Level 2

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 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 3 - Physical Education and Wellness Curriculum

ORGANIZING IDEA

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

GUIDING QUESTION

How is safety connected to health?

LEARNING OUTCOME

Students investigate and explain safety and its correlation to health.

Proactive planning includes:

  • wearing appropriate and protective gear
  • awareness of instructions and guidelines

Specific rules or guidelines can:

  • determine a course of action
  • prevent accidents
  • protect safety of self and others

Experiences that involve challenges and taking risks can develop knowledge around safety.

Resources that support personal safety include:

  • safety networks
  • emergency services
  • safety manuals or guidelines

Safety involves prevention that requires proactive planning.

Rules and guidelines can promote safety in various contexts.

Safety is impacted by the environment and behaviours.

Safety of self and others can be met through awareness of supports.

Examine situations that require proactive planning.

Explain the function or purpose of specific rules or guidelines within various contexts.

Generate examples of situations where behaviours would be appropriate and others where they would involve risk.

Identify available resources that support safety.

GRADE 3 - English Language Arts and Literature Curriculum

ORGANIZING IDEA

Oral Language: Listening and speaking form the foundations for literacy development and improve communication, collaboration, and respectful mutual understanding.

GUIDING QUESTION

In what ways can listening and speaking be enhanced to improve oral communication?

LEARNING OUTCOME

Students examine and apply listening and speaking skills, processes, or strategies in a variety of formal and informal interactions.

Presentations can be improvised or prepared.

Presentations can be delivered in different ways, including:

  • oral reports
  • readers’ theatre
  • dramatizations
  • digital stories
  • recorded interviews

Thoughts and ideas in speech can be grouped together in logical sequences.

Presentations share stories, ideas, or information with an audience.

Group relevant ideas, events, or information in a logical sequence when presenting.

Develop communication skills through individual or group presentations.

Compose and share a short speech or oral report.

Participate in presentations as a respectful audience member.

GRADE 4 - 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 taking responsibility impact safety?

LEARNING OUTCOME

Students analyze and explain responsibility and how it can impact personal and group safety.

Responsibility includes making decisions to ensure self or others are not in unsafe and uncomfortable situations.

Responsibility occurs in a variety of contexts, such as:

  • home
  • learning environment
  • community
  • online

Responsibility includes the opportunity, ability, or right to act independently or make decisions.

Responsibility includes an awareness of surroundings to determine the safety of a situation.

Describe responsibility and its impact on personal and group safety in a variety of contexts.

Examine how responsibility can impact safety in a variety of situations.

Learning Objectives

  1. To describe a fire safety plan and why it is important.
  2. To identify at least 3 elements of a fire safety plan.
  3. To describe how to safely exit a building in the event of a fire.

Key Messages

  • If you hear a fire alarm / smoke alarm, exit the building quickly and report it. Remember to get out, and stay out!
  • If there is an emergency, tell an adult or phone 911.
  • Flames are too hot to handle - never play with matches or lighters.
  • Fire can spread very quickly.
  • Making a safety plan with your parent or guardian is very important.

Required Materials / Teacher Preparation

  1. Internet connection and mechanism to watch videos (i.e., computer, projector, SMART board).
  2. Flipchart paper / whiteboard / SMART board.
  3. Paper and pencils for the class to write their news story.
  4. Optional equipment - smoke alarm for demonstration.

Time Required to Teach Lesson

  • Approximately 45 minutes.

Safety Considerations

  • Potentially traumatic video of fire spreading.

Activities

1. Explain to children that "Matches and lighters are very dangerous. Adults may use lighters and matches for things like lighting candles or BBQs, but it is important to never play with fire. Even a small fire can get out of control quickly, and could seriously burn you or cause damage to physical property, like buildings, homes and parks."

a. Ask students: "What are some things that you can do in 3 minutes?" Encourage students to share their answers to the class. Examples could include getting dressed, tying your shoes, petting your dog, etc.
b. Explain to the class "You can do a lot of different things in 3 minutes. Fire can do a lot in 3 minutes, too. It is important to never play with fire. Matches and lighters are not toys. Even a small fire can burn out of control, and cause a lot of damage in 3 minutes."
c. Show the class this YouTube video showing how fast fire can spread

i. https://www.youtube.com/watch?v=piofZLySsNc

IMPORTANT

Teacher discretion is advised. Please evaluate whether this video is appropriate for your classroom audience. If you anticipate that the content of this video may be distressing to students, please omit viewing the video from your lesson plan and instead describe how fire can spread to an entire house in three minutes.

2. With the class, brainstorm a name for an online blog post about fire safety. Situate yourself as the writer of the blog. Say to the class, "this just in - a local fire department called to let me know there was a fire this morning on First Street. There was significant damage to the resident’s home. Thankfully everyone, including the cat, got out safely."

a. "When the fire department arrived, the firefighters were shocked that the family didn't have a fire escape plan! To help raise awareness about fire safety, the fire department asked us to cover a story on our influential blog. As the editor, I'm going to put the whole team on this story. We're going to make sure we get the facts straight about fire safety!"
b. Upload and present the National Fire Protection Association "Every second counts in a home fire!" cartoon video or the "Why seconds count" mock simulation video of living room burning. Messages from the video include:

i. Fires spread fast, make sure each person in the household knows what to do in the case of an emergency.
ii. Make sure there are two exits out of each room. One can be through the door, and the other can be through the window.
iii. Once you hear the smoke alarm, it’s important to get out, and stay out! Firefighters are trained to go into burning buildings, you are not.
iv. Once you exit the building, go to your meeting place.
v. Once you’re at your meeting place, do a headcount to make sure everyone has exited the building.
vi. At your safe meeting point, phone 911 right away, and be sure to let them know if anyone else is still inside. Ask a neighbour or trusted adult if you do not own a phone.

c. Say to the class "as blog reporters, we will be covering the 5 W’s - Who, What, Where, When, and Why of the story. We’re going to go over each of the key messages about fire safety, and think about how the 5 Ws might apply."

i. On a piece of flip chart paper, white board, or SMART board, write the key messages for fire safety:

1. If you hear a fire alarm / smoke alarm, exit the building quickly. Remember to get out and stay out!
2. Don't stop to grab anything on the way out.
3. Call 911 as soon as possible to report the emergency.
4. You should know the fire safety plan for your home, including the designated meeting place.
5. Every room should have at least two exits.

ii. For each fire safety rule, ask the class how they could apply one of the 5 Ws.
iii. For example, ask the class

a. "Who should know the fire safety plan?"
• Everyone!
b. "What should you do if you hear a smoke alarm?"
• Immediately exit the building and call 911
c. "Where should you go if there is a fire?"
• If there is a fire, remember to exit right away and go to the safe meeting place. It is important to make a fire escape plan with everyone in your home so that in the event of a fire, everyone knows where to go.
d. "When is it okay to go back inside a building after the smoke alarm sounds?"
• Only when the fire department arrives and lets you know that it is okay to return inside.
e. "Why is it important to have 2 exits per room in your fire escape plan?"
• So that in the event of a fire, you can go out one exit if the other is blocked by flame.

3. Have students break into groups of 2-3 and explain that "It is very important for every house to have a fire escape plan in case of a fire. You are architects who will draw a house and create a fire safety plan for it. The house must have arrows coming from each room representing how you can leave the room and where you will meet in case of a fire. The house can have any number of rooms but every room must have two exits from it, which can be doors or windows. You can draw your own house or an imaginary one."

a. Put up this photo as an example. A primary escape is the first route used to escape, while a secondary escape is the one used if the primary one is blocked by fire or smoke.
b. Each group will draw a top-down view of a house with multiple rooms.
c. Each room must have two arrows coming from it where people can escape from.
d. Each arrow must meet at the same designated meeting place.
e. If students are struggling they can copy the example.
f. If students finish early, tell them to design a large and more complex building.

4. Tell the class "Now we have everything we need for the article, the last thing to do is write down something we learned today and why it is important to know."

a. Have students write a couple sentences about something they learned and why it is important to know.
b. Can include:

i. How fast fire spreads
ii. How to make a fire safety plan
iii. Designate a meeting place
iv. Call 911 immediately after escaping a building

Class Discussion Questions

a. You wake up in the middle of the night to a smoke / fire alarm, what should you do before and after you leave your house?
Prompts: If you don't have a cell phone, what do you do? What should you do if an exit is blocked? Should you stop to grab anything?

Let's Review

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

Let’s Review: Fire Safety

Are you ready to review what we learned?
Select ‘true’ or ‘false’ for each question.

1 / 5

1. If you hear a fire alarm, you should stay inside.

2 / 5

2. You should have a designated meeting point in a fire safety plan.

3 / 5

3. You should have one exit per room.

4 / 5

4. Fire spreads very quickly.

5 / 5

5. You should take important items with you during a fire.

Your score is

0%

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.

Resources for parents:

Community Connections

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.

  • 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.

i. This place should be easy to get to, and be a safe distance from the home.
ii. 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.
iii. This meeting place will also be a safe area to phone 911.

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.

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

National Fire Protection Association ‘Every second counts in a home fire!’ video:
https://www.youtube.com/watch?v=Vc-AkbpdSYk

National Fire Protection Association ‘Look, Listen, Learn, with Simon to discover more about fire safety’ video:
https://www.youtube.com/watch?v=l-UsyL18kZw

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