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Making Me Fire Safe. Second Grade. Fire Safety forTexans: Fire and Burn Prevention Curriculum Guide.Texas State Commission on Fire Protection, Austin.Dec 9247p.; For other guides in the series, see SP 035375-385.Texas Commission on Fire Protection, Fire PreventionEducation, P.O. Box 2286, Austin, TX 78768.Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PCO2 Plus Postage.*Fire Protection; First Aid; Grade 2; InstructionalMaterials; Learning Activities; Lesson Plans;Prevention; Primary Education; *Safety Education;Self Management; State Curriculum Guides

IDENTIFIERS *Texas

ABSTRACTThis booklet comprises the second grade component of

a series of curriculum guides on fire and burn prevention. Designedto meet the age-. ,cific needs of second grade students, itsobjectives include acquiring basic understanding of how to preventand put out fires and developing greater self-direction to preventand react to fire, smoke, or burn situations. Texas essentialelements of instruction that may appropriately be integrated with thefire prevention curriculum are listed. The booklet's three sectionsprovide lesson plans, teacher materials, and student materials. Thefive lessons are: "Controlling the Three Elements of Fire"; "KnowingWhat's Harmful"; "Smoke Awareness/Self-Action"; "Helping My Family BeFire Safe"; and "When a Fire Occurs." Each lesson plan includesobjectives; a list of materials; and suggestions for a focusactivity, 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 sequencechart covering kindergarten through high school is also presented.(JDD)

Reproductions supplied by EDRS are the best that can be made *

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

FireSafetyfor TexansFire and Bum PreventionCurriculum Guide Developed by

Texas Commission on Fire Protection

"PERMISSION "0 REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U.E. (APARTMENT OP EDUCATION°Mee of Educational Rsearch and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERIC)

0 This document has bun reproduced ureceived from the person or ceganizabonoriginating it.

0 Minor changes have boon mad* to improvereproduction duality

Points of yew or opinions stated in thisdcCu-

ment do not necessarily represent officialOERI position or policy

Second Grade

Making MeFire Safe

BEST COPY AVAILABLE

2

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

ar Educator:

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

To understand why inst/uction 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 biucation cart be coordinated with the

instructional requirements of Texas schools.

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

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

form below.

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

Sincerely,

Anne EastertirtProgram AdministratorFire Prevention Education

Please send the following curriculum guide(s):

Grade Level Quantity Grade Level Quantity Grade Level Quantity

Kindergarten Fourth Grade Seventh Grade

First Grade Fifth Grade Eighth Oracle

Second Loade Sixth Grade High School Health

Third GradeHigh 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

NamePosition

AddressTelephone

CityState ZIP

Mail to: Texas Commission on Fire Protection, Fire Prevention Education, P.O. Box 2288, Austin, TX 78768

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

Ronnie James, 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. Aike Davis, State Fire Marshal

FireSafetyfor TexmsFire and Burn PreventionCurriculum Guide Developed by

Texas Commission on Fire Protection

Second Grade

Making MeFire Safe

4

Published December 1992Texas Commission on Fire Protection

Michael E. Hines, Executive Director

Ernest A. Emerson, State Fire Marshal

Anne Easterling, Program Administrator

Fire Prevention EducationP.O. Box 2286, Austin, Texas 78768-2286

(512) 873-1700

* 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 procucer, specifically the Texas

Commission on Fire Protection.

* Copies 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 Are 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

Frfth 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 Schooi)

A Lifetime For Fire Safety

Economics (High School)

Fire Safety For Consumers

Scope and Sequence for Fire and

Kind* artan First Grade Second Grade Third Grade Fourth Grade

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agpis gams to reduce ingy; paint

iwaloment

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foe

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b cape bum and lo Apt ints

'afa)10

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glandes hone and canmurity as city anil and types of naiad ke risk

'25(b)6D. mOssA. -Is

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hazards

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'29(018

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Burn Prevention Education In TexasFFN1h Grads Sixth Gratis Sovsnth Grads Eighth Grids Host% Economics

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Introduction

11

IntroductionWhy teach fire and burn prevention?

Each year during the past decade, about 300 Texans have

died in fens. The Texas Commission on Fire

Prosection is committed to reducing this alarming

statistic. Analysis of fire statistics shows that the vast

majority of fires and the resulting fire deaths

could have been prevented. Regretfully, most people

do not know or practice even simple actions that can

prevent fires and burns.

The Texas Commission on Fire Protection believes the key

to reducing fires and fire deaths is education. Fire

safety education has traditionally been concentrated

in elementary school observances of Fire Prevention

Week. While these observances can produce

effective results, thoughtful analysis of the fire

problem and fire safety educationfl programs shows

that a more comprehensive, age-appropriateapproach to fire safety education can multiply its

benefits.

Recognizing the limits of classroom instruction time, the

Texas Commission on Fire Protection has examined

the Texas essential elements of instruction to

determine 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 for

Texans," 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 Fire

Protector, believes this continuum will help create 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, "Making Me Fire Safe," is specifically designed

for second-grade students. The following sections

Commission on Fa Protection: Fire Safety for Texans

give specific information on the essential elements

applicable to fire and bum prevention and on the age-

specific needs of second-grade students related to

fires and bums. 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 acquire basic

understanding of how to prevent and put out fires

To develop greater self-direction to prevent and react to fire,

smoke or bum situations

Essential Elements: The student will be provided

opportunities to:

§75.25 (c) 3B. classify matter and forces, organisms, actions,

and events from the environment according to

similarities and differences.

§75.25 (c) 48. describe objects, organisms, and events from

the environment.

§75.25 (c) 6A. predict the outcomes of actions based on

experience or data.

§75.25(c)7B. relate objects, science principles, and activities

to daily life.

§75.26 (c) 1C. recognize hazards in the environment, and

acquire knowledge and skills needed to avoid injury

and to prevent accidents.

§75.26 (c) 2B. recognize the health of the family depends

upon contributions of each of its members.

§75.26 (c) 3A. recognize interdependence of people and the

environment, and recognize personal responsibility for

protecting the environment.

§75.29 (c) 1C. volunteer for leadership.

§75.29 (c) 4A. identify some 7.)vernmentservices in the

community.

§75.29 (c) 6B. describe family traditions and customs.

" Science Content: Content from tha sciences that shall be

emphasized at the grade level shall include:

31 2Second Grade: Making Me Fire Safe

Earth Science

2.9 human responsibility regarding earth science phenomena

... natural resources.

Background: Age Profile

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

opportunities to maximize her successes and to

minimize and correct failures. She will work hard to

receive recognition and improve skills.

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 constraint, the child

recognizes that rules are made by authorities and

tends to focus on consequences rather than reasons

for rules. She also seeks benefits in return for

obeying rules. The child can understand causes and

consequences of actions.

The child is moving into the concrete operational state, which

means he can solve a variety of problems but needs

concrete objects to solve those problems. 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 moreeffective if it

involves both the affective and cognitive domains.

The second-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 Bum 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 food.

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; not knowing how to reduce

injury.

Outdoor hazards campfires and barbecues; mini-OI;es and

lawn mowers; fire works; high-tension wires.

Other flammable liquids; fire 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:

()Lesson objectives

Ras and closure

+Creative group activity, including role playing

*Lecture

.40Demonstration

* Group problem-solving activity

Answering questions

*Guest presenter

Investigation or research

al+ Creative writing activity

iJs Cut-and-paste activity

AGroup discussion

'CgDrawing, artwork or illustration

13Commission on Fire Protection: Fire Salety for Texans 4

Second Grade: &Wing Me Fire Sri

Lesson Plans

14

LESSON ONE:

Controlling TheThree Elements

Of FireGoal: To explore how controlling one or two of the three

elements of fire can extinguish a fire or reduce the

effects of fire and bums

0 Objectives: The student will:

explain putting out a fire by removing or controlling

one element '25(c)38, 26(c)1C

explain using cool water to reduce burn injury

"25(c)7B, 26(c)1C

explain that rolling on ground keeps air from fire on

clothes "25(c)7B, 26(c)1C

Materials: Pre-tests (p. 15); three-legged table constructedfrom supplementary materials (p. 16-17); bowl of

warm water (100 degrees F maximum); bowl of cool

water; thermometer; 'What's Missing?" activity sheet

(p. 35); "What Do You Do?" activity sheet (p. 36); fire

triangle illustration (p. 18).

Focus: Administer pre-test.

Use table to demonstrate that three legs are required to hold

up the table. Encourage student participation. Read

the names of the three fire elements shown on the

legs of the table. Review the three elements of fire

and relate to the three-legged table. Explain that this

unit will focus on fire safety and ways that each

student can become more safe from fire.

Ai Presentation Of Content: Ask students what

happens when one of the three elements of fire is

removed. (The fire goes out.) Describe some of the

ways that one element can be removed from the fire:

Remove the air by covering up the fire. Examples: rolling

on the ground to take air away; putting a lid on a

cooking pan fire to keep air out.

Remove the heat, by covering the fire with water or by

usind a fire extinguisher.

Remove the fuel by taking it away from the heat source,

usually most effective in preventing a fire.

Commission on Fire Protection: Fire Safety for Texans

Expand the discussion to point out that the effects -Jf fire can

also be reduced by removing or reducing one element

of fire.

411.1.0

Demonstration: Show the two containers of water and

thermometer. Read the room temperature from the

thermometer. Ask the students if they expect the

thermometer to read warmer or colder when it is put

in the warm water.

Measure the temperature of the warm water; record and

compare to student guesses. Then ask the students if

they expect the thermometer to read warmer or colder

when it is put the cool water.

Measure the temperature of the cool water; record and

compare to student guesses. Ask the students to

summarize what happened. (The temperature of the

thermometer went up in warm water and down in cool

water.) Ask them to relate this to skin that has been

burned. (The skin is warm, so putting on cool water

will reduce the temperature and stop theburning.)

Conclude discussion with additional information on burns:

Cool a bum by holding the burned area under a moderately

flowing faucet for five minutes.

Always tell an adult if you or a friend is burned.

Use the 'cool-a-bum' technique when the burned area is

pink, red or blistered, but NOT if the bum is grayish or

dry.

"Cool-a-burn" is most effective when done immediately

after the bum occurs.

Guided Practice: Distribute "What's Missing?"

activity sheet. Read each scenario aloud, and have

students list which one of the three elements of fire

have been taken out. Discuss other actions that might

have put out the fire or stopped the bum.

Ckt, Independent Practice: Distribute "What Do You

Do?' activity sheet. Have the students read the short

story, then write what they would do to put out the fire

or stop the burn and which of the fire elements was

removed.

157

Reteaching: Using the fire triangle illustration and

the scenarios in 'What's Missing?" have students

identify the three elements in the scenario and

describe what has been removed.

Second Grade: Making Me Firs Safe

Enrichment: Provide thermometers and containers

with water for ,r4iidents, and have students conduct

the demonstration activity.

+ Have the students create skits to act out given

scenarios or their own scenarios.

Closure: Review "What Do You Do?' activity sheet.

Using triangle table, have students show which leg is

removed by using "cool-p -bum" technique and rolling

on the ground to put out a clothes fire.

LESSON TWO:

Knowing What'sHarmful

Goal: To explore what kinds of fires and objects are harmful

and how helpful fires and appliances can become

harmful

O Objectives: The student will:

define and give examples of controlled and

uncontrolled fires '25(c)3B, 26(c)1C

predict how electrical appliances can become hazards

through carelessness, misuse, disrepair, including

unattended cooking *25(c)6A, 26(c)1C

identify outdoor electrical hazards (storms, tools,

cooking equipment) '25(c)4B, 26(c)3A, "2.9

describe why matches are not toys '26(c)1C

Materials: Teacher "Careful" and "Harmful" puppets (p.

20); "Story of Careful and Harmful" (p. 19); student

'Careful' and 'Harmful" puppets (p. 37); it's Better

To Be Careful" activity sheet (p. 38).

Focus: Review general information from previous

lesson: that removing one element of fire will put it

out; to "cool-a-bum"; to stop and roll to put out a

clothes fire. Point out that fires and bums can occur

from many causes, but that we can keep many fires

from starting by learning more about what causes

fires.

Introduce 'Careful" and 'Harmful" puppets. Discuss

meanings of "careful" and "harmful."

Presentation Of Content: Use Careful and

Harmful puppets to illustrate the story. (See story on

Page 21 Discuss questions at the end of the story.

Emphasize the importance of being careful with fire

and bum hazards, especially cooking appliances and

matches. Discuss how the actions of one person (in

this case, a parent) can affect other people.

+ Guided Practice: Distribute Careful and Harmful

puppets to students. Read situations from the story;

omitting reference to Careful and Harmful. Have the

students hold up the puppet that matches the

situation. Discuss how the situation shows actions

that are careful or harmful.

Ckt, Independent Practice: Distribute 'It's Better To

Be Careful' activity sheet. Have the students read

each action, then circle the happy 'Careful" face if it

is a safe, careful action or the sad 'Harmful' face it is

a harmful, dangerous action.

Reteaching: Continue activity in Guided Practice

by first using example of more familiar careful or

harmful actions, such as wearing a seatbelt or

running in the classroom. Expand discussion to

include actions relating to fire safety.

Enrichment: Have the students write a creative

story about identifying a harmful action and correcting

it.

Closure: Review 'It's Better To Be Careful' activity

sheet. Read some of the creative stories if any

students completed the enrichment activity. Using the

Careful and Harmful puppet activity in Guided

Practice, challenge the students to name only careful

actions. Introduce the next lesson by telling the

students that they will learn next about an important

object that every careful family must have.

16Commission on Fire Protection: R Safety for Txans 8 Second Grade: Making H. Fin Safe

LESSON THREE:

Smoke Awareness /Self-Action

Goal: To apply knowledge of smoke to need for and

placement of smoke alarms and to begin self-

direction in applying safety rules

0 Objectives: The student will:

describe general guidelines for smoke alarm

placement (each level, outside bedrooms) *26(c)1C

explain that smoke and gases from fire can affect

thinking *25(c)7B, 26(c)1C

write at least five rules for safe behavior *26(c)10

Materials: "Fire Safety Guard" puppet (p. 21); role-playinglabels (p. 22); "Where Smoke Alarms Go' illustation

(p. 23) copied onto overhead transparency or poster;"Where Smoke Alarms Go" activity sheet (p. 39);

'Rules For Fire Safety' activity sheet (p. 40).

Focus: Introduce 'Fire Safety Guard" puppet.

Explain that the puppet is a picture of a smoke alarm

and that a smoke alarm is a machine that warns us of

smoke and fire.

A Presentation Of Content: Review and/or

reinforce awareness that fires create smoke and

dangerous gases that nse.

Teacher:Smoke and gases from fires are very dangerous.They cause people, like you and me, not to thinkproperly during a fire. Most people who die in fires die

because of the smoke and gases. it is very importantthat we get out of a fire before the smoke and gases

affect ou, thinking.

Expand discussion to include the role of smoke alarms.

Teacher: "Smoke alarms are machines with a special

purpose. Because they are not living, they can still

operate when there is a fire. In fact, the job of asmoke alarm is to check for smoke or gases in the air

and warn us when it senses smoke or gases.

"This is very important because the most dangerous fires

happen at night when everyone is sleeping and no

one notices the fire. Most smoke alarms have loud

buzzers or whistles that can wake us up while we are

sleeping. Some have bright flashing lights to warn

people who cannot hear.'

Commission on Fire Protection: Fire Safety for Taxan. 9

+ Role pleying: Use three students to role play a fire

situation. A.5;sign the roles of the smoke, the smoke

alarm and a sleeping person. First have the studentsact out what would happen if there is a fire and

smoke WITHOUT a smoke alarm (the person isaffected by the smoke and can't wake up to gei out),

then WITH a smoke alarm (the alarm detects thesmoke and sounds the alarm so the person can wake

up and get out). Reinforce crawling in smoke to a

safe exit.

4. 40 Guided Practice: Discuss theories that the

students have on where a smoke alarm should belocated. Lead discussion to the conclusion thatbecause the most dangerous fires happen at night,

smoke alarms should be located next to bedrooms or

other rooms where people might sleep.

Activity sheet: Distribute 'Where Smoke Alarms Go' activity

sheets and display 'Where Smoke Alarms Go"overhead transparency or poster. Have the students

observe and describe the house, tfien decide where

smoke alarms should be placed. Have them draw in

their smoke alarms.

II+ Independent Practice: Review fire safetyinformation discussed during this lesson and two

previous lessons. Distribute "Five Rules For Fire

Safety' activity sheets. Have the students write their

own five rules for fire safety.

1:S7 Reteaching: Have the students draw two pictures

of a person sleeping, one showing what happens in a

smoke-filled room without a smoke alarm and one

showing another smoke-filled room with a smoke

alarm. Discuss what happens in each picture.

Enrichment: Have the students (or a group) tally

their rules to see-which ones were listed most often.

Closure: Post and share the students' fire safety

rules. If enrichment activity was done, share the

results of the tally. Encourage the students to share

their fire safety rules with their family. Help studentsanticipate the next lesson by telling them that they

will be in charge of planning a very important event

a home exit drill.

Second Grade:Making Ma Firs S.

LESSON FOUR:

Helping My FamilyBe Fire Safe

Goal: To reinforce self-direction inbeing fire safe by helping

family members practice fire safety

0 Objectives: The student will:

describe benefit of family working together to reduce

fire and burn hazards '26(c)2B

describe or illustrate alternate ways out of a building

'26(c)1C

organize home drill '26(c)IC,2B, 29(c)1C

identify special holiday hazards related to family cus-

toms or traditions (as a review of previous lessons)

"26(c)1C, 29(c)6B

Materials: "Team Planning Sheet" activity sheet (p. 41);

"My Team Plan* activity sheet (p. 42); 'Fire Safety

Team Member" badges (p. 24).

Focus: Find out which students participate in team

sports. Ask them what happens when team members

do not listen to the coach. (Don't work together; argue

or disagree; lose games.) Explain that a family is like

a team and that a family must work as a team to

make the home more fire safe.

Presentation Of Content: Prepare for a role-playing

activity to focus on three areas in home 0;tety:

planning two emergency exits from ei

organizing a home exit drill; identifyiN Jpecial fire

hazards associated with holidays.

Preparation for Role-Playing Activity:Have the

students pretend that they have been assigned as

special coaches to help their families' regular coaches

their parents or guardians. Explain that all families

need to plan for:

Two emergency exits from each room, especially

bedrooms. The normal exit (for example, through the

hallway to the front door) may be used. A second exit

(such as a window or backdoor) must be planned.

Home emergency exit drill. Just as students in schools

have fire exit drills, family members should practice

how they would get out during a fire.

Before having a drill, everyone should agree on a meeting

place at least 50 feet from the house, such as a large

tree or neighbors front porch. The steps in a home

exit drill are:

1. Everyone takes their place in their bedrooms.

2. An adult sounds the smoke alarm (press the test

button).

3. Everyone leaves by one of their emergency exits.

4. Everyone goes to their meeting place.

5. Parent/guardian or other adult checks to see that

everyone is at the meeting place.

The exit drill may be repeated with everyone using tileir other

exit.

Safer choices for special holiday hazards. Many

customs associated with holidays are very dangerous.

These include firewoks, candles (especially at

Christmas and Halloween), overloaded electrical

circuits (especially Christmas lights) and unattended

appliances (such as unattended cooking and

Christmas lights).

4. Guided Practice: Role-PlayingActivity:Distribute

"Team Planning Sheet" activity sheet. Tell the

students that as 'special coaches," their job is to

answer each question on the Team Planning Sheet

as it applies to their homes and families. Encourage

them to be honest in their responses; provide

guidance as necessary.

rW independent Practice: Continuation of Role-

Playing Activity: Distribute 'My Team Plan' activity

sheet. Have the students complete plans for home

exit drills. Encourage them to work with their

parents/guardians and other family members.

NOTE: Students will need their "Team Planning Sheet' to

complete this activity. While holding a home exit drill

is encouraged, the student will not be graded or

evaluated on whether a exit drill was actually

conducted.

11W Reteaching: Have the students locate alternative

emergency exit routes from the classroom. Expand

activity to include alternate exits from other rooms in

the school building and from other public buildings

(stores, movie theaters, etc.).

12r Enrichment: Encourage the students to hold exit

drills in their homes and prepare short reports. Written

confirmation from parents that the drill was conducted

may be assigned.

Commission on Fire Protection: Fire Safety for Texans 10 1 8 Second Grade: Malting Me Flre Safe

Closure: Ask students to share their exit drill plans.

Present "Fire Safety Team Member badgesrecognizing their work on the three target areas: two

ways out, emergency exit drills, and safer choices for

holiday hazards. Prepare for final lesson by telling the

students that they will be learning about what

happens if a fire occurs.

LESSON FIVE:

When A FireOccurs

Goal: To exoand skills in reporting an emergency and to

recognize how fire fighters prevent and put out fires

0 Objectives: The student will:

demonstrate dialing emergency telephone number

'26(c)1C

demonstrate giving name and address '26(c)1C

identify ways that fire fighters are involved in fire

suppression and prevention '29(c)4A

Materials: 'Two Important Jobs" activity sheets (p. 43);telephone mock-up (p. 25-26); student certificates (p.

27); post-tests (p. 28).

Focus: Discuss meaning of word 'emergency.'

Have one or two students describe Their experiences

seeing a fire engir e or other emergency vehicle.Relating to previous lessons, tell students that while

we work hard to prevent fires and burns, sometimes

we must ask for help.

A Presentation Of Content: Discuss the two

major roles of the fire departments: prevention andsuppression. In small groups, have the students

develop definitions for 'prevention" and "suppression"

(one word per group; six groups total suggested).

Have the students share their definifions, including

these key concepts:

"Prevention" is an action to keep a fire or bum from

occurring. It includes inspecting buildings, factones,

stores, etc.; teaching people about fire safety; visiting

schools; helping plan new buildings; studying fires to

see how they start; investigating arson fires.

"Suppression' is an action to put out a fire. It includes

operating pumpers and other equipment; manning fire

Commission on Fire Protection: Fire Safety for Texans 11 9

hoses; entering burning buildings to apply water

where it is needed. While putting out a fire, firedepartment workers often rescue people and help

treat injuries.

Note that the students include both men and women when

discussing fire fighters.

Remind the students that while many different kinds of

people outside the fire department are involved in

preventing fires, the fire department is the only group

whose job is putting fires out. Discuss the importance

of calling the fire department whenever a fire is

suspected.

Write '9-1-1' (or your local fire department emergencytelephone number) on the blackboard. Show the

mock-up telephone and demonstrate dialing the

9-1-1. Practice reciting the number. Discuss what

information should be given when reporting a fire(name, address, description of whats on fire, other

information).

* Guided Practice: Distribute "Two Important Jobs'

activity sheet. Read the definitions. Have the students

read each activity and make "P" or "S" to indicate

whether that action shows fire prevention or

suppression. Have the students write their names and

addresses. In pairs, have the students practice

recNng their names and addresses.

+ Independent Practice: Using the mock-up

telephone, have the students demonstrate dialing

9-1-1 or local fire department emergency telephone

number and giving appropriate information.

Reteaching: Have students practice writing the

emergency telephone number and their names and

addresses. Allow practice using the mock-up

telephone.

* Enrichment: Invite a fire prevention inspector to

describe his jcb, focusing on the benefits of knowing

about fire problems and how to correct them before a

fire occurs.

Closure: Discuss the variety of information

presented during the week. Encourage students to

show what they felt was most valuable by preparing

stories, posters, etc. Present student certificates.

Administer post-test.

Second Grade: Making Me Fire Safe

Teacher Supplemental Materials

20

Name

Second Grade: Making Me Fire Safe PRE-TEST

Read each question. Then fill in the blanks

1. Three things are needed to make a fire. What are they? (They're sometimes called the

elements of fire.)

2. Rolling on the ground takes away from the fire.

3. Putting cool water on a burn takes away from the burn.

4. You should know at least exits from every room in your home.

5. Schools have fire exit drills. It is important to have home exit drills? (circle one) Yes No

6. What telephone number should you dial to report a fire?

7. A fire fighter's only job is to put out fires. True or false?

8. Do you know how to tell someone your address (where you live)? Yes or no.

Circle the letter, A, B or C, that is the 12. People cause fires in many ways. Which

correct answer. of these actions would cause a fire?A. Having a broken toaster fixed.

9. What happens if you take away one of B. Not watching pots on the stove while

the elements of fire? food is cooking.

A. Nothing happens C.Both of these.

B. The fire gets bigger.C. The fire goes out. 13. Which of these actions would cause a

fire?

10. Which is ..rue? A. Playing with matches.

A. Only parents should worry about fire B. Plugging in too many Christmas lights.

safety. C.Both of these.

B. Parents and children can worktogether to make their home safe. 14. Smoke alarms should be placed:

C. My home is safe, so no one should A. In the kitchen.

worry about fires. B. Outside bedrooms.C.Wherever you want.

11. Which one of these is safe?A. Using a candle in a Halloween jack-o- 15. Fire creates smoke and invisible gases.

lantern. What effect do the smoke and gases

B. Using an electric (battery-operated) have?

candle at Christmas A. No effect.

C. Leaving Christmas tree lights on all B. Helps you think better.

night. C.Keeps you from thinking right.

Teacher: Use wah Lesson One, Page 7. Duplicate tor student use.

Commission on Fire Protection: Fire Safety fa; Texans 15 21 Second Grade: Making Me Fire Safe

Three-Legged Table

Teacher: Use with Lesson One, Page 7. Photocopy, cut out, mount on tag board and assemble as shown.

Commission on Fire Protection: Fire Safety for Texans

216

2 Second Grade: Making Ma Fire Safe

/

AIRI(OXYGEN)

-

\

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.. 23

Commission on Fire Protection: Fire Safety for Texans 17.Jecond Grade: Making Me Fire Safe

Fire Triangle

Teacher: Use with Lesson One, Page 7, as a reteaching visual aid. Copy, cut out. Color and mount on tagboard if desired.

Commission on Fire Protection: Firs Safety for Tms24

Second Grade: Mak log Ms Ars Ssis

The Story of Careful and Harmful

Careful lived in a large house with his parents

and brothers and sisters. Careful's parents took

very good care of the family. They knew how to

prevent fires and burns in their home.

Careful's parents always made sure that there

was a metal screen in front of the fireplace and

they never let Careful and his brothers and sisters

play near the fireplace. They kept matches safely

in a high cabinet where the children could not

reach them. They knew that matches are r3t toys.

Careful's mother always made sure that

anything cooking on the stove was carefully

watched no pot was ever left alone. Careful's

father made sure that the cords on all the

appliances, like the toaster, coffee pot, iron and

hair dryer, were never worn or broken. They never

put extension cords under a rug.

Whenever there was a storm, Careful's

parents never let the children outside because of

the lightning. And Careful's parents made sure

that the electric saw and drill was used outdoors

safely, according to the directions.

BUT Harmful's family was very different.

Harmful also lived in a large house with his

parents and brothers and sisters. Harmful's

parents didn't know how to take good care of the

family. They did not think about stopping fires and

burns.

Harmful's parents never put a metal screen in

front of the fireplace. They would let Harmful and

his brothers and sisters play near the fireplace.

They left matches in drawers where the children

could reach them. Harmful did not know that

matches are not toys.

Harmful's mother neverwatched anything

cooking on the stove very carefully sometimes

a pot was lett alone. Harmful's father never

checked the cords on the toaster, coffee pot, iron

and hair dryer to be sure they weren't worn or

broken. They sometimes even put extension cords

under a rug.

If there was a storm, Harmful's parents

sometimes let the children outside because of the

lightening was so exciting. And Harmful's parents

were not sure how to use an electric saw or drill

safely because they had lost the directions.

Who do you think was being more safe

Careful's family or Harmful's family? Who probably

had a fire in their home? What could Harmful and

his family do to be more safe? With which family

would you like to live? Are you more like Careful or

Harmful?

leather: Use story with Lesson Two, Page 8, using Carefiil and Harmful puppets

Commission on Fire Protection: Flre Safety forTexans 19 25 Second Grade: Making Me Rs Safe

"Careful" and "Harmful" Puppets

Teacher: Use with Lesson Two, Page 8. Copy, cut out and mount on craft sticks to make puppets or attach telt/Velcro dots to make flannel

board characters. Color and mount on tag board it desired.

26Commission on Fire Protection: Fire Sa 10! tor Texans 20 Second Grade: Making Me Fire S.

Fire Safety Guard

Teacher: Use with Le3son Three, Page 9. Copy, cut out and mount on cratt stick to make puppet or attach felt/Veicro dot to make flannel

board character. Color and mount on lag board if desired.

Commission on Fire Protection: Fir. Safety for Texans 21 27 Second Grade: Making Mt Fire Safe

Role-Playing Labels

SMOKE

SMOKE ALARM

SLEEPING PERSON

Teacher: Use with Lesson Three, Page 9. Copy, cut apart. Mount on tag board if desired.

Commission on Fire Protection: Fire Safety tor Texans 22 Zrd Second Grade: leaking Me Fire Safe

Where Smoke Alarms GoProblem-Solving Activity Sheet

Where will the smoke go? Draw circles where this family should put their smoke alarms.

Teacher: Use with Lesson Three, Page 9. Copy illustration onto overhead transparency or poster.

Commission on Fire Protection: Flre Safety tor Texans23 29

Sepond Grade: Making Me Fire Safe

Fire Safety Team Member BadgeRecognition of Student Participation

Teacher: Use with Lesson Four, Page 10. Make enough copies for one badge per student. Cut out, color and mount on lag board if desired.

Attach safety pin with tape. Alternate: Use double-sided tape instead of safety pin.

Commission on Fire Protection: Fire Safety for Texens 24 30 Second Grade: Making M. Fire Saf

Telephone Mock-UpIndependent Proctice Visual Aid

Teacher: Use with Lesson Five, Page 11. Copy, cut out and assemble as show. Color and mount on tag board it desired.

Commission on Fire Protection: Fire Safety for Texans 2531

Second Grade: Making M. Fire Sale

Commission on Fire Protection: Fire Safety for Texans 26 32 Second Grade: Wiring He Fire Safe

Congratulations!

has learned important ways for

Making Me Fire SafePutting out a fire by removing one element

Rolling to put out a clothes fire

Cooling a burn

Preventing fires by using electric equipment safely

Why matches are not toys

Where to put smoke alarms

Why smoke alarms are important

Planning two ways out of a building

Planning a home exit drill

Reporting a fire

Presented on this day

Friend& Fire Fighter

Your Teacher

Teacher: Use %lath Lesson Five, Page 11. Duplicate tor all students.

Cemmission on Fire Protection: Fire Safety forTexans

3327 Second Grade: Making Me Flre Sate

Name

Second Grade:Making Me Fire Safe POST-TEST

Read each question. Then fill in the blanks

1. Three things are needed to make a fire. What are they? (They're sometimes called the

elements of fire.)

2. Rolling on the ground takesaway from the fire.

3. Putting cool water on a burn takes away from the burn.

4. You should know at least exits from every room in your home.

5. Schools have fire exit drills. It is important to have home exit drills? (circle one) Yes No

6. What telephone number should you dial to report a fire?

7. A fire fighters only job is to put out fires. True or false?

8. Do you know how to tell someone your address (where you live)? Yes or no.

Circle the letter, A, B or C, that is thecorrect answer.

9. What happens if you take away one ofthe elements of fire?A. Nothing happensB. The fire gets bigger.C.The fire goes out.

10. Which is true?A. Only parents should worry about fire

safety.B. Parents and children can work

together to make their home safe.C. My home is safe, so no one should

worry about fires.

11. Which one of these is safe?A. Using a candle in a Halloween jack-o-

lantern.B. Usino an electric (battery-operated)

candle at ChristmasC.Leaving Christmas tree lights on all

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

Commission on Fire Protection: Fire Safety for Texans 28

12. People cause fires in many ways. Whichof these actions would cause a fire?A. Having a broken toaster fixed.B. Not watching pots on the stove while

food is cooking.C.Both of these.

13. Which of these actions would cause a

fire?A. Playing with matches.B. Plugging in too many Christmas lights.C.Both of these.

14. Smoke alarms should be placed:A. In the kitchen.B. Outside bedrooms.C.Wherever you want.

15. Fire creates smoke and invisible gases.What effect do the smoke and gaseshave?A. No effect.B. Helps you think better.C.Keeps you from thinking right.

34Second Grade. Making Me Fire Sale

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Comrmstion on Fire Protection: Fire Safety tor Texans 31

BEST COPY AVAILABLE

Second Grade: Making Me Fire Salo

(

Student MaterialsDuplicating Masters

38

What was takenaway to stop the fire?

air (oxygen) heat fuel

Name

What's Missing?Problem-Solving Activity Sheet

Read the short story, then circle which element of fire has been removed. Tell why this helped put the fire out.

r1. Fire fighters use a fire hose to put water on ahouse fire. The fire goes out.

What was taken from the fire? 1

air (oxygen) heat fuel

2. A book is laying on the stove. Lin takes the bookoff the stove to prevent a fire.

What was takenaway to stop the fire?

air ox en heat fuel

3. Sara walks too close to a heater, and her pantscatch on fire. She drops to the ground and rollsover and over. This puts out the fire.

What was taken from the fire?air (oxygen) heat fuel

4. Marcus and his father build a campfire. Before

they leave the campground, they put sand overthe fire to put it out.

What was taken from the fire?air (oxygen) heat fuel

5. Juan touches a hot iron and gets a burn on hisfinger. He runs cool water over his finger.

What was taken from the burnnair (oxygen) heat fuel

6. While Natalia's grandmother is cooking, hersleeve catches fire. Natalia makes hergrandmother roll on the floor, and hergrandfather helps put out the fire with a large

blanket.

What was taken from the fire?air (oxygen) heat fuel

7. Jon's baby brother spills hot coffee on his leg.Jon's mother puts the baby in the bath tub andruns cool water on the burn.

What was taken from the burn?air (oxygen) heat fuel

8. Jamie sees that the heater is almost touching achair. Jamie tells his parents to move the heateraway from the chair, so a fire will not start.

Bonus: In each story, tell what might have happened to cause the fire or burn. Do you

think that the fire or burn might have been prevented stopped before it was

started? Tell how you could do to keep the fire or burn from happening.

Teacher: Use wrth Lesson One, Page 7. Duplicate tor student use.

Opmmission on Fire Protection: Fire Safety for Texans

3935 Second Grade: Making Me Fire Safe

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What Do You Do?Problem-Solving Activity Sheet

Read the story. Then tell what you would do to stop the fire or burn. Circle which one of the three elements of

fire was removed.

1. You are helping cookbreakfast. You burn yourfinger on the toaster whiletaking out a piece of toast.

What should you do? What was takenfrom the burn?

air (oxygen) heatfuel

2. You are cooking hot dogs on

an outdoor grill with yourfamily. Your mother's shirtcatches firs.

What should you do? What was takenfrom the fire?

air (oxygen) heatfuel

3. A man who lives on a farm isburning some trash. A sparkcauses a fire on his pants.

What should the man do? What was takenfrom the fire?

air (oxygen) heatfuel

4. Your grandmother, whocannot see very well, spillssome hot food. Her arm is

burned.

What should you do? What was takenfrom the burn?

air (oxygen) heatfuel

5. Jana's big sister is cookingFrench fries in a large pan. A

fire starts in the pan.

What should Jana's sister do? What was takenfrom the fire?

air (oxygen) heatfuel

Bonus: Make up a skit to show one of these stories or make up your own story. Use

red paper to show the fire or burn.

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

40

Commission on Fire Protection: Are Sniety for Texans 36Second Grade: Making Me Fire Sate

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"Careful" and "Harmful" PuppetsStudent Puppets

Teacher. Use with Lesson Two. Pageii. Duplicate for student use. Have students cut out and mount on craft sticks to make puppets or

attach felt/Velcro dots to make flannel board characters. Color and mount on tag board it desired.

Commission on Fire Protection: Fire Safety for Texans 37 Second Grade: Making Me Are Safe

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It's Better To Be CarefulClassification Activity Sheet

Read each action. Then circle the happy "Careful" face if tt is a safe, careful action or the sad "Harmful" face

it is a harmful, dangerous action.

Action Careful Harmful

1. Having a smoke alarm, and checking it each month. 0 02. Always watching pans while food is cooking. Never leaving a

pot alone.

3. Putting extension cords under a rug. ig .,,)

4. Playing outside during a storm because of the lightning is

exciting.

9 0

5. Putting a metal screen in front of the fireplace. 06. Keeping hot coffee away from the baby. . .7. Keepinc matches in a high cabinet where children cannot

reach them

0

8. Trying to use a broken toaster. 0 42)

9. Playing near the fireplace or heater. 010. Checking electrical cords for breaks or worn places. (14

11. Telling friends that matches are not toys.

12. Letting friends play with matches. 013. Never putting electrical cords under a rug. 0) 014. Leaving matches in drawers where children can reach them. 015. Reminding adults to read the directions for the electric saw

or drill (or other electric tool).0

BONUS: Write a story about being careful with items that might cause fires or burns.

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

42Commission on Firs Protection: Fire Safety for Texans 38

Second Grade: NeitIK Me Fire Safe

Name

Where Smoke Alarms GoProblem-Solving Activity Sheet

Where will the smoke go? Draw circles where this family should put their smoke alarms.

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

Commission on Fire Protection Fire Sefety far Texans

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Second Grade: Making Me Fire Safe

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Rules For Fire SafetySolution-Synthesis Activity Sheet

What do you think are the most important things you can do to prevent fires and burns?

Write five of your own fire safety rules. You may use the space at the right to draw a

picture of your rules.

1.

2.

5.

REMEMBER: Smoke alarms should be near what rooms?

Teacher. Use %firth Lesson Three, Page 9. Duplicate for student use

4 4

Commission on Fire Protection: Fire Safety for Texans 40Second Grade:Making Me Fire Safe

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Team Planning SheetProblem-Analysis Activity Sheet

A family must work together to stop fires and burns at home. As a "special coach" for your

family, you have an important job. Read each question, then think about your home. Can

you help your family be more safe?

0 Knowing two ways out from each room in your house is important, especially from the

bedrooms. List each room in your house and tell two ways out of each room.

Room First Exit

Examples:My bedroom Hallway to front door Window

Upstairs family room Stairs to front door Window using fire ladder

Your Home:

A.

B.

C.

D.

E.

F.

G.

H.

Second Exit

0 Many customs we have for holidays are very dangerous. Help your family make safer

choices for special holidays. Look at List A, things that many people use or do during

holidays. Then match to a safer choice in List B.

List A List B

Fancy Christmas candles

Leaving food cooking on stove while

you go shopping

Lighting fire crackers on the 4th of July

Too many Christmas lights on oneextension cord

Candles in Halloween jack-o-lanterns

Using fireworks on New Year's Eve

Leaving Christmas lights on all night

Cooking all treats while at home

Playing fun, safe games on New

Year's Eve

Flashlight in Halloween jack-o-lanterns

Turning off and unplugging allChristmas lights when going to bed

Battery-operated Christmas candles

Having a neighborhood 4th of Julywalking parade during daylight

Plugging only one or two Christmasliahts on one extension cord

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

Commission on Fire Protection: Fire Safety for Texans 41 4 5 Second Grade: Making Me Fir. Safe

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My Team PlanAction-Plan Activity Sheet

Plan an emergency exit drill (fire exit drill) for your home. You may ask your parents or

other family members for help.

0 Tell each family member about the two ways out from his or her bedroom and from

other rooms in the house (living room, den, kitchen).

Check here when done L:1

You should know exits from of each room.

Choose a meeting place at least 50 feet from the house, such as a large tree or

neighbor's front porch.

What is your meeting place?

Does everyone know the meeting place?

Have they agreed to go there in case of a fire?

Remind your family that they should never go back into a burning building.

Tell everyone the steps in a home exit drill:

1. Everyone takes their place in their bedrooms.

2. An adult sounds the smoke alarm (press the test button).

3. Everyone leaves by one of their emergency exits.

4. Everyone goes to their meeting place.

5. A parent/guardian or other adult checks to see that everyone is at the meeting

place.

6. The exit drill may be repeated with everyone using their second exit.

Check here when done 1=1

What might happen if someone did not go to the meeting place?

0 Why should your family have a home exit drill?

Why is it important for family members to work together for fire safety?

BONUS: Did your family actually have a home exit drill?

What did you learn?Teacher: Use with Lesson Four, Page 10. Duplicate tor student use. Students will need their "Team Planning Sheer to complete this

activity.

Commission on Fire Protection* Fire Safety for Texens 42 4 6 Second Grade: hiking He FIN US

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Two Important JobsClassification Activity Sheet

Definitions:Fire prevention working to keep fires from happening. Examples: looking in schools, factories, stores

and other buildings for things that might cause fires; teaching people about fire safety; visiting schools;

helping plan new buildings; studying fires to see how they start; investigating fires that people start on

purpose.

Fire suppression putting out fires; sometimes includes rescuing people and treating injuries.

Examples: operating fire trucks, pumpers and other equipment; manning fire hoses; entering burning

buildings to apply water where it is needed.

What are these jobs? Read each action. Then mark "P" if the action is fire prevention or

"S" if the action is fire suppression.

1. Helping a school principal look for things that might cause a fire in the

school.P S

2. Driving a fire truck to a house that is on fire. P S

3. Helping a business person plan a new building, so that the new building has

enough exits.

p s4. Looking through a burned house to determine what caused the fire. P S

5. Spraying water on a building fire. P S

6. Using a fire extinguisher on a gasoline fire. P S

7. Teaching children not to play with matches. P S

8. Telling senior citizens how to use heaters safely. P S

9. Watching school children have a fire exit drill at their school. P S

10.0perating a ladder truck so that another fire fighter can spray water on a

fire in a tall building.P S

216Calling For Help! Use the pretend telephone to practice reporting a fire at your home.

First, dial 9-1-1. (If your town does not have 9-1-1, write the fire departments emergency

telephone number here: .)

Then say, "My name is . There is a fire at

to

Don't hang up unti; you are told to hang up. REMEMBER, call from a neighbor's house.

Don't stay inside a house that is on fire.

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

47Commission on Fire Protection: Fire Safety for Texans 43 Second Grade: Making Mt Firs Sale