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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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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
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
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.
Commission on Fire Protection: Fire Solely For Texans 1824 Fourth Grade: Fire Safety: Stop the Hest
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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
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?
39Fourth Grade: Fire Ssfety: Stop the Hest
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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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stop fires
suppression
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5. Keeping fires fromstarting is called
6. arerules that tell what to doto prevent fires.
7. meansto take someone out of afire.
9. Fire fighters visit schoolsand clubs to
peoplehow to prevent fires.
11. To beis to be away from firedangers.
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15. The job of the fireservice is to
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look for fire dangers.
2. Fire fighters, inspectorsand investigators are inthe fire
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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6. Fire fighters alsoafter
putting out the fire.
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10. After an inspection, fireinspectors tell the ownerhow tofire dangers.
12. Look for fire dangersyou have a
fire.
4 237 Fourth Grade: Fke Se*: Stop the Hest