When
Smoke Gets In Your Eyes--GET OUT!
Home Fire Safety
Subject (s): Health, Reading/Language, and Technology
Learner Outcomes:
Students
will recognize potential fire hazards in the home.
Students
will relate procedures to prevent fires in the home.
Students
will develop an Escape Plan from their home in case of fire.
Students
will conduct an internet search for specific information.
Duration of Lessons: Three (45 minutes) class periods
Materials: tag board (9 x 12), colored pencils or markers, rulers, paper and pencil, flipchart and markers, chalkboard and chalk, copies of brochure "Escape Route Plan"
Technology Tools/Courseware: internet accessible computers, Microsoft Word, printer, Inspiration software (for Enrichment activity)
Teacher Notes:
Contact
local fire department for a presenter on Fire Safety.
Discuss
with presenter the topics to be covered (what can cause fires and prevention
rules).
Check
to see if students have a parent signed Acceptable Use Policy form.
Download
and make needed copies of the "Escape
Route Plan" brochure.
Print
web page from Phoenix
Fire Department to use as a resource.
Suggestion:
Bookmark or Save to Favorites the web site or have address ready to dictate
for students to find during class.
Teacher
and students should have prior knowledge of Microsoft
Word.
Procedures:
Day 1
1. Remind students that fires are one of
the top ten causes of unintentional injuries and death among adolescents.
2. Introduce the fireman presenter and the
objectives of discussing causes of home fires and prevention rules.
3. Students will record information from
the presenter on a sheet of paper as the teacher records it on a flip chart
or on chalkboard. This will be used later.
4. Conduct a question and answer time for
students with fireman.
5. Assignment for homework: draw a basic
floor plan of their home showing different floors, windows and doors.
Day 2
1. In the computer lab have students go to
favorites or bookmarks and locate "PFD:
Escape From Fire!" or dictate web site address.
2. At this site, ask students to write down
the steps (what should be in an escape plan) as well as any prevention
rules they read.
3. On the floor plan students did as homework,
sketch routes following the steps copied from the web
site. Label rooms, floors, doors, windows
etc. Make a key showing colors of routes.
4. Give students oak tag, colored pencils,
markers, and rulers to create their own escape routes from their home.
5. The final copy of the Escape Plan should
be in color and utilize most of the tag board.
6. Check each student route before starting
final copy.
7. Students will type 5 to 10 prevention
rules from the web site rules using Microsoft Word. The list should
be bulleted with a centered title.
Day 3
1. Students will give an oral presentation
describing their "Escape Route" and reading the prevention rules
to the class.
2. Add any prevention rules the students
found to the ones presented by the fireman.
3. Review causes of home fires and prevention
rules.
Modifications: Consult student IEP's and 504 Plans. Provide printable brochures for students unable to use the internet. Special needs students may work with a partner.
Enrichment: Use prevention rules to design a Home Fire Prevention poster. Inspiration Software (graphic organizer) to show causes of home fires and prevention rules. Students can go to Fire Avenger to take a quiz and get a certificate.
Evaluation/Assessment: Rubric on "Escape Route" and oral presentation
West
Virginia Content Standards/Instructional
Goals and Objectives:
Health--
6.4 6.6 7.5 8.10 8.11
8.16 8.37 (IGO's - Content Standards not available at this time)
Reading/Language
Arts--6.1.2 6.1.3 6.1.5 6.2.1 6.2.3
6.2.4 6.2.4 6.2.17 6.3.1 6.3.3
7.1.2 7.1.3 7.1.4 7.2.2 7.2.3 7.3.4
7.3.6 8.1.2 8.1.6 8.2.1 8.2.3
8.2.12 8.2.13 8.3.2 8.3.4
Technology--6.1.1
6.1.3 6.4.1 6.5.1 6.6.1 7.1.1 7.1.2
7.1.3 7.2.1 7.3.3 7.4.1 7.5.1 8.1.1
8.1.2 8.1.3 8.2.1 8.5.1 8.5.2
National
Standards:
Health
Standard 1- Knows the availability and effective
use of health services, products, and information.
Standard 5- Knows essential concepts and practices
concerning injury prevention and safety.
Reading/Language
Arts
Standard 1- Uses the general skills and strategies
of the writing process.
Standard 4- Gathers and uses information for research
purposes.
Standard 5- Uses the general skills and strategies
of the reading process.
Standard 7- Uses reading skills and strategies
to understand and interpret a variety of informational texts.
Standard 8- Uses listening and speaking strategies
for different purposes.
Technology
Standard 4- Understands the nature of technological
design.
Standard 6- Understands the nature and uses of
different forms of technology
References:
Phoenix
Fire Department
Inspiration
Authors:
Judy
Brown-Shafer
Mary
Talbott
Marinda
Taylor
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