Fire Extinguishers and Fire Triangle

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Orientation to Health Science Professions

  Program Name: Health Science

  Course Number: 8400110

  Course Type: Orientation/Exploratory

  CIP Number: 03179999OR

  CTE-HLTH.68.8400110.7.2 Demonstrate an understanding of the importance of fire safety practices including prevention, evacuation plans (R.A.C.E.) and the use of a fire extinguisher (P.A.S.S.).

  Course Name: Exploration of Health Occupations and Career Planning

  Program Name: Health Science

  Course Number: 8400210

  Course Type: Orientation/Exploratory

  CIP Number: 03179999CE

  CTE-HLTH.68.8400210.7.4 Demonstrate an understanding for the importance of fire safety practices including prevention, evacuation plans (R.A.C.E.) and the use of a fire extinguisher (P.A.S.S.).

  Course Name: Exploration of Health Science Professions

  Program Name: Health Science

  Course Number: 8400310

  Course Type: Orientation/Exploratory

  CIP Number: 03179999EX

  CTE-HLTH.68.8400310.7.4 Demonstrate an understanding for the importance of fire safety practices including prevention, evacuation plans (R.A.C.E.) and the use of a fire extinguisher (P.A.S.S.).

• Unit Outline

  
  

  This lesson should be used with the Case Study "Fire Safety" (See CPALMS Resource ID 219978). This is the first lesson for this case study and can be followed by “Fire Evacuation, Part 1” in which students create a home evacuation plan (See CPALMS Resource ID #220015) and “Fire Evacuation, Part 2” in which students write a fictional story to apply R.A.C.E. evacuation steps to a school scenario (See CPALMS Resource ID #220036).

• Career Connection

  
  

  Knowledge of how fires start will make students more aware and conscientious of their actions that could lead to fire. Awareness of safety procedures, such as how to use a fire extinguisher, prepares students for emergencies in a workplace setting.

  Students will practice problem-solving skills as they analyze scenarios for how to put out a fire by eliminating one component of the fire triangle.

• Learning Objectives

  
  

  Students will be able to:

  • Describe and demonstrate how to use a fire extinguisher using the P.A.S.S. system.
  • Identify the 3 parts of the fire triangle, which are needed for a fire to occur.
  • Explain how fires can be put out by removing one or more components of the fire triangle.
  • Use academic vocabulary to apply the fire triangle to various scenarios on how fires start and can be extinguished.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Knowing that fires need certain things to occur and can be put out.
  • Fire extinguishers as a means to put out fires.

• Guiding Questions

  
  
  • How can we prepare for and prevent fire emergencies?
  • What is the Fire Triangle?
  • What are the parts of the Fire Triangle?
  • How can the Fire Triangle be used to prevent fires?
  • How can the Fire Triangle be used to extinguish (put out) fires?
  • What are the steps to use a fire extinguisher?

• Procedure

  
  
  1. Pose the following bellwork/warm-up question: “What do you know about how fires start?”
     • Then, have students discuss their answer with a partner.
     • Call on students to share with the class.
       
       
  2. Provide the case study “Fire Safety” (See CPALMS Resource ID 219978) to students.
     • Tell students that the case study will provide background/setting for today’s lesson.
     • Have students read it aloud with a partner or group.
       
       
  3. Then, discuss these questions (in groups or as a class):
     • What mistake did the parent make?
     • What factors contributed to the pan starting to smoke?
     • What things are needed for a fire to occur?
     • If the oil caught on fire, how could you put out the fire?
       
       
  4. Fire Extinguishers:
     • Tell students that a fire extinguisher can be used to put out a fire. Many fire extinguishers put out a fire by spraying a dry chemical over a fire.
     • Pass out the P.A.S.S. Fire Extinguisher Student Handout to each student.
     • Display the “Teacher Handout: P.A.S.S.”
     • Go over the steps of the P.A.S.S. system to put out a fire and have students fill in the blanks on their paper.
     • Model (pretend) how to use a fire extinguisher.
     • Have students act out the 4 steps of P.A.S.S.
       
       
  5. Direct Instruction: Fire Triangle
     • Pass out the Fire Triangle Student Handout to each student, if it was not copied on the back of the fire extinguisher handout.
     • Go through the Fire Triangle Presentation and have students fill in their paper as you go through the presentation.
     • At the bottom of the page, have students draw or list at least 2 examples (each) of fuel, heat, and sources of oxygen.
     • Tell students that not only are these three components needed for a fire to start, but they are also needed for a fire to continue to burn. If a part of the Fire Triangle can be removed, a fire will stop burning.
       
       
  6. Activity: Fire Triangle Scenarios
     • Display and discuss several of the Fire Triangle Scenarios (as time permits).
       • Discussion questions are listed after each scenario.
     • For each scenario, call on students to identify the components of the fire triangle and explain how to put out the fire.
       
       
  7. Closure: Exit Ticket
     • Pass out the Fire Extinguishers & Fire Triangle Exit Ticket.
     • Remind students that they should use the vocabulary (fire triangle, fuel, heat, oxygen, extinguish, etc.) in their answers.
     • Exit Ticket Questions/Answers:
       • What are the steps of P.A.S.S.? (Pull the pin. Aim at the base of the fire. Squeeze the handle. Spray or sweep the hose back and forth to cover the fuel.)
       • What did Rose (the mom) do to stop the oil from catching on fire? (answer: put a lid on it and moved it from the burner)
       • What part(s) of the fire triangle correlate with what Rose did? (answer: cuts off the oxygen and removed heat, respectively)
       • What part of the fire triangle would be eliminated if Rose used a dry chemical fire extinguisher? (answer: Dry chemical fire extinguishers are the most common kind. They cut off oxygen, because they spray a layer that separates the fuel from the air; it doesn’t significantly reduce heat or move fuel away from the heat source.)
       • Extend Your Thinking: Who should know how to put out a fire in the workplace?
       • Extend Your Thinking: How can a workplace, such as a hospital or doctor’s office, spread fire safety awareness?

• Teacher Notes

  
  
  • Recommended: Copy the P.A.S.S. Fire Extinguisher Student Handout and Fire Triangle Student Handout back-to-back on one paper.
  • Lesson pacing: 15 minutes for the case study and discussion questions; 10 minutes for P.A.S.S. notes and modeling; 15 minutes for Fire Triangle instruction and student notes; 10 minutes for fire triangle scenarios; 5 minutes for follow-up discussion
  • This lesson may be extended to a second day if the student groups are given the scenarios to discuss and present their analysis of the scenarios to the class.

• Optional

  
  

  Evaluation/Assessment:

  • The teacher can informally assess learning through the whole-group discussions.

  Extension Ideas:

  • Have students create a cartoon of someone using a fire extinguisher or draw diagrams of each of the 4 steps of P.A.S.S.
  • Invite the local fire department to come to the school to discuss the career of a firefighter and/or bring the fire truck and ambulance for students to tour.