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TITLE Charged Up for Fire Safety. Fifth Grade. Fire Safetyfor Texans: Fire and Burn Prevention CurriculumGuide.

INSTITUTION Texas State Commission on Fire Protection, Austin.PUB DATE Mar 93NOTE 39p.; For other guides in the series, see SP 035

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

Education, P.O. Box 2286, Austin, TX 78768.PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Community Services; *Fire Protection; First Aid;

Grade 5; Injuries; Instructional Materials;Intermediate Grades; Learning Activities; LessonPlans; Prevention; *Safety Education; StateCurriculum Guides

IDENTIFIERS *Texas

ABSTRACTThis booklet comprises the fifth grade component of a

series of curriculum guides on fire and burn prevention. Designed tomeet the age-specific needs of fifth grade students, its objectivesinclude: (1) exploring heating equipment safety, (2) analyzing theimpact of fire on the outdoor environment and methods to reduce thatimpact, (3) developing awareness of first aid for burns, and (4)exploring one's personal relationship to community fire safety. Texasessential elements of instruction that may appropriately beintegrated with the fire prevention curriculum are listed. Thebooklet's three sections provide lesson plans, teacher materials, andstudent materials. The five lessons are: "Charged Up for HomeSafety"; "Charged Up To Save the Outdoors"; "Fire Hurts the EntireCommunity"; "We All Contribute to Community Safety"; and "Fire Safetyfor Yourself." Each lesson plan includes objectives; a list ofmaterials; and suggestions for a focus activity, presentation ofcontent, guided and independent practice, reteaching, enrichment, andclosure. A pretest/posttest is provided, along with activity sheetsto be photocopied. A scope and sequence chart covering kindergartenthrough 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 byTexas Commission on Fire Protection

clm

U.S DEPARTMENT OF EDUCATIONOthce ot Educatonal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0 This document has been teprobuced asfecefve0 from the person or orgsnizatronorig.-Wing .1

0 Menor changes have been made to fmprovereproduCtron quably

PorntoI .1ev, 0, 001nr00s slated .n thiS docu-ment do not necessanIy represent othcfatOERI posthon or ookcy

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

i. ALL:nz4.)

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-

Fifth Grade

Charged UpFor Fire Safety

2BEST COPY AVAILABLE

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

Dear Educator:

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 fir fwevention must be matched to the developmental needs ofstudents, please read the

Introduction seciion beginning on . This introduction also tells how fire prevention education can be coordinated with the

instructional requirements of Texas schools.

We welcome your comments and suggestions. Please telephone or write to share your successesand 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

a3Z

Please send the following curriculum guide(s):

Grade Level Quantity Grade Level Quantity ()rade Level Quantity

Kindergarten Fourth Grade Seventh Grade

First Grade Fifth Grade Eighth Gracie

Second Grade 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 2286, Austin, TX 78768

Andrew F. Mehl, 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

Fifth Grade

Charged UpFor Fire Safety

4

Published March 1993Texas 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 producer, 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.

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

Filth 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 fire and bum prevention?

Each year during the past decade, about 300 Texans have

died in fires. The Texas Commission on Fire

Protection 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

elementaty school observances of Fire Prevention

Week. While these observances can produce effective

results, thoughtful analysis of the fire problem and fire

safety educational programs shows that a more

comprehensive, age-appropriate approach to fire

safety education can multiply its benefits.

Recognizing the limits of classroom instruction time, the

Taxas 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 Safmy 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

Protection believes this continuum will help create a

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

turn, all Texans can benefit from a decre,...., in the

number of needless fire deaths and an increase in

safer homes and worksites a benefit we all

deserve.

This Booklet

This booklet, "Charged Up For Fire Safety," is specifically

designed for fifth-grade students. The following

sections give specific information on the essential

Commission on Fire Protection: Fire Sefsty for Texans 12

elements applicable to fire and burn prevention and

on the ga-specific needs of fifth-grade students

related to fires and bums. You will also find additional

information on the format and matrials 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 materiais to be used

by students.

()General Objectives: To explore heating equipment

safety

To analyze the impact of fire on outdoor environment and

methods to reduce that impact

To develop awareness of first aid for bums

To explore one's personal relationship to community fire

safety

Essential Elements: The student will be provided

opportenities to:

§75.25 (f) 2D. observe phenomena resulting from the life,

eahh, and physical sciences.

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

experience Or data.

§7525 (f) 6E. draw conclusions from observed data.

§75.25 (f) 7B. i.alate classroom objects, science principles,

and activities to daily life.

§75.26 (f) 1G. identify ways to care for the principal body

systems.

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

acquire knowledge and skills needed to avoid injury

and to prevent accidents.

§75.26 (f) 2A. recognize benefits and limitations of advertising

as it relates to selection of health ... products.

§75.26 (f) 2D. recognize need for first aid.

§76.26 (f) 3A. identify locally available voluntary health

agencies.

§75.26 (f) 3B. recognize interdependence of people and the

environment, and recognize personal responsibility for

protecting the environment.

§75.29 (f) 2B. explain why conservation of economic

resources is important.

Fifth Grade: Chargao Up Fat Are Safety

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

emphasized at the grade level shall include:

Earth Science

2.2 geology ... agents of weathering, erosion and deposition.

2.6 meteorology ... effects of weather change and severe

weather types ... effects of weather on human

activities.

Background: Age Profile

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

to stay constructively busy. Because many

differences in 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 seff-attitudes and seeks

significant human relationships.

Operating under the morality of cooperation, the child sees

rules as mullial 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 fifth-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 foods.

Appliances cooking at stoves or with microwave ovens,

especially unsupervised; overconfidence in using

appliances, such as irons, toasters, etc.

Commission on Fire Protection: Fire Safety for Texans

134

Clothing ignition playing with matches; flammable clothing

and oostumes; walking or sleeping too close to heater

or other open flame; knowing how to reduce injury.

Outdoor hazards campfires and barbecues; mini-bikesand

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 end Post-Test: Administer the pre-test prior to the

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

Teacher's Note on Closure Activitiss: Some activities

included in the closure phase of the lesson cyde 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:

O Lesson objectives

Focus and closure

Creative group activity, including role playing

+ Lecture

'Ob Demonstration

Group problem-solving activity

(tt4 Answering questions

* Guest presenter

Investigation or research

e. Creative writing activity

Cut-andpaste activity

AGroup discussion

Fifth Grade: Charged Up For Fire Safety

Drawing, artworit or Illustration

Comrnission on Fire Protection: Fire Safety for Texans

145

Fifth Grade: Charged Up For Fire Salary

Lesson Plans

15

LESSON ONE:

Charged Up ForHome Safety

Goal: To explore how to use heating equipment safely in the

home

0 Objectives: The student will:

explain hazards of heating equipment including safety

considerations such as UL inspection certification and

proper placement '25(078, 26(01H, "2.6

analyze safety of alternative heating 25(f)6E, 26(01H),

"2.6

conduct inspection of home heating equipment with

parents to check for safe usage "25(07B, 26(f)1H,

"2.6

Materials: Pre-tests (p. 17); "Warm, But Not Too Hot"

activity sheet (p. 29); 'Charged Up For Home Safety"

investigation activity (p. 30); answer keys (p. 25).

Focus: Administer pre-test.

Introduce unit by discussing energy. Have students list some

possible sources of energy (electric powerplants,

from sun, from burning logs, 'brain power). Discuss

ways this el rgy can be used. Tell students that their

knowledge o, lire prevention gives them energy to

create a safer environment for themselves, their

friends and their families.

Present general objectives:

To explore heating equipment safety

To analyze the impact of fire on outdoor environment

and methods to reduce that impact

To develop awareness of first aid for bums

To explore one's personal relationship to community

fire safety

Present lesson objectives (see paragraph above).

A Presentation Of Content: Teacher:"People

become very interested in energy when winter comes.

They use energy for certain types of equipment to

help stay warm. What are these? (Heaters) Why do

we use heaters? (To stay warm.) What kinds of

heaters do people use? (Us' on chalkboard)"

Discuss types of heating equipment used in the classroom.

Commission on Firs Protection: Fire Safety for Texans

Review three elements of fire: heat, fuel and oxygen. Point

out that heaters have all three elements. Ask what

would happen if something that could bum a fuel

gets too close to a heater. (It would catch fire.)

Guided Practice: Distribute 'Warm, But Not Too

Hot' activity sheet. Have students read the description

of each type of heater, then cut outand paste the

heaters in the correct location. Have students draw a

circle around the type that is least likely to cause a fire

and put on X on any heater that could easily cause a

fire or bum. (Answers might vary, depending on

students' home environments.) Have students explain

their selections.

OW independent Practice: Distribute "Charged Up

For Home Safety" activity sheet. Have the students

read the instructions, then take home to complete the

activity.

NOTE: Base evaluation on students willingness to participate

in improving their home safety. Do not evaluate on the

bases of the responses to the survey.

Reteaching: Invite the school custodian orsafety

director to tell the students about heating equipment

used in the school. Have himther describe its power or

fuel source, then describe what safety precautions are

used to prevent fires.

Ea' Enrichment: Have students contact a heating

equipment maintenance company. Have them ask a

company representative to describe his/her job.

Closure: Have students describe their experiences

with the heating equipment inspection. Ask st ,dents to

summarize what they ham learned about how the

winter can influence their lives.

Introduce the next lesson by telling students that they will

explore ways to prevent fires in another environments

the outdoors.

16

9Fifth Grade: Charged Up FOf Fire Safety

LESSON TWO:

Charged Up ToSave TheOutdoors

Goal: To poly knowledge of outdoor fire prevention to

conservafion of natural resources


describe impact of grass and tree fires on land forms

*25(f)6E, "22

list steps in safe procedures for burning debris and

cooking on charcoal, campfire, grill "26(f)3B

give examples and application of cleaning trash and

brush to reduce fire hazard '26(f)3B

Materials: 'Who Protects The Great Outdcors" illustration

(p. 18); 'What's Going To Happen?" illustration (p.

19); writing paper.

Focus: Display the 'Who Protects The Great

Outdoors" illustration.

Teacher: 'Weather affects our lives very much. In our last

lesson, we talked about how people adapt to cold

weather. We can even protect ourselves from storms

and rain. But the grass, trees and soil cannot

protection themselves, so we must do all we can to

make sure that things we do don't cause the outdoors

any more harm."

Outline lesson objectives (paragraph above).

rresentation Of Content: Display the "Whets

Going To Happen? illustration. Have students

describe what they see. Tell them to imagine that

vacationers left trash around house then left trash

burning.

Divide students into small groups. In groups, have students

predict what will happen to the land after the fire. (The

house had to be rebuilt. Rains eroded the soil so

nothing could grow. The animals who lived in the

nearby woods had no place to live. Other reasonable

answers may be accepted.)

Guided Practice: In groups, have students list what

the people should have done to prevent unintentional


fires caused by useful outdoor fires. Have each group

select its own specific topic building campfires,

cooking on a campfire or grill, or burning trash then

write four steps for preventing an unintentional fire.

Have groups exchange and compare lists. Note any

Suggested responses:

Building campfires

1. Clear a large area of all grass and leaves.

2. Circle the area with rocks, or dI9 a shallow hole.

3. Arrange logs (or other fuel), and have an adult light

the campfire.4. Completely put out the fire with water.

Cooking on a grill (charcoal or gas)

1. Have an adult check the grill to be sure its safe.

2. Follow directions when operating the grill.

3. Never operate indoors, only outdoors with little or no

wind.

4. Never leave cooking unattended.

Burning trash

1. Clear a large area of grass and brush.

2. Use a barrel with a screen lid.

3. Bum only when there is no wind.

4. Put the fire out completely.

Accept other reasonable responses.

Independent Practice: Tell students that buildings with

trees, brush or grass near them can easily catch fire if

there is a grass or brush fire. Discussion might include

the California brush fires of 1991 and 1992 that

destroyed hundreds of expensive homes.

IW Have students look for places with trash and brush

dose to a building. Have them write a paragraph

describing how the area should be cleaned and what

might happen if a fire starts because the area was not

cleared.

Evaluate students on their awareness of outdoor fire hazards

and the dangers of allowing unsafe conditions to

continue.

Reteaching: List the following on the chalkboard or

a transparency.

1. No wind.

2. Clear the area.

3. Have water ready.

4. Put out any fire completely.

1710

Fifth Grade: Cher* Up For Fire Safety

Have students go through the list and describe how it might

apply to all the type of fires discussed in Guided

Practice.

laar Enrichment: Have students research the California

fires that began as small brush fires and eventually

destroyed homes and property worth several million

dollars.

* Invite a fire department representative to discuss the

wildland-urban interface in your area.

Closure: Briefly discuss what students found during

the Independent Practice activity. Encourage students

to share the activity with their families, especially if

they notice fire hazards nelr their homes.

Teacher:In the first two lessons, we have learned about two

important areas of fire safety heaters and the

outdoors. In our next lesson, we will study other ways

to help prevent fires."

LESSON THREE:

Fire Hurts TheEnfire Community

Goal: To explore how each person and family canhurt

community safety, especially through negative actions

such as false alarms or arson

U Objectives: The student will:

identify hazard of false alarms, especially relating to

wasting resources '29(f)2B

describe hazards of intentional fires, especially

relating to waste and loss of resources '29(f)2B

Materials: "Our Community" overhead transparency (p.

20); "Fire Hurts Us All" group discussion activity (p.

31); materials to make illustrations and collages;

answer key (p. 25).

Focus: Walk around the room, putting students'

books, pencils and other small items into a box and

saying, 'Hey, you don't need that. No, you don't need

that. This is fun ... You don't need that either."

Commission on Are Protection: Fire Safety for Texans

Ask students how they felt when their items were taken (sad,

angry, frustrated).

Teacher: "Fire protection professionals feel the same way

when they feel that their services are being wasted. In

this lesson, we'll learn ways to help our community by

stopping false alarms and arson.'

Outline lesson objectives (see paragraph above).

40 Presentation Of Content: Show "Our

Community' overhead transparency.

Teacher: 'People in obmmunities depend on each other. We

all contribute to the community through our taxes to

make our community a safe and pleasant place to live.

The community spends its money on needed services,

such as the police and fire departments. It spends

some money on enjoyable services, such as

museums and parts.

'Fire departments are expensive. Fire fighters must answer

every call, and every call costs money. Even when the

call is a false alarm, the fire department must answer

it and money is spent. When more money must be

spent on the fire department, less money can be

spent on non-vital services such as the park.

'Everyone in the community pays taxes shoppers,

business owners, homeowners. When a store burns,

the business owner can't sell any products, the

workers can't earn their money, and the business

owner might not be able to pay his taxes. That

business fire caused less taxes to be going to the

community and MORE taxes have to come from the

rest of the community.'

A Guided Practice: Distribute "Fire Hurts Us M.'

Option: Divide students into small groups tocomplete

this activity.

Read and discuss each paragraph. In each item, emphasize

that cities and companies are very concerned about

how their money is used.

e77 Independent Practice: Have students prepare

illustrations or collages that tell (1) what arson or a

false alarm is or (2) why arson and false alarms are

wastes. Students may clip headlines and pictures from

newspapers and magazines to use as examples in

their illustrations.

Evaluate students on their awareness that arson and false

alarms are crimes and wasteful for tha community.

1 811 Afth Gracie: Charged Up Fri( Fire Safety

Reteaching: Invite a fire department representative

to discuss false alarms. Ask the representative to

describe how a fire department response to fire

emergency calls.

Invite an arson Investigator or juvenHe fire setter counselor to

discuss the problems caused by children who play

with matches or fire.

IW Enrichment: Have the students conduct a poll of

their friends or classmates to find out their opinions of

arson and false alarms. Have them prepare a chart to

show their findings.

Post the illustration created by the students in the

Independent Practice activity in the school or other

public area.

Closure: Ask students to define arson and false

alarms. Ask how arson and false alarms hurt a

community (by wasting resources). Have students

share their experiences in creating their

collages/illustrations.

Teacher:ln this lesson, we learned how the actions of one

person can hurt the community. In our next lesson, we

wiri took at two ways that each of us can help our

community become more fire safe?

LESSON FOUR:

We All ContributeTo Conununjty

SafetyGoal: To explore how each person can help community

safety, especially through fire exit drills and volunteer

work


describe role of volunteer firedepartment in the

community '26(03A

evaluate school exit drill '25(f)2D,6A, 26(01H

Materials: 'We're Ready" overhead transparency (p. 11);

'We're Ready" discussion activity (p. 32); "Fire Exit

Drill In Action" role-playing cards (p. 22); "How


Prepared Are We?" lbservation activity (p. 33);

answer key (p. 26).

Focus: Put chorus of 'We're Ready" on chalkboard,

or if using overhead, display with only chorus showing.

Have all students read aloud, with beat as a rap verse.

Tell students that in this lesson they'll learn how to be

ready.

Outline lesson objective (see paragraph above).

A Presentation Of Content: Distribute "We're

Ready" activity sheet. Re-read onrus, and answer

question. Read first verse, then read and discuss

questions. Point out that "word from the top" means

special instructions from the teacher. Add that they

must go to their assigned areas and wait.

Read second verse. Explain which type of fire department

protects the local community. Point out that many

students who live in rural areas have a volunteer fire

department Emphasize that volunteer fire fighters are

not paid. Discuss why volunteers might work without

pay (They know they help their community and

friends. They want tocontribute to an important

organization.)

+ Guided Practice: Role-Playing Activity:Dividestudents into groups of six to eight. Distribute role-

playing cards. Have students read the cards, then act

out what the cards describe. Emphasize the need to

work together willingly, as members of a .Jolunteer fire

department do, while reinforcing effective habits for

fire exit drills.

Allow 10-15 minutes for this activity, allowing students to

exchange roles and re-play the situation. Then have

students describe their experiences in various roles.

tr& Independent Practice: Distribute "How Prepared

Are We?' Based on when students will do the

evaluations, provide appropriate guidance on

answering the questions.

Non: During this activity, students will evaluate a fire exit drill

in the school. The teacher may select one of the

following options:

1. Have students look back at their most recent

schoolwide drill.

2. Schedule the activity for the next school exit drill.

3. Conduct a fire exit drill for his/her own classroom only

and have students evaluate themselves.

1912

Fitth Grade: Cher* Up For Fire Sataty

4. Work with another teacher to hold individualclassroom drills and have students evaluate the other

class.

Reteaching: Invite a fire safety instructor or fire

fighter to discuss what can happen if students do notparticipate properly in a fire exit drill. Ask the fire

fighter to observe and evaluate a fire exit drill.

+ Enrichment: Have students organize their ovm

'volunteer fire department" in the school. Encourage

them to explore various roles or positions, such as fire

marshal, inspector and monitor, to help the campus

administration conduct fire exit drills.

Invite the chief or a member of a local volunteer fire

department to describe qualifications for becoming a

volunteer fire fighter.

Closure: Ask students to share their evaluations of

the fire exit drill. Have them point out positive actions

of other students, as well as actions that need

improvement. Ask students if they will make any

changes themselves in how they act during exit drills.

Prepare for final lesson by telling the students that

they will be learning about what to do in another

emergency situation suffering a bum.

LESSON FIVE:

Fire Safety ForYourself

Goal: To examine appropriate first aid for bums and to

examine product safety related to fires and burns

O Objectives: The student will:

describes three classes of bums and first aid for each

"26(f)1G,2D

analyze produce advertisements for fire and bum

safety information '26(f)2A

gives examples of correcting holiday hazards *26(f)1H

Materials: 'Fire And Burn Safety Pert" overheadtransparency (p. 23); "Charged Up For Bum Safety"

activity sheet (p. 34); post-tests (p. 24); answer keys

(p. 25-26).

Comm4s4on on Fire Protection: Fire Safety tor Tonna

Focus: Draw an octagon on the chalkboard. Ask

students what that shape is a symbol for. (To stop

while driving or riding a bike.) Have students list other

signs and symbols they see. (EXIT, traffic light, Do

Not Enter.)

Teacher: 'Many of these signs are used for our safety. Some

signs and symbols are used to tell us about fire and

bum safety. In our earlier lessons, we learned some

important ways to prevent fires and bums. Now, well

learn some new things to help in care there is a fire

and someone is burned."

Outline lesson objectives (paragraph above).

A Presentation Of Content: Lead discussion of

the definition of a burn damage to the body caused

by heat. Tell students that medical professionals

classify bums by "degrees" depending on how much

the skin has been damaged.

Teacher: "Not all bums look alike. We cart tell how much

damage has been caused by how the bum looks. We

can use this chart of symbols to relate how a bum

looks to the degree of bum."

Display "Fire And Bum Safety Alert' overhead transparency.

Discuss first, second and third degree bums..Guided Practice: Divide students into small groups,

and distribute 'Charged Up For Bum Safety" activity

sheet. Have the students read the list of products and

indicate whether those products can cause bums or

could help prevent bums. Point out that several items

are frequently seen at holidays; have students identify

those items and how the danger of those items could

be avoided.

Have the groups complete the section on matching

descriptions to classification of bums.

gaf' Independent Practice: Investigation. Have

students check their kitchens, bathrooms and garages

for labels or other signs or symbols that warn of fire or

burn dangers, then write a paragraph about what they

found. Ask students to conclude their papers by

writing a paragraph about why they should be

concerned about preventing burns.

2013

Fifth Grade: Cherged Up For Fire Safety

Reteaching: Invite the schools nurse to talk to the

students about types of bums,

1160. Enrichment: Have students examine other

appliances and their advertisemc As for information on

fire or bum safety. Have students ,irite what they find,

including their opinions on whether there is enough

safety information in product labeling or

advertisements.

Closure: Review the three classes of bums and why

first aid is needed for bums. Ask students what new

things they learned about fire prevention during this

unit Mk if they have changed or plan to change how

they act around objects that could cause fires or

burns. Encourage them to help their families and

friends learn about fire safety.

Administer post-test

Commission on Fire Protection: Firs Safety tor Texans

2114 Fifth Grade: Chemed Up For Fire Safety

Teacher Supplemental Materials

22

Name

Fifth

Circle

1.

Grade: Making Me Fire Safe PRE-TEST

True or False.

Heating equipment does not need to be inspected

MIIM=100...MbI

unless there is a problem. TrJe False

2. Weather can affect the opportunity for fires. True False

3. Cleaning up trash outdoors can help prevent fires. True False

4. You help your community by participating in fire drills at school. True False

5. The label on a product must tell if it can cause burns. True False

6. Setting a fire on purpose is 0.True False

7. Making a false alarm is not a crime.True False

8. False alarms waste money.True False

Read the question, and fill in the blank.

9. What effect does a grass fire have?

10. Doctors classify (or group) burns by their

11. Starting a fire on purpose is called

12. List three ways to keep a campfire from starting a bigger fire:

A.

B.

C.

Circle the letter that is the correct answer.

13. Which is more likely to cause a fire?

A. Central heatingB. Electric space heater

Teacher: Use with Lesson One, Page 9. Dupttcate tor student use.

Commission on Firs Protection: Fire Safety kr Texans

14. Arson hurts:A. Only the owner of the building that

was burned.B. No one.C. The entire community.

1723

Fifth Grade: Chemed Up For Fire Seley

Who Protects The Great Outdoors?

If a fire burns its leaves,could a tree weara fur coatto protectit fromthe cold?

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


If a firedestroys the grass,

could a hill carryan umbrella to keep

the rain from erodingits soil?

2418 Fifth Grade: Charged Up For Fire Safety

What's Going To Happen?Discuss what might happen If a campfire is left burning in this yard.

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

Commission on Fire Protection: Fire Safety for Toxins 19 25 Fifth Grade: Charged Up For Fire Safety

Our Community

I if

Fire Department

Businesses and peoplealiIe contribute money to

the city. We pay salestaxes and property taxes.We might also pay user

fees for services (forexample, for water,

garbage, parks).

The city uses themoney to pay for

services for its citizens.City officials must payfor essential services

first (for example,police and fire

department). If fundsare available, the city

can then pay for parks,art programs and other

non-vital programs.

Teacher: Use with Lesson Three, Page 11. Transfer to overhead transpare ncy.

Commission on Fire Protection: Fir* Safety for Texans 2026

highahlt)Oli


We're Ready

We want to be ready,Yeah, we sure do.

In case there's a fire,what do we do?

We will be prepared,yeah, we sure wHI,

'Cause we're gonna havea fire exit drill.

Some folks gonna help us.Now, they're real hot.

For some it's a job,for some it's not.

A fire departmentcan come two ways:

Some folks volunteer,and some get pay.

When the fire bell rings,you gotta stop

And listen real closewhat's the word from the top?

Go out real calm

Now, don't you run

the nearest way.

or joke or play.

Teacher: Use with Lesson Four, Page 12. Transfer to overhead tansparency.

Commission on Fire Protection: Fire Safety for Tonna

2721

Fifth Grade: Charged Up For Firs Safety

Fire Exit Drill In ActionRole-Playing Cards

Fire Marshal: Givestudents andteacher ditections.Then signal a firealarm.

Teacher: Assistthe fire marshal.Watch howstudents react.

Class Monitor: 1

Assist the firemarshal and theteacher.

Student: Follow Student: Followdirections from the directions from the

fire marshal. fire marshal.

Fire Marshal: Givestudents andteacher directions.Then signal a firealarm.


Class Monitor:Assist the firemarshal and theteacher.

Student: Followdirections from thefire marshal.



,


,


1






Student: Followdirections from thefire marshal,





Student: Follow 1

directions from thefire marshal.


!


11110.


.


!

Student: Follow 1

directions from the !

fire marshal.


Teacher: Use with Lesson Four, Page 12. Copy, then cut apart. Distribute one set to each group. Have students assign roles. Designate

extra group members as additional 'students.'


2822


Fire and Burn Safety Alert

Medical professionals classify (or group) burns by "degrees? The "degree" tells how much the skin has been

damaged. It also guides how the burn should be treated. The chart below illustrates the three types of bums.

Tissue below the skin

.

Dermis Epidemis

..

'.

Teacher: Use with Lesson Five, Page 13. Transfer to overhead transparency.

First-Degree Burn:

The top layer of skin isburied.Pink or red. Usually fadesin a few minutes or hours.

Second-Degree Burn:

The top and middle layersof skin are burned.

Red or white with waterblisters.

Painful.

Third-Degree Burn:

The full thickness of skinis burned.

Dry, black or ashy.

Sometimes no painbecause nerve sensorsare damaged.

Commission on Fire Protection: Fire Soloty for Texans

Treat the burn byrunning cool waterover the burn forthree to five minutes.

Treat the burn byrunning cool waterover the burn forthree to five minutes.See a doctor if theburn covers a largearea.

Call emergencymedical assistanceor go to theemergency roomimmediately. Ifpossible, cool withcool water to preventfurther burning.

?923 Fifth Grade: Charged Up For Firs Ssisty

Name

Fifth Grade: Making Me Fire Safe POST-TEST

Circle True or False.

1. Heating equipment does not need to be inspected

unless there is a problem.True False

2. Weather can affect the opportunity for fires. True False

3. Cleaning up trash outdoors can help prevent fires. True False

4. You help your community by participating in fire drills at school. True False

5. The label on a product must tell if it can cause bums. True False

6. Setting a fire on purpose is a r:rime.True False

7. Making a false alarm is not a crime.True False

8. False alarms waste money.True False

Read the question, and fill in the blank.

9. What effect does a grass fire have?

10. Doctors classify (or group) burns by their

11. Starting a fire on purpose is called

12. List three ways to keup a campfire from starting a bigger fire:

A.

B.

C.

Circle the letter that is the correct answer.

13. Which is more likely to cause a fire? 14. Arson hurts:A. Only the owner of the building that

A. Central heating was burned.

B. Electric space heater B. No one.C. The entire community.

Teacher: Use with Lesson Five, Page 13. Duplicate for student use.

Commission on Fire Protection: Firs Safety for Texans 2430 Fifth Grads: Chergod Up For Firs Safety

ANSWER KEY-1

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Cede Tree or Fair

1. Hero innerant doss not red lc be impededI. is problem. True IEW)

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Commission on Fire Protection: Fire Selety tor Texans

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25 31Filth Grade: Charged Up For Fire Selety

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ANSWER KEY-2

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We're Ready011110110

hob bob ono. hos demos we muliora

We want to be ready,Yeah, we sure do.

In case there's a bre,what do we do?

We will he prepared.yeah. we sor will,

'Cause we're gonna havea firs exit drill.

Some folks gonna help us.Now, theyre real hot.

For some Ifs a )ob.for some it's not.

A fire departmentcan COMil two ways:

Some folks volurdwand some get pay.


And lister real %:losewhat's the word from the loP?

GO out real calm

Now, don't you run

the nearest way.

or joke or c4ay.

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Commission on Fin Protection: Firs Salsty tar Texans

Now

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3226 Fifth Grsda: Charged Up For Fits Solely

Student MaterialsDuplicating Masters

33

Name

Warm, But Not Too HotClassification Activity Sheet

Read the description of the heaters below.Then cut out and paste each heater where itwould be found In the home.

A. Liquid-fueled portable heater

This type of heating equipment bums a liquid fuel. One type of liquid fuel is kerosene. The fire

and fuel are usually held within a tall cylinder. The base looks like a large dish. It can be

moved from place to place.

B. Fireplace

This type of heating equipment bums solid fuel, usually logs. It is usually

found in living rooms, but some homes have one in a bedroom.

Unfortunately, some people like to place chairs and other furniture close

to this heater.

C. Central heating unit

This type of heating equipment isusually located outdoors or in aspecial room. Fans blow hot airfrom heating unit to the rooms.This heating equipment may burnliquid fuels, such as natural gas,or it may run on electricity.

Teacher: Use with Lesson One, Page 9. Duplicate for student use.

Commission on Fre Protection: Fire Safety for Texans

3 429

D. Portable electric heater

This type of heating equipmentis usually less expensive, sofamilies like to buy them to usein bedrooms. It can also bemoved from place to place. Thebiggest problem is that they areplaced too close to furniture.

Filth Grade: Chirp* Up Far Firs Ssfety

Name

Charged Up For Home SafetyInvestigation Activity Sheet

With help from an adult, look at the heating equipment in your home. In the boxes below, write what type of

heater it is. Then check the following:ri Is there 3 feet of open space around the heater? (If it is a central heating system, check for clutter

near the heating unit.)d Is there a metal screen?at Is the energy source safe? (See the note at the bottom of the page.)

Type of heaterClear for 3 Feet

Around?Metal Screen?

Safe energysource?

*Safe Energy Source:Electrical Is the cord in good condition, not broken or ragged? Is the cord plugged

directly into a wall outlet, not an extension cord?

Gas or other liquid fuel fr.re all hoses in good condition? Was it inspected before the

pilot light was lit?Fireplace Are logs stored outside? Was the chimney cleaned and inspected this year?

How safe is "alternative heatin "?To save energy, many people use room heaters instead of their central heating systems. They might use

electric room heaters, wood stoves or liquid-fuel heating (like a natural gas heater or kerosene heater). Is this

more or less likely to cause a fire? Why?

Teacher: Use with Lesson One, Page 9. Dupicate tor student use.

Commission on F. Protection: Fire Safety tor Texans

3530 Rh Grade: Chirped Up For Fill Safety

Name

Fire Hurts Us AllGroup Discussion Activity

Read each short story. Then discuss what you think should be done. Do you agree with

others in your group?

1. The fire department received an emergency call that a house was on

fire. When they arrived at the address, there was no fire. It cost the fire

department $750 to answer that false alarm. The 9-1-1 operator traced

the call to a nearby house, where a 12-year-old person lives. The fire

captain went to that house. What do you think he said to the 12-year-

old?

2. A store was burned by someone who was angry at the

owner. The owner didn't have enough money to buy new

goods or a building, so the workers lost their jobs. Who was

hurt by this fire?

$ $ $

(.4"=0

Last month, the city spent $750 every time a fire truck

answered a fire alarm, even if there was no fire. How much

money did the city spend it there were 15 false alarms? What

else could the city have bought with this money?

4. The fire department spent $2,000 putting out a grass fire. The fire

investigator learned that a young person playing with matches

started the fire. What do you think the fire investigator said to the

young person?

'feather: Use with Lesson Three, Page 11. Ouphoate for student use.

Commission on Fire Protection: Fire Safety tor Texans

3631


Name

We're ReadyDiscussion Activity

Read each verse, then discuss the questions.

We want to be ready,Yezli, we sure do.

In case there's a fire,what do we do?

We will be prepared,yeah, we sure will,

'Cause we're gonna havea fire exit drill.

Some folks gonna help us.Now, they're real hot.

For some it's a job,for some it's not.

A fire departmentcan come two ways:

Some folks volunteer,and some get pay.


And listen real closewhat's the word from the top?

Go out real calm

Now, don't you run

the nearest way.

or joke or play.

Teacher: Use with Lesson Four, Page 12. Duplicate for student use.

Commission on Fire Protection: Firs Sealy for Tomo 32 37

Why is it important for you to beprepared for a fire?

Is your local fire departmentpaid or volunteer?

INISMINNI110

List the three things you shoulddo when you hear a fire alarm.

Fifth Grade: Chorgod Up For Fire Safety

Name

How Prepared Are We?Observation Acnvity Sheet

Observe how your class (or another class) reacts to a fire exit drill. Write your observations

and conclusion below.

(2) Time the fire alarm sounded:

(1.) How many minutes to get outside:

Rate the class's actions. Check the box that describes what you observed

(Y

Safe Actions

@Oka

0Unsafe Actions

Walking out calmly

Staying quiet

Waiting in assigned area

Going back in quietly

40 What could you do to help the class do a better job?

Teacher: Use with Lesson Four, Page 12. Duplicate tor student use.

Comnassion on Fire Protection: Fire Safety for Texans

3833 Fit Grade: Charged Up For Fire Safety

Name

Charged Up For Burn SafetyMaking-Conclusions Activity Sheet

Look at the following list. Cross out items that could cause burns. Circle the items that

could help prevent burns.

With your group, discuss how you could help make the items you crossed out less

dangerous.

8 Birthday cake candles

Car engine

Christmas candles 8

Cigarette lighters

Electrical outlet covers

Electrical outlets

ilk Fire crackers

Flashlights

Gasoline safety cans

Hot pads

Matches

Smoke alarms

Sparklers we'

Sun screen lotion

0 The sun

IEach phrase describes one of the three "degrees" of burns. In the blank, write:

0 if it describes a first degree burn,

0 if it describes a second degree burn, or

0 if it describes a third degree burn.

The top and middle layers of skin areburned.

Pink or red. Usually fades in a fewminutes or hours.

Treated by running cool water overthe burn for three to five minutes.(See a doctor if the burn covers alarge area.)

Dry, black or ashy.

Red or white with water blisters.Painful.

Teacher: Use with Lesson Five, Page 13. Duplicate for student use.


Treated by running cool water overthe burp for three to five minutes.

The full thickness of skin is burned.

Sometimes no pain because nervesensors are damaged.

The top layer of skin is burned.

So serious that you should call

emergency medical assistance or go

to the emergency room immediately.(If possible, cool with cool water toprevent further burning.)

3 934 Fifth Grade: Charged Up For Fire Safety

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