Extinguishing the Match

Page 1 of 1

Name ________________________________________________________________________

Directions: Look at the pictures below. In each picture, one side of the fire triangle has been
removed in order to put out the match. Draw lines from each picture to the side of the
triangle that has been removed. Be prepared to explain your choices in a class discussion.
n

Fue
yge

l
Ox

Heat

EXTINGUISHING THE MATCH

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 The Secret Fire Message
Page 1 of 1

Name ________________________________________________________________________

Directions: Examine the secret message below. It is composed of words and pictures called
rebus writing. Try to solve the puzzle and decode the secret message. Then, create your own
rebus secret message, summarizing what you believe is the most important rule about using
matches or lighters. Make sure your rebus pictures are clear and easy to decode.

D + s + tive + s happen

W+ kids te with .

Playing with is not an + id + t. Its

a choice U M + - c. When U te

with ,U ppy + t yourself f+d

others in .

THE SECRET FIRE MESSAGE

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Helpful and Harmful Fires
Page 1 of 1

Name ________________________________________________________________________

Directions: Is this fire helpful or harmful? Create scenarios to answer the following
questions about the fire in this barbecue grill. You may draw the scenarios, describe them in a
short paragraph or write a short skit. Share your scenarios.
1. What are five or more ways this helpful fire could become harmful?
2. What would be the effects of this fire becoming harmful?
3. What could be done to prevent this fire from becoming harmful?

HELPFUL AND HARMFUL FIRES

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Find the Fire Hazards
Page 1 of 1

Name ________________________________________________________________________

Directions: List all the possible fire hazards in this house.

3 5
4

FIND THE FIRE HAZARDS

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Arranging for Fire Safety in
the Kitchen
Page 1 of 1

Name ________________________________________________________________________

Directions: It is your job to determine the safest place to locate the following objects in the
kitchen. Draw your decisions on the picture.

Electrical outlets Roll of paper towels

Basket or container of table napkins Dish towel
Hot pads Blender
Toaster or toaster oven Coffee pot
Canisters of flour, salt, etc. Wooden cutting board
Pet food bowls Decorative cookie jar
Kitchen matches

ARRANGING FOR FIRE SAFETY IN THE KITCHEN

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Kitchen Fire Hazards
Page 1 of 1

Name ________________________________________________________________________

Directions: List fire hazards that can be found in a kitchen in column 1. In column 2,
describe the effects an accident could cause. In column 3, list the best ways to prevent the
accident.

1. Fire Hazards 2. Effects of an Accident 3. Prevention

KITCHEN FIRE HAZARDS

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Fire Safety Equipment
Page 1 of 2

Name ________________________________________________________________________

Directions: Using an actual smoke alarm, identify each labeled part of the smoke alarm.
Take it apart and put it back together to see if you can test it correctly. On the back of the
sheet, answer the following questions:
1. Are smoke alarms warning or suppression devices? Why?
2. How does each part of the alarm help make it work?
3. How can you be sure that smoke alarms are working properly?
4. How many smoke alarms must be in a home?

Smoke Alarm

FIRE SAFETY EQUIPMENT

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Fire Safety Equipment
Page 2 of 2

Directions: Look at the picture. Use the Internet or other media sources to help you determine the
function of each part of the fire extinguisher.

safety pin gas cylinder release gauge plastic siphon tube

actuating rod valve discharge nozzle carbon dioxide cartridge
spring-mounted valve handle fire suppressant reservoir operating lever

Fire Extinguisher

FIRE SAFETY EQUIPMENT

Visit the American Red Cross Web site
Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 The Firefighters Equipment
Page 1 of 2

Name ________________________________________________________________________

Directions: On the picture below, briefly explain why each piece of equipment is needed
given what you know about the nature and behavior of fire. Also note: (1) What more do you
need to know about any of the pieces of equipment on the sheet? (2) Where can you find the
information you need?

SCBA Mask

Pack
A Air
B
SC

Gloves

Turnout Coat

Boots

THE FIREFIGHTERS EQUIPMENT

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 The Firefighters Equipment
Page 2 of 2

Helmet

Hoo
d

Radio

Fla
shl
igh
t

Ax

THE FIREFIGHTERS EQUIPMENT

Visit the American Red Cross Web site
Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Escape!
Page 1 of 1

Name ________________________________________________________________________

Directions: Use the grid below to draw a simple floor plan of your home. If your home has
more than one floor, draw each floor separately on a separate grid. Add at least two color-
coded escape routes from each room. Mark an outside meeting place with an X or, if the grid
is too small, write a brief description of where your family will meet. Make a key showing
what routes belong to what rooms.

ESCAPE!
Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Planning Escape Routes
Page 1 of 2

Name ________________________________________________________________________

Dear Parent or Guardian,

In class, we discussed how to exit the school building in case of a fire. We planned an alterna-
tive way to get out of the building in case the usual exit is blocked. We also reviewed the
school evacuation (fire) drill rules and procedures.

It is important to develop and practice a home escape plan in case of fire. Your child has an
assignment to complete in which he or she will design a floor plan of your home and show at
least two escape routes per room to use in case of fire. Please review the safety tips on the
following page with your child and supervise his or her escape planning.

Once the plan is completed, have your family practice escaping your home, meeting in the
assigned place, and alerting the proper emergency services. You will probably need three or
four practices. Time your practices and, after each, discuss ways to improve your time. After
your final practice, help your child figure out your average family escape time.

Your child will be discussing your practices and time trials at school and sharing ideas on
ways to improve both the escape routes and escape times.

Thanks for your help with this important exercise.

PLANNING ESCAPE ROUTES

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Planning Escape Routes
Page 2 of 2

When planning escape routes from your home

Determine at least two ways to escape from every room in your home.

Consider escape ladders for sleeping areas on the second or third floor. Learn how to use
them, and store them near the window. In a high-rise building, remind everyone they
cannot use elevators but must move carefully and quickly down the stairs.

Select a location outside your home where everyone would meet after escaping.

Practice your escape plan at least twice a year, once you have established good practices
and a safe escape time.

With each family member, review how to call 9-1-1or your local emergency service
number and identify accurately the location of your home. (Remember, call 9-1-1 or any
other emergency number only in an actual emergency.)

Escape Safely

If you see smoke or fire in your first escape route, use your second way out.

If you must exit through smoke, crawl low under the smoke to your exit.

If you are escaping through a closed door, feel the door carefully before opening it. If it is
warm, use your second way out if possible.

If smoke, heat or flames block your exit routes, stay in the room with the door closed.
Signal for help using a bright-colored cloth at the window. If there is a telephone in the
room, call 9-1-1 and tell the operator your situation and location.
Once you are out, stay out! Call the fire department from a neighbors home.

PLANNING ESCAPE ROUTES

Visit the American Red Cross Web site
Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 The Temperatures of Fire
Page 1 of 1

Name ________________________________________________________________________

Directions: Research to discover the temperature at which each of the fire events listed
below occurs. Draw a line from each temperature marked on the thermometer to the event it
represents. How does this activity help you understand the importance of heat as one of the
sides of the fire triangle?

Events
1300 1400 F (704.4 760 C)
Boiling water
Flashover for a typical room 900 F (482.2 C)

Freezing 482 1112 F (250 600 C)

Ignition temperature of butane in a butane lighter
464 F (240 C)
Ignition temperature of cotton sheeting
Ignition temperature of hardwood floors 451 F (232.7 C)

Ignition temperature of matches 446 F (230 C)

Ignition temperature of paper
442.4 446 F (228 230 C)
Ignition temperature of plastic
400 600 F (204.4 315.6 C)
Ignition temperature of safety matches
Ignition temperature of the wood framing in a home 325 F (162.7 C)

Ignition temperature of wool 250 500 F (121 260 C)

Windows and light bulbs burst
212 F (100 C)

75.2 F (24 C)

32 F (0 C)

THE TEMPERATURES OF FIRE

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Staying Safe
Page 1 of 1

Name ________________________________________________________________________

Directions: Look at each scenario below.

(a) What is happening in each room?
(b) What is the problem presented to a person trying to stay safe?
(c) What are the best solutions to that problem?
Now, write a story that explains how to solve the problem in each scenario.

STAYING SAFE
Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Firefighters in Action
Page 1 of 1

Name ________________________________________________________________________

Directions: Make a list of what the firefighters and the Red Cross workers are doing.
Describe the reasons for their actions.

FIREFIGHTERS IN ACTION
Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Interview With a Firefighter
Page 1 of 2

Name ________________________________________________________________________

Below is an interview with Chief John Brogan, 34-year veteran firefighter with the Fire
Department in Chicago, Illinois. Currently, he is the Coordinator of Fire Awareness.

Q. What are the different careers you might have in the area of firefighting?

A. Some of the different careers in the Department are Firefighter, Engineer,

Driver/Apparatus Operator, Fire Inspector, Fire Cause Investigator, Public Relations
(Public Information Officer, Media Representative), Public Education, Emergency Medical
Technician (EMT-Basic, EMT-Paramedic), Dispatcher, Training Instructor and upper-level
management.

Q. What must you know, and what skills must you have, if you wish to have a career in the
Fire Department?

A. Some of the most important skills and knowledge that will help you in a career in the Fire
Department are
An ability to read well, and write and speak clearly and concisely.
An ability to get along well with others.
The possession of a valid drivers license.
Good physical conditioning and stamina.
Skills relating to firefighting are taught in the training academy and in the field, after
successful completion of academy training.

Q. What might you learn as you train for your career?

A. You should be aware that many, although not all, fire departments are looking for
applicants with a college degree.

Some of the subject areas that are taught in formal academy training include the
following:
Fire Behavior Personal Safety Building Construction
Forcible Entry Ventilation Extrication
Rappelling Knot Tying Fire Service Hydraulics
Fire Streamsuse of hose and appliances Electrical Awareness
Ladder Climbing and Safety Emergency First Aid
Tool and Equipment Usage and Safety Terrorism Awareness
Hazardous Materials Awareness and Operations

INTERVIEW WITH A FIREFIGHTER

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Interview With a Firefighter
Page 2 of 2

Q. What might be good subjects to study while you are still in school? Why?

A. To help prepare for a successful career in firefighting, the following subjects are
recommended:

English, Grammar, Speech, History, MathAll will help with communication

skills, which include report writing as well as interacting with other firefighters and the
public.

Physical EducationHelps prepare for the physical demands of firefighting.

Sciences: Biology, Chemistry, Physics, Anatomy, PhysiologyHelp with

patient care, and understanding leverage and mechanical advantage and the reaction of
hazardous chemicals.

Shop Classes: Mechanics, Electrical, ArchitectureHelp with safety

through knowledge of mechanical systems, electricity and building construction.

INTERVIEW WITH A FIREFIGHTER

Visit the American Red Cross Web site
Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Preparing for a Career in
Firefighting
Page 1 of 1

Name ________________________________________________________________________

Directions: Answer the following questions as you research careers in firefighting. Try to
find as much detail as possible. Would you like a career in firefighting? Explain.

1. What are the different careers you could have in the area of firefighting?

2. What knowledge and skills must you have for a career in the area of firefighting?

3. What would you learn if you trained for a career in the area of firefighting?

4. What subjects should you study in school to prepare for a career in the area of firefighting?
Why?

PREPARING FOR A CAREER IN FIREFIGHTING

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Koreys True Story
Page 1 of 2

Name ________________________________________________________________________

Thirteen year-old Korey Monahan of Dubuque, Iowa, signed up for an American Red Cross
fire safety course at her Boys and Girls Club. Then, she helped her family practice what
they would do in an emergency. It was a good thing she did because, just a month later, on
April 1, 2003, fire struck her home and Korey had to help her family survive.

Q: Where did the fire start in your home and where were you when it started?

Korey: The fire started in the living room at night, about midnight. Everybody was asleep.
We must have been asleep about two hours.

Q: What did you do when you knew there was a fire in your home?

Korey: My sister Kelsey and I went downstairs to the third floor to get my mom. My brother
and sister, Kenan and Kalyn, were on the same floor. My sister Kiera was on the
fourth floor, too. She woke up. Fire was in the hallway where the front door was, so
we couldnt get to our first escape route. Mom said, Everyone to the balcony,
which was our second escape route.

Q: What were the short-term effects of the fire?

Korey: After the fire, we moved in with my Grandma and Grandpa. The next day, Mom and
Grandpa went back to the house to see what they could save. There were some
things on the third and fourth floor they could save some clothes, mostly. But, they
couldnt save anything else because everything was black with soot and ruined by the
water used to put out the fire, especially the things on the fourth floor. We stayed a
month at my grandparents house, then we moved into an apartment.

Q: Did you have any delayed reactions and, if you did, what were they?

Korey: I didnt, but my sister Kiera did. She started having nightmares, but they didnt last
long.

KOREYS TRUE STORY

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Koreys True Story
Page 2 of 2

Q: What were the long-term effects and how long did they last?

Korey: We lost everything. I really liked my room and my bed. I lost my CD player, my CDs.
I lost a picture of my brother, Kenan, when he was a baby, and we lost all the family
pictures. We lost our fish.

Q: What changes occurred in your life because of the fire?

Korey: Were in an apartment now. We had more room in a house and it had a yard. We
used to play in it, and my brother used to be able to ride in the alley on his bike.

Q: How did you feel about what happened?

Korey: At first, I felt scared; I felt scared the whole time. After I was at my Grandmas, I was
still scared another fire would happen. Then, after the first night I was okay. But,
when we moved, I was afraid all over again, but only at first. Then, I wasnt scared
anymore. But, I think, if I moved into another house, I would get the same feeling,
maybe because I didnt like feeling like I did. I felt sad because we lost everything.

KOREYS TRUE STORY

Visit the American Red Cross Web site
Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Coloring Your Feelings
Page 1 of 1

Name ________________________________________________________________________

Directions: Colors can trigger feelings or memories. Color each oval below as indicated,
and on the lines below each color, write feelings that come to mind when you see the color.

green yellow blue

gray red purple

COLORING YOUR FEELINGS

Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Sharing Feelings
Page 1 of 1

Name ________________________________________________________________________

Dear Parent or Guardian,

People who have gone through upsetting eventsfrom a fire at home to criminal activities in the
communityhave different feelings, some very painful. For example, you may feel gratitude if a fire
occurred, but everyone made it out safely. However, you might also feel anger because the fire could
have been prevented.

It helps children to express their feelings in a safe and positive environment to people they know and
trust, like you or a trusted member of your community. Here are some tips about helping your child
express and deal with feelings, both comfortable and uncomfortable.

Keep the lines of communication open. No matter how old they are, talking with your children will
give them an opportunity to use you as a sounding board for their feelings. Try to reflect back what they
say to you to help them view their feelings in an objective light. Then, ask them to think of some ways
to accept and express the uncomfortable feelings and enjoy the positive feelings. Your advice will help
them choose appropriate actions to take.

When you ask them questions, make sure they will respond with more than one-word
answers, such as yes or no. Have them explain or describe their feelings or the event that caused
those feelings. Why do they have these feelings? Are they comfortable feelings? Why or why not? Keep
your responses sympathetic and objective. If they have questions about their feelings and responses, do
not give them answers. Instead, encourage them to answer their questions themselves.

Never make fun of, deny or criticize your childrens feelings. Feelings are not actions, and they
are real and personal to each person. Encouraging your children to express their feelings will give you a
chance to guide any actions they may take in response to their feelings. Listen carefully. If your children
believe their feelings and ideas are valued, they will talk openly and you can learn a great deal about
them.

SHARING FEELINGS
Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross
 Helping Me
Page 1 of 1

Name ________________________________________________________________________

Directions: How do you think you would feel after a terrible event, such as a harmful fire?

If you could talk to the firefighters, what would you say?

If you could tell your best friend about how you feel, what would you say?

If someone could tell you something or do something for you, what would you want it to be?

HELPING ME
Visit the American Red Cross Web site Masters of Disaster Fire Prevention and Safety, Level 2
at www.redcross.org/disaster/masters Copyright 2007 The American National Red Cross