Level 3

Fire Safety & Burn Prevention

In Alberta, there are an average of 65 hospital admissions each year that happen to children related to fire and burns.¹

Of these hospital admissions, 51% are related to hot liquids, including beverages. Additionally, there are an average of 2,229 emergency department visits among children due to burns each year. Serious burn injuries can occur in a number of ways, including contact with fire / flame, contact with hot liquids such as hot water, drinks, or oils, or contact with hot steam. Burns can also occur by touching hot appliances that are commonly found in and around the home, such as stoves / ovens, clothing irons, kettles, and curling irons. Other items, such as radiators and space heaters, also pose a risk of burns to children.

In addition, it is important that every family in Alberta have a household fire escape plan. Developing and practicing a household fire escape plan is an important way that families can protect themselves from serious injury or loss of a loved one as a result of a fire.

Despite the risks of fire and burns, there are things adults, parents and caregivers can do to help keep kids safe. Key strategies to protect children from burns include the following:

1. Install a smoke alarm on every floor of their homes. A smoke alarm should be located in or near every bedroom or sleeping area. Smoke alarms should be tested every month.

2. Teach children what to do if a piece of their clothing catches on fire using Stop, Drop, Cover and Roll.

a. If a piece of a child’s clothing catches on fire, they should Stop where they are, Drop to the ground, Cover their face with their hands, and Roll until the flames are put out. It is important for the child to cover their face with their hands - this will protect their face from the flames, and will help stop them from breathing in smoke, which can be harmful. Once the flames have been put out, the child can call an adult for help.

3. Upon hearing a fire alarm / smoke alarm, everyone must immediately evacuate and call 911.

a. Once they get outside, they must stay outside until a firefighter indicates it is safe to go back in.

4. Children should be involved with their families / household members in designing a fire escape plan so that everybody in the home knows what to do in the event of a fire.

a. Parents should do a walk-through home tour with their children as part of their fire escape plan.
b. The fire escape plan should also include a floor plan of the home, mapping at least two escape routes for each room. One exit can be through a door, and another can be through a window (if the window is on ground-level). Adults in the home should make sure that children can open all of the doors and windows to escape in the event of a fire.
c. If children live in a high-rise building, explain to them to only use the stairs as part of their escape route. They may get trapped in the elevator, or exit on a floor where there is a fire burning, so it is important to always take the stairs.
d. If the exit is blocked by smoke or fire, teach children to crawl on their hands and knees to escape the building.
e. Pick a safe place to meet as part of the fire escape plan. This place should be easy to get to, and be a safe distance from the home.
f. Teach children to tell an adult if they smell / see smoke or fire. If children need to report a fire, walk them through what to expect when they phone 911. Teach children that if they phone 911, they will need to share the following information:

i. The kind of emergency
ii. Their name
iii. The location of the emergency
iv. The phone number that they are calling from

g. Explain to children that if they phone 911, the fire department should be the one to end the call. Always stay on the line until the dispatcher ends the call.

5. Learn to practice safe behaviours around hot items and hot liquids. Adults should keep a 1 metre (3 feet) no-child zone around things that are hot or can get hot.

a. Make sure to keep at least 1 metre (3 feet) away from heating appliances, like radiators, space heaters, and gas fireplaces. This also applies to items that could burn, like bedding, table cloths, furniture, and walls.
b. Heating appliances are not toys. Children should always be supervised around heating appliances like space heaters.
c. If using a space heater, make sure to turn it off if planning to take a nap or leave the room.
d. When using a wood burning fireplace, make sure to use a screen to prevent sparks from landing outside of the fireplace.
e. Heating systems should be inspected once a year, and cleaned by a professional, if needed.
f. Hot liquids can burn skin just like fire can.
g. Explain that matches and lighters are not toys. Adults may use matches or lighters for things like lighting candles or BBQs, but matches and lighters are not for children.
h. Playing with matches, lighters, can create fires that can get out of control very quickly. Fires can burn them and cause serious injury. Fires can also burn other important things, like their home or other property.
i. Matches and lighters should be locked up high and out of sight from young children. Children need to know what to do if they find matches or lighters. If a child finds matches or lighters, they should tell an adult.

References

* This lesson plan has been adapted from the National Fire Protection Association (NFPA)’s RiskWatch Safety Program on Fire and Burn Prevention, as well as the NFPA's Learn Not to Burn program.
1. Injury Prevention Centre. (2019). Alberta Child and Youth Injury Report, Hospital Admissions (2004-2013) / Emergency Department Visits (2011-2014). Edmonton, AB: Injury Prevention Centre.

GRADE 5 - Physical Education and Wellness Curriculum

ORGANIZING IDEA

Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.

GUIDING QUESTION

How can responsibility lead to a desired outcome? 

LEARNING OUTCOME

Students analyze responsibility and consider the impact on well-being. 

Responsibility is being accountable for actions and decisions and accepting the results or consequences.

Safety of self and others can be enhanced through community programs, such as first aid training, and supports, including health professionals. 

Responsibility to ensure the safety of self and others includes following:

  • laws
  • rules
  • practices
  • protocols

Personal actions and decisions can affect physical, social-emotional, and financial well-being.

Responsibility includes ensuring the safety of self and others.

Reflect on how the results or consequences of personal actions and decisions can affect the wellbeing of self and others.

Identify laws, rules, practices, and protocols that support safety and well-being in a variety of contexts. 

GRADE 6 - Physical Education and Wellness Curriculum

ORGANIZING IDEA

Safety: A lifetime of optimal well-being is supported by prioritizing health and safety.

GUIDING QUESTION

In what ways might risk influence the outcome of an action? 

LEARNING OUTCOME

Students examine risk and identify the factors that influence action. 

Risk is the overall assessment and identification of hazards related to personal safety and vulnerability.

Short-term and long-term risk can be managed or reduced through planning, rehearsal, and evaluation.

Aspects of life impacted by risk include:

  • mental health
  • physical well-being
  • safety

Measured risks can be taken in stages and are more likely when individuals feel safe, respected, and trusted. 

Risk can lead to an increased likelihood of complications in various contexts.

Risk has potential to positively or negatively impact several aspects of life

Discuss how feelings associated with risk taking affect actions and decisions. 

Describe consequences that may result from risk taking in various contexts.

Reflect on the positive and negative impacts of risk taking in a variety of contexts.

Learning Objectives

  1. To identify home hazards and actions to prevent fires in the home.
  2. To understand the science of fire and how to extinguish a fire.

Key Messages

  • Cooking is serious business.
  • If you hear a fire alarm / smoke alarm, exit the building quickly and report it. Remember to get out, and stay out!
  • Understanding the fire triangle and how to deal with a grease fire.

Required Materials / Teacher Preparation

  1. Candle.
  2. Matches or lighter.
  3. Cup or jar to place over the candle.
  4. Non-flammable plate.
  5. 2x2 inch square of tin foil with a slit cut in it.
  6. Ice cube.
  7.  Fire extinguisher for safety.
  8. "Science of Fire" slides that discuss combustion and the Fire Triangle, which can be found here: The Science of Fire.
  9. Kitchen safety video https://www.youtube.com/watch?v=BMXOZw3QpQI
  10. Video on grease fire safety https://www.youtube.com/watch?v=PoGkFxtV9Uw
  11. Flipchart paper / whiteboard / SMART board.
  12. Paper and pencils for the class to write their blog.
  13. Optional - smoke alarm for demonstration.

Time Required to Teach Lesson

  • Approximately 45 minutes.

Safety Considerations

Fire is used in activities. Make sure to:

  1. Have a fire extinguisher on hand.
  2. Ensure that the access to exits are unobstructed.
  3. Emphasize to the class that it is not okay to play with fire, matches or lighters and that you are trained in their use.
  4. Create a 1 metre (3 feet) no-student zone around the experiment to prevent students from coming in contact with the flame.

Activities

1. Explain to students that they will be learning about the science of fire. Upload and present the ‘Science of Fire’ slides, which can be found here: The Science of Fire. Note: speaking notes can be found in slides.

a. In preparation for this presentation, have a:

i. Candle
ii. Mason jar / cup
iii. Lighter / matches
iv. Piece of tin foil with a slit cut in it
v. Ice cube
vi. Non-flammable plate
vii. Fire extinguisher

b. On slide 5 of the presentation, you will show the effects of a lack of oxygen on fire. Place the candle on a non-flammable plate and light the candle. Place the mason jar or cup over the candle and watch as the flame goes out due to a lack of oxygen.
c. On slide 6 of the presentation, you will show the effects of a lack of fuel. Using the slit cut into the tinfoil, slide the wick into the slit so that the tinfoil is between the wax and the fire. This will prevent wax from being pulled up through the wick and the fire will be extinguished due to lack of fuel. It may take a minute or so for the candle to extinguish.
d. On slide 7 of the presentation, you will show the effects of a lack of heat. Place the ice cube on the lit wick. This will absorb the heat from the fire and cool it down to the point the fire will go out.

2. Ask the class, "How many of you help your parents / caregivers in the kitchen?" "Cooking is an important skill to learn, and a great way to spend time with your family. However, cooking is also serious business. When it comes to cooking, it is important to be able to recognize re hazards in the kitchen. We will learn what these types of hazards are, so you can enjoy cooking safely."

a. Present the National Fire Protection Association "Kitchen for Trouble" video, which can be found here: https://www.youtube.com/watch?v=BMXOZw3QpQI
b. Ask the class to "recall key messages from the video". Write student's responses on the flip chart paper / white board / SMART board. Key messages from the video include:

i. Be alert when you are cooking, and stay focused on the task at hand
ii. Always stay in the room when you are frying, grilling, or broiling food
iii. Make sure to wear properly fitted clothing. Avoid long sleeves or other clothing items that could cause a fire hazard.

c. Ask the class, "Are there any other kitchen safety tips that weren’t in the video that you can think of? What other kitchen safety tips can we brainstorm as a class?" Additional kitchen safety tips include:

i. Keep flammable items, such as dishcloths and hand towels, at least 1 metre (3 feet) away from hot surfaces
ii. When using the stove, keep pan handles turned inwards
iii. Keep a fire extinguisher in the kitchen. Make sure everyone in the household knows where the fire extinguisher is located.
iv. Know how to put out a grease fire. To extinguish a grease fire, put a lid on the pan to cover the flames. Once the lid is on the pan, turn the heat off, leave the house, and call 911.
Never put water on a grease fire - it may spread the flames. (See activity #3)

3. Ask the class "What should you do when a pan on the stove catches fire while cooking?"

a. This is what’s called a grease fire
b. Show this video to demonstrate how to safely handle a grease fire
c. Key points from video:

i. Put the lid on the pan
ii. Or use a cookie sheet to cover the pan
iii. Leave the house and call 911
iv. DON’T use water or a fire extinguisher as they have the potential to spread the fire faster

d. Ask the class again what they would do if a pan caught fire and see how their answers differ.

Class Discussion Questions

a. What will you change while cooking at home to be safer?
Prompts: Are there other parts of your house you can increase fire safety?
b. You are at your friend's house and you decide to cook some bacon on the stove for sandwiches. What steps should you and your friend take?
Prompts: Tie back hair, roll up sleeves, do not leave while cooking, tell parents about fire safety.

Let's Review

Today we learned about the importance of fire safety and burn prevention.

Fire Safety & Burn Prevention

Are you ready to review what we learned? Complete the following short-answer questions:

 

1. Why is it important not to play with lighters or matches?

2. What are three things you can do in the kitchen to reduce hazards?

3. A grease fire has become out of control; what should you do?

ANSWER KEY:

  1. Lighters and matches are dangerous. Even small fires can get out of control quickly. A small fire could seriously burn you, or cause damage to physical property, like the field, school, or even your home.
  2. Answers can include any three of the following strategies; only cook under the supervision of an adult; when you are using the stove, make sure that pot and frying pan handles are turned inwards; when removing dishes from the oven or microwave oven, be sure to use oven mitts to protect your hands from burns; ensure there is 1 metre of space between cooking appliances and flammable objects; never leave a pan cooking on the stove unattended.
  3. Leave the room and call 911. If the fire has become out of control, you should not try to extinguish it as you risk personal injury. Do not re-enter the building until you are completely sure that the fire is out.

Home Connections

Send out a letter to caregivers informing them that their child is learning about fire safety and burn prevention at school. A sample letter is included below. Encourage parents or caregivers to do a home walk through and make a fire escape plan with all members of the household.

A sample letter is provided below.

Community Connections

1. Invite a local firefighter to come and speak to the class about the importance of fire safety and burn prevention. Alternatively, schedule a field trip to the local fire department.

a. Reach out to your local fire department and ask them if they have any resources on fire safety for children.

Sample Letter

(may be printed on school letterhead or used as a template for SchoolZone / SeeSaw)

Dear Parent / Caregiver,

Today our class learned about fire safety and burn prevention. Knowing what to do in the event of a fire is an important strategy to help keep everyone in your family safe. As a parent / caregiver, there are things you can do to help prevent serious injury related to fires / burns:

1. Install a smoke alarm in your home on every floor. Put a smoke alarm in or near every bedroom or sleeping area if possible. Be sure to test your smoke alarm every month.
2. Design a fire escape plan with everyone in your household. In the event of a fire, everyone in your home should know what to do.

a. Your household fire escape plan should include a floor plan of your home, mapping at least two escape routes for each room. One exit can be through a door, and another can be through a window (if the window is on ground-level).
b. Pick a safe place to meet as part of your escape plan. This place should be easy to get to, and be a safe distance from the home. Good places to meet include a tree, a street light, or the neighbour's house. In the event of a fire, this meeting place will be a safe area to meet and make sure everyone is out of the building. This meeting place will also be a safe area to phone the fire department.

3. Recognize the signs of fire-setting behaviour in children. These can include misusing fire, deliberately starting a fire or concerns about a child’s interest in fire. If you have reason to believe that your child may be starting fires, contact your local fire department right away.
4. Identify the fire and burn / scald hazards in your kitchen. Practice and discuss prevention strategies when cooking and preparing food with your child.

Following these rules can help keep you and your child safe and reduce the risk of serious injury due to fire and burns.

Sincerely,

[Insert Teacher Name Here]

Additional Resources

IAFF Local 731 'Why Seconds Count' video: Why Seconds Count.

National Fire Protection Association 'Kitchen for Trouble' video.

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