Home Fire Safety & Year 3 School Visit Program

Department of Fire and Emergency Services

TEACHER GUIDE

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 3

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.

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.

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.

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_31059comprehe nsiveschoolsafetyframe.pdf

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

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.

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

WA Curriculum Activities/Lessons Resources Assessment Health & Physical 1. Organise a whole-of-school fire drill with You will need: 1. Students can locate the Education: Personal, administrative staff (or organise your own • A map of Local Area muster point. Social & Community individual class drill). • Your School’s 2. Self/Peer Assessment Health – Being Safe 2. Children participate in a fire drill. Emergency • When I moved through (ACPPS035) 3. Discuss how the drill went. (Decide as a class Management Plan the school, I was able to Assertive behaviours and how you would measure success: e.g. time, • An evacuation map of keep calm? Y/N communication skills to knowledge, level of calm, confidence, your school • During the fire drill, I respond to unsafe communication, etc.) • To know where your asked for help if I wasn’t situations, such as: 4. Develop a class list of strategies to help muster point is sure? Y/N keeping calm; using manage emotional responses in a school • A copy of your class list • If there was a fire at appropriate non-verbal emergency. for roll call school, I feel confident communication skills; 5. Provide students with a mud map of your • A mud map of your of finding the evacuation seeking help (e.g. follow school. Walk through the school and mark the school for each student route? Y/N instructions, building evacuation route and muster point on the map. 3. Students demonstrate resilience). 6. Take students to a different location in your the appropriate school (e.g. library) and mark the route to the evacuation route on a Mathematics: muster point from that location. mud map and identify Measurement & Additional Activities: the muster point. Geometry – Location & 7. Have a 2nd fire drill after home fire escape Transformation plans have been completed. Reflect on how Additional Activities: (ACMMH065) the class has improved their response with a Students show an Create and interpret simple 2nd fire drill. improved response with grid maps to show position a 2nd fire drill. and pathways.

2. FIREFIGHTER INCURSION

WA Curriculum Activities/Lessons Resources Assessment Health & Physical Preparing for the Visit You will need: 1. Students are able to Education: 1. Use a KWL chart prior to the firefighter visit. • A KWL chart for the identify at least two Communicating & Discuss what the students know already, what whole class and for questions they would Interacting for Health & they want to know and what they have learned each student to track like firefighters to Wellbeing - Choices & so far. Students can write on their own KWL what students KNOW, answer. behaviours conveyed in charts. You may want to record key points on what they WANT to 2. Students write a health information & a larger class chart. know and what they procedure to messages (ACPPS039) 2. Discuss what questions have LEARNED. communicate health and Have smoke alarms; Crawl students may want to ask firefighters. • Firefighters should bring safety information (e.g. Low Under Smoke; Feel Students record their questions. you a class set of Home how to respond when the Door With the Back of 3. Address any misconceptions students may Fire Escape Plans. the smoke alarm Your Hand; Have a have. Alternatively you can sounds) Meeting Place; Call 000. The Firefighter Incursion print the Home Fire 3. Students outline at least Firefighters will cover these topics: Escape Plans from the three fire prevention 1. The role of a firefighter. DFES website messages they learned 2. Fire prevention and response messages, • Pre-select students to from the firefighter visit. including 000 and how to respond to a beeping ask their questions at 4. Students clearly smoke alarm. the end of the visit communicate messages 3. A demonstration of safety gear and equipment, • Organise the classroom for an audience. including the pump (fire truck). to allow for students to 4. Firefighters encourage everyone to have a practise crawling low smoke alarm. under smoke, if Post Visit Activities necessary 1. Students write a procedure on what to do when • Organise an outdoors the smoke alarm sounds. area for children to look 2. Students state or write down at least three fire at the pump (fire truck) prevention messages. and spray the fire hose. 3. Students return to their KWL charts and add what they have learned. They may identify N.B An alternative

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.

3. HOME FIRE ESCAPE PLAN – Take Home Activity

WA Curriculum Activities/Lessons Resources Assessment English: Literacy – 1. Discuss why families need smoke alarms; why • Home Fire Escape Plan 1. Students contribute to a Interacting With Others families need a meeting place (if we meet at template (provided by conversation and (ACELY1676) the same place, we know everyone is safe and firefighters on their visit, discussion about home Listen to and contribute to away from the fire); the best place for a or downloaded and fire safety with conversations and meeting place (the letterbox is out front and printed from the DFES parent(s)/carer(s) in discussions to share you can meet firefighters there) why you need website) their home. information and ideas and to get out of the house quickly (you only have a • Your own prepared mud 2. Students complete a negotiate in collaborative few minutes). map of a house (to map of their home situations. 2. Model a mud map of a house on the model on the white showing all exits and whiteboard, drawing in all exits and include an board), with exits clearly their meeting place, Mathematics: example of a meeting place. marked (doors and creating and Measurement & 3. Using the Home Fire Escape Plan template, windows) and a meeting interpreting a simple Geometry – Location & students draw a mud map of their own home place (e.g. letterbox). grid map, showing Transformation showing exits and where they think their Extension Activity: position and pathways. (ACMMH065) meeting place should be. Students can mark a • Instead of using the 3. Students indicate two Create and interpret simple route from key exits to their meeting place. (for Home Fire Escape Plan ways to exit out of their grid maps to show position Extension Activity, see Resources) template, have students bedroom. and pathways. 4. Teacher models a drawing of a bedroom, draw a (to scale) birds- 4. Self- showing two ways you can exit out of a eye view of their home reflection/Checklist: bedroom. Discuss if everyone has two exits on graph paper. Use a Students provide their from their bedroom. Discuss problems with key (include smoke Home getting out of windows safely (see Resources). alarms, route markers, Fire Escape Plan with 5. Using the Home Fire Escape Plan template, meeting place, key completed checklist, students draw a rough sketch of their bedroom, storage, windows and demonstrating they showing two escape routes. doors, etc.). Show how have checked their 6. Students take the Home Fire Escape Plan to exit from every room. smoke alarms are in template home, interview their parents and • Instead of drawing a working order, they discuss the questions listed. basic picture of a know how to get out of 7. Students practise crawling from their bedroom bedroom, students their bedroom and get

WA Curriculum Activities/Lessons Resources Assessment to their meeting place and repeat in remaining could measure the to their meeting place if rooms. dimensions of their there is a fire and that 8. Students go through the items on the checklist bedroom and its key they have practised on the Home Fire Escape Plan template with pieces of furniture. their plan. parents and return signed form to school. Include the door, any 5. Students share what windows and create a they have learnt with N.B. Getting out of windows and doors to-scale map of their their class. Encourage students to discuss getting out of bedroom on graph locked windows and doors with parents/carers. paper. 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.

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

WA Curriculum Activities/Lessons Resources Assessment English: Language - 1. Build students’ vocabulary of key words from • Butchers paper 1. Students demonstrate Expressing & Developing essential lessons use of new words and Ideas 2. Build students’ vocabulary from additional terms in vocabulary (ACELA1484) lessons (e.g. fire triangle, oxygen, radiant heat, during individual, small Learn extended and melt, etc.) group or classroom technical vocabulary and 3. Incorporate words into spelling lists and writing discussion. ways of expressing opinion activities where appropriate. 2. Students demonstrate including modal verbs and learning of new words adverbs. and terms in written work.

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 - 1. Working in small groups, write or use a • Paper to draft a 3. Students demonstrate Interacting With Others storyboard to plan and deliver a short storyboard use of new words and (ACELY1676) presentation providing key details in a logical • Paper or card to present terms in vocabulary Listen to and contribute to sequence, outlining what to do when the your storyboard on during individual, small conversations and smoke alarm sounds. • Pens, markers, pencils group or classroom discussions to share 2. Alternatively, ask students to write a report on Additional activities: discussion. information and ideas and your incursion or excursion and the messages • Access to the DFES 4. Students demonstrate negotiate in collaborative received. website learning of new words situations. Additional activities: (www.dfes.wa.gov.au). and terms in written 3. Choose another topic: what to do if your work. (ACELY1677) clothing catches on fire, or how to set up and Plan and deliver short extinguish a camp fire, safely. (Students will presentations, providing need to investigate) some key details in logical sequence. What to do when your clothing catches on fire: English: Language - Using the DFES website, students can investigate Text Structure and what to do if their own or someone else’s clothing Organisation catches on fire. Students can demonstrate the (ACELA1478) actions, STOP, DROP, COVER and ROLL. Understand how different types of texts vary in use Setting up a safe campfire: of language choices, Using the DFES website, investigate how to set depending on their up and extinguish a safe campfire; find out when purpose and context (for you can and can’t light a campfire due to fire example, tense and types danger ratings or total fire bans. of sentences).

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 1. Read the story Aaron’s Promise to your class. • Locate a copy of 1. Students write an in Context 2. Discuss the consequences of Aaron’s actions. Aaron’s Promise by alternative story ending (ACELY1675) 3. Discuss how a fire can change from a small Chris Cairns in your from another person’s Identify the point of view in fire to a big fire. school library/resource point of view. a text and suggest 4. Discuss how the text presents Aaron’s point of room. (ISBN 978-0- 2. Students are able to put alternative points of view. view and speculate on what other characters 9872070-0-5). Aaron’s themselves into the might think or feel. Promise was sent to all shoes of a parent, 5. Rewrite the story from page 16. Write it from primary schools in sister, firefighter or someone else’s point of view. Western Australia in neighbour’s point of Alternative Activity: December 2016. The view and describe a 6. Discuss at what points in the story Aaron could story book can also be range of thoughts and have made different choices. Rewrite the found online here for feelings. story from one of those points. you to use on your 3. Alternative Activity: interactive whiteboard. Student can identify points in the story where Aaron could have made different

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

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 1. Students identify fire and emergency volunteer • This activity requires the 1. Students present their Sciences: Civics & groups in the local community and explore assistance from State poster in a verbal Citizenship – their purpose and why people are motivated to Emergency Service, format and in a logical Communities join them. Fire & Rescue Service sequence that is easily 2. Students create a poster encouraging people volunteers. Ask followed by listeners. (ACHASSK072) to become an emergency services volunteer. students in your class if 2. Group Assessment: Why people participate in The poster must include two benefits to any of their family • Did the speaker community groups, such individuals as to why they should become members are cover everything in as a school or community volunteers and two ways they can benefit their emergency service the poster or project, and how students community by becoming volunteers. volunteers and have booklet? can actively participate and Alternative Activities: them invite them to talk • Did the poster or contribute to their local 3. Students create a booklet or poster for elderly to the class. You may presentation community. people (or younger children) with at least three be lucky enough to have convince you to rules you see as important to ensure that their teaching staff who are become a volunteer? houses are fire safe. Students present their emergency service • Were the elderly posters/booklets to a group of elderly people volunteers. people or younger (or young children). • Paper and materials to students able to 4. As a group, identify elderly residents who do develop a booklet or recall three rules to not have a home fire escape plan. Help them poster. keep their houses fire develop and practise their home fire escape safe? plan.

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

WA Curriculum Activities/Lessons Resources Assessment Humanities & Social In small groups, students will choose one of the • Use the internet and 1. Students demonstrate Sciences: History – listed topics and develop a historical narrative or library resources for the correct use of words Communities & report about one thing they have learned: research and terms they have Remembrance 1. Research how firefighting has changed • The DFES website has learnt during this through history. information about the program. (ACHASSK062) 2. Research great structure fires in history heritage of its fire 2. Students present One important example of 3. Research how firefighting has changed in service, which can be accurate research in change and one important Western Australia over time. found here at their written work. example of continuity over www.dfes.wa.gov.au in 3. Students present what time in the local ‘About Us’, under they have found to community, region or ‘Corporate Information another audience or as state/territory (e.g. in (Heritage)’. an assembly item. relation to the areas of transport, work, education, natural and built environments, entertainment, daily life).

9. FIRE HAZARDS IN YOUR HOME – Creating a Survey

WA Curriculum Activities/Lessons Resources Assessment Mathematics: Statistics 1. Use a KWL chart to identify issues for • Obtain permission for 1. Students decide on a & Probability – Data investigation using a fire safety survey (what I students to visit other clear issue to Representation & KNOW, what I WANT to know, what I classes to collect data investigate. Interpretation LEARNED). Examples of survey topics could • Graph paper 2. Students develop and include: who has smoke alarms in their homes refine questions for their (ACMSP068) and how many, fire hazards in the home, who investigation. Identify questions or issues has a home fire escape plan, etc. 3. Students collect data for categorical variables. 2. Students develop questions for their survey. within the given Identify data sources and 3. Students survey other students in the school. timeframe, recording plan methods of data 4. Students organise data into a table and/or information accurately. collection and recording. graph. 4. Students represent data 5. Interpret and compare data with your class. in a table and/or graph. (ACMSP069) 6. Complete KWL chart. 5. Students share their Collect data, organise into findings with the class. categories and create 6. Students compare the displays using lists, tables, data that was found in picture graphs and simple the class and can column graphs, with and describe similarities and without the use of digital difference in the data. technologies.

(ACMSP070) Interpret and compare data displays.

10. FIRE SCIENCE

WA Curriculum Activities/Lessons Resources Assessment Science: Science 1. Brainstorm what can start a fire. (E.g. matches, • Candle and suitable 1. Students can predict Understanding - stove, sun and a magnifying glass, etc.) candle holder. what will happen when Chemical Sciences 2. Discuss what a fire feels like and describe how • A heat safe Pyrex a fire is deprived of heat is produced. bowl/glass that can be oxygen. (ACSSU046) 3. Students predict the effects of a burning candle placed over the whole 2. Students can predict A change of state between (e.g. heat, the candle melts, it cannot be candle and its holder. what will happen when solid and liquid can be restored to its original form). • Whiteboard a fire runs out of fuel to caused by adding or 4. Students predict what will happen when a glass • Whiteboard markers burn. removing heat. is placed over the candle. • Matches/Lighter 3. Students can predict 5. Teacher places a glass over the candle. • Metal tongs what will happen when Physical Sciences Students discuss why the candle went out • 2 sheets of Paper card the flame hits the wet Students discuss how a fire needs oxygen to (10cm X 7cm) card and the heat is (ACSSU049) burn. taken out of the fire. • Fire Proof Tray Heat can be produced in 6. Teacher lights a piece of paper card with a 4. Students participate in a • Bucket of water many ways and can move match in a fire proof tray. Students discuss discussion about how • Internet access to from one object to another. what happens when the match was removed well their predictions research the fire (the fire continues to burn). Students discuss match their results and triangle/tetrahedron Science as a Human what happens when there was no more paper share ideas about what

Endeavour - Nature and to burn (the fire goes out). Students discuss they learned.

Development of Science how a fire needs oxygen and fuel to burn. 5. Students can explain 7. Teacher dips half the paper card into the how fires can be (ACSHE050) bucket, so half the card is wet. Students extinguished in various Science involves making predict what will happen when the paper is lit scenarios. predictions and describing at the dry end and the flame hits the wet card. patterns and relationships. 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.

WA Curriculum Activities/Lessons Resources Assessment Use and Influence of 8. Students discuss what actions firefighters take Science to put out fires (e.g. water, foam); what actions people take to reduce fire risk (e.g. when (ACSHE051) preparing for bushfire, people remove fuel by Science knowledge helps cleaning gutters, reducing sticks, twigs, dry people to understand the leaves, overhanding trees, long grass from effect of their actions. around the home); students discuss how hot, dry winds can increase bushfire risk and the Science Inquiry Skills - spread of fire. Processing and 9. Students investigate the fire Analysing Data & triangle/tetrahedron. Information

(ACSIS215) Compare results with predictions, suggesting possible reasons for findings.

11. CODING YOUR ESCAPE – Creating a Fire Escape Algorithm

WA Curriculum Activities/Lessons Resources Assessment Technologies: Digital 1. Students explore codes and symbols that are • Choose appropriate 1. Students create a basic Technologies representations of data. methods to create an algorithm, using 2. Students create a storyboard or flowchart to algorithm sequenced, logical steps (ACTDIP011) record instructions on how to escape from a to show how you would Use visually represented burning building. escape from a burning sequenced steps 3. Students use sequenced steps building when the (algorithms), including (algorithm/flowchart) to show someone how to smoke alarm sounds. steps with decisions made escape from a burning building. 2. Students add steps to by the user (branching). 4. Students include steps where the user has to their algorithm where make decisions that could be life- saving or life user has to make

threatening (e.g. if you choose to hide under decisions that could life- the bed or hide in a cupboard you perish in the saving or life fire). threatening. 3. Students have others test their algorithms and reflect on how well they worked.

12. FUTURISTIC SLEEPWEAR – Design Sleepwear of the Future

WA Curriculum Activities/Lessons Resources Assessment Technologies: Design & 1. Explore firefighter’s uniforms and find out what • When firefighters visit 1. Students can identify Technologies the material is and how it protects them from your school, pay two ways the material heat and flames. attention to their clothing protects firefighters (ACTDEK010) 2. Investigate fire retardant and flame proof and ask questions as to from heat and flames. Role of people in design materials. how the material 2. Students can select and technologies 3. Design a futuristic range of fire proof protects them from heat appropriate materials to occupations. Ways sleepwear. Consider materials used; how well and flames. be used for the purpose products, services and the material covers the eyes, head and body • Use internet to access of sleep wear and environments are designed whilst still being able to move freely. DFES website explain why they chose to meet community needs. 4. Label safety features of the sleepwear on each that material. drawing. 3. Students provide

5. Investigate fire safety messages regarding how labelled drawings of close clothes or furnishings should be to a their sleepwear. heater (‘a metre from the heater’). 4. Students share their ideas with their class and communicate the steps they took in their investigation.

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 1. Use movement and dance to express a fire • Various 1. Students use (ACADAM005) safety message or a dance sequence that movement and dance Exploration, improvisation depicts the evacuation of people from a house to communicate health and selection of movement fire. and safety information ideas to create a dance that has a narrative structure. 2. Use role play/improvisation to express a fire 2. Students use role Drama safety message or a draft a script and act it play/improvisation to (ACADRM032) out to depict the evacuation of people from a communicate health Improvised skills (breaking house fire. and safety messages. patterns) to develop drama.

Media Arts (ACAMAM058) 3. Develop a sequence of images or photographs 3. Students create a (storyboard) to tell a story about a house fire. storyboard to Exploration of how Include fire safety messages. Use slogans, communicate health sequenced images, audio adverts or strategies to help market your story. and safety messages. and text can be used to tell

a story or convey a

message.

WA Curriculum Activities/Lessons Resources Assessment Music 4. Create a rap or a song to communicate fire 4. Students use rap, (ACAMUM085) safety messages or create a fire soundscape song or sound to Improvisation with the (e.g. include the fire starting, the smoke alarm communicate health elements of music to going off, people escaping, 000 call and fire and safety messages. create music ideas. sirens, etc.). Combine Drama, Media Arts and Students outline at Music skills to develop further into a radio play. least three key (ACAMUM086) messages from the Communication and Home Fire Escape recording of music ideas Plan. using graphic and/or standard notation, dynamics, terminology and relevant technology.

Visual Arts Create a multi-media artwork to communicate 5. Students create a piece (ACAVAM111) 5. fire safety messages or a home fire escape of artwork, Exploration of visual art using a variety of materials to develop different experimenting with elements, in conjunction textures and techniques. different textures and with different materials, techniques to media and/or technologies, communicate fire safety when creating artwork. messages.

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: 1. Discuss the phone number used for fire and • Access Triple Zero Kids’ 1. Self/Peer Reflection: Communicating emergencies in Australia (000). Discuss Challenge Parents & Can the student name, address and nearest cross street. Teachers Guide at demonstrate how they (various) 2. Using role play, demonstrate how to make http://kids.triplezero.gov.au/ would make a 000 call Convey factual information an emergency call to 000. • Access internet to research in an emergency? about their personal 3. Using the language they are studying in international emergency 2. Have students found worlds in simple LOTE, students research the emergency numbers. the correct number to number (for fire) used in their language’s call? statements, short country of origin. (E.g. Indonesia (113), Italy 3. Can the students descriptions and modelled (115), Japan (119)). state their name, texts. 4. Demonstrate how you would make an address and nearest emergency call in that country. Show how cross street in their you would use factual information about a language of choice fire emergency if you were in that country. using correct speech conventions, matching model texts? 4. Students demonstrate to the class how to make an emergency call.