DOCUMENT RESUME

ED 373 038 SP 035 379

TITLE Fire Safety: Stop the Heat. Fourth Grade. Fire Safetyfor Texans: Fire and Burn Prevention CurriculumGuide.

INSTITUTION Texas State Commission on Fire Protection, Austin.PUB DATE Feb 93NOTE 42p.; 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; Emergency Programs; *Fire

Protection; Grade 4; Injuries; InstructionalMaterials; Intermediate Grades; Learning Activities;Lesson Plans; Peer Influence; Prevention; *SafetyEducation; Self Motivation; State CurriculumGuides

IDENTIFIERS *Texas

ABSTRACT

This booklet comprises the fourth grade component ofa series of curriculum guides on fire and burn prevention. Designedto meet the age-specific needs of fourth grade students, itsobjectives include: (1) understanding principles of extinguishingfires, (2) investigating issues of peer pressure related to firesetting, (3) developing self-motivation to effect changes with familyinvolvement, and (4) exploring the role of the fire service in thecommunity. Texas essential elements of instruction that mayappropriately be integrated with the fire prevention curriculum arelisted. The booklet's three sections provide lesson plans, teachermaterials, and student materials. The five lessons are: "Science ofFire"; "Pressure--Off"; "Smoke and Gases"; "Safe Get-Away"; and"Emergencies." 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 by

Texas Commission on Fire Protection

U.S. DEPARTMENT Of EDUCATIONOffice or EducahonaI ReSOIrCh and Improomont

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

0 Th.s document hat been reproduced alreceryed from the person or ofganizatronongmeonp

0 Mroor changos have Dian Ma611 to .mptovreproductron Qua Idy

Pomts of wawa.' oprions stated m Mrs docu-ment do not necessarily represent oftscia1OE RI posd.c.r or poircv

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

/7 14(1-6

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"

Fourth Grade

Fire Safety.Stop the Heat

2BEST COPY AVAILABLE

Andrew F. MehlChairman

El Paso

Roy ChapmanVice Chairman

Abilene

David BurkhartSecretaryArlington

Ronnie JamesWichita Falls

Pat HughesNorth Richland

Hills

Armando CaceresCorpus Christi

Alonzo LopezKingsville

Larry McKeeAustin

Gerald HoodBenbrook

Elizabeth JaneAtchley

Lefors

Steve PerdueMineral Wells

Jan StalderParker

Michael E. HinesExecutive Director

Ernest A. EmersonState Fire Marshal

Texas Commission onFire ProtectionP.O. Box 2286 Austin, Texas 78768-2286 (512) 873-1700

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 fire prevention must

be matched to the developmental needs of students, please read the Introduction sectionbeginning on Page 3. 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 wdte to share your

successes and questions with our staff. Also, we invite you to request guides for other gradelevels and additional copies ol 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,

An terlingProgram AdministratorFire Prevention Education

Please send the following curriculum guide(s):

Grade Level Quant Grade Level Quant Grade Level Quanti

Kinder. arten Fourth Grade Seventh Grade

First Grade Fifth Grade Eighth Grade

Second Grade Sixth Grade High School Health

Third Grade High School Economics

Comments and suggestions on Grade guide(s):

Are you ci.7ently using other materials produced by the Commission on Fire Protection? (Circle one) Yes No

Name Position

Address Telephone

City State ZIP

Mail to: Texas Commission on Fire Protection, Fire Prevention Education, P.O. Box 2286, Austin, TX 18745

FireSafetyfor TexansFire and Burn PreventionCurriculum Guide Developed by

Texas Commission on Fire Protection

Fourth Grade

Fire Safety:Stop the Heat

4

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

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

(512) 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.

A 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

Ubrary and other state depository libraries. 5

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

kindergarten

Fire Safe Together

First Grade

Fire Safety: Any Time, Any Plt z

Second Grade

Making Me Fire Safe

Third Grade

Positively Fire Safe

Fourth Grade

Positively Fire Safe

Fourth Grade

Fire Safety: Stop the Heat

Fifth Grade

Charged Up For Fire Safety

Sixth Grade

Fire Safety Power

Seventh Grade

Responsible For Fire Safety

Eighth Grade

Fire Safety's My Job

Health (High School)

A Lifetime For Fire Safety

Economics (High School)

Fire Safety For Consumers

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Introduction

11

IntroductionWhy teach tire and burn prevention?

Each year during the past decade, about 300 Texans have

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

statistic. 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 bums.

The Texas Commission on Fire Protection believes the koy to

reducing fires and fire deaths is education. Fire safety

education has tracitionally been concentrated Inelementary school observances of Fire Prevention

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

safety educational programs shows that a more

comprehensive, age-appropriate approach to fire

safety education can multiply its benefits.

Recognizing the limits of classroom instiuction time, the

Texas Commission on Fire Protection has examined

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

Integrate fire prevention and fire safety. Teachers from

across the state have provided feedback on topics

appropriate for each grade level, kindergarten through

high school.

The result of this extensive research is "Fire Safety 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,

saidents who have been taught using these materials

score 26 percent higher than students in oontrol

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 firesafety aware. In

turn, all Texr 4 can benefit from a decrease in thenumber of needless fire deaths and an increase in

safer homes and worksites a benefit we all

deserve.

This Booklet

This booklet, "Fire Sidsty: Stop the Heat," is specificallydesigned for fourth-grad9 students. The following

sections give specific information on the essential

Commission on Ara Protection: Rs Set* For Txans

elements applicable to fire and bum prevention and

on the age-specific needs of fourth-grade students

related to fires and bums. You will also find additionalinfor Ation on the format and materials found In this

hooluet.

This booklet has three sections:

Lesson Plans. This section includes all steps in the

lesson cycle.

Teacher Materials. This section ineludes all teaching

aids and tests.

Student Materials Duplicating Muter:. Thissection includes master copies of materials to be used

by students.

()General Objectives: To understadd principles of

extinguishing fires

To investigate issues related to peer pressure related to fire

setting

To develop self-motivation to effect changes with family

Involvement

To explore the role of the fire service in the community

Essential Elements: The student will be provided

opportunities to:

§75. 26 (e) 38. recognize interdependence of people and the

environment and recognize personal ra..iponsibility for

protecting the environment.

§75. 29 (e) 1A. accept the responsibilities of membership In

various groups.

§75.25 (e) 4B. describe objects, organisms, and events from

the environment.

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

experience or data.

§75.25 (e) 78. relate classroom objects, science principles,

and activities to daily life.

§75.25 (e) 98. state relationships among objects, organisms,

and events using operational definitions.

§75.26 (e) 1F. practice general emergency procedures.

§75.26 (e) 1G. recognize hazards in the vvironment, andacquire knowledge and skills needed to avoid injury

and to prevent accidents.

§75.26 (e) 2A. recognize benefits and limits of advertising as

it relates to selection of health ... products.

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

upon contributions of each of its members.

3 12 Fourth Grade: Fire Solely: Stop the Kest

§7526 (e) 3k recognize scope of services provided by

community health agencies.

§75.29 (a) 1C. explain how groups influence individual

behavior.

Science Content: Content from the sciences that shall be

emphasized at the grade level shall include:

Ws Sciences

1.4 structure and function of the human body.

1.6 ecology interdependence of living things.

1.7 application of life science to careers and everyday life.

1.8 human responsibility regarding life science phenomena.

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 self-attitudes and seek.s

significant human relationships.

Operating under the morality of cooperation, the child sees

rules as mutual agreements made by those affected

and involved in the situation. She tends to obey rules

out of respect. The child can understand causes and

consequences of actions.

The child is capable ot concrete operations, which means he

can solve a variety ofproblems 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 fourth-grader is interested in social, occupational and

civic matters. She is becoming able to move from the

simple to complex, concrete toabstract,

undifferentiated to differentiated, discrete to

organized.

Fire And Bum Hazards

Curiosity about fires playing wtth matches and lighters,

candies, fireplace, heaters, other locations where the

child can observe a flame; overconfidence in dealing

with fires.

Commisoion on Fro Protocton: Firs Safoty For Texans

Scalds cooking; tap water; hot foods, especially heated

sweet foods.

Appliances cooking at stoves or with microwave ovens,

especially unsupervised; overconfidence in using

appliances, such as irons, toasters, etc.

Clothing ignition playing with matches; flammableclothing

and costumes; walking or sleeping too close to heater

or other open flame; knowing how to reduce injury.

Outdoor hazards campfires and barbecues; mini-bikes and

lawn mowers; fireworks; high-tension wires.

Other flammable liquids; fires caused by parents' smoking;

injury from smoke and fire gases; knowing how to

escape from fire.

Teacher's Note On Materials: Illustrations and activity

sheets in this booklet are intended to serve as

masters. Photocopy, then use the photocopy as

directed.

Pre-Tast and Post-Test: conduct the pre-test prior to

presenting the first lesson and the post-test following

the fifth lesson.

Teacher's Note on Closure Activities: Some activities

included In the closure phase of the lesson cycle may

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

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

identify activities in the lesson plans:

0 Lesson objectives

Focus and closure

4/ Creative group activity, Including role playing

Lecture

*.1,Demonstration

Group problem-solving activity

Answering questions

* Guest presenter

12r Investigation or research

a+ Creative writing activity

4 13 Fourth Grade: Fko Witty: Stop rho Hoot

Cut-and-paste acfivity

AGroup discussion

Cg Drawing, artwork or illustration

Commission on Fire Protection: Fla Set* For Texans

145 Fourth Grade: Firs Sot*: Stop ths Host

z

Lesson Plans

15

LESSON ONE:

Science of FireGael: To apply knowledge of fire elements to prevent and

extinguish fires

0 Objectives: The student will:

interpret three elements of fire to explain how to

prevent and extinguish fires '25(e)8B, 26(e)1G

demonstrate reactions to hazardous situations,

including removal of fire hazards '26(e)1F

See 'Essential Elements" on Page 3-4.

Materials: Pre-tests (p. 17); 'Science of Fire' overheadtransparency (p. 18); Letter to parents/guardians

(p. 29); 'Science of Fire' activity sheet (p. 30); "You're

Our activity sheet (p. 31); answer keys (p. 24).

Focus: Administer pre-test.

Briefly discuss two meanings of 'heat.' (High temperature,emotional pressure.) Ask selected students to share

experiences with the two kinds of heat.

Introduce unit on fire prevention by telling students that in the

unit, they will be studying ways to stop both kinds of

heat: the heat that can cause fires and the emotional

pressure that they can feel to become involved in

starting fires.

List unit objectives:

To understand principles of extinguishing fires

To investigate issues related to peer pressure related

to fire setting

To develop self-motivation to effect changes with

family involvement

To explore the role of the fire service in the community

Outline lesson objectives (paragraph above).

* Presentation Of Content: Introduce and/or

review the use of operational definitions.

Teacher: 'Fire prevention is actually a science. Fire experts

work with heat sources and flammable objects in the

same way that, for *wimple, chemical scientists work

with different kinds of chemicals.

'In conducting science studies, it is important for the scientist

to dearly understand how everything he or she is

studying is related. One method that scientists use to

Conirriesio on Fire Protection: Fire Seisty RN Tams

dearly understand what they are studying is by

preparing operational definitions.*

Briefly review the general concept of definitions. (Telling what

a word means.) Explain that an operational definition

tells what the object does and how it is related to other

objects.

ADisplay "Seience of Fire" overhead transparency,

. showing only the fire triangle. Have students describe

the triangle and the three elements of fire. (For most

students, this discussion will be a review.)

Using the fire triangle and the students experience, have

students prepare a simple operational definition of

afire.' (Accept reasonable answers. The purpose is to

write a reasonable definition, not an exhaustive

definition. One option: Fire is a destructive force that

occurs when heat, oxygen and fuel are combined.)

Write the definition on the chalkboard.

Guided Practice: Distribute "Science of Fire'

activity sheet, and reveal lower portion of 'Science of

Fire" overhead transparency. Discuss the three

elements of fire, and assist students in preparing

operational definitions.

Read "Fires can be prevented by keeping these three

elements apart." Emphasize that scientists study heat

and fuel sources to learn more about how fires start

and how they can be prevented. Have students write

an operational definition for fire prevention.

Cka Independent Practice: Distribute 'You're Out"

activity sheet. Direct students to read the first box in

each line, then write what could be done to prevent or

put out the fire in the second box. Have students circie

the element of fire that was removed.

*,Reteaching: Display the fire triangle on the overhead

transparency. Have students list where they could find

each element in the room. Discuss why it is important

to keep the three elements of fire apart to prevent

fires.

4. Enrichment: Have students write their own

situations, similar to the boxes on the independent

practice activity sheet Have students exchange what

they have written, then write what could be done to

prevent or put out the fires in the situations their fellow

students have wtitten.

169 Fourth Grade: Fire Safety: Stop the Hest

Closure: Distribute the letters to parents/ guardians;

and have students discuss what they learned about

extinguishing, or putting out, fires in the first lesson.

Emphasize the importance of sharing what they learn

with their families.

Introduce the next lesson by telling students that they will be

looking at ways to apply what theyknow about

keeping the elements of fire apart. Ask than to think

about how outdoor fires might bestarted.

LESSON TWO:

Pressure OffGoal: To recognize peer pressure relating to hazardous

activities and to practice methods of overcoming that

pressure

0 Objectives: The student will:

describe types of hazards from discarded cigarettes

"26(e)1F

describe safe practices with fireworks '26(e)3B, "1.6

write at least five rules for outdoorfire safety 16(e)36

demonstrate resisting peer pressure related to fire,

matches arid smoking '29(e)1C, "1.8

" See 'Essential Elements" on Page 3-4.

Materials: "What Kind of Fires? overhead transparency

(p. 19); "The Fire Safety Club" question cards and

game sheet (p. 32-33); toothpicks; writing Paper.

Focus: Hai:re students discuss what theythink causes

outdoor fires. Point out that, like most building fires,

most outdoor fires are caused by the careless actions

of people, not by natural accidents. Tell students that

in this lesson, they will focus on three major causes of

outdoor fires and how they can help prevent outdoor

fires.

Outline lesson objectives (paragraph above).

A Presentation Of Content: Display "What Knd of

Fires?" overhead transparency. Have students

estimate the number of fires caused by fireworks,

careless smoking and children playing with fire.

Compare the amount of property damage caused by

the three types of fires shown on this chart.

Commission on Fire Protection: Fire Safety For Texans

Note: This chart illustrates only outdoor fires caused by

fireworks, careless smoking and children playing with

fire. It does not include all outdoor fires.

Teacher: 'Those fires are caused by persons who are

careless or who don't care what is damaged by the

fire. Preventing fires means that we must each look at

how our careless actions might cause 9res. We must

also consider who could be hurt or what could be

damaged by fires that might be caused by our

careless actions.'

ADivide students into six groups, and have each group

discuss the damage that might be caused by an

outdoor fire. (Trees killed, grass removed so that

erosion occurs, persons in the area burned or killed,

buildings nearby damaged.)

Guided Practice: Group discussion and decision-

making. Maintain the six groups of students. Tell

students that they will discuss how outdoor fires are

caused. Assign two groups to discuss careless

smoking, two groups to disouss fireworks, and two

groups to discuss children playing with fire.

Distribute writing paper. Have each group write five ways that

an outdoor fire might be started. For each fire cause,

have the group write a rule on preventing outdoor

fires.

Possible answers:

Careless smoking

Cause of fire

Throwing cigarette

butts from the car

window.

Dropping cigarettes on

the ground.

Throwing hot matches

on the ground.

Fireworks

Cause of fire

Letting hot fireworks

touch grass or trees.

Shooting aerial

fireworks without

knowing where they

will land.

Leaving matches and

punks on the grass.

Fire prevention rule

Don't throw cigarettes

from the car; use an

ashtray.

Put out with water, and put

in trash can.

Put out with water, and put

in trash can.

Fire prevention rule

Use fireworks only in clear

areas, without plants.

Use fireworks only in

areas with large open

spaces, or don't use

fireworks at tall.

Put out with water, and put

in trash can.

10 17 Fourth Grade: Fire Safety: Stop thehut

Children playing with fire

Cause of fire Fire prevention rule

Allowing children to get

matches or lighters.

Letting a friend talk

you into striking

matches.

Burning leaves or

grass to see what

happens.

Keep matches and lighters

stored safely where

children cannot reach

them.

Tell your friends that

matches are dangerous.

Stay away from anyone

who wants to set anything

on fire.

Accept other reasonable answers.

Have each group briefly present their material; discussdifferences and similarities among the groups.

+ Independent Practice: Role-playing activity.

Distribute "The Fire Safety Club" question-card sheet

and game sheet to all students. Divide students into

pairs; have each pair cut out the cards and playingpieces. Direct students to read and follow the

directions to play the game.

The objective of the game is to reinforce positive attitudes

toward resisting peer pressure and to providestudents an opportunity to share those positive

attitudes.

Bap Reteaching: Have students contact the local fire

department to learn how many outdoor fires occurred

in their community in the past year. Ask students to

prepare graphs showing the number of fires caused

by careless smoking, fireworks and children playing

with fire.

* Invite a fire investigator to discuss how he or she

determines that a fire was caused by careless

smoking, fireworks or children playing with matches or

other fire cause.

ar+ Enrichment: Have students compile the rules

prepared during the guidod practice activity, then

prepare and distribute flyerb or posters with the

combined list.

Closure: Ask students to share their experience with

the "Fire Safety Club" game. Reinforce positiveexperiences, and address the concerns of those with

Coninietion on Fire Protecton: Fire Safety For Texans 11

negative experiences. Emphasize that everyone can

be winners when they practice fire-safe actions.

Introduce the next lesson by telling students that they will beexploring a different topic how to be prepared In

case a fire occurs.

LESSON THREE:

Smoke ani GasesGoal: To focus on hazards of smoke and toxic gases and to

encourage proper maintenance of smoke detectors as

safety precaution

0 Objectives: The student will:

describe characteristics of heated gases from fires

25(04B, 26(e)1G

list and describe effects of toxic gases in smc'e and

fire byproducts '25(e)7B, 26(e)1G, ** 1.4

" See 'Essential Elements' on Page 3-4.

Materials: "Smoke and Gases in Action" overhead

ttansparency (p. 20); "How Fire Products Hurt the

Body" activity sheet (p. 34); "What Would Happen?"

activity sheet (p. 35); answer keys (p. 24-25).

Focus: Intioduce the lesson by having students dose

their eyes.

Teacher:"What you see is what most people who die in fires

see just darkness. They were either asleep and

never realized there was a fire, or the fire had blocked

their vision so that they couldn't see the way out."

Have students open their eyes.

Teacher:Now, what do you see? (Light, brightness.)Learning about fire and fire prevention is like opening

your eyes. You can see the dangers, and that will give

you the motivation to prevent fires or stop the heat,

as we've been discussing in this unit.'

Outline lesson objectives (paragraph above).

A Presentation Of Content: Display "Smoke and

Gases in Action" overhead transparency.

Teacher: "The largest number of fire deaths occur in rooms

very similar to this one. The major difference is that

this room has a smoke alarm that is warning people in

the home that there is a fire."

Read and discuss the information in the box, which lists the

prindpie fire by-products that affect people and their

18 Fourth Grade: Re Safety: Stop the Heat

effects on the body. Point out that, while the words

may difficult to learn, what these by-products do to the

body should be easy to remember.

Note: Some students may be uncomfortable with this

information. Encourage students to discuss how they

feel. Remind them that this information isn't intended

as a 'scare tactic," but is an accurate description of

facts.

Guided Practice: Continue to dsplay "Smoke and

Gases in Action." Distribute "How Fire Products Hurt

the Body.' Have students read the words in the word

list, then write the words next to the part of the body

that the product can affect. Note: Words may be used

more than once.

ADivide students into small discussion groups. Have

students discuss how this information affects how they

feel about smoke alarms. Ask them whether this

motivates them to check their smoke alarms at home.

Independent Practice: Distribute "What Would

Happen? activity sheet Have students read and

answer the questions.

Reteaching: Invite an emergency medical technician

or emergency care nurse to talk about how fires affect

the body. Have the guest specifically discuss the fact

that most fire deaths caused by inhaling toxic gases,

not by bums.

Enrichment: Have students write a letter to their

parents describing what they have learned about fire

by-products. Encourage the students to share how

they feel about being sure that the smoke alarms in

the home are working properly.

Closure: Briefly review correct answers to the

independent practice activity sheet. Have students

that completed the enrichment activity share the

letters they wrote.

Introduce next lesson by telling students that they will learn

more about smoke alarms and other fire safety

devices. Have them look for smoke alarms in their

homes and other buildings and be prepared to discuss

what they see in the next lesson.

Commission on Firs Prot.:bon: Firs Safity For Texans

LESSON FOUR:

Safe Get-AwayGoal: To rexgnize methods of escaping and reporting fire

0 Objectives: The student will:

identify safety features in school, home and other

'. buildings '26(e)1F,1G

describe local locations and uses of fire alarm boxes

'26(e)1F

explain need for exit plans and drills, especially at

home '25(e)6A, 26(e)1F,2C, 29(e)1A, "1.8

" See "Essential Elements' on Page 3-4.

Materials: "Helps For A Safe Get-Away"overhead

transparency (p. 21); "Safety Features In Our

Building" activity sheet (p. 36); writing paper; answer

key (p. 25).

Focus: Ask students to share what they found in their

search for smoke alarms in their homes and other

buildings. Look for smoke alarms in the classroom.

(Probably none are located in the classroom.)

Teacher:'Smoke alarms are most commonly used in homes

because of the great danger of dying or being injured

by smoke from a fire while you are sleeping. In

buildings such as schools, stores and other business

buildings, other types of methods of controlling fires or

avoiding injt. is are used. In this lesson, we will learn

about some of these methods."

Outline lesson objectives (paragraphabove).

A Presentation Of Content: Display "Helps For A

Safe Get-Away" overhead transparency. Explain that

the illustation shows six of the most common types of

fire-safety devices used in bui!dings other than homes.

Beginning with item A, have the students describe

what they see and what they think it does. Then write

the correct identification in the blank and provide the

following information.

A: Firs suppression sprinkler, or fire sprinkler. Located on

ceilings or walls. Is set off by high temperature

immediately below or nearby. Usually set off one at a

time. Most commonly used in buildings where fire

damage could be catastrophic, such as inventory

storage areas or large meeting rooms (movie

theaters, etc.)

12 1 9 Fourth Grads: Firs Sat*: Stop the Host

B: Smoke alarm, oremoke detector. (Alarm is a more

accurate description, because it sounds an alarm

when smoke is detected.) Located on ceilings or walls.

Detects smoke particles and sounds an alarm. May be

linked to other alarms or an alarm system. Most

commonly used in residential buildings (houses,

dormitories).

C. EXIT sign. Located on exit dcorways, or immediately next

to exit doorways. Most fire safety codes require the

sign to be lighted. Usua11y:43dt although some signs

are now green because some fire safety experts say

that green is more visible through smoke.

D: EXIT directional sign. Located in hallways, usually every

10-15 feet (spans are determined by the fire code).

Arrows point to the nearest fire exit Some codesrequire EXIT directional signs to be lighted.

E: Fire alarm pull station. Located on wall, usually about

four feet from the floor. Usually used in buildings with

large numbers of people, who could notice fires before

automatic systems.

F: Fire exttway. Hallway or stairs leading out of the building.

Separated by a fire-resistant door, which must be kept

closed except when someone is passing through.

Disc les the importance of knowing about fire exitways.Explain that the purpose of fire exit drills is to be sure

that everyone is aware of the fire exits.

We Guided Practice: Investigafion. Distribute "Fire

Safety Features In Our Building' activity sheet. DMde

class into teams of three stlidents each. Have each

team read the directions and complete the activity.

Monitor students as they search for the various types

of fire-safety equipment

Evaluate students on their observations and accuracy in

recording their observations.

111+ Independent Practice: Creative writing activity.

Distribute writing paper. Direct students to write a

paragraph on the following question:

Why is it important to plan for fires by having fire exit

drills, especially at home?

Evaluate students on their awareness of the need to prepare

for fire emergencies.

Reteaching: Invite the school safety director to talk

about fire safety features of the building discussed in

the lesson. Ask him or her to explain why these items

are important

Cortyriesion on Far Protecdon: Fire Safety For Texans

I2F Enrichment: Have students investigate fire safety

features in other buildings, such as storm, office

buildings or malls.

Closure: Have selected students read the paragraphs

they wrote. Reinforce statements and opinions that

reflect an awareness of the importance of fire

,planning: Briefly review the fire safety devices

presented in the lesson.

Introduce the final lesson by asking students to write down

four different things that 3 fire department does. Tell

students that in the last lesson they will learn several

ways that fire departments help "stop the heat"

LESSON FIVE:

EmergenciesGoal: To explore the fire fighter's role in community safety

0 Objectives: The student will:

list the four primary services provided by the fire

services '26(e)3A

describe fire departments role in helping the

community stay safe and healthy '26(e)3A, "1.7

" See "Essential Elements" on Page 3-4.

Materials: Chalkboard or blank overhead transparency;

'Emergency Answers' overhead transparency (p. 22);

'Emergency Answers* activity sheet (p. 37); writing

paper; post-tests (p. 23); answer keys (p. 24-25).

Focus: Briefly review the fire safety equipment

presented in the previous lesson. Ask students to

share their lists of four things that fire departments do.

If possible, write their items on the chalkboard or

overhead transparency.

Teacher: *Most of us think that the fire departments only job

is to put out fires. But fire departments have several

other duties that are just as important"

Outline lesson objectives (paragraph above).

A Presentation Of Content: Write the following

words on the chalkboard or overhead transparency:

inspection, suppression, rescue, investigation.

2013 Fourth Grade: Fire Selety: Stop the Heed

Teacher: "These four wont describe the four primary duties

of a local fire department. First, the fire department is

responsible for fire inspections.'

Ask students to define Inspection. (Checking or looking for

problems.)

Teacher: 'During a fire inspection, the inspector searches for

probl Is that could cause a fire. By conductinginspeouons, the fire department can help prevent fires.

'The second responsibility is suppression. The dictionary

defines 'suppression' as the act of stopping orputting

down. Fire suppression means to control or put out

the fire.

'The third responsibility is rescue. How are fire departments .

involved in rescues?'

(Getting people from fires and other accidents, but only when

it is safe for the fire fighter; accept additional

reasonable answers.)

'The fourth responsibility is investigation. What does

'investigation' mean? (Looking closely ICY facts.) The

fire department investigates most fires to determine

how they started. Investigating a fire is very important,

especially if the fire department thinks it might have

been started on purpose.'

**** Guided Practice: Distribute 'Emergency Answers"

activity sheet, and display "Emergency Answers'overhead transparency. Direct student attention to the

word Itt Have students complete the puzzle, working

in small groups. Option: Complete the puzzle as a

whole-class activity.

14. Independent Practice: Have students select

from the following two activities:

Talk with a fire fighter about his or her job, and write a

short report.

Write a short paper on how you would helpthe

community by being a fire fighter.

Both activities should include references to information

presented during this unit. Encourage students to

include information on the three elements of fire, how

fire byproducts can hurt the body, and the importance

of fire-safety equipment.

Reteaching: Invite a fire fighter, fire inspector or fire

investigator to tell the students why his or her job is

important. Ask the guest to emphasize how the fire

department helps the community stay safe and

healthy.

Commission on Fire Protection: Fee Safety For Texans

gr Enrichment: Have students check local newspapers

for articles about fire department activities. Have them

classify ths fire department's activities into the four

categories of services.

Closure: Briefly review concepts presented during the

unit. Discuss how students used what theyhad

learned during the unit in writing ttreir papers or

reports. Ask students if they are going to change any

of their actions or work more with their family to

prevent fires.

Administer post-test.

2114 Fourth Gradc Firs &tidy: Stop the Heat

Teacher Supplemental Materials

22

Name

Fourth Grade: Fire Safety: Stop the Heat PRE-TEST

Complete the sentences:

1. Fire has (how many?) elements.

2. "Fire prevention" means

What could you do to prevent a fire in the following?

3. Someone asks you to play with matches.

4. You are shooting fireworks outdoors.

5. A dishtowel is on the stove.

Circle the correct answer:

6. A fire ma...es only smoke and heat. True False

7. A fire can be stopped by taking away oxygen (air). True False

8. A liquid cannot catch on fire. True False

9. A family can work together to prevent fires in the home. True False

10: List four major jobs of the fire department:

A C

B D

The picture shows six fire safety items. Write the letter of the item by the correct name.

11. fire alarm pullstation

/ 12. EXIT sign

13. smoke alarm

14. fire sprinkler

15. EXIT directionalsign

16. fire exitway

FIRE DOORKEEP CLOSED J L

Teacher. Use prior to beginning Lesson One, Page 9. Duplicate for student use.

Coarission on Am Protection: Fire Sefety For Texan t2

173 Fourth Grade: Re Safely: Stop the Hut

Science of Fire

Three elements are needed to start a fire and keep it going.

For each word, write a sentence that describes its role in starting a fire.

Heat

Fuel

Oxygen

Fires can be prevented by keeping these three elements from combinii ig.

Write a sentence that describes

Fire prevention

Tucher. Use with Lesson One, Pape 9. Transfer to overhead transparency.

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

28Continission on FIM Protection: Fire Safety For Tains 2 1 Fourth Grads: Fire Setety: Stop the Hot

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Fourth Gracia: Fire Safety: Stop the Heat POST-TEST

Complete the sentences:

1. Fire has (how many?) elements.

2. "Fire prevention" means

What could you do to prevent a fire in the following?

3. Someone asks you to play with matches.

4. You are shooting fireworks outdoors.

5. A dishtowel is on the stove.

Circle the correct answer:

6. A fire makes orily smoke and heat. True False

7. A fire can be stopped by taking away oxygen (air). True False

8. A liquid cannot catch on fire. True False

9. A family can work together to prevent fires in the home. True False

10: List four major jobs of the fire department:

A

The picture shows six fire safety items. Write the letter of the item by the correct name.

11. fire alarm pulista'n KEEP CLOSED LFIRE DOOR

12. EXIT sign

13. smoke alarm

14. fire sprinkler

15. EXIT directionalsign

16. fire exitway

A

Teacher: Use blowing Lesson Five, Page 13. Dtplicate for student use.

Commission on Fire Protechon: Fire Selety For Texans23 30 Fourth Grade: Fire Safety: Stop the Heel

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Rob Grade: Fire Safety: Stop the Sot

Student Materials

Duplicating Masters

33

Letter to Parent(s)/Guardian(s)

Dear Parent (s)/Guardian(s):

Our class is beginning a unit of study on fire and burn prevention titled "Fire Safety:

Stop the Heat," which was developed by the Texas Commission on Fire Protection. The

student goals in this unit are:

To understand principles of extinguishing fires

To investigate issues related to peer pressure related to fire setting

To develop self-motivation to effect changes with family involvement

To explore the role of fire service in the community

Fire safety involves every member of the household. This unit is designed to help

fourth-graders begin developing an awareness that they can contribute positively to the

safety of their families. Your assistance with these activities will be very valuable.

Sincerely,

Teacher

Teacher Use with Lesson One, Page 9. DuPpicate and distribute to students when beginning uriit

Commission on Fre Protection: Fire Sleety For Texan 3 4 Fourth Grade: Fire Safely: Stop the Hest

Name

Science of FireActivity Sheet

Three elements are needed to start a fire and keep it going.

For each word, write a sentence that describes its role in starting a fire.

Heat

Fuel

Oxygen

Fires can be prevented by keeping these three elements from combining.

Write a sentence that describes

Fire prevention

Teaciw: Uu with Lesson One, Pape 9. Dupiicate for student use.

Comnission on Are Protection: Fire Safety For Texans 30 Fourth Grade: Fin Sekty: Stop the Hest

3 5

Name

You're Out!Activity Sheet

Read the first box, then answer the question in the second box. Circle the element of fire

that was removed.

A cloth dishtowel islaying on the stove,Mother turns on aburner to boilwater.

What can you do toprevent a fire?

Grandfather usesan electric heaterduring the winter.To keep warm atnight, he put theheater close to thebed.

,

What can you do toprevent a fire?

A pan of hot oil iscooking on thestove. It catchesfire.

What can you do toput out the fire?

A cigarette is leftburning in anashtray. Theashtray is sitting onthe arm of the sofa.

What can you do toprevent a fire?

Teacher: Use *Oh Leeson One, Page 9. DUpliCatti tor student use.

Commission cc Fire Protection:Fire Sa lety For Texans

Whatlenient wasremoved')

WhatLeMent wasremoved?

Whatlement wasremoved?

Whatelement was

removed?

31 36Fourth Grade: Fire Saisty: Step the Heat

Name

The Fire Safety ClubQuestion Cards for Two-Player Cooperative Game

:1Z Cut out the cards and playing pieces. Stack the cards upside down. Insert a toothpick halfway through

the triangle. Place the game pieces on the starting square.

To play the game, one player spins the triangle, then turns over a card. The player reads the question and

gives an answer.

If the other player says that the answer shows safe actions, the first player moves the number of spaces

shown on the triangle. Take turns spinning and answering the questions.

© The game ends when both players get to the Fire Safety Clubhouse.

You find some matches.What should you do?

Your friend asks you tosmoke a cigarette. What

should you say?

Your little brother isplaying with matches.What should you do?

Your sister is playingwith a lighter. What

should you do?

Your friend wants to buya cigarette lighter. What

should you do?

An older boy asks you toplay with fireworks. What

should you do?

There are matrtes onthe bathroom counter.What should you do?

Your friend has somebottle rockets. He asks

you to get matches.What should you do?

You're riding in the carwith an adult. He rollsdown the window tothrow out a cigarette.What should you do?

You are camping withyour family. Your brother

is playing with thecampfire. What should

you do?

Your brother puttingpaper inside th :-. heater.What should you do?

Your sister asks you toshow her how to light amatch. What should you

do?

Your friend wants to seehow long a match willburn. What should you

do?

Your friend wants to seehow fast a stick will burn,

What should you do?

Your friend wants to tryburning a liquid. What

should you do?

Tucher: Use with Leeson Two, Page 10. Duplicate for student use with the Fire Safety Club Game.

Conimission on Fire Protecton: Fire Softy For Texans 3237

AFourth Grade: Fin Salty: Stop the Hest

Teacher: Use with Leeson Two, Page 10. Duplicate tor student use with question cards.

Commission on Fire Protection: Fire Seely For Texans33 38 Fount' Grade: Fire Seisty: Stop the Heat

Name

How Fire Products Hurt the BodyActivity Sheet

Read the words in the list of fire products (in the table below). Then write the correct wordsin the box at the bottom of the page.

Hint: Remember that oxygen must go through your lungs to get to your body.

Fire products What they do

Carbon monoxide Keeps blood from carrying oxygen

Smoke Irritates eyes and lungs, blocks vision

Hydrogen cyanide (SIGH-uh-NIDE) Prevents cells from using oxygen

Lack of oxygen Removes body's source of oxygen

Heat Causes burns, raises body temperature

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

Commission on Fire Protection: Fire Safety Fog Texan 34

What can harm ...

Eyes?

Nose?

Mouth and throat?

Lungs?

Entire body?

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Name

Fire Safety Features In Our BuildingInvestigation Activity

Look around your building. Can you find the fire safety features in the list below? Write

what you find in the table below.

Fire sprinkler

EXIT directional sign Fire alarm pull station

Smoke alarm EXIT sign

Fire exitway

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

41Commission on Fire Protection: Firs Safety For Texans 36 Fourth Grads: Firs &Hey: Stop the Host

Name

Emergency AnswersCrossword Puzzle Activity Sheet

9

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peoplehow to prevent fires.

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Teacher: Use tOth Lesson Ave, Page 13. Duplicate for stuJent use.

Commission on Fire Protecbon: FWe Safety For Texans

6

13

12

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4 237 Fourth Grade: Fke Se*: Stop the Hest