HWMO Know Fire K-8th Curriculum

5/26/2018 HWMO Know Fire K-8th Curriculum

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HAWAII WILDFIRE

MANAGEMENT ORGANIZATION

KNOW FIREK-8THGRADECLASSROOM WILDFIRE CURRICULUM


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Hawaii Wildfire Management OrganizationKnow Fire Classroom Activity Guides

Overview

Activity Grades Overview Objective You will need: Notes

Fire Triangle K-8 The fire triangle activityillustrates the three parts of afire. It is an interactiveactivity that gives students ahand on experience tovisualize components of fireand suppression strategies.

Identify the components of afire.

Describe the Fire Triangle. Explain ways to extinguish a

fire.

Activity Guide Pictures of fire in Hawaii. Color cards cut into

puzzle pieces for firetriangle game.

Fire triangle is basis forall activities. Always fthing taught/discussedActivities diverge fromthere, depending onobjectives.

Combustion! 4-8 This activity is anintroduction to the factorsinvolved during acombustion reaction. Thisactivity introduces basicchemistry into theperception of fire.

Have a basic understandingof the chemistry involved in a

combustion reaction

Be able to identify the parts ofa combustion reaction and

how they all fit together.

Activity Guide Combustion Cards-

Supplement A

Large Image ofCombustion Reaction-

Supplement B

Reiterates fire triangle.Gives basis to chemistrinvolved in fire.Adaptable for youngergrades.

The Right Gearfor the Job

K-8 This activity introducesstudents to the equipmentnecessary to fight bothwildland and structural fire.This activity challengesstudents critical thinking aswell as communicationskills.

Distinguish the differencesand similarities between a

wildland firefighter and an

urban firefighter.

Identify firefightingequipment and its uses.

Activity Guide Fire Equipment Cards Fire Equipment Descriptions Scrap Paper

Fire

TransformationTag

K-8 This activity is a fun

energetic adaptation of agame of tag. Students willlearn through exercise thetransformation of native dry-land forest to non-nativeinvasive fire pronegrassland.

Explain the affect of wildfireon Hawaiis Dry-land eco-

systems.

Activity Guide Space to play physical game

of tag

Tag game does not hav

to include running, burather can be done viaslow foot-to-foot walkiAllows for smaller spacto be utilized if space limited.

LandscapingActivity

4-8 The landscaping activity isway to introduce FireWise-landscaping principles to thestudents as well as enhancetheir knowledge of nativeplants.

Understand which plantswould be most appropriate

for planting in a FireWise

landscape.

Activity Guide Plant Cards Tape Answer Sheets Smiley Face Judge Cards

Provides overview ofFirewise landscapingprinciples.


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Activity Grades Overview Objective You will need: Notes

Mitigation Pairs 4-8 This activity asks students toidentify potential wildfirerisk as well as mitigationsolutions. This activitybuilds students observationskills as well as teamworkand collaborative abilities.

Understand the concept ofmitigation.

Identify problems andsolutions to wildfire issues.

Activity Guide Mitigation Pair Cards

Town HallMeeting

Part 1- ActiveListening

Part 2- TheMeeting

6-8 This activity asks students touse listening as well ascritical thinking skills tounderstand the manyperspectives that can bepresent over an importantissue concerning acommunity. This activitychallenges students to workcollaboratively.

Understand the differencebetween active and passive

listening.

Work collaboratively to cometo a consensus on thescenario

Understand other viewpoints Actively listen to one another

Activity Guides- Part I andPart II

Moderator Card Perspective Cards

Scenario Card

RECOMMENDED ACTIVITIES PER GRADE LEVEL

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1. Fire Triangle2. The Right Gear for the Job3. Fire Transformation Tag

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1. Fire Triangle2. Combustion (Use adapted version. See Other helpful info)3. The Right Gear for The Job4. Fire Transformation Tag5. Landscaping Activity6. Mitigation Pairs

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1. Fire Triangle2. Combustion (Use adapted version. See Other helpful info)3. The Right Gear for The Job4. Fire Transformation Tag5. Landscaping Activity6. Mitigation Pairs7. Town Hall Meeting (recommended for 6-8 grade only)

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Fire Triangle Activity Hawaii Wildfire Management

Fire Triangle Activity Grades K-8

Overview

The fire triangle activity illustrates the three parts of a fire. It is an interactive

activity that gives students a hand on experience to visualize components of

fire and suppression strategies.

Objectives

By the end of the activity students should be able to:

Identify the components of a fire. Describe the Fire Triangle. Explain ways to extinguish a fire.

Procedure

1. Show pictures of fires in Hawaii. Ask students if they have ever seenwildlandfire in Hawaii.

2. Hand out color puzzle piece cards with Fuel, Oxygen, and Ignitionwritten on them.

3. Ask kids to form groups so that only one of each card is in the group.4. Once they form their groups and solve the puzzle have each group

raise their hands and yell, Combustion!

5. Tell them by joining together they can create and sustain fire. Withouteach other there can be no fire.

6. Ask students what shape they have made.7. Show fire triangle diagram.

Questions

1. Ask students if they can give examples of Fuels, Ignition, and Oxygen2. Ask and discuss how students could extinguish a fire.

Materials

Pictures of fire in Hawaii. Color cards cut into puzzle

pieces for fire trianglegame.

Other Helpful info

It is important to do this

activity in the beginning of the lesson

It allows students the opportunity to

see fire as a collection of parts. As

they progress through further lessons

they will be able to observe and

identify how each parts fits into fire

suppression and prevention.


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Combustion! Hawaii Wildfire Management

Combustion! Grades 4th-8th

Overview

This activity is an introduction to the factors involved during a combustion

reaction. This activity introduces basic chemistry into the perception of fire.

Objectives

By the end of this activity students should:

Have a basic understanding of the chemistry involved in a combustionreaction

Be able to identify the parts of a combustion reaction and how they allfit together.

Procedure

1. First talk about the factors necessary for combustion to occur (firetriangle).

a. Fuelb. Oxygenc. Heat/Spark/Ignition

2. Next discuss what events occur during a combustion reaction.3. Demonstrate using the combustion cards.4. Have students break into groups. Give each group a set of combustion

cards.

5. Have students demonstrate a combustion reaction moving each cardto the appropriate place.

Questions

1. Discuss how a fire extinguisher fits into the equation.2. When we take away the heat what happens to the reaction?3. What about if we take away the fuel?4. What about if we take away the Oxygen?

Materials

Combustion Cards

Large Image of Combustion Reaction

Other helpful info

This activity can be adapted to use w

younger grades. First show students c

then have them play the roles of the

molecules in the reaction. Each stude

can be an atom. Have them join hand

with other students (atoms) to showbonds. Designate one student to be th

spark that breaks apart the bonds. Wh

the bonds are broken have them re-jo

correctly and have additional student

with the spark to show how fire build

creative and have fun.


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The Right Gear For The Job! Hawaii Wildfire Management

The Right Gear For The Job! Grades K-8th

Overview

This activity introduces students to the equipment necessary to fight both

wildland and structural fire. This activity challenges students critical thinking

as well as communication skills.

Objectives

By the end of this activity students should be able to:

Distinguish the differences and similarities between a wildlandfirefighter and an urban firefighter.

Identify firefighting equipment and its uses.

Procedure

1. Show picture cards to students one at a time. Have them assign eachcard to four piles: wildland firefighter, urban firefighter, both, or

neither.

2. Once the piles have been sorted have each student pick a card andthen locate the description on the answer sheet.

3. As a group determine if the card is in the right pile or needs to be in adifferent pile.

4. The activity is finished when all of the piles have been sorted correctlyand each description read aloud.

Questions

1. Is there equipment that both kinds of firefighters use?2. What are the differences between the equipment?3. What are the similarities between the equipment?4. Why do wildland firefighters use different equipment than urban

firefighters?

Materials

Fire equipment cards Fire equipment answer sheet Scrap paper

Other helpful info


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Mitigation Pairs Hawaii Wildfire Management

Mitigation Pairs Grades 4th-8th

Overview

This activity is suitable for all ages. This activity asks students to identify

potential wildfire risk as well as mitigation solutions. This activity builds

students observation skills as well as teamwork and collaborative abilities.

Objectives

By the end of this activity student should be able to:

Understand the concept of mitigation. Identify problems and solutions to wildfire issues.

Procedure1. Distribute cards to students.2. Dont explain anything just yet. Tell students to take a moment to

look at and comprehend the image on their card.

3. Ask students to pair up with someone who has a similar card.4. Now explain the concept of problem and mitigation for a wildfire

issue.

5. Ask students to look again at their cards. Tell them that they shouldre-arrange themselves if they need so that they are in a pair with a

potential wildfire issue and a solution.

6. Have each pair show their cards to the rest of the group and explainwhat is on their card.

7. Discuss each pair of cards with the students.

Questions

1. Ask students why mitigation is important for wildfire prevention.2. Ask students to think of other problems and ways to mitigate.

Materials

Mitigation pair cards


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Town Hall Meeting Part One: Active Listening Hawaii Wildfire Management

Town Hall Meeting

Part One: Active Listening Grades 6th-8th

Overview

This activity encourages students to develop their listening abilities. Activelylistening is an essential part of conflict resolution.

Objectives

By the end of the activity students should be able to:

Understand the difference between active and passive listening. Demonstrate active listening technique

Procedure

1. Divide students into pairs.2. Explain to students that there are two types of listening, passive and

active.

3. Have one student be the listener and one be the speaker.4. The speaker goes first (give them a topic), talking for at least 30

seconds.

5. A critical key for the listener is to remain unemotionally attached towhat is being said. It is not the listeners job to make judgment, only to

listen. There will be a time and place to share emotions. The listener

should keep good eye contact and not interrupt the speaker.

6. When the speaker finishes a statement the listener should repeat orparaphrase back to the speaker what he/she heard. The speaker may

then proceed to talk.

7. When finished, the speaker and listener switch roles.8. Demonstrate for students if there is any confusion at all.9. Be sure to debrief this activity. The real learning and processing

occurs during debriefing.

Questions

1. What was difficult about this activity?2.

Is it difficult to really listen to someone? How or why?3. How does it feel when someone really listens to you and seems tounderstand what you are saying?

4. Do you think this is an important life skill?

Materials

none

Other Helpful info

Passive listening is what we do when

we are in class or when we are slightl

distracted (by our thoughts,

responsibilities, physical sensations,

etc.) Passive listening has its time and

place, but to really be engaged and

have a good conversation, we need to

use active listening. Active listening

shows respect for the person speaking

It also allows the listener a chance to

better understand another persons

perspective of the subject matter being

discussed.


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Town Hall Meeting Hawaii Wildfire Management

Town Hall Meeting Part Two:

The Meeting Grades 6th-8th

Overview

This activity asks students to use listening as well as critical thinking skills to

understand the many perspectives that can be present over an important issue

concerning a community. This activity challenges students to work

collaboratively.

Objectives

By the end of this activity students should be able to:

Work collaboratively to come to a consensus on the scenario Understand other viewpoints Actively listen to one another

Procedure

1. Students should have already completed Town Hall Meeting PartOne: Active Listening Activity.

2. Divide them into groups of 10-12. Each will have a unique role toplay.

3. Ask one student from each group to be the moderator (Be careful withthe student you chose- it should be someone who will keep the others

engaged). Give him/her the moderator card and a watch or timer.

The teacher can also act as the moderator.

4. Distribute perspective cards to the rest of the group. Have them studytheir cards for a few minutes. They can take a little time to write down

some things they might want to say during the meeting.

5. Read or have the moderator read the scenario card aloud severaltimes.

6. Every student should have a chance to share his/her perspective.Encourage them to really be the character.

7. There is no right or wrong answer in this activity.8. Try to come to a consensus on the issue if possible. If not discuss why

it might not have been possible to come to one.

Questions

Follow up with questions and discussion points that arise from the activity.

There will be many possible teaching moments that arise from the process.

Materials

Moderator card Perspective cards Scenario card


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HWMO Know Fire K-8th Curriculum

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