Department of Fire and Emergency Services

Home Fire Safety & Year 3 School Visit Program

TEACHER GUIDE

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Teacher Guide Home Fire Safety Program

1. What is the Home Fire Safety & Year 3 School Visit Program?

The DFES Home Fire Safety & Year 3 School Visit Program is a free WA Curriculum-linked fire safety education program for Western Australian school children in Year 3.

The program has three core lessons:

1) A fire drill (delivered by your school administration and/or the Year 3 teacher) 2) A firefighter incursion (a free visit to your school) 3) A home fire escape plan (a take-home activity initiated in class)

Teachers can also access ten additional lessons that are included in this Teacher Guide to develop a more comprehensive learning program for their students.

These lessons:

• Reinforce safety messages learned in the core lessons • Provide opportunities for students to demonstrate their understanding of the key

messages and share their findings with other students in their school • Provide teachers with lesson ideas to satisfy areas within the curriculum they

haven’t covered in other units of work.

Incursions are available to Year 3 classes in Perth and the Greater Metropolitan Area and in larger regional centres (Kalgoorlie, Geraldton, Bunbury and Albany). Volunteer fire services may also be able to provide visits in regional and remote areas upon request. If your students are not in Year 3, DFES provides a Home Fire Safety Excursion at its Education and Heritage Centre. DFES also provides an early childhood excursion, Emergency Helpers in the Community & Me for students from Pre-Primary to Year 2.

2. Why learn about Home Fire Safety and why should all families have a

Home Fire Escape Plan?

If students have participated in a school fire drill, they should know what to do if there is a fire at school, but what about at home, or somewhere else? Would students know what to do? Just as students learn about water safety and being sun smart, fire prevention and response is equally as important to saving lives. The Department of Fire & Emergency Services cannot reach every child in Western Australia but you can. By participating in this program, children become equipped with the knowledge and skills to take action to prevent fires from happening and to make a plan to reduce the

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impact of fire on their homes and families, creating more resilient children and adults of the future.

In Western Australia, fire in residential homes (including houses, flats and caravans) poses a risk to children and families. Each year, Princess Margaret Hospital treats approximately 150 children with burns, of which twenty-five of these involve contact with flames or fire. (Kidsafe WA, 2017).

Did you know, when we are asleep our sense of smell becomes inactive? This means that if there is a fire and we are sleeping, we cannot smell the smoke. Did you know a fire can engulf an entire room within four minutes? A working smoke alarm provides a warning to enable children and their families to escape safely from a burning building. Nearly all households have smoke alarms; however, many people (especially children) do not know what to do when the smoke alarm sounds.

Children are most at risk of fire and burn injuries and deaths at night time. Children are especially at risk in residential fires as they can be impacted by smoke sooner than adults due to their small lung capacity. Instead of escaping from their home in a fire, children have been known to hide under their bed or in their wardrobe after becoming confused and disoriented. The Home Fire Safety & Year 3 School Visit Program includes a classroom (or school) fire drill and a take home fire escape plan activity. The take home activity requires students to stand in their bedroom with their parent/carer and ask, “If there was a fire in our home, what will we do?” The activity gives students the opportunity to discuss their escape route with their parents and practise their plan in that moment. At school, they have the opportunity to discuss their plans and reflect on their learning.

Every year in Australia, people die in house fires. Many fires are preventable. Fires can start form candles or cigarettes that haven’t been extinguished, cooking, heating, electrical faults in products or house wiring, overloaded power points and the use and charging of screen appliances (including laptops) in beds. Children are sometimes involved in starting fires with matches and lighters.

The Home Fire Safety and Year 3 Firefighter Visit program helps provide developmentally appropriate fire safety prevention messages and life-saving tips on how children can prevent and respond to a fire emergency. Through fire prevention knowledge and skills, children understand the risk of fire. They will know the actions they can take to stop fires from happening and the actions they can take to prevent a small fire from becoming a larger fire by acting quickly. They will understand there are some things they can do and some things adults should do. If children develop and practise a Home Fire Escape Plan they will know how to leave quickly and safely if a fire starts in their home and the reasons why they need to leave the building and meet their family at a safe, designated meeting place outside their home.

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3. What can teachers expect from the program?

This online Teacher’s Guide provides everything you need to deliver the Home Fire Safety Program in your classroom.

• Program Checklist (see 4. What do you need to do to participate? – 10 easy steps!)

• Lesson ideas with links to the WA Curriculum (three core lessons with additional lessons to choose from)

• Information on booking your Firefighter Visit (incursion) • Home Fire Escape Plan template (take-home activity) • Junior Fire Safety Certificate

You can download and print copies of the Junior Fire Safety Certificate for your students. These can be issued to students when they have:

• Taken part in a fire drill • Participated in a firefighter visit • Made a Home Fire Escape Plan with their families

The Firefighter Incursion includes:

• The role of the firefighter • Preventing a fire emergency • Responding to a beeping smoke alarm • Calling 000 • Pump demonstration • Encouraging students to have a Home Fire Escape Plan of their own

Additional lesson ideas, linking to the different learning areas within the WA Curriculum are also provided for you to pick and choose from. Choose one or more of these lessons to help reinforce the program’s safety messages and as a means for students to demonstrate, to reflect on and to share what they have learned.

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4. What do you need to do to participate? – 10 easy steps! 1. Book an INCURSION (firefighter visit).

Firefighters may contact you via a phone call and email to invite you to participate in the program, or you can contact your local fire station to organise a class incursion.

2. Organise a fire drill (a whole-of-school fire drill or mock classroom drill). The program works best if the whole school is involved in a fire drill, however a classroom drill is a suitable alternative. Please note, this is a general fire drill, not a bushfire drill.

3. Firefighters should bring enough Home Fire Escape Plan handouts for your class when they visit. You can print and download copies from the DFES website.

4. Select additional lessons. Additional activities can extend and reinforce students’ learning of key messages in the different learning areas.

5. Complete your fire drill. Please note, if you are unable to organise a whole-of-school fire drill, you can run a fire drill with your class.

6. Firefighters visit your school (incursion). Firefighters attend your school, delivering messages on fire prevention and how to respond to a house fire.

7. Home Fire Escape Plan take-home task. Teacher initiates work on the Home Fire Escape Plan in the classroom and students complete at home.

8. Students share their Home Fire Escape Plans with their class. Students reflect on their learning and complete additional activities.

9. Teacher downloads and prints Junior Fire Safety Certificates. Students receive certificates for completion of core activities.

10. Teacher completes an evaluation form for DFES.

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5. What is Disaster Resilience Education?

Western Australia is a land of natural extremes, from storms, cyclones and floods, to earthquake, tsunami and devastating bushfires. With an increasing population in locations that are more susceptible to natural hazards and the complexities of a changing climate, it is critical for agencies such as DFES to develop and deliver school-aged education programs that address these risks. Disaster Resilience Education (DRE) research is telling us that when children increase their knowledge and learn the skills that help them build their resilience in the face of a disaster, they are more likely to take action to prepare, prevent and respond to an emergency. Children who have taken part in DRE are better able to function under pressure, are resourceful, adaptable and are able to develop enduring resilience. Children are seen as influencers, who are able to encourage their families and to some extent, their communities in taking action and making emergency plans to reduce the adverse impacts of fire and natural hazards on people, property and infrastructure. The Home Fire Safety & Year 3 School Visit Program is a DRE program which uses an evidence-based DRE Practice Framework (Towers, 2016). The program provides children with the tools to respond to a fire emergency at school and at home and a number of actions they can take to prevent fires from occurring. Additional activities provide students with the opportunity to share what they have learned with the whole school community, creating a ‘kids teaching kids’ model. The take home activity allows students to have a conversation with their parents/carers about what they have learned and to actively involve their families in an interactive homework activity through the development of a Home Fire Escape Plan. The program also provides students with the opportunity to engage with their local Fire & Rescue Service. Visit www.dfes.wa.gov.au/schools to find out more about our bushfire, flood and cyclone programs, as well as excursions available at the DFES Education & Heritage Centre in Perth.

If you would like to know more about Disaster Resilience Education (DRE), here are some useful links: COAG 2011 National Strategy for disaster resilience. COAG, Canberra.

Available at https://www.aidr.org.au/resilience

GADRRRES/UNISDR 2015 Comprehensive School Safety: A global framework in support of The Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector and The Worldwide Initiative for Safe Schools. Geneva. GADRRRES/UNISDR. Available at http://www.preventionweb.net/files/31059_31059comprehensiveschoolsafetyframe.pdf

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Ronan, K. & Towers, B. Evidence-based practice, practice-based evidence: moving towards scaled implementation in child-centred disaster risk reduction. AFAC16 (Bushfire and Natural Hazards CRC, 2016). Available at http://www.bnhcrc.com.au/publications/biblio/bnh-2945

Towers, B. et al. Disaster resilience education: A practice framework for

Australian emergency management agencies. (Bushfire and Natural Hazards CRC, 2016). Available at http://www.bnhcrc.com.au/publications/biblio/bnh-2803

UNISDR 2015 Sendai framework for disaster risk reduction 2015-2030.

Geneva UNISD. Available at www.unisdr.org/we/coordinate/sendai-framework

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6. Lesson Ideas & Curriculum Links

The Home Fire Safety Program has activities/lessons that link to all learning areas of the WA Curriculum. The key general capabilities used in activities include literacy, numeracy, critical and creative thinking, personal and social capability, and information and communications technology.

To participate in the program, complete the first three core lessons and then pick and choose additional lessons.

Once completed, you can download the Junior Fire Certificate, providing a copy to each of your students. Please remember to complete an evaluation survey of the program. You will be emailed the link to this survey after the firefighter visit.

Disaster Resilience Objectives:

1. Students develop strategies for managing their emotional responses during a school emergency.

2. Students develop a procedure to follow when a smoke alarm sounds and present their procedure to their class and other students within the school.

3. Students develop a Home Fire Escape Plan and practise it with their families.

Learning Objectives:

1. Students participate in a fire drill, demonstrating they can follow instructions in a fire emergency within a given timeframe.

2. Students can mark an evacuation route on a map, showing the quickest route from their classroom to the school muster point.

3. Students can identify unsafe situations and identify what they can do and what adults can do to reduce a potential fire hazard.

4. Students can explain the purpose of a meeting place and identify how they will reach their meeting place within two-three minutes of an alarm sounding.

5. Students can demonstrate how to make a 000 call and can recall their name, address and nearest cross street.

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1. SCHOOL FIRE DRILL – Responding to a Fire Drill at School

WA Curriculum Activities/Lessons Resources Assessment Health & Physical Education: Personal, Social & Community Health – Being Safe (ACPPS035) Assertive behaviours and communication skills to respond to unsafe situations, such as: keeping calm; using appropriate non-verbal communication skills; seeking help (e.g. follow instructions, building resilience). Mathematics: Measurement & Geometry – Location & Transformation (ACMMH065) Create and interpret simple grid maps to show position and pathways.

1. Organise a whole-of-school fire drill with administrative staff (or organise your own individual class drill).

2. Children participate in a fire drill. 3. Discuss how the drill went. (Decide as a class

how you would measure success: e.g. time, knowledge, level of calm, confidence, communication, etc.)

4. Develop a class list of strategies to help manage emotional responses in a school emergency.

5. Provide students with a mud map of your school. Walk through the school and mark the evacuation route and muster point on the map.

6. Take students to a different location in your school (e.g. library) and mark the route to the muster point from that location.

Additional Activities: 7. Have a 2nd fire drill after home fire escape

plans have been completed. Reflect on how the class has improved their response with a 2nd fire drill.

You will need: • A map of Local Area • Your School’s

Emergency Management Plan

• An evacuation map of your school

• To know where your muster point is

• A copy of your class list for roll call

• A mud map of your school for each student

1. Students can locate the muster point.

2. Self/Peer Assessment • When I moved through

the school, I was able to keep calm? Y/N

• During the fire drill, I asked for help if I wasn’t sure? Y/N

• If there was a fire at school, I feel confident of finding the evacuation route? Y/N

3. Students demonstrate the appropriate evacuation route on a mud map and identify the muster point.

Additional Activities: Students show an improved response with a 2nd fire drill.

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2. FIREFIGHTER INCURSION

WA Curriculum Activities/Lessons Resources Assessment Health & Physical Education: Communicating & Interacting for Health & Wellbeing - Choices & behaviours conveyed in health information & messages (ACPPS039) Have smoke alarms; Crawl Low Under Smoke; Feel the Door With the Back of Your Hand; Have a Meeting Place; Call 000.

Preparing for the Visit 1. Use a KWL chart prior to the firefighter visit.

Discuss what the students know already, what they want to know and what they have learned so far. Students can write on their own KWL charts. You may want to record key points on a larger class chart.

2. Discuss what questions students may want to ask firefighters. Students record their questions.

3. Address any misconceptions students may have.

The Firefighter Incursion Firefighters will cover these topics: 1. The role of a firefighter. 2. Fire prevention and response messages,

including 000 and how to respond to a beeping smoke alarm.

3. A demonstration of safety gear and equipment, including the pump (fire truck).

4. Firefighters encourage everyone to have a smoke alarm.

Post Visit Activities 1. Students write a procedure on what to do when

the smoke alarm sounds. 2. Students state or write down at least three fire

prevention messages. 3. Students return to their KWL charts and add

what they have learned. They may identify

You will need: • A KWL chart for the

whole class and for each student to track what students KNOW, what they WANT to know and what they have LEARNED.

• Firefighters should bring you a class set of Home Fire Escape Plans. Alternatively you can print the Home Fire Escape Plans from the DFES website

• Pre-select students to ask their questions at the end of the visit

• Organise the classroom to allow for students to practise crawling low under smoke, if necessary

• Organise an outdoors area for children to look at the pump (fire truck) and spray the fire hose.

N.B An alternative

1. Students are able to identify at least two questions they would like firefighters to answer.

2. Students write a procedure to communicate health and safety information (e.g. how to respond when the smoke alarm sounds)

3. Students outline at least three fire prevention messages they learned from the firefighter visit.

4. Students clearly communicate messages for an audience.

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WA Curriculum Activities/Lessons Resources Assessment more questions they want answered. excursion at the DFES

Education & Heritage Centre includes: 1. Fire prevention and

response messages, including 000 and how to respond to a beeping smoke alarm.

2. Fire safety prevention messages and kitchen display.

3. A tour of the original Perth Fire Station, including fire pole and engine room.

4. Dress up and sit in the pump.

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3. HOME FIRE ESCAPE PLAN – Take Home Activity

WA Curriculum Activities/Lessons Resources Assessment English: Literacy – Interacting With Others (ACELY1676) Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. Mathematics: Measurement & Geometry – Location & Transformation (ACMMH065) Create and interpret simple grid maps to show position and pathways.

1. Discuss why families need smoke alarms; why families need a meeting place (if we meet at the same place, we know everyone is safe and away from the fire); the best place for a meeting place (the letterbox is out front and you can meet firefighters there) why you need to get out of the house quickly (you only have a few minutes).

2. Model a mud map of a house on the whiteboard, drawing in all exits and include an example of a meeting place.

3. Using the Home Fire Escape Plan template, students draw a mud map of their own home showing exits and where they think their meeting place should be. Students can mark a route from key exits to their meeting place. (for Extension Activity, see Resources)

4. Teacher models a drawing of a bedroom, showing two ways you can exit out of a bedroom. Discuss if everyone has two exits from their bedroom. Discuss problems with getting out of windows safely (see Resources).

5. Using the Home Fire Escape Plan template, students draw a rough sketch of their bedroom, showing two escape routes.

6. Students take the Home Fire Escape Plan template home, interview their parents and discuss the questions listed.

7. Students practise crawling from their bedroom

• Home Fire Escape Plan template (provided by firefighters on their visit, or downloaded and printed from the DFES website)

• Your own prepared mud map of a house (to model on the white board), with exits clearly marked (doors and windows) and a meeting place (e.g. letterbox).

Extension Activity: • Instead of using the

Home Fire Escape Plan template, have students draw a (to scale) birds-eye view of their home on graph paper. Use a key (include smoke alarms, route markers, meeting place, key storage, windows and doors, etc.). Show how to exit from every room.

• Instead of drawing a basic picture of a bedroom, students

1. Students contribute to a conversation and discussion about home fire safety with parent(s)/carer(s) in their home.

2. Students complete a map of their home showing all exits and their meeting place, creating and interpreting a simple grid map, showing position and pathways.

3. Students indicate two ways to exit out of their bedroom.

4. Self-reflection/Checklist: Students provide their Home Fire Escape Plan with completed checklist, demonstrating they have checked their smoke alarms are in working order, they know how to get out of their bedroom and get

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WA Curriculum Activities/Lessons Resources Assessment to their meeting place and repeat in remaining rooms.

8. Students go through the items on the checklist on the Home Fire Escape Plan template with parents and return signed form to school.

N.B. Getting out of windows and doors Encourage students to discuss getting out of locked windows and doors with parents/carers. Dead bolts on front doors are a risk. DFES recommends either leaving keys in dead bolts or storing keys next to doors in a concealed place that everyone in the house knows how to access. Windows may also cause problems if you are trying to exit from rooms not on the ground floor. When access from the door is not possible due to the proximity of the fire, close the door, roll up clothing and place it at the bottom of the door. Crouch low next to the window and make lots of noise (either bang or call out) to ensure adults are aware of your whereabouts and can assist you from outside the window. Do not hide if there is a fire. Smashing a window may put children at risk of severe injury and is always a last resort.

could measure the dimensions of their bedroom and its key pieces of furniture. Include the door, any windows and create a to-scale map of their bedroom on graph paper.

to their meeting place if there is a fire and that they have practised their plan.

5. Students share what they have learnt with their class.

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4. LIST OF FIRE WORDS – Create a vocabulary list of fire words and technical terms

WA Curriculum Activities/Lessons Resources Assessment English: Language - Expressing & Developing Ideas (ACELA1484) Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs.

1. Build students’ vocabulary of key words from essential lessons

2. Build students’ vocabulary from additional lessons (e.g. fire triangle, oxygen, radiant heat, melt, etc.)

3. Incorporate words into spelling lists and writing activities where appropriate.

• Butchers paper

1. Students demonstrate use of new words and terms in vocabulary during individual, small group or classroom discussion.

2. Students demonstrate learning of new words and terms in written work.

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5. WHEN THE SMOKE ALARM SOUNDS – What to do when the smoke alarm sounds Additional activities include: investigating what to do if your clothing catches on fire and setting up a safe campfire

WA Curriculum Activities/Lessons Resources Assessment English: Literacy - Interacting With Others (ACELY1676) Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. (ACELY1677) Plan and deliver short presentations, providing some key details in logical sequence. English: Language - Text Structure and Organisation (ACELA1478) Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences).

1. Working in small groups, write or use a storyboard to plan and deliver a short presentation providing key details in a logical sequence, outlining what to do when the smoke alarm sounds.

2. Alternatively, ask students to write a report on your incursion or excursion and the messages received.

Additional activities: 3. Choose another topic: what to do if your

clothing catches on fire, or how to set up and extinguish a camp fire, safely. (Students will need to investigate)

What to do when your clothing catches on fire: Using the DFES website, students can investigate what to do if their own or someone else’s clothing catches on fire. Students can demonstrate the actions, STOP, DROP, COVER and ROLL. Setting up a safe campfire: Using the DFES website, investigate how to set up and extinguish a safe campfire; find out when you can and can’t light a campfire due to fire danger ratings or total fire bans.

• Paper to draft a storyboard

• Paper or card to present your storyboard on

• Pens, markers, pencils Additional activities: • Access to the DFES

website (www.dfes.wa.gov.au).

3. Students demonstrate use of new words and terms in vocabulary during individual, small group or classroom discussion.

4. Students demonstrate learning of new words and terms in written work.

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6. ALTERNATIVE STORY ENDING – Write an alternative story ending from another person’s point of view

WA Curriculum Activities/Lessons Resources Assessment English: Literacy - Texts in Context (ACELY1675) Identify the point of view in a text and suggest alternative points of view.

1. Read the story Aaron’s Promise to your class. 2. Discuss the consequences of Aaron’s actions. 3. Discuss how a fire can change from a small

fire to a big fire. 4. Discuss how the text presents Aaron’s point of

view and speculate on what other characters might think or feel.

5. Rewrite the story from page 16. Write it from someone else’s point of view.

Alternative Activity: 6. Discuss at what points in the story Aaron could

have made different choices. Rewrite the story from one of those points.

• Locate a copy of Aaron’s Promise by Chris Cairns in your school library/resource room. (ISBN 978-0-9872070-0-5). Aaron’s Promise was sent to all primary schools in Western Australia in December 2016. The story book can also be found online here for you to use on your interactive whiteboard.

1. Students write an alternative story ending from another person’s point of view.

2. Students are able to put themselves into the shoes of a parent, sister, firefighter or neighbour’s point of view and describe a range of thoughts and feelings.

3. Alternative Activity: Student can identify points in the story where Aaron could have made different choices.

4. Students can demonstrate their understanding of making different choices.

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7. HELPING YOUR COMMUNITY - Investigate your local volunteer Fire & Rescue Service or Bushfire Brigade and develop fire safety messages for a group of people in your community.

WA Curriculum Activities/Lessons Resources Assessment Humanities & Social Sciences: Civics & Citizenship – Communities

(ACHASSK072) Why people participate in community groups, such as a school or community project, and how students can actively participate and contribute to their local community.

1. Students identify fire and emergency volunteer groups in the local community and explore their purpose and why people are motivated to join them.

2. Students create a poster encouraging people to become an emergency services volunteer. The poster must include two benefits to individuals as to why they should become volunteers and two ways they can benefit their community by becoming volunteers.

Alternative Activities: 3. Students create a booklet or poster for elderly

people (or younger children) with at least three rules you see as important to ensure that their houses are fire safe. Students present their posters/booklets to a group of elderly people (or young children).

4. As a group, identify elderly residents who do not have a home fire escape plan. Help them develop and practise their home fire escape plan.

• This activity requires the assistance from State Emergency Service, Fire & Rescue Service volunteers. Ask students in your class if any of their family members are emergency service volunteers and have them invite them to talk to the class. You may be lucky enough to have teaching staff who are emergency service volunteers.

• Paper and materials to develop a booklet or poster.

1. Students present their poster in a verbal format and in a logical sequence that is easily followed by listeners.

2. Group Assessment: • Did the speaker

cover everything in the poster or booklet?

• Did the poster or presentation convince you to become a volunteer?

• Were the elderly people or younger students able to recall three rules to keep their houses fire safe?

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8. GREAT FIRES IN HISTORY - Investigate firefighters and great fires in history

WA Curriculum Activities/Lessons Resources Assessment Humanities & Social Sciences: History – Communities & Remembrance

(ACHASSK062) One important example of change and one important example of continuity over time in the local community, region or state/territory (e.g. in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life).

In small groups, students will choose one of the listed topics and develop a historical narrative or report about one thing they have learned: 1. Research how firefighting has changed

through history. 2. Research great structure fires in history 3. Research how firefighting has changed in

Western Australia over time.

• Use the internet and library resources for research

• The DFES website has information about the heritage of its fire service, which can be found here at www.dfes.wa.gov.au in ‘About Us’, under ‘Corporate Information (Heritage)’.

1. Students demonstrate the correct use of words and terms they have learnt during this program.

2. Students present accurate research in their written work.

3. Students present what they have found to another audience or as an assembly item.

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9. FIRE HAZARDS IN YOUR HOME – Creating a Survey

WA Curriculum Activities/Lessons Resources Assessment Mathematics: Statistics & Probability – Data Representation & Interpretation

(ACMSP068) Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording.

(ACMSP069) Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies.

(ACMSP070) Interpret and compare data displays.

1. Use a KWL chart to identify issues for investigation using a fire safety survey (what I KNOW, what I WANT to know, what I LEARNED). Examples of survey topics could include: who has smoke alarms in their homes and how many, fire hazards in the home, who has a home fire escape plan, etc.

2. Students develop questions for their survey. 3. Students survey other students in the school. 4. Students organise data into a table and/or

graph. 5. Interpret and compare data with your class. 6. Complete KWL chart.

• Obtain permission for students to visit other classes to collect data

• Graph paper

1. Students decide on a clear issue to investigate.

2. Students develop and refine questions for their investigation.

3. Students collect data within the given timeframe, recording information accurately.

4. Students represent data in a table and/or graph.

5. Students share their findings with the class.

6. Students compare the data that was found in the class and can describe similarities and difference in the data.

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10. FIRE SCIENCE

WA Curriculum Activities/Lessons Resources Assessment Science: Science Understanding - Chemical Sciences (ACSSU046) A change of state between solid and liquid can be caused by adding or removing heat. Physical Sciences (ACSSU049) Heat can be produced in many ways and can move from one object to another.

Science as a Human Endeavour - Nature and Development of Science (ACSHE050) Science involves making predictions and describing patterns and relationships.

1. Brainstorm what can start a fire. (E.g. matches, stove, sun and a magnifying glass, etc.)

2. Discuss what a fire feels like and describe how heat is produced.

3. Students predict the effects of a burning candle (e.g. heat, the candle melts, it cannot be restored to its original form).

4. Students predict what will happen when a glass is placed over the candle.

5. Teacher places a glass over the candle. Students discuss why the candle went out Students discuss how a fire needs oxygen to burn.

6. Teacher lights a piece of paper card with a match in a fire proof tray. Students discuss what happens when the match was removed (the fire continues to burn). Students discuss what happens when there was no more paper to burn (the fire goes out). Students discuss how a fire needs oxygen and fuel to burn.

7. Teacher dips half the paper card into the bucket, so half the card is wet. Students predict what will happen when the paper is lit at the dry end and the flame hits the wet card. Students discuss what happened to the wet card (the wet card took the heat out of the fire). Students discuss how a fire needs oxygen, fuel and heat to burn.

• Candle and suitable candle holder.

• A heat safe Pyrex bowl/glass that can be placed over the whole candle and its holder.

• Whiteboard • Whiteboard markers • Matches/Lighter • Metal tongs • 2 sheets of Paper card

(10cm X 7cm) • Fire Proof Tray • Bucket of water • Internet access to

research the fire triangle/tetrahedron

1. Students can predict what will happen when a fire is deprived of oxygen.

2. Students can predict what will happen when a fire runs out of fuel to burn.

3. Students can predict what will happen when the flame hits the wet card and the heat is taken out of the fire.

4. Students participate in a discussion about how well their predictions match their results and share ideas about what they learned.

5. Students can explain how fires can be extinguished in various scenarios.

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WA Curriculum Activities/Lessons Resources Assessment Use and Influence of Science (ACSHE051) Science knowledge helps people to understand the effect of their actions.

Science Inquiry Skills - Processing and Analysing Data & Information (ACSIS215) Compare results with predictions, suggesting possible reasons for findings.

8. Students discuss what actions firefighters take to put out fires (e.g. water, foam); what actions people take to reduce fire risk (e.g. when preparing for bushfire, people remove fuel by cleaning gutters, reducing sticks, twigs, dry leaves, overhanding trees, long grass from around the home); students discuss how hot, dry winds can increase bushfire risk and the spread of fire.

9. Students investigate the fire triangle/tetrahedron.

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11. CODING YOUR ESCAPE – Creating a Fire Escape Algorithm

WA Curriculum Activities/Lessons Resources Assessment Technologies: Digital Technologies

(ACTDIP011) Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching).

1. Students explore codes and symbols that are representations of data.

2. Students create a storyboard or flowchart to record instructions on how to escape from a burning building.

3. Students use sequenced steps (algorithm/flowchart) to show someone how to escape from a burning building.

4. Students include steps where the user has to make decisions that could be life- saving or life threatening (e.g. if you choose to hide under the bed or hide in a cupboard you perish in the fire).

• Choose appropriate methods to create an algorithm

1. Students create a basic algorithm, using sequenced, logical steps to show how you would escape from a burning building when the smoke alarm sounds.

2. Students add steps to their algorithm where user has to make decisions that could life-saving or life threatening.

3. Students have others test their algorithms and reflect on how well they worked.

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12. FUTURISTIC SLEEPWEAR – Design Sleepwear of the Future

WA Curriculum Activities/Lessons Resources Assessment Technologies: Design & Technologies

(ACTDEK010) Role of people in design and technologies occupations. Ways products, services and environments are designed to meet community needs.

1. Explore firefighter’s uniforms and find out what the material is and how it protects them from heat and flames.

2. Investigate fire retardant and flame proof materials.

3. Design a futuristic range of fire proof sleepwear. Consider materials used; how well the material covers the eyes, head and body whilst still being able to move freely.

4. Label safety features of the sleepwear on each drawing.

5. Investigate fire safety messages regarding how close clothes or furnishings should be to a heater (‘a metre from the heater’).

• When firefighters visit your school, pay attention to their clothing and ask questions as to how the material protects them from heat and flames.

• Use internet to access DFES website

1. Students can identify two ways the material protects firefighters from heat and flames.

2. Students can select appropriate materials to be used for the purpose of sleep wear and explain why they chose that material.

3. Students provide labelled drawings of their sleepwear.

4. Students share their ideas with their class and communicate the steps they took in their investigation.

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13. ROLEPLAY, IMPROVISE AND CREATE - Home Fire Safety Messages (Students clearly communicate at least three messages to an audience.)

WA Curriculum Activities/Lessons Resources Assessment The Arts: Dance (ACADAM005) Exploration, improvisation and selection of movement ideas to create a dance that has a narrative structure. Drama (ACADRM032) Improvised skills (breaking patterns) to develop drama. Media Arts (ACAMAM058) Exploration of how sequenced images, audio and text can be used to tell a story or convey a message.

1. Use movement and dance to express a fire safety message or a dance sequence that depicts the evacuation of people from a house fire.

2. Use role play/improvisation to express a fire safety message or a draft a script and act it out to depict the evacuation of people from a house fire.

3. Develop a sequence of images or photographs (storyboard) to tell a story about a house fire. Include fire safety messages. Use slogans, adverts or strategies to help market your story.

• Various

1. Students use movement and dance to communicate health and safety information

2. Students use role

play/improvisation to communicate health and safety messages.

3. Students create a

storyboard to communicate health and safety messages.

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WA Curriculum Activities/Lessons Resources Assessment Music (ACAMUM085) Improvisation with the elements of music to create music ideas.

(ACAMUM086) Communication and recording of music ideas using graphic and/or standard notation, dynamics, terminology and relevant technology.

Visual Arts (ACAVAM111) Exploration of visual art elements, in conjunction with different materials, media and/or technologies, when creating artwork.

4. Create a rap or a song to communicate fire safety messages or create a fire soundscape (e.g. include the fire starting, the smoke alarm going off, people escaping, 000 call and fire sirens, etc.). Combine Drama, Media Arts and Music skills to develop further into a radio play.

5. Create a multi-media artwork to communicate fire safety messages or a home fire escape using a variety of materials to develop different textures and techniques.

4. Students use rap, song or sound to communicate health and safety messages. Students outline at least three key messages from the Home Fire Escape Plan.

5. Students create a piece

of artwork, experimenting with different textures and techniques to communicate fire safety messages.

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14. CAN YOU CALL 000 OVERSEAS? - How do you call the emergency services when you are in another country?

WA Curriculum Activities/Lessons Resources Assessment Languages: Communicating

(various) Convey factual information about their personal worlds in simple statements, short descriptions and modelled texts.

1. Discuss the phone number used for fire and emergencies in Australia (000). Discuss name, address and nearest cross street.

2. Using role play, demonstrate how to make an emergency call to 000.

3. Using the language they are studying in LOTE, students research the emergency number (for fire) used in their language’s country of origin. (E.g. Indonesia (113), Italy (115), Japan (119)).

4. Demonstrate how you would make an emergency call in that country. Show how you would use factual information about a fire emergency if you were in that country.

• Access Triple Zero Kids’ Challenge Parents & Teachers Guide at http://kids.triplezero.gov.au/

• Access internet to research international emergency numbers.

1. Self/Peer Reflection: Can the student demonstrate how they would make a 000 call in an emergency?

2. Have students found the correct number to call?

3. Can the students state their name, address and nearest cross street in their language of choice using correct speech conventions, matching model texts?

4. Students demonstrate to the class how to make an emergency call.

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