The flow of electrons creates power or energy that causes electric

appliances to operate.

The flow of electrons also creates heat.

Electricity is used to: Produce heat

Turn motors

Produce light

Turn switches on and off

If an electrical appliance

produces more heat OR produces more light OR turns a motor faster

the appliance uses more electricityand is more likely to cause a fire

HINT:The wattage of an appliance is one indicator of how much electricity the appliance uses. The higher the

number, the more electricity it uses.

Heat E. bals Dan erRead each sentence. Decide which bold word fits best, and circle it.

HOUSE APPLIANCES

1. A clock uses le Iselectricity BECAUSE h

turns a motor

SLOWLY / QUICKLY.

SO ... it is

MORE / LESS

likely to start a fire.

2. A fan usesmore electricity

BECAUSE it turns amotor

SLOWLY / QUICKLY.

SO ... it is

MORE / LESS

likely to start a fire

3. A flashlight usesless electricity (compared

to a reading light)BECAUSE it produces

MORE / LESS light.

SO ... it is ,

MORE / LESS

likely to start a fire

4. A cooking stove1 uses more electricity1

BECAUSE it produces

MORE / LESS heat.

SO ... it is

MORE / LESS

likely to start a fire.

SPECIAL PROBLEMS

5. High-tensionwires the wires on tallpoles that bring electricityto our homes and otherbuildings carry very

large amounts ofelectricity,

BECAUSE a high-tension wire has a largeamount of electricity, it

can produce

MORE / LESS

heat and is

MORE / LESS

likely to start a fire.

6. A hair dryeruses more electricity

BECAUSE it producesMORE / LESS heat

AND it turns a motor(the fan)

SLOWLY / QUICKLY.

SO ... it is

MORE / LESS

likely to start a fire.

Teacher: Use with Lesson Two, Page 8. Duplicate for student use.

Commtssion on Fire Protection: Firs Satoty for Texans

4235 Sixth Grade: Fire Safety Power

Name

Higher HeatAnalysis and Classification Activity

Look at each pair of objects. Decide which one is more likely to cause a fire, then write the reason:

It produces more heat

It produces more light

It turns a motor faster

A combination (name which ones)

Circle the object that is more likely tocause a fire

Why is it more likely to cause a fire?

0 small light large light

0 clock fan

0 flash light high-power reading light_

° high-tension wires

household extension cord

0,

MAKE UP YOUR OWN/

BONUS: With an adult's help, look for the wattage labels on appliances at

home. Make a list of the appliances you investigated and their wattages.

Which ones use the most electricity? Do you think this means they are more

likely to cause fires? Why?

Teacher: Use with Lesson Two, Page 8. Duplicate tor student use.

Commission on Fire Protection: rim Safety for Texans

4336 Sixth Grade: Fire Safety Power

Name

Are These Homes Prepared?Analysis Activity

Look at these homes.Are smoke alarms located

where they should be?X Put an X on a smoke alarm if it is not located in

an appropriate location.

One-bedroom apartment

Home for a large family

Draw in smoke alarms that should be added:Use solid circles to show smoke alarms that

are needed for minimum coverage.Use open circles 0 to show other smoke

alarms that would give extra coverage.

le* Then, draw in two fire emergency exitroutes from each room.

Back door

DiningRoom

Kitchen/Laundry

Study

Bedroom

LivingRoom

Front door

1Write two general rulesfor locating smoke alarms.

1.

2.

Bath Bath

Bedroom Bedroom

Windows

Two-story home

Living Room

?;\Garage Workshop

co \ N

Teacher: Use with Lesson Three, Page 9. Duplicate tor student use.

Commission on Fire Protection: Ars Safety for Texans37 44

Sixth Grade: Firs Safety Power

Name

A Powerful Plan For Home SafetyPlanning Activity

N Draw a map of your home to scale. Mark the location of each smoke alarm with a solid circle 0. Draw in

other locations where smoke alarms would be helpful with open circles 0. Then draw two fire emergency exit

ways from each room. Scale: 1 square = foot/feet

Help keep your family safeduring the holidays. Hundredsof people die and are injuredin fires during holidaycelebrations each year. Read

14plusZ, the following guidelines forholiday safety. Pick five rules

for holiday fire safety that you feel could affect yourfamily, and write your list on the back or a separate

page.

8 Never leave cooking unattended, such as

putting a turkey in the oven to roast all night or

while shopping.

8 Don't overload extension cords with Christmaslights. Follow directions on the package.

8 Never leave menorah candles or other holidaycandles unattended. Use glass covers around

candles.

Teacher: Use with Lesson Three, Page 9. Duplicate for student we.

Celebrate New Year's Eve with games instead

of fireworks.

g Turn off and unplug Christmas lights whilesleeping or away from home.

g Celebrate Independence Day with aneighborhood parade instead of fireworks.

8 On camping vacations or holidays, never leave

campfires or cooking fires unattended. Always

cover with water and dirt to put the fire outcompletely before sleeping or leaving the

campsite.

g Use flashlights instead of candles in Halloween

jack-o-lariterns.

g Think safety first whenever you're celebrating.

Some of the most tragic fires occur during

holiday seasons.

45Commission on Fire Protection: Fire Safety for Texans 38 Sixth Grade: Firs Safety Power

Name

Seconds CountProblem-Solving Activity

..Time Line 1

1035

F. Starts tobike s shower.

Nene two-tier-ce:I tlatiYing hI

bedroom

10119 10:45 10:49 1032I_1 I I 1 _I I 1 1 1 1

Toddler ands alip* and Wins

*Ong with ti-Ugner catches

bed cm Om

Briefly tell what happened

What could one person do to change the story?

How many minutes did it take the fire department

to arrive after the neighbor called?

1 I

Neighborsmiles smoke

and cab 9-1-1.

Fre departmentlatiftnew. Toddlw In

found with burns onemu sod chest on0lire fighters begin first

aid. Fire Viersthrow the smoldetirg

mattress out thewindow orrl spray

with water.

10:55 11351 1 1 I 1 1 1 1 1 1 I

Two-year-old is

Emergency loaded in EMS

medical vends for trip

ischrectens to Weeks)

wive and begin figniKtienCY

advanced room.

treatment ofbums

EMS meleewens at hack&emergency room.

vMare specialbum

prolessionalsbegin treatment.

Time Line 2

120 1:21 1:24 1:30 1:40

9-1.1

°pendia(receives a

ca9repottinggrass hre.

Fee engine arrives atme scene of reportedMe. but earnot lone

fire.

One fin /departmentewe withtwee Osfighters Is

dispatched.

Fire kitties search in area bugcarnot locate firs. The call Is

determined to be a nee skarn.

Fire engine and threeSPIVS are avatiabie torespond to &none' call

Briefly tell what happened

How many minutes did the fire department waste answering the false

alarm?

Time Line 3Monday Tuesday

1

AM PM AM PMI I

Fire prevention Woetalks to group ofbusiness owners

eut pieventing ilrecOne busineu owner

asks ihe MtI:invention officer eahelot ltim check his

business tot kehazards

Fin prevention°Mow visits thebusiness. Fie

locales flammableMoulds Stored new

Ile fUTSCS andan alectrica/

circuit with toomany appliances.

Wednesday Thursdey Friday

AM PM AM PM AM

I I I

The businessMOM litOreS 110

fermate liquidsIn I lodted. metre

cabinet An'optician moreselectrical drafts

CcoP4f1Y.

Teacher: Use with Lesson Four, Page 10. Duplicate for student use.

Commission on Fire Protection: Fire Selety for Toxins

Briefly tell what happened

Do you think that a fire would have startedif the business owner had not make thechanges the fire inspector suggested?

Why?

4 639

BEST COPY AVAILABLE

Sixth Grade: Fire Safety Power

Name

Seconds Count (continued)Problem-Solving Activity

Time Line 4

1225 AM 1227AM1

1229 AM 12.30 AM

9-1.1 oppratotmoms ear

reportrigsmoke comingfrom house.

Fredepartment Isdespatched

Frodepartrnerttarrives at

house wilt twoanginas and15 Folsom*.

Trash on fire Iscltscomee

Pd Q411190

Fits hghters putout Irish fife

wag anxtinguisher

FreInvesOgetor

bhatnstotainnettOn ot

foe scene

1 hour sod IS riinulvss Wet

¶:45 AM

1

Investigator owls that OwOrs was probably mon.

Briefly tell what happened

What could have happened if the neighbor didn't see the

fire and report it quickly?How many minutes did the fire department spend at this

fire?

Professionals At Wcirk

Read the following descriptions of fire service and medical professionals, then match with the titles below and

complete the sentences.A. fire inspector B. emergency medical technician

C. fire prevention officer D. bum care specialists

E. fire fighter F. fire investigator

1.This professional's primary job is to put out fires. He or she might also

2.This professional's primary job is to help people prevent fires. He or she might teach fire safety at

schools or help inspect buildings for fire hazards.

3.This professional treats medical emergencies where the accident occurs. At a fire, he or she might treat

a person for bums or for breathing in dangerous smoke and gases. He or she might also treat

4.This professional's primary job is tc carefully look at buildings for things that might cause fires. He or she

tells how to correct problems so that a fire may be prevented. Some buildings that this person might

inspect are

5.This professional looks closely at the scene of the fire to determine how the fire was started and how it

developed and spread. He or she is frequently involved in identifying fires that have bee started on

purpose.

6.These professionals provide advanced types of medical care for people who have been burned. Their

jobs include safely cleaning and treating large burns to prevent infections; replacing badly burned skin

with skin grafts; and using physical therapy to exercise muscles that have been damaged. We usually

call these professionals by these titles:

Teacher: Use with Lesson Four, Page 10. Duplicate for student use.

Commission on Fire Protection: Fire Safety for Terms 40 41 7

BEST COPY AVAILABLE

Sat Grade: Fire Safety Power

Name

A Time Line For SafetyProblem-Solving Activity

A time line is another way to tell a story. Write your own time line about the story below and describe why

reporting a fire promptly is important. Then make a list of all the fire department and medical professionals

who were involved.

AA At 10:00 p.m., the smoke alarm went off in the Martin's house. Because the family had

practiced their fire emergency exit plan, everyone was outside in their meeting place in

two minutes. Tom went to the neighbor's house and called 9-1-1.

The 9-1-1 operator received Tom's call at 10:05 p.m. One fire department engine arrived at the Martin's house

in three minutes and began searching for the fire. The fire fighters immediately found an electrical fire in the

garage. The fire was completely out in six minutes. However, one fire fighter burned his arm and was treated

by an emergency medical technician.

The fire fighters set up a large fan to blow smoke out of the house. When the smoke was cleared an hour

later, a fire investigator carefully checked the garage and house. His investigation took about 45 minutes.

The fire investigator said the fire was the result of damaged electrical wiring. He suggested that the Martins

have a fire inspector or an electrician thoroughly check the house. Mr. Martin agreed to call the fire inspector

the next morning.

Reporting a fire immediately is important because

!List of people in the story

Teacher: Use with Lesson Four, Page 10. Duplicate for student use.

Commission on Fire Protection: Fire Safety for Tonne 4148 Sixth Grade: Fire Safety Power

Name

A Guide To BumsGroup Classification Activity

Read each example, then check the type of burn. Discuss special first aid actions for each.

Ittcs

13

cjqo

>1= 6

41Lij

What first aid orother actions

should be done?

What typeof burn?

A boy stays outside for severalhours while playing baseball. Hisface and arms are burned.

Some battery acid splashes on amechanic while he is working on acar. His leg is burned by the acid.

A pot of hot coffee spills when achild pulls up on the table. Thechild's shoulder is burned.

While she is ironing clothes, ayoung woman accidentallytouches her hand with the iron.Her hand is burned.

While using an electric grasscutter, a man accidentally steps inwater. He is shocked and fallsdown, still holdingthe cutter.

A woman's blouse sleeve catchesfire while she is cooking. Her armand hand are burned.

Looking Bck

The four elements of fire are:

1. H 2. F 3. 0

4. U

Two guidelines for locating smoke alarms

1.

2.

Teacher: Use with Lesson Five, Page 11. Dupiicate for student use.

4 9Commission on Fire Protection: Fire Safety for Taxon: 42 Sixth Grade: Fire Safety Power

Name

Warning: Burn DangerProblem Analysis and Creative-Writing Activity

From the list below, select three items to complete the activity. Write the name of the item in the first blank in

each section. Answer the questions, then create a burn warning label for the item.

Electric toaster Chemical cleaner Coffee pot Sunlamp

Heater Extension cord Gas cooking grill Battery

Bleach Electric frying pan Electric grass edger Hair dryer

0 Name of item:

How can it cause burns?

If a bum occurs, what should be done first?

Write your own warning label:

-

0 Name of item:

How can it cause burns?

If a burn occurs, what should be done first?

Write your own warning label:

Name of item:

How can it cause burns?

If a burn occurs, what should be done first?

Write your own warning label:

Teacher: Use with Lesson Five, Page 11. Duplicate for student use.

Commission on Fire Protection: Ate Safety for Texans

51)43 Sixth Grade: Fire Safely POWS(