Fire Safety for Teenagers - PDF

 VOLUME 2 Fire Safety for Teenagers Standardized Public Fire Education Manual BUREAU OF FIRE PROTECTION Volume 2: Fire Safety for Teenagers Standardized Public Fire Education Manual The BFP Standardized Public Fire Education Manual will serve as a reference guideline in...

 VOLUME 2 Fire Safety for Teenagers Standardized Public Fire Education Manual BUREAU OF FIRE PROTECTION Volume 2: Fire Safety for Teenagers Standardized Public Fire Education Manual The BFP Standardized Public Fire Education Manual will serve as a reference guideline in conducting fire safety education lectures and seminars in the community. Module 3: Fire Safety Seminars for Secondary School Students This module will include areas and development focuses in general Fire Education and general Fire Prevention subjects that a Junior secondary learner can comprehend. Module 4: The Fire Square Challenge This Fire safety module will provide a set of games and interactive activities for high school students that can be performed during scouting activities and other school events were the BFP is invited. © Bureau of Fire Protection 2024 Philippines Published by the Material Production and Development Section, Fire Safety Information Division — Bureau of Fire Protection National Headquarters, Miriam Defensor-Santiago Ave., Brgy. Bagong Pag-asa, Quezon City, 1008, Philippines National Library of the Philippines ISBN: 978-621-8396-01-2 (hbk) ISBN: 978-621-8396-02-9 (pbk) ISBN: 978-621-8396-03-6 (ebk) All rights reserved. The mention of specific companies or certain products do not imply preferential endorsement or recommendation by the Bureau of Fire Protection. Reproducting of this manual is vested solely to the Bureau of Fire Protection and its line units. For general information on the Standardized Public Fire Education Manual, please call Material Production and Development Section, Fire Safety Information Division, Directorate for Fire Safety and Enforcement, Bureau of Fire Protection—National Headquarters at 426-3812 local 405.  Volume 2: Fire Safety for Teenagers Preface Volume Overview Discussion of fire safety measures for teenagers is especially challenging considering that for many Gen Z’s, these kinds of topics are boring and unappealing. The importance of imparting fire safety consciousness to this age group, however, cannot be understated for this age group composes 24% to 28% of the total population, a reasonable aliquot of the targeted audience for the widest dissemination of fire safety awareness. In addition, Psychologists also agree that this age group is prone to emotional suggestions, with an egocentric perspective towards the world, making it truly challenging to impart selfless consciousness. Yet, with persistence, the values carried out throughout this awareness campaign will undeniably leave a lasting impact. Thus, the challenge will be the strategic approach that will engage the teenagers embodied in the topics that has been carefully laid out accordingly with their respective methods of delivery. Teenagers, likewise congeal into each other out of common interests, associates themselves into youth groups, fraternities, and “barkadahan” simply out of the need to bond. This is a potential market for the BFP in the effective delivery of the public fire education, these groups can be tapped through the interactive activities specially designed to establish a connection with fire safety as the primary catalyst. Fire Safety subjects are naturally technical because of the scientific nature of fire, its causes, growth, and extinguishment. Hence, in this module, due diligence in the selection of only the basic subjects necessary to be learned by teenagers was strictly observed. The method of delivery is imperatively with the use of the simplified terminologies, with visual examples to elaborately explain the context of the subjects. Simple demonstrations are also introduced to provide for an interactive learning experience for some of the topics. This way, it is with the highest hope that the audience will be kept interested and engaged all throughout the session. Volume Objective In this volume, the objectives are the following: 1. Describe and discuss the basic concepts of fire, its causes and methods of extinguishment using common household materials, and the fire extinguisher. 2. Introduce the concept of fire safety to teenagers in an interesting and age- relevant presentation. 3. Encourage teenagers to take an active role in the promotion of fire safety awareness in their homes, community, and schools through simple acts and initiatives. 4. Promote fire safety consciousness through interactive fire safety games and activities targeting their natural drive for bonding and adventure. Audience and Specific Use This module targets the conduct of fire safety awareness seminars to teenage groups such as: 1. Junior and Senior High School Students 2. Sangguniang Kabataan 3. Youth Organizations (Religious or Civic) 4. And other similar age-bracket audience  Acknowledgment Volume 2: Fire Safety for Teenagers Standardized Public Fire Education Manual Module 3: Fire Safety Seminars for Secondary School Students Module 4: The Fire Square Challenge Technical Working Group (TWG) Team Leader/ Technical Writer Layout Artists/ Illustrators FSINSP GABRIEL G SOLANO FO1 Ken Dominic M Mordeno FO1 Nolan D Yadao BFP NHQ Mod. 3, BFP CARAGA Mod. 4, BFP R3 Technical Writers SFO1 Diovalyn S Cabral FO3 Vicky R Sahagun FO3 Dianne Daphne P Bruno FO1 Joy A Campo BFP R8 BFP R3 BFP R2 BFP R3 FO1 Dioner D Jimenez BFP R6 SPFE CONSULTANT’S ACKNOWLEDGMENT Regional Director, BFP Region 6: FCSUPT JERRY D CANDIDO Regional Chief FSED, Deputy Fire Marshal Cebu City Fire Station BFP Region 7: FCSINSP ETHEL C MARGAHA Teacher III, Jose P Laurel Sr. High School: Mr. Emmanuel G. Halabaso Jr. Project Development Officer II, Youth Formation Division, Department Of Education Central Office: Mr. Juniel Arvin Doloque Project Development Officer II, Youth Formation Division, Department Of Education Central Office: Ms. Jufeel Pulvosa SPFE Creative Director/ Layout Artist: SFO1 Jamaldi G Magdua BFP NHQ Table of Contents Page PREFACE v Overview v Objectives v Target Audience and Specific Use vi Acknowledgment vii Table of Contents ix MODULE 3 Fire Safety for Teenagers 1 Subject 1 Origin of Fire 5 Subject 2 Good Housekeeping Practices for Homes 33 Subject 3 Classes of Fire 53 Subject 4 Simple Fire Suppression Methods Using Ordinary Household Materials 75 Subject 5 Types of Fire Extinguisher 103 Subject 6 Parts of Fire Extinguisher 127 Subject 7 Fire Extinguisher Proper Usage -TPASS 143 Subject 8 Common Cause of Fire Inside Home, School, and Community Fire Prevention Tips 157 MODULE 4 The Fire Square Challenge 181 Game 1 Fire Evacuation Relay 191 Game 2 The Obstacle Course 197 Game 3 Flammable Fire Extinguishment (Firefighting Technique) 209 Game 4 Hose Laying and Hose Folding 217 Game 5 Donning and Doffing of PPE 223 Game 6 Bucket Relay 231 Set Games Game Set-Up Plan 239 ANNEXES & REFERENCES 255  MODULE 3 Fire Safety Seminars for Teenagers 2 MODULE 3 Fire Safety for Teenagers MODULE 3 OUTLINE Fire Safety Seminars for Teenagers Scope This module addresses the need for a standardized lecture material for teenage groups normally between the ages of 13 to 18. Commonly, lectures and seminars concerning this age group happen within the confines of schools during scheduled school events and activities. However, by expanding the coverage to all other groups within the same age bracket, the delivery of fire education likewise reaches out to religious or civic youth groups, Sanguniang Kabataan and other organization or forums. This module includes eight (8) subjects that ideally should all be discussed in the arrangement listed in this module. However, the subjects are also designed that individually, can be independently delivered or in a cluster of aligning subjects depending on the schedule secured by the lecturer or set by the requesting entity. This can be noticed through subjects’ maximum delivery time of 25 minutes to 45 minutes. It will be the discretion of the lecturer which subject to deliver given the time provided by the organizers. The module provided thorough article type discussions accompanied with facilitator’s notes to make the delivery of the subjects easier on the part of the lecturer. The use of words should be simple and vernacular and should incorporate visually appealing presentation. The lecture can incorporate simple drills and demonstrations to allow the audience a first-hand experience to fire safety.  Module Outline 3 Delivery Methodology Interactive Lecture and Controlled Demonstrations Learning Objectives At the end of the module, the participants will: 1. Understand the Origin of Fires, its causes and growth; 2. Know the simple fire suppression methods using ordinary household materials and fire extinguishers; 3. Learn good housekeeping practice for fire safety in the homes and classrooms; and 4. Learn the common causes of fires in the schools and other fire prevention tips. Learning Materials Needed Visual Aides and Visual Cards Multimedia Projectors Demonstration Materials as maybe required per subject 4 MODULE 3 Fire Safety for Teenagers  Subject 1 Fire Safety for Teenagers Origin of Fire ILLUSTRATION BY: FO1 Ken Dominic M Mordeno In this Subject 1... C Cheat Sheet PPT cover LG 1-1 PPT S-3 LG 1-1 PPT S-4-7 LG 1-1 PPT S-9-13 LG 1-1 PPT S-14 Cont. Audio/Visual Aids Outline Notes The lecturer may ask the LG 1-1 participants to give examples of potential causes of fire and PPT S-15-17 show the audience a photo of the mentioned example, if available. The audience must be engaged in LG 1-1 sharing some examples. PPT S-18-24 3.3 Discuss the common and potential fire causes in the household and school grounds. LG 1-1 3.4 Discuss how fire spreads. These effects of fire should be PPT S-25-27 Conduction emphasized to the audience by Convection giving photographic examples. Radiation 3.5 Discuss the effects of fires. Losing your home Getting burned Suffocated by the smoke Death if you cannot evacuate 4. GENERALIZATION LG 1-1 4.1 Summarize the lesson and provide a generalization of the details that the participants must remember. PPT S-28 What have you learned in our lesson today? 5. CLOSING EVALUATION LG 1-1 5.1 Review the objectives by asking the questions. 1. What is fire? PPT S-29 2. What are the possible causes of fire at home and school? 3. How does fire spread at home and school? 5.2 Ask if there are questions or clarifications. 5.3 End of subject.  SUBJECT 1 Origin of Fire 9 What is FIRE? The First step in preventing fires is to understand exactly what it is. The Fire Code Facilitator’s Note of the Philippines (RA9514) defines fire as the active principle of burning, characterized by ▶ Utilize flip cards or heat and light of combustion. multimedia for the presentation. It is a rapid oxidation of a material in the ▶ Allow the participants to exothermic chemical processes of combustion, express their examples such as how they experienced the releasing heat, light, and various reaction components of fire. products. It is neither solid nor liquid. Fire is a chemical reaction that results in light and heat and it usually occurs only in the gas phase. Solids must be heated first, to decay and produce gases, a process called pyrolysis. Liquids must be heated to produce ignitable mixtures in air (vaporization). Combustion or “burning” on the other hand is a high-temperature exothermic (heat- producing) reaction between a fuel, oxidizer (oxygen), and an initial heat source. Combustion occurs when a fuel or other materials chemically react with available oxygen and in the process, produce light, heat, and a flame. The visible, gaseous part of a fire resulting from the heat produced during the reaction is called the flame and consists primarily of carbon dioxide, water vapor, oxygen, and nitrogen. 10 MODULE 3 Fire Safety for Teenagers IN THE ILLUSTRATION: It shows the process of combustion. Facilitator’s Note The Elements of Fire ▶ Perform this activity in front of the participants. ▶ Make sure to observe safety precautions in doing the activity. IN THE ILLUSTRATION: It shows the elements of fire. For the initial combustion to occur, three essential components needed, we often refer to this as the three elements of fire: Fuel, Heat and, Oxygen. These elements are interdependent with each other where all three are constantly  SUBJECT 1 Origin of Fire 11 consumed during the combustion process. The absence or removal of one or more these elements will break the combustion cycle and lead to the extinguishment of the fire. Fuel It is anything that can burn and contains the chemical potential energy released during combustion. Initially, the fuel may be in the form of a solid, liquid, or gas at the ambient temperature. Heat It is the energy component of the combustion process and is responsible for the initial ignition. When heat comes into contact with a fuel, energy imparted supports the initial combustion reaction. Heat also allows fire to spread by drying out and preheating nearby fuel (pyrolysis) as well as warming the surrounding air. The amount of heat required to start the reaction largely depends on the type of fuel and its fire point. Heat/ignition sources include anything capable of generating heat for example lightning, cigarettes, powerlines, catalytic converters, small engine sparks, matches, and sunlight hitting a magnifying glass. Oxygen It is present in the air we breathe and serves as the oxidizing agent for the combustion process. 12 MODULE 3 Fire Safety for Teenagers Because combustion or “burning” is essentially oxygen combining with fuel through the application of heat, the amount of oxygen available controls the speed of the reaction. With a diminished amount of oxygen, the combustion process is slowed (i.e., Rusting). With an abundant amount of oxygen, the chemical reaction is accelerated. (i.e., when fanning flames) More oxygen means a fire will burn hotter Air contains about 21 percent oxygen, and most fires require at least 16 percent oxygen content to burn. When fuel burns, it reacts with oxygen from the surrounding air, releasing heat and generating combustion products (gases, smoke, embers, etc.) in a process known as oxidation. The Fourth Component and the Fire Tetrahedron IN THE ILLUSTRATION: It shows the Fire Tetrahedron.  SUBJECT 1 Origin of Fire 13 The Chemical Chain Reaction While it is true that fire cannot exist without each of the three elements present, simply combining them at random does not guarantee ignition. Otherwise, everything would ignite spontaneously seeing that each element is constantly present at varying levels in our surroundings For combustion to occur, requires that the three elements combine in the correct ratio to initiate and sustain combustion — this is called the chemical chain reaction and is the most essential component of the burning process.1 The Fire Tetrahedron In addition to the elements of fire, the fire tetrahedron and introduces the fourth component – Chemical Chain Reaction. Each face of the tetrahedron represents the interdependent elements needed to ignite and sustain fire. At its base is the chemical chain reaction which brings together the other components to create fire. Having this fourth component together with the three elements of fire provides a clearer understanding of what causes fires to ignite and continue to burn over time. How the Chemical Chain Reaction Happens When the three elements of fire coalesce in the correct ratio, initial ignition occurs, the chemical chain reaction then continues to support the burning process by providing enough heat to sustain the fire. To do this, the combustion Picture Source: https://fire-risk-assessment-network.com 1 14 MODULE 3 Fire Safety for Teenagers IN THE ILLUSTRATION: It shows how chemical reaction works. must produce more heat that it loses to the environment and is achieved by having fuel at their ignition temperature and enough oxygen to support the reaction. As long as this golden ratio is sustained, the fire grows and continues to burn until one or more of the elements run out. Combustion - A Closer Look Combustion occurs when the products of a series of chemical reactions contribute to another reaction. This transformation of products to reactants allows a reaction to continue with minimal or no outside influence. These chain reactions are generally triggered by a single initial reaction where an unstable product from the first reaction becomes the reactant (CO2 + Heat). This is how fire propagates over a larger area. There are three “phases” to a chemical chain reaction: the first is the initiation or the initial spark, the next is the propagation, and the final state is the termination where the system reaches a stable state. Let’s take a lit campfire as a way of illustrating the processes taking place during combustion.  SUBJECT 1 Origin of Fire 15 When a piece of wood or other flammable material is surrounded by enough oxygen and is exposed to a source of heat bringing it to a temperature above its flash point, a fire is then ignited. This process will continue as long as there is enough oxygen, fuel, and heat to maintain the chemical reaction of the fire. Additionally, in this example the products of combustion (Heat + CO2) act against other nearby sources of fuel by preheating them, eventually leading to further spread of the fire until such time that all available fuel is consumed. Different Fuels, Different Products of Combustion Typically, during complete combustion, when there is enough oxygen available to react with all the fuel, very few byproducts are left over. For instance, take hydrocarbons such as wood or gasoline (CHO). When these Undergo complete combustion, the reaction will primarily yield carbon dioxide and water. The same is true when elements burn, only that they mainly produce oxides of the original reactant element. Bruning Carbon will yield carbon dioxide, sulfur will produce sulfur dioxide and iron-iron oxide. This is the reason why, some fires have toxic smoke, while others chemicals release acids when burned. Some Fires More Toxic than Others. An example of this happens in the case of refrigerator fires, specifically the refrigerant (cooling agent) they contain. Did you know that the most common commercial refrigerant (R134A) releases, hydrogen fluoride in addition to the other products of combustion? And when 16 MODULE 3 Fire Safety for Teenagers this gas makes contact with the moisture in your lungs it creates HYDROFLOURIC ACID. So yes, next time your refrigerator goes up in flames, close the door and stay away. Trivia: Did you know that combustion is the opposite process of photosynthesis? Combustion is the process of breaking apart the building blocks put together during photosynthesis, thereby releasing the stored chemical energy within the fuel to create the byproducts of combustion plus heat. Photosynthesis: Combustion: IN THE ILLUSTRATION: It shows the Photosynthesis and Combustion Process.  SUBJECT 1 Origin of Fire 17 Development Activity Demonstration Facilitator’s Note ▶ Utilize flip cards or multimedia for the Take out a piece of paper and matchstick/ presentation. lighter. Ask the participants the following ▶ Give the participants time questions: to interact and give their answers to the questions on What do you think they stand for? the flip cards. ▶ Entertain and mention all What do you think will happen if we lit the their answers until one gives paper using the matchstick/lighter? the correct answer. ▶ If no one can answer, Then set the paper on fire while observing the the facilitator may reveal safety precautions. the correct answer after several attempts by the participants. Motivational Activity “Let’s find it out!” Facilitator’s Note ▶ The lecturer/facilitator may use this as an alternative to Observe keenly the illustrations below. the motivational activity. What do you see? We can see a child trying to touch the flame of the candle. In this illustration, we can see a boy playing a lighter. 18 MODULE 3 Fire Safety for Teenagers We can see in this illustration a mother and a child crying because their house is on fire. After seeing the illustrations above, we can say that playing with candles, matches, and lighters may cause fire at home. Furthermore, it is sad to lose our properties or loved ones because of fire. Alternative Motivational Activity Below is a short story of a “Gamu-Gamo.” “Ang Kwento ng Gamu-Gamo” Pinagsabihan ng inang gamu-gamo ang kanyang anak na huwag lumapit sa apoy ng lampara para hindi siya masunog ngunit hindi nakinig ang anak. Siya ay lumipad at naglaro malapit sa apoy ng lampara at walang anu-ano ay nahagip siya ng apoy at namatay. Kung nakinig sana ang anak sa kanyang ina, sana ay hindi siya napahamak.2 What was the lesson of the story?  SUBJECT 1 Origin of Fire 19 Call participants to share their insights based on the story Common and Possible Causes of Fire in the Household and School Grounds Facilitator’s Note ▶ The lecturer may ask For the fire to start, there must be sufficient the participants to give heat from an initiator or ignition source. examples of probable Sources of ignition can be found everywhere, causes of fire and show such as in the workplace, school, and home. the participants a photo of the mentioned examples, if These ignition sources could be open flames, available. hot surfaces, electrical sparks, electrically generated bends, friction, chemical reactions, or even compression of gases. The following are common sources of ignition, especially at home and school, that could start a fire: Candles A candle is an open flame. It can easily ignite all combustible materials nearby. Candles should always be out of the reach of children and pets and be placed on heat-resistant surfaces away from walls and combustible materials.3 Matches Matches create fire using friction and simple chemical reactions. When a match is struck, friction creates heat and a flammable compound (sulfur and red phosphorus) that ignites in the air.4 3 https://www.apexnc.org/337/Candle -Safety#:~:tex t=General%20 Candle%20Safety,Christmas%20trees%2C%20flammable%20decorations 4 h t t p s : //c h e m.w a s h i n g t o n. e d u / l e c t u r e - d e m o s / m a t c h - h e a d - reaction#:~:text=The%20heat%20generated%20by%20friction,fire%20 and%20ignites%20the%20wood 20 MODULE 3 Fire Safety for Teenagers Matches must be kept out of reach and sight of children. Please keep it away from an open flame or heat source and dispose it properly when you have finished using it to avoid the start of unwanted fire. Lighters A lighter has butane gas as a fuel and a sparking friction wheel. When you turn the friction wheel with your thumb, a small stream of gas is released, which is then ignited by a spark. Lighters like matches should always be put in places not reachable by young children.3 Lighted Charcoal (Uling) Charcoal is traditionally and commonly used in rural areas as the main fuel in cooking. It is made from wood that has been heated in the absence of oxygen, which drives off the water and other volatile compound, leaving a lightweight, porous material with high carbon content.5 When lighted, it can reach extremely high emperatures. Never use any volatile fluids, such as gasoline or kerosene,e as a starter. Put out the fire when done using it by sprinkling some water.6 Lighted Cigarettes Ideally, cigarettes should neither be smoked inside the home nor on school premises. However, if someone smoked, they must be responsible to discard properly their cigarette butts. 5 Charcoal Suppliers in Namibia - 2023/2024 decorations 6 h t t p s : //a m e r i c a n m a d e g r i l l s.c o m / b l o g s /g r i l l i n g - t i p s / w h a t - i s - charcoal#:~:text=Charcoal%20is%20made%20from%20wood,high%20 temperatures%2C%20ideal%20for%20grilling  SUBJECT 1 Origin of Fire 21 Plugged Appliances Electricity in the form of house wiring and electrical equipment left unattended to age and combined with a lack of maintenance, over time, can quickly become the spark that sets the fire triangle into motion.7 Lamps Lamps can be a source of heat and fire. It is commonly used in rural areas or in times of brownout. It uses fuel such as very flammable kerosene. When using it, make sure that you put it in a stable place and away from walls or curtains and any combustible materials. Mosquito Coils Mosquito coils are commonly used inside the household, especially at night when mosquitoes are active. We usually lit the coil and put it everywhere in the house. When doing so, make sure that you place the mosquito coils on a heat- resistant surface, away from walls or curtains and any combustible materials. In addition to these sources of heat, fire can also occur in the presence of various fuel loads, such as: 1. Scattered papers 2. Clutters at home 3. Plastics 4. Tall and dry grasses https://lippoliselectric.com/electrical-fire-safety-prevention-home 7 22 MODULE 3 Fire Safety for Teenagers Facilitator’s Note HOW FIRE SPREADS ▶ Encourage participants Understanding heat transfer is important to actively engage in because a major aspect of fire dynamics (how the discussion by giving fires begin, grow, and evolve) is to understand examples. how heat is transferred to and from a fire. ▶ Use flip cards if multimedia presentation is not Heat spreads through 3 methods: convection, available. conduction, or radiation. IN THE ILLUSTRATION: It shows the different types of heat transfer. Conduction It is the transfer of heat from one body to another by direct contact of the two bodies or by an intervening heat-conducting medium. For example, a flame touching and lighting a candle wick is an example of conductive heat. This is regarded as the slowest method for heat transfer because the heat needs to travel from particle to particle. Trivia: Did you know that even air can conduct heat? This is because conduction is defined as the transfer of heat through particles of matter without bulk motion.  SUBJECT 1 Origin of Fire 23 Conduction contributes to the spread of fires either by: 1. Conduction via Direct Contact with Flames This process is directly affected by proximity or how close other burnable materials are to the fire. (Example: Flames Directly Touching Objects in the vicinity of a fire) 2. Conduction through objects via a Medium with High Thermal Conductivity Thermal Conductivity is defined as the ability of any material to conduct/transfer heat. Because some materials conduct heat better, fires can spread faster depending on the material being burned. (Example: A Steel pipe going through the floor of a multi-story building can spread the heat throughout the building during a fire.) Convection It is the transfer of heat energy by the movement of fluids from the source of heat to a cooler part of the environment. It is the most common method of heat transfer; when liquids or gases are heated, they become less dense and will expand and rise. (Example: In a hot air balloon air is heated making it less dense than the surrounding air and causes the balloon to rise.) Convection Heat Transfer During Fires In a typical fire, the heated air continues to rise, 24 MODULE 3 Fire Safety for Teenagers creating a plume of heat, smoke, and ash which dissipates into the atmosphere. In enclosed fires however, this heated air makes contact with the ceiling, where it is trapped causing it to move horizontally throughout the structure creating currents of hot air. Because the heated air is trapped, it eventually becomes denser, which is then forced down through the air column increasing ambient room temperatures by hundreds of degrees in a matter of minutes. This is the most dangerous way a fire can spread through a structure since this method of heat transfer tends to dry and preheat fuels faster. Radiation This is the transfer of heat by infrared radiation (heat waves, e.g., the sun) which generally is not visible to the naked eye. Radiant heat generally travels from the sides or edges of a fire until the heat waves reach another object. It is the least efficient method of heat transfer to fuels and is greatly affected by distance. IN THE ILLUSTRATION: It shows heat is transfered through radiation.  SUBJECT 1 Origin of Fire 25 Radiated Heat During Fires Because radiated heat moves in all directions away from the initial fire, a sufficiently hot fire may spread to any burnable material close enough to absorb enough heat. In extreme cases, burnable object my spontaneously combust when subjected to enough heat for it to reach its fire point. EFFECTS OF FIRE Fire is a crucial tool in our lives since it provides energy. It also allows us to cook food and illuminate our night by producing light and warmth during cold seasons. Moreover, fire has been a cornerstone of our technological advancement. It can be produced in many ways, but most commonly by wood combustion, which changes the surrounding materials.8 It helped us progress over time because of its many uses. However, fire can also be destructive and can cause severe injury such as the following: You might lose your homes and properties. “When a fire occurs, there is little time to escape.”9 Sometimes, fire can spread, doubling Essay on Fire | Uses, Value & Importance of Fire – Student Essays 8 Dangers of Fire – Fire Department – Purdue University 9 26 MODULE 3 Fire Safety for Teenagers its size in seconds. In less than 30 seconds, a fire can rage out of control and fill the area with heat and toxic-thick smoke. Remember, when a fire is discovered, it is critical to get out quickly.10 You might get suffocated by smoke. The thick, black smoke from a fire can make it extremely difficult to see where one is going. Crawling low may help visibility, and the air is usually cooler towards the floor. It is important to remember that if the smoke is too thick in the hallway to escape, sheltering-in-place may be necessary. Try to find another way out, through a window or another exit; always plan for at least two ways out. Closing doors can help reduce the spread of smoke and fire.10 You might get burned. A fire can give off an incredible amount of heat. “A room fire can range from 100 degrees at floor level to 1,200 or more degrees at the ceiling.” 10 Skin can burn with permanent injuries at 160 degrees. The heat given off by a fire can kill. If super-heated air is inhaled, it can scorch the lungs.10 You might die if you cannot evacuate Most people who die in a fire die from toxic gases, thick smoke, and lack of oxygen. In a fire, breathing even the same amounts of these toxic elements can be disorienting, which causes some people to pass out. Dangers of Fire – Fire Department – Purdue University https:// 10 www.uclm.es/en/Misiones/LaUCLM/Institucional/UCLMSaludable/ ServiciodePrevencion/PROTECCION-CONTRA-INCENDIOS  SUBJECT 1 Origin of Fire 27 Remember, smoke detectors save lives. The time to react to a fire/smoke alarm is when it first goes off.10 EVALUATION QUESTIONS Facilitator’s Note ▶ To provide a generalization 1. What is Fire? of what the participants must remember, ask the 2. What are the possible cause of fire at home question: What have you and school? learned in our lesson today? ▶ Finally, encapsulate the 3. How does fire spread at home and in school? lesson by asking the participants the following questions: 28 MODULE 3 Fire Safety for Teenagers POWERPOINT AND VISUAL AIDS SUBJECT 1 Origin of Fire 29 30 MODULE 3 Fire Safety for Teenagers SUBJECT 1 Origin of Fire 31 32 MODULE 3 Fire Safety for Teenagers  Subject 2 Fire Safety for Teenagers Good Housekeeping Practices for Homes ILLUSTRATION BY: FO1 Ken Dominic M Mordeno In this Subject 2... Goal C For the participants to apply good housekeeping practices at home and understand their importance. Objectives At the end of the session, the participants will be able to: 1. Cite examples of good housekeeping practices at home; 2. Demonstrate good housekeeping practices at home through roleplay 3. Understand the importance of good housekeeping practices at home. Subject Aids Needed: Total Time of Delivery: 30 minutes A. Primary Tools 1. Multimedia Projector 2. Powerpoint Presentation 3. Activity Cards Reporting Role Playing B. Alternative Tools 1. Flip Cards 2. Activity Cards Reporting Role Playing Subject Overview Purpose: To impart good housekeeping practices to the participants, to fully understand why it must be observed in significance to safety, and to appreciate its importance in our daily lives. The participants will be made aware through interactive discussion and role- playing that will be given in the examples of good housekeeping practices at home. General Guidance: In this subject, the facilitator must deliver the lesson in the simplest terms possible that are easier to understand by the participants. The facilitator should ensure that the lecture is delivered in a fun and enthusiastic manner to capture the participants’ attention. Things to Consider: The participants are teenagers, ages 12 to 17. Care and effort must be considered when it comes to delivering the subject. In this subject, direct interaction with the participants is advised, such as moving around the lecture venue and making jokes. Sensitivity should be kept in mind in making or citing examples, especially in matters that might involve personal details. Stay on the topic and the schedule as much as possible. Cheat Sheet Subject Outline Audio/Visual Aids Outline Notes 1. PREPARATORY 1.1 Greet the participants and start by introducing your name PPT cover and your teammates. 1.2 Elicit presents ideas and concepts of the participants in The following questions are LG 1-2 good housekeeping practices at home and engages them by not suggestions to choose one, asking the following prompt questions: but should all be asked in the PPT S-3 1. Do you organize the things at your home properly? presented manner. 2. What do you think is the usual appearance of a fire-free home? 3. What will happen if you have a messy and dirty home? 2. EXPLORATION 2.1 Group activity: Cite and demonstrate good housekeeping Give the participants time LG 1-2 practices at home. to interact and show their presentations to the questions on PPT S-4-5 2.2 Discuss the general guidelines of the activity. (Refer to the the activity cards given Lesson Guide page.) to them. 2.3 Guide Questions: Participants may use the guide questions in the activity. 1. What are the good housekeeping practices that we must observe at home? Validate the participants’ answers, and facilitators may reinforce their 2. What is the importance of observing good excellent performance by giving LG 1-2 prizes. housekeeping practices at home? PPT S-6 Refer to Goals and Subject 2.4 Present subject and objectives. Objectives. 3. LESSON PROPER 3.1 Start by discussing the topic: “Cleanliness and Orderliness Utilize flip cards or PowerPoint LG 1-2 at Home.” presentations for the presentation. PPT S-8-11 3.2 Discuss: “What makes a good electrical connection at home?” Cont. Audio/Visual Aids Outline Notes 3.3 Discuss: “What makes a safe kitchen?” The audience must be engaged LG 1-2 in giving examples. The effects of 3.4 Discuss: “What are the characteristics of a fire-free exit at fires must be emphasized to the PPT S-12-17 home?” participants by giving examples. LG 1-2 3.5 Lastly, discuss “What is the importance of observing good housekeeping practices at home?” PPT S-18-22 4. Generalization/Application 4.1 Exploration Activity: “Can you find poor household The facilitator will give the LG 1-2 management shown in the picture? participants a picture that shows poor household management. PPT S-27 4.2 After naming poor household management from the given picture. Ask the following questions: 4.2.a Can you give good housekeeping management that you practice in your homes? 5. Closing Evaluation 5.1 Finally, the facilitator will end the lesson and assess LG 1-2 participants’ learning by asking a series of questions: Why is it essential to observe good housekeeping practices PPT S-28 in our homes? 5.2 Ask if there are questions or clarifications. 5.3 End the subject.  SUBJECT 2 Good Housekeeping Practices for Homes 37 GOOD HOUSEKEEPING is essential to fire Facilitator’s Note safety for each occupancy type, from the simplest home to the most sophisticated ▶ Suggested Discussion Questions: industrial complex.1 Housekeeping is the maintenance of an orderly, clean, and neat home. 1. Do you organize the “Good housekeeping practices, both indoors things at your home and outdoors, reduce the danger of fire.”1 They properly? can control the presence of unwanted fuels, 2. What do you think is the obstructions, and sources of ignition that can common appearance of a create extremely hazardous exposures both to fire-free home? life and property. 3. What will happen if you have an unorganized home? There are basic fire safety measures you can take at home. Following some simple steps and being aware of obvious dangers can Facilitator’s Note help reduce the risk of an accidental fire and ▶ In this part, let the prevent damage and potential loss of life. participants cite and demonstrate good A fire-safe home should be clean, neat, housekeeping practices at home using the following and free from any unnecessary things. The guide questions in group electrical structures should be installed, activity. and exits are free from obstructions. On the other hand, a messy house can limit mobility and be hazardous, especially to the old and incapacitated. Excessive clutter can lead to inadequate cleaning. Rotting food items can attract bugs and rodents, leading to health hazards. Litter can block doorways and windows, making leaving a home exceedingly difficult. Boxes, paper, clothing, and other items are extremely flammable and will add fuel to a fire.3 Further, it can create other problems, such as falling and breaking bones, social isolation, 1 17-A Housekeeping Practices 2 https://www.mml.org/insurance/risk_resources/publications/s_and_h_manual/17A. pdf 3 4 Consequences of Having Too Much Clutter 38 MODULE 3 Fire Safety for Teenagers and problems with neighbors, family, and friends.4 Facilitator’s Note Group Activity ▶ Utilize flip cards or multimedia for the presentation. ▶ Allow the participants to express their thoughts Guide Questions and encourage active participation. 1. What are the good housekeeping practices that we should see at home? 2. What is the importance of observing good housekeeping practices at home? Each group may have a different activity to work on to supply a good learning environment for the multiple intelligences and different learning styles participants may have. General Instructions 1. The participants will be divided into two (2) groups. 2. The participants will then choose their leader for a smooth preparation and presentation. 3. Each group will be given a task to complete or perform. 4 https://www.mentalhealthsf.org/what-are-some-consequences-of- having-too-much-clutter  SUBJECT 2 Good Housekeeping Practices for Homes 39 4. Each group will be given 5 minutes to work on their task/s. 5. After the time given, each group will present their work in front of at most 1 minute. Note: For large group participants, the lecturer/ facilitator may group the participants into multiple groups and may select what task to give them. All guidelines will apply to all groups. Task 1: (Reporting) Instruction: Cite examples of good housekeeping practices at home that we should observe and discuss their importance. Task 2: (Role Playing) Instruction: Show good housekeeping practices at home and discuss their importance through role play. Cleanliness and Orderliness at Home The essential protection against unpleasant and unsafe accumulations of excess things and trash is every individual’s sense of responsibility and desire to keep the surroundings clean and in order. To make our homes safe from the dangers of fire, here are the following things that we should remember: Keep your house clean and always organized. Arrange your things in order and have a sweeping and wiping routine to avoid dust and dirt building up inside the house. 40 MODULE 3 Fire Safety for Teenagers Flammables should be placed properly and away from sight of the children. It would be best to put proper labels to avoid confusion and accident. Put away litter waste near the electric outlet. If the outlet happens to spark, the litter waste nearby will become the fuel and will cause the fire to start. Throw away garbage that could start a fire. A regular schedule of disposing of garbage is recommended to avoid its accumulation inside the house and promote health practices as well. Keep all stuff properly arranged to avoid hazards and accidents. Ensure your clothes are properly folded and arranged inside the drawer or cabinet.  SUBJECT 2 Good Housekeeping Practices for Homes 41 No smoking inside the house. If you do so, make sure to put your ashes in an ashtray properly and make sure to extinguish them, like dipping them in the water, for example. What makes a good electrical connection at home? Every day, we use electricity; we use appliances that require electricity. Sometimes, we must pay more attention to the proper installation and safety measures while we enjoy using it. Because of this, electrical fire is the common cause of fire at home. However, we cannot live today without electricity. So, what can we do? Here are the following things that we should remember to avoid electrical fire at home: There must be a circuit breaker in your electrical connections. It will protect the electrical circuit from damage caused by overcurrent/overload or short circuits.5 Without a circuit breaker, the circuit wiring will overheat, making the wire insulation melt, which can cause fire. The electrical panels, junction boxes, outlets, and switches must be properly covered. It will shield the energized circuits, avoid creating arc flash and shock, and prevent electrocution hazards. What Causes a Circuit Breaker to Trip? | Appliance Teacher 5 42 MODULE 3 Fire Safety for Teenagers Avoid using outlet extenders or plug-in power bars: they can quickly overload an electrical circuit and cause a fire. Replace old, damaged, or frayed appliance cords, and never force a three-pronged plug into a two-slot outlet or extension cord.6 Do not plug multiple appliances into one outlet. Overloaded outlets will carry too much electricity, which generates heat in undetectable amounts. The heat causes wear on the internal wiring system and can ignite a fire.7 There must be no protruding electrical cords or wiring. Exposed wires can cause electrocution and can create a substantial fire hazard. If you spot one, have them fixed or replaced at once. The outlet and switch of light must be neat. The dust can cause dust traps, which could function as kindling to live plug, causing fire and even small explosions in the outlet. Major appliances must be directly plugged into the outlet. Never use an extension cord with a major appliance because it can easily overheat and start a fire.8 6 How to prevent fires at home - Co-operators 7 Maui Devastation – (((Who))) is Responsible? 8 Electrical Fire Safety handout (vertical) - U.S. Fire Administration  SUBJECT 2 Good Housekeeping Practices for Homes 43 The cable wires should be in a standard size to ensure that your wire can meet certain requirements such as fire resistance, temperature resistance, and insulation properties Remove all unused appliances from the outlet to save electricity and to avoid sparks that may cause fire. There must be an electrical safety switch. It will protect you from electric shock. “They turn off the electricity within milliseconds when a current leak is detected.”9 What makes a safe kitchen? Kitchen fire is also one of the common causes of fire in our homes. As one of the favorite places in our home, it must be taken care of properly, but how? Here are the things that we should remember to make our kitchen fire-safe: Stay in the kitchen with pots and pans cooking on the stove. Unattended cooking is a common cause of kitchen fires. 9 Ever Safety Switch Fuse Box 2 Pole Single Throw Fusible 60-A... 44 MODULE 3 Fire Safety for Teenagers Put the LPG in a proper place and turn off gas tanks when not in use. “It only takes an errant spark to cause your gas tank to ignite.”10 If you smell any gas leak, do not switch on the light or plug any electrical appliances. Switch off the valve and the knob of the stove. Then, open the windows and doors to let the gas escape. There should be no water leakage in the kitchen. “It may cause accidents or electrocution if there are open wires nearby. There must be no materials in the kitchen that can ignite or start a fire. “Materials like paper, clothes, and plastics are highly flammable. It must not be present in the kitchen or near the fire. Do regular inspections of all the kitchen equipment. Regular inspection could help keep the proper condition of the things and appliances in the kitchen, which could prevent any accident or development of fire. There is enough smoke exhaust/ventilation in the kitchen. In some urban houses, they use automatic kitchen exhaust, placed above the stovetop, that removes the airborne cooking byproducts from the air in the kitchen. In rural houses, some use kitchen exhaust fans, 10 Fire Prevention Tips for Protecting Lives and Properties - Moneymax 10  SUBJECT 2 Good Housekeeping Practices for Homes 45 which reduce cooking emissions by increasing overall air exchange inside, and some use windows for free air exchange. Lighters and candles must be in their proper places. Do not place it near the stove or source of heat or ignition since they are highly flammable. Do not use gasoline, charcoal-started fluid, or other flammable liquids to start a fire. Flammable liquids tend to create instant big fires if not controlled, leading to accidents or uncontrolled fires. What are the characteristics of a fire-free exit at home? In emergencies, EXITS play the most significant role because it is the part of the house that will save your life from danger. In most cases, people get trapped inside their burning houses because they do not have clear and proper exits. It could be that their exits are blocked with unnecessary clutters or locked/meshed because they want to protect their house from other dangers, such as the attack of thieves. Nevertheless, we should think of our overall safety. Here are the things that we should remember to make our exits free from any obstruction and free from fire: 46 MODULE 3 Fire Safety for Teenagers Avoid unnecessary obstructions in the doorway and windows. Clutters in the doorway or windows, such as cabinets, tables, or boxes, can hinder moving out of your house, especially during emergencies. Make it a habit to clear the exits with obstructions. “Keep firewood, piles of leaves and garbage away from the home.”11 If a grass fire starts nearby, these items next to your home could easily become kindling. Easy exit access. Make sure that exits are available in your house, especially if you are living on a higher floor area. There is enough lighting coming from the windows. Lights from the windows will help you see even without electricity. How to prevent fires at home - Home Advice - Guest Advice 11  SUBJECT 2 Good Housekeeping Practices for Homes 47 Let Us Exercise Facilitator’s Note Exploration Activity ▶ The facilitator may give positive reinforcement, like giving simple prizes and The lecturer/facilitator will then elaborate gifts to participants who on the lesson through an activity. Let the conducted the activity with participants name the faults or wrongs in good excellent performance. housekeeping practices based on the given picture of the house. Give positive reinforcement, like prices (candies, chocolates, and the like), if possible, who could give the correct answer. Can you find poor household management in the picture? IN THE ILLUSTRATION: It shows some poor housekeeping practices inside the home. EVALUATION QUESTIONS 1. Can you name some good housekeeping practices in your home? 2. What is the importance of observing good housekeeping practices in our homes? 48 MODULE 3 Fire Safety for Teenagers POWERPOINT AND VISUAL AIDS SUBJECT 2 Good Housekeeping Practices for Homes 49 50 MODULE 3 Fire Safety for Teenagers SUBJECT 2 Good Housekeeping Practices for Homes 51 52 MODULE 3 Fire Safety for Teenagers  Subject 3 Fire Safety for Teenagers Classes of Fire ILLUSTRATION BY: FO1 Ken Dominic M Mordeno In this Subject 3... Goal C For the participants to efficiently classify fires according to the fuel/materials involved and to completely understand that recognizing the fuel is essential in choosing the proper extinguishing agent to suppress fires effectively. Objectives At the end of the session, the participants will be able to: 1. Name the classes of fires. 2.Differentiate the classes of fire according to the materials involved. 3.Appreciate the importance of classifying fires. Subject Aids Needed: Total Time of Delivery: 35 minutes A. Primary Tools 1. Multimedia Projector 2. Powerpoint Presentation 3. Visual examples Picture of burning wood Picture of burning paper Picture of grease fires or cooking fires. Classes of fires, its materials, and its pictograph label B. Alternative Tools 1. Visual examples Flashcards - Classes of fires, its materials, and ts pictograph label - Board Subject Overview Purpose: The purpose of this session is to impart classifying fires to the participants. Fire classification is essential in selecting the right firefighting agent and equipment to extinguish fires. Participants will gain more information and appreciate the importance of classifying fires and will be made mindful through visual examples and interactive games. General Guidance: In this subject, the facilitator must deliver the lesson in the simplest terms that are understandable to the participants. Facilitators should ensure the lecture is delivered through a modulated voice and promote an enjoyable and enthusiastic method to capture the participants’ attention. For a spontaneous, motivated atmosphere, facilitators may also prepare a simple token, tagline, or icebreaker clap. In addition, the facilitator should prepare the given primary tools or alternative tools for effective instruction. Things to Consider: The participants are teenagers, around the age of 12 to 17; hence, the delivery of the subject must be done with due care and perseverance. In retrospect, direct interaction with the participants is highly informed; the instructor/facilitator must engage the participants by constantly moving around the venue and keeping a sense of humor. Utmost compassion for this age bracket is reminded in citing examples and associating details that may be personal. Finally, they must stay on the topic and observe the scheduled timeline. Cheat Sheet Subject Outline Audio/Visual Aids Outline Notes 1. PREPARATORY 1.1 Greet the participants and start by introducing your name If the participants have arrived PPT cover at the expected answer, give and your teammates. assurance and applaud, then go ahead to motivation proper. 2.MOTIVATION 2.1 Show a picture of burning wood. In the first question of the first LG 1-3 example, participants must Ask the following question: distinguish that it is burning wood, PPT S-2 What do you see in the picture? which can be extinguished through How do you put out a fire of burning wood? water, and when it is burnt, it produces Ash. PPT S-3 2.2 Show a picture of burning paper. In the first question of the first LG 1-3 Ask the following question: example, participants must What do you see? distinguish that it is burning wood, PPT S-4-5 How do you put out a fire in a burning paper? which can be extinguished through When paper burns, what does it produce? water, and when it is burnt, it produces Ash. 2.3 Show a picture of a cooking grease fire. The last example is expected to be answered by cooking grease fire. Ask again the following series of questions: How about this one? What do you see? The facilitator should explain to the How do you put out a cooking grease fire? participants the risk of unattended cooking. It is necessary to emphasize that extinguishing a cooking grease fire using water is dangerous. 2.4 Discuss the gist/ general picture from the given From this point, participants LG 1-3 example. are expected to answer FUEL. Emphasize that recognizing the PPT S-6 Ask the following question: fuel is essential in choosing the Based on the given illustrations, what do we call proper extinguishing agent. these burning materials in the elements of fire? Cont. Audio/Visual Aids Outline Notes C 2.5 Present subject objectives. Refer to Goals and Subject Objectives 3. LESSON PROPER 3.1 Discuss classes of fire. Utilize primary tools or alternative LG 1-3 The ABCs of Fire tools. PPT S-7-12 3.1.a. Class A Fire 3.1.b. Class B Fire 3.1.c. Class C Fire 3.1.d. Class D Fire 3.1.e. Class K Fire 3.2 Use mnemonics for memory retention: Facilitators can incorporate these LG 1-3 3.2.a. Class A Fire - for Ash mnemonics during the discussion PPT S-28 3.2.b. Class B Fire - for Boil of different classes of fires. 3.2.c. Class C Fire - for Current 3.2.d. Class D Fire - for Dent 3.2.e. Class K Fire - for Kitchen 4. ENRICHMENT ACTIVITY 4.1 From the above classes of fire, how about if you Facilitators may perform the LG 1-3 were the one caught by a fire? What will you do? STOP, DROP, and ROLL or call for a PPT S-15-16 volunteer to perform STOP, DROP, 4.2 Can you perform STOP, DROP, and ROLL? and ROLL. LG 1-3 4.3 Perform the STOP, DROP, and ROLL. The facilitator must encourage participants’ questions about the PPT S-17 4.4. Ask if there are questions or clarification topic to give further explanation and information. 5. APPLICATION/ GAME ACTIVITY 5.1 Discuss the game’s mechanics: “Choose it too, to Win Refer to the mechanics of the it!” game in the Lesson Guide. The facilitator may prepare a 5.2 Continue to the game. simple token for the winner. 6. GENERALIZATION/EVALUATION LG 1-3 6.1 Review the objectives by asking the questions: In this part of the session, the 1. Can you give and differentiate the classes facilitator will be able to confirm PPT S-18 of fire? the knowledge gained by the 2. Why do we need to classify fires? participants by giving simple to Cheat Sheet Audio/Visual Aids Outline Notes 6.2 End of the session. higher-level questions based on the objectives. It also allows the participants to express their insights and immerse themselves in learning. 58 MODULE 3 Fire Safety for Teenagers Facilitator’s Note Engagement Activity ▶ In the last illustration above, which is the grease fire, the “Exploration Ideas!” facilitator may use a short video of unattended cooking that shows the rapid burning of cooking oil and the risk The following is a series of pictures with that may take place when corresponding questions. Allow participants to extinguishing it with water. express their ideas based on what they will see ▶ From that, participants will lead to the idea that it is in the given pictures. Give the questions one at unsafe to extinguish a grease a time and gather their answers at the end of fire with water and can even present a risk to lives. the activity. Examine The Picture Below What do you see in the picture? How do you put out a fire of burning wood? When wood encounters fire, it sets off a series of complex chemical reactions. The combustion of wood results in the release of carbon dioxide, water vapor, and various gaseous products, as well as the formation of black solid residues IN THE ILLUSTRATION: like charcoal and Ash.1 It shows burning wood.8 To put out a fire of burning wood is to extinguish it with water. The wood, when burned, produces ashes. Any combustible materials that, when burned, produce ashes that can be extinguished with water. 1 www.scienceabc.com/pure-sciences/what-happens-to-wood-when-it- burns.html 8 https://www.istockphoto.com/illustrations/firewood  SUBJECT 3 Classes of Fire 59 How about this one? What do you see in the picture? IN THE ILLUSTRATION: It shows burning paper. What is burning? How do you put out a fire of burning paper? This picture shows a burning paper. As such, one of the best and most effective ways to extinguish a burning paper is to use water. It will cause the fire to cool down and eventually go out, stopping its spread or development. It can be done by spraying the burning paper with water (such as a hose or sprinkler system) or using a water fire extinguisher.2 How about this illustration? What do you see? IN THE ILLUSTRATION: It shows a cooking grease fire. 2 How to Detect and Extinguish a Class A Fire (Paper / Wood 60 MODULE 3 Fire Safety for Teenagers How to put out a grease fire in the Kitchen? “Grease fires are caused by cooking oil that becomes too hot.”3 It only takes minutes for an unattended pot of oil to catch fire, so never turn your back on it! If a grease fire does erupt on your stove, turn off the heat right away. Cover the flames with a metal lid or cookie sheet. Never throw water on a grease fire. If the fire looks out of hand, get your family out of the house and call emergency services.3 Don’t try to fight a fire on your own. Do not try to put the fire out yourself. If you cannot at once put out the fire while it is small, get out of the building and call emergency services. Based on the above illustrations, what do we call these burning materials in the elements of fire? These burning materials are the FUEL in the elements of fire. Fuel wherein FIRE can be classified. Facilitator’s Note THE ABCs OF FIRE ▶ In this part, facilitators may use funny and entertaining Fires are classified according to the type of fuel mnemonics of their own to that is burning. It is particularly important to engage participation. Make understand the different classifications of fires to sure not to use sexually offensive words in delivering know how to extinguish them. It is also essential the mnemonics. in choosing the type of fire extinguisher because ▶ Consider the settings and fire extinguishers are classified according to the participants fires they extinguish. Using the right substance on a particular fire class is useful and may worsen the damage. Hence, it is crucial to know the fuel source for a fire before fighting it. Here are the classes of fire. 3 3 Ways to Put Out a Grease Fire - wiki How https://www.wikihow.com/ Put-Out-a-Grease-Fire  SUBJECT 3 Classes of Fire 61 CLASS A FIRES These are Solid Combustible Materials of organic nature such as wood, cardboard, paper, hardboard, rubber, and soft furnishings such as carpets and curtains, in which combustion normally occurs with the formation of glowing embers.4 Fuel in this class of fire, when burned, produces ashes. Class A fires are the most common of the five different classes of fires. “They occur when common combustible materials like wood, paper, fabric, trash, and light plastics catch fire.”5 These accidental fires are abundant across various industries, so it is recommended to have adequate protection against “ordinary” fires in addition to other condition-specific fires.5 Despite being “or minimal risk, do not rule this fire class as insignificant risk. If fuel present is abundant, these fires can intensify quickly. IN THE ILLUSTRATION: It shows examples of fuel/materials under the Class A Fires. 4 BFP Oplan Ligtas na Paaralan, Safe School Initiative, Implementing Guidebook 2019 5 There are 5 Classes of Fires, do you know the right Fire Extinguisher … Dickinson, M, 2021, Fire Safety, https://vanguard-fire.com/what-are-the- 5-different-classes-of-fires 62 MODULE 3 Fire Safety for Teenagers It is best to put out a Class A fire quickly before it spreads using water or monoammonium phosphate.5 CLASS B FIRES These are Flammable Gases And Liquids such as solvents, oil, gasoline, paint, lacquers, tars, and other synthetic or oil-based products. This type often spreads rapidly and, unless properly secured, can rekindle after extinguishing flames.4 Class B fires involve flammable liquids and gases, especially fuels like petroleum or petroleum-based products such as gasoline, paint, and kerosene. Other gases that are highly flammable are propane and butane, which are common causes of Class B fires.6 The best way to deal with these fires is by smothering them or removing oxygen using foam or CO2 fire suppression equipment.5 IN THE ILLUSTRATION: It shows examples of fuel/materials under the Class B Fires. 6 David Thompson - SBA - Section C | PDF | Firefighting | Fires - Scribd  SUBJECT 3 Classes of Fire 63 Be aware that Class B fires do not include grease or cooking fires, which belong to their class, Class K. CLASS C FIRES These are Electrical Fires involving energized electrical equipment, such as wiring, controls, motors, data processing panels, or appliances. They can be caused by a spark, power surge, or short circuit and typically occur in locations that are difficult to reach and see.4 Electrical fires fall under Class C and are common in facilities that make heavy use of electrical equipment. Electrical fires require non-conductive materials to extinguish the flame, so water alone is not a helpful solution. Facilities with sensitive equipment may prefer clean agent suppression because it won’t leave residue or damage electrical equipment.5 IN THE ILLUSTRATION: It shows examples of fuel/materials under the Class C Fires. 64 MODULE 3 Fire Safety for Teenagers CLASS D FIRES These are Combustible Metals, such as magnesium, sodium, and potassium. They are unique industrial hazards that require special dry powder agents.4 Class D fires require special attention because they can be especially difficult to extinguish, and they are less common than the other classes. Metallic fires involve flammable materials like titanium, aluminum, magnesium, and potassium — all commonly occurring in laboratories. 5 IN THE ILLUSTRATION: It shows examples of fuel/materials under the Class D Fires.  SUBJECT 3 Classes of Fire 65 CLASS K FIRES These are Grease Fires Or Cooking Fires, which involve combustible cooking oils and fats. Class K fires involve flammable liquids, similar to Class B fires, but are specifically related to food service and the restaurant industry. These common fires start from the combustion of liquid cooking materials, including grease, oils, and vegetable and animal fats.7 Because they can spread quickly and be difficult to manage. 5 Class K fires are some of the most dangerous. “Water can make the situation worse, but smothering the flames or using a wet agent fire extinguisher is effective.”5 IN THE ILLUSTRATION: It shows examples of fuel/materials under the Class K Fires. Here’s How to Remember Fire Classes! For memory retention, we usually use signs or reminders to remember things easily. When we hear those cues, we can certainly recall the Technical Drawing Fundamentals | PDF | Firefighting | Fires - Scribd 7 66 MODULE 3 Fire Safety for Teenagers matter. Here are some mnemonics for memory retention. It starts with the question, What’s BURNING? The pictograph label was also designed to inform which fire classifications the extinguisher is intended to fight, just like the one below. Enrichment Activity From the above classes of fire, how about if you were the one caught by a fire? Based on what you have learned from the fire drill activities, if a fire catches somebody, the first thing they should do is to perform the STOP, DROP, and ROLL!  SUBJECT 3 Classes of Fire 67 Can you perform the STOP, DROP and ROLL? IN THE ILLUSTRATION: It shows the STOP, DROP, and ROLL performed during a fire emergency. Let us exercise! Game Activity Facilitator’s Note “Choose it to Win it!” ▶ The facilitator can print the flashcards into whole bond papers. ▶ Make sure to prepare all Materials Needed needed materials before the activity. Facilitators may prepare the following materials before the session begins. The flash card has: different pictograph labels of fire classes different mnemonics of fire classes different pictures of examples of fire classes Mechanics Of The Game Read the mechanics loud and clear. 1. The mode of the game is elimination in nature. 2. Before the game starts, select five students to stand in front to serve as five stations: classes of fire. 68 MODULE 3 Fire Safety for Teenagers 3. Flash one picture within ten (10) seconds; enough time is given to the participants to think and choose either of the five classes of fire that fit the flashed picture. 4. As soon as the flashcard is shown, this will automatically be a “GO” signal and start the 10-second time limit. 5. Participants can change their chosen station before the time stops. 6. Participants who got the wrong answer will be eliminated. 7. The game’s twist will take place after the third picture. In the fourth flash card, you will announce that the first ten players will only remain at one station. In this case, you will drop most participants, leaving the remaining ten as the final participants. 8. From the ten participants, the next card would be for the first five participants. And then, for the first three participants. 9. When three participants are left, announce that only one participant is allowed per station. 10. In this manner, only one participant will be declared as winner.  SUBJECT 3 Classes of Fire 69 11. Remember to get your ten-second timer at every game twist. How much have you learned? Can you give and differentiate the classes of fire? Why do we need to classify fires? 70 MODULE 3 Fire Safety for Teenagers POWERPOINT AND VISUAL AIDS  SUBJECT 3 Classes of Fire 71 If you have a grease fire in the kitchen, turn off the heat source and take steps to cut off air of the fire by sliding a cover on top of the pan or using salt or baking soda. Don’t try to fight a fire on your own. Do not attempt to put the fire out yourself. If you can’t immediately put out the fire while it is very small, get out of the building and call emergency services. Based on the given illustrations, what do we call these burning materials in the elements of fire? The ABC’s of Fire Fire are classified to the type of fuel that is burning.  72 MODULE 3 Fire Safety for Teenagers Any questions about the topic? Let’s have an exercise! “Choose it, to Win it!” How much have you learned? How about if you were the one caught by fire? Can you give and differentiate the What will you do if your clothing caught classes of fire? by fire? Why do we need to classify fires? SUBJECT 3 Classes of Fire 73 74 MODULE 3 Fire Safety for Teenagers  Subject 4 Fire Safety for Teenagers Simple Fire Suppression Methods Using Ordinary Household Materials ILLUSTRATION BY: FO1 Ken Dominic M Mordeno In this Subject 4... Goal C To equip the participants with the knowledge and skills in the effective use of ordinary household materials for simple fire suppression, promote an understanding of fire safety, and empower the participants with the confidence to extinguish small fires. Objectives At the end of the session, the participants will be able to: 1. Understand and define what fire safety means; 2. Explain the importance of using safe and proper methods in handling fires; 3. Name the proper household materials to use for the diverse types of fires; 4. Simulate the use of common household items like baking soda, salt, sand, damp cloth table cloth, or a pot of lid to smother a small fire and 5. Participate in role plays in pairs or group activities in the simulation of real-life fire emergencies and choose suitable suppression methods to put out simulated fires effectively. Subject Aids Needed: Total Time of Delivery: 1 hour A. Primary Tools 1. Multimedia Projector 2. Powerpoint Presentation 3. Powerpoint Presentation 4. Firsthand Materials Baking Soda Salt Sand Damp cloth/table cloth Pot lid B. Alternative Tools 1. Safety Posters 2. Video Demonstration Subject Overview Purpose: To instruct participants about the fundamentals of fire safety, including types of fires and the importance of preparedness. It includes instructing them on how to name and effectively respond to common fire emergencies using everyday household materials. The goal is to promote a culture of safety and responsibility, empowering students to protect themselves, their families, and their communities from fire-related risks. General Guidance: In this subject, the lecturer/facilitator should use simple language and relatable examples to connect with the participants, encourage participation through questions, discussions, and group activities, ensure that every participant gets a Cheat Sheet chance to practice suppression techniques, maintain a friendly and approachable attitude throughout the session, and adapt the teaching approach to align with the participants’ learning styles while ensuring that the content remains engaging and easy to comprehend for them. Things to Consider: The participants are junior and senior high school students who may have different learning needs and capabilities. Be aware of cultural differences that can influence the beliefs of the targeted participants on fire safety, and adapt your teaching approach accordingly. To ensure that all participants can fully engage in the firsthand activities and discussions, provide accommodations as needed. Consider the availability of resource materials for firsthand demonstrations, and ensure all the necessary equipment is in place Teach participants not only how to suppress fires but also how to respond to emergencies, including alerting adults about the situation. Please encourage students to share their knowledge with their families and communities, thereby extending the dissemination of fire safety education. Lastly, stay updated on current fire safety guidelines and recommendations. Subject Outline Audio/