2ND-3RD GRADE LESSON SmokeyToons: A Look at Fire and Human Behavior

NUTSHELL In this lesson, students examine ashes from paper to describe the changes that fire can cause. They also learn the elements necessary for fire to exist by studying a burning candle. Students then distinguish the difference between good and bad fire situations and learn what they can do to prevent bad fire situations. In conclusion, students create a cartoon that conveys a fire prevention message.

BIG IDEAS OBJECTIVES • In Wisconsin, there are two main types of Upon completion of this lesson, students will wildland fire – wildfire and prescribed be able to: fire. Wildfires start without the intent of • Describe the physical changes fire can cause. the landowner or land manager and are • List the three elements fire needs to exist. uncontrolled and unwanted. Prescribed • Distinguish the difference between a good fires are contained and are planned to fire and a bad fire. meet the goals of a landowner or land • Identify activities that can cause destructive manager. (Subconcept 1) wildfire. • The ignition of wildland fire can be caused • Identify actions they can take to reduce the by human activity (e.g., debris burning and risk of destructive wildfire. other outdoor burning, machine sparks, SUBJECT AREAS children playing with matches, power lines, fireworks) or natural sources (e.g., lightning, English Language Arts, Health, Science, spontaneous combustion). Human activity Visual Arts is responsible for most wildland fires in LESSON/ACTIVITY TIME Wisconsin. (Subconcept 2) • Total Lesson Time: 105 minutes • Fire requires oxygen, heat, and fuel to exist. • Time Breakdown: Collectively these elements are known as the fire triangle. Under most conditions, Introduction...... 10 minutes the three elements can be manipulated to Activity 1 ...... 15 minutes slow or stop the spread of fire. (Subconcept 3) Activity 2 ...... 10 minutes • Individuals have the responsibility to start Activity 3 ...... 20 minutes and stop fires in safe and effective ways. Conclusion...... 50 minutes Citizens who illegally start a fire or carelessly TEACHING SITE allow a fire to escape may be penalized with Classroom fines and even imprisonment. (Subconcept 26)

BACKGROUND INFORMATION A fire can have positive effects or potentially every precaution to monitor and prevent fires dangerous effects. Positive fires are those from becoming dangerous. For a fire to start that are safe and do not cause the loss of and continue to burn, three elements must be life, property, or natural resources. Potentially present – heat, fuel, and oxygen. dangerous fires exist when humans don’t take (Continued on page 24.)

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior 22 LEAF Wildland Fire Lesson Guide N O I T C U D O R T N I 1

MATERIALS LIST - K FOR EACH STUDENT FOR THE CLASS

• Copy of Student Page 1, The Fire Triangle • Overhead projector (optional) 3 ! - • Copy of Student Page !2, Make It Safe! FOR THE TEACHER 2 • Copy of Student Page !3, How Do I Draw • Candle a Cartoon? • Lighter 4 • Pencil and paper • Jar that fits tightly over the candle • Red colored pencil or marker • Cartoon from a newspaper

FOR EVERY 2 TO 3 STUDENTS • Overhead transparency of Teacher Page 6 -

• Bowl of paper ashes Ak1, Make It Safe! Answer Key (optional) 5 8 -

TEACHER PREPARATION 7 2

• Burn five to 10 pages of white paper in a • Find a stout, stable candle and a clear glass 1 clean, fireproof receptacle such as a grill, jar that fits over it. Be sure that the candle - 9 barrel, or metal bowl. Be sure to use paper and jar fit together snugly. Test the candle’s free of paint, glue, and other forms of stability, light it, and place the jar over the

decoration, coloring, or plastic. Let the ashes candle to make sure that the seal is tight D

sit for at least two hours and transfer them enough to cause the candle to extinguish in N to a sealed container. Bring the container to a short period of time. U O class with enough bowls or similar receptacles • Make an overhead transparency of Teacher R G

to provide an ash sample to each group of Page Ak1, Make It Safe! Answer Key K two to three students. C

(optional). A B X SAFETY PRECAUTIONS I D N E

• When examining the ashes in the • When using the candle in Activity 1, be sure P

introductory activity, students should not that the candle is visible but out of reach of P place the ashes in their mouths or rub their all students. It should be in a stable location A

eyes with their hands. Be sure that students away from flammable materials. Be sure that E D understand that all of the ashes must stay in students to not touch or play with the candle. I the bowl. You may wish to allow students to U G

wash their hands after the exercise. L A U T P E C N O C

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior LEAF Wildland Fire Lesson Guide 23 I N T R O D U C T I O N

K There must be heat to start and continue a fire, - 1 fuel to burn, and oxygen to facilitate combustion. VOCABULARY These three elements are referred to as the fire

2 triangle. The removal of any one of these three Burn Barrel: A metal receptacle, most often - elements will extinguish a fire. When working 3 a barrel, used for burning waste outdoors. with any fire, an adult needs to keep watch on Waste includes materials legal to burn such the fire, have a shovel and water available, as wood and paper and materials illegal to and know how they can extinguish the fire. 4 burn such as plastic and metal. A shovel can be used to remove fuel from the area, remove oxygen by smothering the fire Fire Triangle: The three elements (i.e., fuel, with dirt, and smothering flames by patting them oxygen, heat) necessary for combustion 5 to occur. - with the blade. Water on a fire not only removes 6 heat, but also blocks the flow of oxygen to Fuel: Any material that can burn. the fuel and decreases the flammability of Wildfire: A wildland fire that ignites and

7 surrounding fuels.

- spreads without the intent of the landowner. 8 For more information on wildland fire, see the Wildland Fire Background starting on page 152.

9 3. Once all groups have finished, have some -

1 PROCEDURE students share their answers to the questions. 2 INTRODUCTION – FIRE CAN CAUSE Add the following discussion questions to help BIG CHANGES students build on their answers: B

A 1. Seat students in groups of two or three. Tell • What is it? (Ash.) C • What was it before? (Paper.) K the class that they are going to learn about

G a very powerful and dangerous, yet very • What happened to it? (It burned.) R

O important part of nature – fire. Tell students • What is the difference between the paper

U that you are about to pass around an object at the beginning and the ashes at the end? N (Paper is whole, white, strong, and doesn’t

D inside a bowl, and they will need to work with the other students in their group to answer smell. The ashes are small, black, fragile, three questions about it. Write the following and have an odor.) A questions on the board: • Are the differences easy to see? (Yes. P

P The ashes are very different from paper.)

E • What is it?

N • Do the ashes serve the same purpose as

D • What was it before? the paper? (No. You cannot write or draw I X • What happened to it? pictures on the ashes. Fire has not only changed the way the paper looks and

C 2. Give each group a bowl that contains ashes

O smells, but also what it can be used for.) from paper. Tell students that they can touch

N • What other things do you think fire can the contents, but all the contents must stay C change? (Fire can cause big changes in E in the bowl. As students look at the ashes, P objects such as chairs and desks, buildings T encourage them to discuss and answer

U such as houses and schools, living things

A the questions. such as trees and animals, and even large L

G areas such as cities and forests.) U I D E

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior 24 LEAF Wildland Fire Lesson Guide N O I T C U D O R T N I

4. Collect the bowls from the groups and have Place the jar over the candle making sure 1 -

students return to a class seating arrangement. that it fits tightly against the surface it is K sitting on. When the flame extinguishes, have Tell the class that fires are both powerful and students explain what happened. (The flame

dangerous because they have the ability to needs oxygen. It used all of the oxygen in the 3 cause very big changes in many of the things - jar. When the oxygen ran out, the flame went 2 that we need to live. Fires can burn cities out.) Write “oxygen” on the third side of the and forests, leaving both people and wildlife triangle on the board. without homes. 4 5. Relight the candle. Ask the students to focus Tell the students that they are going to learn on the candle and ask them the following about what fire needs in order to burn and questions: 6

what type of situations lead to bad fires. - ACTIVITY 1 – WHAT DOES FIRE NEED? • Where does the oxygen come from? (The 5 air in the room. The atmosphere. Oxygen 1. Show the students a candle. Tell them that

is present in the air that we breathe.) 8

there are three things that need to be present • What is the fuel that the fire is burning? (The - 7 in order to have fire. Tell them that the three fire is burning the wick and candle wax.) things can be represented by a triangle. • How did the candle light (i.e., what provided 2 Draw a large triangle on the board. the candle the heat it needed to light)? 1 -

(The heat came from the lighter – a spark 9 2. Ask the students what the candle is made of. and a flame.) (Wax.) Ask the students if the wax will burn. (Yes.) Ask the students if the candle would

Hold the lit candle up so that it appears to be D

still burn if it were made of stone. (No.) Tell inside the triangle. Tell the students that the N students that fire needs fuel to burn and the flame on the candle would not exist if the air U O

wax is the fuel. Write “fuel” on one side of the around it did not contain oxygen, if it did not R triangle you have drawn on the board. G

have fuel (the wick and wax) to burn, and K

if it did not have heat (the lighter) to light C 3. Direct students’ attention back to the candle. A

the candle. Remind the students that the B Ask the students why, if the candle is made flame cannot exist without all parts of the of wax, it is not burning. (It has not been lit.) fire triangle (i.e., oxygen, heat, and fuel). X

Ask the students what the candle needs in I

order to burn. (Heat.) Explain that heat is 6. Hand each student a copy of Student Page D N

another side of the triangle. Write “heat” on !1, The Fire Triangle. Ask the students to E another side of the triangle on the board. P

fill in the blank in the sentence, “The oxygen P

Then light the candle. Point out that the that fire needs is found in the _ _ _ all A flame they see is a very small fire. around us.” (Air.) E D 4. Tell the students that you are about to place Have the students list different materials that I U

a glass jar over the candle. Ask the class can act as fuels. (Wood, paper, trees, leaves, G

to guess what will happen. Have different houses, etc.) L students offer scenarios and have each give A U

a good reason. For example, if a student Have the students fill in the blank in the T P

says that the oxygen will run out, ask the statement, “Most fires in Wisconsin are E student to explain why and guess how long started by ______.” (People.) C N

it will take. O C

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior LEAF Wildland Fire Lesson Guide 25 I N T R O D U C T I O N

K ACTIVITY 2 – GOOD FIRE, BAD FIRE - 1 1. Have students raise their hands if they 3. Tell the class that they know that fire is have been at a campfire or sat by a fire powerful and dangerous (i.e., has the

2 in a fireplace. potential to cause great changes). They -

3 know that it is useful in different ways (e.g., Tell students that fire has many uses; to light a dark room). They know what fire have students think of a few. (Heat [e.g., needs to exist (i.e., oxygen, heat, and fuel). a fireplace], light [e.g., a candle], cooking 4 And, they have just learned the difference [e.g., a gas stove or campfire], and recreation between useful and dangerous fires. [e.g., a campfire]). Tell the class that each of these uses serves a purpose for a person Tell the class that they are now ready to 5

- or group of people – to keep warm, to eat, learn how bad fires start and how they can 6 to relax, etc. be prevented. 2. Tell the class that they have learned that fire ACTIVITY 3 – HOW CAN WE PREVENT 7

- can be useful and they also know that it is DESTRUCTIVE FIRES? 8 powerful and can be very dangerous. Place 1. Remind the class that most destructive the titles “good fire” and “bad fire” on the wildfires (bad fires) are started accidentally 9 board. Ask the class to help you distinguish - by people. Tell the class that they have 1 2 between a fire that is useful and one that the ability to stop activities that can cause is dangerous. Start with good fire and bad fires. have students brainstorm a list of words to

B describe a good fire. (Safe, responsible, Give each student a copy of Student A

C small, campfire, controlled, not dangerous, Page !2, Make It Safe! Lead the class K

G and useful.) Next, brainstorm a list of in identifying the dangerous situations in

R words that describe bad fire. (Dangerous, each picture. Some of the pictures contain O destructive, hot, out of control, hurt, death, more than one dangerous situation. As U

N and afraid.) students identify what makes the situation D dangerous, have them circle the portion of Have students use the words to write the picture with a red colored pencil or marker. complete sentences that answer the A

P question, “What is the difference between Dangerous Situations Key: P a good fire and a bad fire?” Have students E

N share what they have written. Write the • Picture 1: There are no people present D sentences on the board. The sentences around the campfire. There is wood outside I X should be similar to those listed below. the fire ring. There is no shovel or bucket of water to extinguish the fire. C • A good fire is safe and useful. • Picture 2: The boy is playing with matches. O

N • A good fire is started and used by a • Picture 3: There is no one near the burn C responsible adult. barrel and a fire is burning. Debris is too E

P • A bad fire is started irresponsibly. close to the burn barrel. There is no water T

U • A bad fire is dangerous (it can destroy source present. There is no screen over A living and nonliving things). the barrel. L

G • Picture 4: Children are playing with fireworks

U without an adult present. There is no water I D source present. E

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior 26 LEAF Wildland Fire Lesson Guide N O I T C U D O R T N I

2. Once students circle the dangerous As students share ideas, ask them to help you 1 -

situations in each picture, ask them what define what a cartoon is. Ideas should include: K could be done to make each of the pictures safe. Remind students that good fires are • A cartoon is a series of drawings

useful and controlled and they are started • The drawings are in a sequence of “boxes” 3 • Cartoons have characters - and used by a responsible adult. Ask the 2 class to identify a few responsible adults • The characters interact with one another that they know. (Parents, guardians, • The character’s thoughts and ideas are written inside “bubbles” teachers, older siblings, etc.) Help students 4 identify safe activities similar to those • Cartoons are shorter than stories pictured on Teacher Page Ak1, Make It • Some cartoons are funny • Some cartoons have good messages Safe! Answer Key. You may wish to show 6 - students the key on an overhead projector. 2. Hand a copy of Student Page !3, How Do 5 3. After you have finished discussing dangerous I Draw a Cartoon? to each student. Have

and safe fire situations, have students write students read the cartoon and answer the 8 question, “How Do I Draw a Cartoon?” - statements about safe fire use at the bottom 7 of the Student Page !2, Make It Safe! You may wish to help students answer the Students will use these ideas for the cartoon question by asking them how many scenes 2 the cartoon has, what the scenery shows, 1

they create in the concluding activity, so -

having several ideas will be helpful. who the main characters are, and what 9 Suggestions include: share what you know happens to them. with other people, always be careful around

Once the class has discussed the question, D fire, find an adult if you see an unsafe fire, tell them that there are three guidelines for N use fire responsibly, don’t play with matches, creating a good cartoon. Write the following U don’t play with fireworks unsupervised, don’t O guidelines on the board. You may want to R

leave fire unattended. G

have students copy them on the back of the K

CONCLUSION – SMOKEYTOONS student page as well. C A B 1. Tell students that they are going to share • A cartoon is short (about three scenes with what they know with other people by drawing only one sentence per character per scene)

a cartoon about safe fires. Ask students X • A cartoon has interesting, easily identifiable I if they have ever read cartoons in the characters (e.g., cats and dogs) D N

newspaper, in books, or in magazines. • A cartoon has a very clear message (e.g., E Show them a cartoon that you cut out of P

don’t play with matches) P

the newspaper. Have them share the name A of some of the cartoons that they read. 3. Tell students that they are all going to create

their own cartoons about fire safety. Tell the E D class that the first thing that they need to do I U

is pick a fire message that they would like to G

help other people understand. Have students L A

look back at the messages they wrote at the U bottom of Student Page 2, Make It Safe! T

! P

for ideas. E C N O C

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior LEAF Wildland Fire Lesson Guide 27 I N T R O D U C T I O N

K 4. Give each student a blank piece of paper 7. Before class is over, showcase some of the -

1 and pencil. Have each student pick one students’ cartoons. Encourage students to message about which to write their cartoon. go home and improve their cartoons. Ask

2 Have them write the message at the top of them to be creative by thinking of a title,

- the page. inventing characters, coloring, etc. Also 3 remind them to share what they learned 5. Next have students brainstorm what each with their family. scene is going to be about and identify the 4 characters in it. Have students think about the different characters that they can choose FORESTERS IN THE CLASSROOM from. Ideas can include real people (e.g., Wisconsin Department of Natural Resources 5 themselves, members of their family, friends, - fire personnel make classroom visits. To find 6 firefighters, police officers), animals (e.g., a staff member in your county, go on-line to rabbits, dogs, birds) or made-up characters www.dnr.state.wi.us/staffdir/SearchCounty.asp, (e.g., Spider-Man, Pokémon). Encourage 7 click on your county, and type “fire” into the - students to write their ideas down. 8 subject box. You may wish to provide students with the

9 following example:

- SUMMATIVE ASSESSMENT 1 2 For a cartoon with the title “Share What You 1. Tell students that Spider-Man is a comic Know With Other People,” scene 1 could be book character who has superpowers that a child playing with matches, scene 2 could

B help him move like a spider. He uses them A be Smokey Bear telling the child that playing to fight crime. Ask students to talk about C with matches is very dangerous and could K Spider-Man’s superpowers and think of some G cause a bad fire that destroys a forest and all

R superpowers that would help a superhero

O the animals in it, and scene 3 could be the fight fires.

U child and Smokey walking through a forest N full of animals. 2. Have students create a cartoon comic book D character that has superpowers for fighting 6. Have students draw their cartoons in pencil. fire. Have students create a history for the

A If time allows, have them add color to the character and develop a fire safety message P cartoons. As students are working, walk P around the character.

E around the room and help them come up N with characters, develop scenes, and arrange D I

X the drawings in their scenes. C O N C E P T U A L

G U I D E

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior 28 LEAF Wildland Fire Lesson Guide N O I T C U D O R T N I 1

RECOMMENDED RESOURCES - K ACTIVITY GUIDES WEBSITES

FireWorks Curriculum: Featuring Ponderosa, FEMA for Kids: Wildfires 3 -

Lodgepole, and Whitebark Pine Forests by www.fema.gov/kids/wldfire.htm 2 Jane Kapler Smith and Nancy E. McMurray. The Federal Emergency Management Agency (Fort Collins, CO: U.S. Department of provides links to a variety of classroom

Agriculture Forest Service, Rocky Mountain resources for fire prevention and fire safety. 4 Research Station, General Technical Report RMRS-GTR-65, 2000.) The FireWorks Minnesota Department of Natural Resources Wildfire Prevention Education Curriculum is a compilation of fire lessons 6 www.dnr.state.mn.us/education/wildfire/index. - for grades K-10. Some of the information 5 is specific to western fire regimes but many html of the activities convey basic information The Minnesota DNR’s wildfire prevention

education page provides links to a variety of 8

about fire safety and fire behavior that - is useful for younger students. A free educational resources for teaching about fire 7 copy of the curriculum is available at prevention and the use of prescribed fire.

www.fs.fed.us/rm/pubs/rmrs_gtr65.html. 2 Project Learning Tree 1 Workshop participation is required to obtain -

http://plt.org 9 additional materials needed for some lessons. The Project Learning Tree website has a Smokey and Friends: What You Can Do to resources section featuring special initiatives Prevent Forest Fires by Lifetime Learning including fire education. The fire initiative page D includes links to a fire education curriculum, N Systems, Inc. (2002). This booklet is a small U but well organized and effective collection of a glossary of wildland fire terms, and links to O information on current wildland fire issues. R Smokey Bear fire prevention activities. This G K

and other Smokey resources are available for Wisconsin Department of Natural C free at www.smokeybear.com/resources.asp. A

Resources Fire Prevention and Safety B Wildland Fire Primer: A Guide for Educators www.dnr.state.wi.us/org/land/forestry/Fire/ fire-ps.htm

prepared by John Owen and Pat Durland. X The Wisconsin DNR fire prevention and I

(Boise, Idaho: U.S. Department of the Interior D

Bureau of Land Management, National safety page has links to fire statistics, issue N summaries, and public service announcements. E Interagency Fire Center, 2002.) The Wildland P Fire Primer presents the concepts and P A messages that the National Interagency Fire

Center determines necessary for effective E D wildland fire education. The guide is well I U

organized and provides a comprehensive G

overview of the fundamentals of wildland L A

fire education. U T P E C N O C

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior LEAF Wildland Fire Lesson Guide 29 Ak1 MAKE IT SAFE! ANSWER KEY

1 2

3 4

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior 30 LEAF Wildland Fire Lesson Guide !1 THE FIRE TRIANGLE

Most fires in Wisconsin are started by The oxygen that fire ______. needs is found in the ______all around us. N H E E G A Y T X O FUEL

List 4 different materials that can act as fuel. 1) ______2) ______3) ______4) ______

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior LEAF Wildland Fire Lesson Guide 31 !2 MAKE IT SAFE!

1 2

3 4

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior 32 LEAF Wildland Fire Lesson Guide !3 HOW DO I DRAW A CARTOON?

Cartoons are very short stories. They make people laugh and send a message. They have three main parts: 1) characters, 2) words, and 3) scenery. Read the cartoon below and identify how the characters, words, and scenery are used to share the message – Don’t Play With Matches!

2nd-3rd Grade Lesson - SmokeyToons: A Look at Fire and Human Behavior LEAF Wildland Fire Lesson Guide 33