Fire Evacuation, Part 1

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 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 second lesson for this case study and can be preceded by the lesson "Fire Triangle and Fire Extinguishers" (See CPALMS Resource ID #219877). It can be followed by “Fire Evacuation, Part 2”in which the steps of R.A.C.E. are related to school fire evacuation procedures and students write a short story about a fire emergency at a school (See CPALMS Resource ID #220036).

• Career Connection

  
  

  Awareness of safety procedures, such as the steps for evacuation, prepares students for emergencies in a workplace setting.

  Students will collaborate as well as practice decision making and problem-solving skills as they design their evacuation maps for a home fire evacuation.

• Learning Objectives

  
  

  Students will be able to:

  • describe the steps of R.A.C.E. for evacuating in case of fire.
  • describe school procedures for what to do in a fire, including evacuation routes and meeting places.
  • work with a partner to design an evacuation plan for the home described in the case study.
  • use academic vocabulary to summarize the steps of R.A.C.E. and how their evacuation plan applies to it.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Fires need certain things to occur and can be put out by eliminating one of those components.
  • Fire extinguishers are used to put out small fires.
  • People should evacuate, if a large fire occurs.

• Guiding Questions

  
  

  Key Questions:

  • How can we prepare for fire emergencies?
  • What components should be in a fire evacuation plan?
  • Why is it important to have a meeting place, should a fire occur?

• Procedure

  
  
  1. Introduction: Pose the following bellwork/warm-up question: “What should you do if a fire starts at your home?”
     • 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 did Rose and Taisha do when they smelled smoke?
     • Could the smoking oil in the pan have caught on fire?
     • Did you notice that the smoke detectors in the Johnson home didn’t start beeping? What reasons could explain why they didn’t go off? (ex. batteries dead, not enough smoke to set it off)
     • What should you do if a small fire spreads to cabinets or the walls?
     • Should you try to put it out or try to escape?
     • How would you let your family members know there was an emergency?
     • How would you know if everyone is safe?
       
       
  4. Direct Instruction: Steps of “R.A.C.E.”
     • Pass out the “Student Handout: R.A.C.E." to each student.
     • Display the “Teacher Handout: R.A.C.E.” for students and have them fill in their paper as you go over each step.
     • Tell students that R.A.C.E. is an acronym to remember the steps of what to do when a fire occurs.
     • Review the steps of R.A.C.E., using the Teacher Handout. Additional Discussion points:
       • R = rescue
         • Note: Students should evaluate the situation for their own safety. They should not approach someone near or in a fire if it would endanger themselves.
       • A = alarm
         • Note: Smoke detectors should beep if there is smoke in a room. Per Florida law, there should be smoke detectors near a kitchen (but not right by the stove), in every bedroom, outside of sleeping areas, near stairs, and on every level (floor) of a home.
       • C = contain
       • E = extinguish OR evacuate
         • Tell students there must be a designated meeting place (outside) so you know that everyone has gotten out of the building.
           
           
  5. Activity: Evacuation Maps
     • Give student pairs a copy of “Fire Safety Home Layout” from the “Fire Safety” Case Study (See CPALMS Resource ID 219978).
     • Review the layout of the home and the locations of the 6 smoke detectors.
     • Tell students that they will work with a partner to create an evacuation plan for the case study home. Then, they will write 2 paragraphs to summarize R.A.C.E. and their evacuation plan.
     • Display the “Fire Safety Case Study Evacuation Plan Directions and Rubric.”
     • Review the directions and rubric. Then, give students 25-30 minutes to complete their evacuation plan and work together to answer the follow up question (writing prompt).
       • Remind students that their summaries should incorporate vocabulary related to fire and evacuation procedures (R.A.C.E.).
         
         
  6. Closure: Discuss the following:
  • • There are 6 smoke detectors in the Johnson home. Why is it important to have one in every bedroom, living area, and on every level of a home?
    • The Johnson family has a one-story home. What can people do who have two-story homes? (ex. purchase a fire ladder, stay near a window and try to get people’s attention for help, etc.)
    • Schools practice fire drills. How could having a fire drill at school be helpful?
    • Career Connection: Businesses must also have evacuation plans and train employees on how to respond in a fire. What role do employees have if a fire breaks out at a business? What if the business is a medical facility, like a hospital or nursing home?

• Teacher Notes

  
  
  • The scenario part of this lesson is designed for students to work in pairs. The teacher can set up partners in advance or let students select their partner.
    • Note: Please review guidelines for group work, such as remaining on-task, positive/encouraging team talk, flexibility, equal participation, etc.
      
      
  • Lesson pacing: 10 minutes for the case study and discussion questions; 10 minutes to discuss R.A.C.E. steps and complete students handout; 25-30 minutes to create the Evacuation Map and respond to the writing prompt; and 5 minutes for the follow up discussion.
    
    
  • Evaluation: The teacher will informally assess learning through group discussion and observation of students during the case study activity. Students can be formally evaluated using their case study evacuation map using the rubric provided.

• Optional

  
  

  Extension Ideas:

  • Students can draw their own home and design an evacuation plan for each room in their homes. ("Personal Home Evacuation Plan Directions and Rubric" is attached to this lesson.)
  • The lesson can be extended to another day if students create a personal home evacuation plan in class and/or present their personal home evacuation plan to classmates.
  • Have students find fire extinguishers throughout school and report their locations to the class.