Rescue
Course
Firefighter I
Unit VIII
Rescue
Essential
Question
Why is it
important that
firefighters learn
and understand
rescue tools,
rescue activities,
and scene
safety
in the fire
service?
TEKS
§130.299(c)
(11)(G)
(14)(A)(B),
(16)(A)(D),
(17)(C),
(18)(C)(E)
Prior Student
Learning
Reading about
rescue and
extrication
Estimated Time
6 hours
Rationale
It is critical that firefighters understand the proper use and importance of
rescue devices within the fire service. Firefighting is an inherently dangerous
job, but understanding how to properly don rescue apparel, use rescue tools,
maintain rescue equipment, and utilize personnel accountability systems can
reduce these dangers. Firefighters who understand these precautions may
reduce the risks to their own safety while improving their ability to rescue
fellow fighters and others.
(Note: According to National Fire Protection Association (NFPA) data, from
1976 to 2006 the fire service experienced a 58 percent reduction in
firefighter line-of-duty deaths. Over the same period, the country also saw a
54 percent drop in the number of structural fires, therefore reducing
firefighters’ exposure to risk.)
Objectives
The students will be able to:
1. Explain the proper operation of fire service safety devices.
2. Demonstrate the proper testing of fire service safety devices.
3. Describe the elements of a personnel accountability system and the
application of the system at an incident
4. Demonstrate techniques for action when trapped or disoriented in a
fire situation or in a hostile environment
5. Safely demonstrate ten types of tools used for forcible entry, rescue,
and ventilation
6. Identify potential hazards of structural fires and roadway emergency
scenes
7. Describe procedures for safe operation at emergency scenes
Engage
Have a class discussion about firefighters’ day-to-day operational risks,
including the various environments in which firefighters may work and the
specific dangers unique to each location. Have the students list the safety
preparation activities that firefighters can do before going on a rescue call
and the actions that firefighters can take during a rescue call to decrease
their chances of work related injury. Use the students’ lists to enhance the
class discussion. Use the Discussion Rubric for assessment.
Key Points
I.
Rules of Engagement (Pulled from NFPA Standards 1500 and 1561)
A. Rules for Firefighters
1. Size up the scene
2. Determine whether people are known to be inside, assumed to
be inside, or their location is unknown, and whether individuals
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could survive the current environment
3. Do not risk your life for property. Do not risk your life for
individuals that cannot be saved
4. Extend limited risk only if property or lives are savable
5. Always remember: two in, two out; never leave your partner
6. Maintain awareness of your surroundings
7. Constantly monitor the radio for updates and size-ups
8. If you see a dangerous situation it is up to you to report it
immediately
9. Declare a MAYDAY the moment you think that there is trouble
B. Rules for Incident Commanders
1. Size up the scene and report findings to all companies and
dispatch
2. Determine whether people are known to be inside, assumed to
be inside, or unknown, and whether individuals could survive the
current environment
3. Conduct an action plan
4. Decide if the action plan is an offensive attack or a defensive
attack. Do not make an offensive decision until you have all of
the staff and the equipment on the scene
5. Do not risk firefighters’ lives for property. Do not risk lives for
individuals that cannot be saved
6. Extend limited risk only if property or lives are savable
7. Monitor that two go in and two go out
8. If you see a dangerous situation it is up to you to report it
immediately
9. Maintain frequent communications with dispatch and companies
at the location. Designate one channel for fire ground
communications and another channel for dispatch
10. Relay frequent updates and revised size-ups. Change the plan
as needed
11. Ensure accurate accountability of all of the staff on the scene
12. If a primary search has been completed and the fire is not under
control (or if the situation is dangerous) do not hesitate to revise
the strategy to a defensive attack
13. Have a rapid intervention team (RIT) and a rehab team available
II.
Search – looking for victims that need assistance to leave a dangerous
area; this goes hand-in-hand with rescue
A. Search-and-Rescue Size-Up
1. Develop a search-and-rescue plan based on what is known, not
on what is assumed
2. Conduct a risk-benefit analysis
a) Consider the risks and benefits of the operation
b) In some situations, operations must be limited or cannot be
performed because they pose a high risk to firefighters
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3. Evaluate the occupancy factors
a) Firefighters should first rescue occupants who are in the
most immediate danger, followed by those who are in less
danger
b) Risk to occupants is determined by:
(1) Location of the fire
(2) Direction of the spread
(3) Volume and intensity of the fire
(4) Smoke conditions in different areas
c) Occupants at greater risk include those who are:
(1) Close to the fire
(2) Above the fire
(3) In the path of the fire
(4) Asleep, unconscious, incapacitated, or trapped
(5) Children and the elderly
(6) Confined to a bed or to wheelchairs
(7) In residences at night
(8) In offices on weekdays
(9) In bars/clubs on Friday and Saturday nights
(10) In unprotected, wood-frame buildings
4. Make observations
a) Look for clues that indicate whether a building is occupied
and how many people are likely to be present
(1) Are there cars in the driveway?
(2) Are there toys in the front yard?
(3) Is the mailbox full?
(4) Is the parking lot empty?
(5) Are the windows boarded up?
5. Consider the occupant information
a) Obtain accurate information from occupants who have
escaped
(1) Can those outside verify that everyone is out?
(2) Ask specific questions
(3) Be sure that you know who you are looking for and
where you should be looking
6. Consider the building size and arrangement
a) Larger buildings may require more teams
b) Knowing the floor plan is useful (though unlikely)
c) Pre-incident plans include valuable information such as:
(1) Corridor layouts
(2) Stairway locations
(3) Special-function rooms or areas
d) Note the floor numbering and apartment numbering system
B. Search Coordination
1. The Incident Commander (IC) makes assignments and serves
as the search coordinator
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2. Notify the IC when the search is complete
3. Notify the IC if a victim is located while performing other tasks
4. Keep track of those victims who may have already escaped but
still need assistance
C. Search Priorities
1. The search begins where victims are at the greatest risk
2. Search assignments should be based on a system of priorities:
a) First, search the fire area, then the rest of the fire floor
b) Second, search the area directly above the fire
c) Next, search the top floor, then work your way down to the
floor above the fire
d) Areas below the fire are a lower priority but should be
searched before the “all clear” is given
D. Introduction to Search/Rescue Techniques
1. Searchers should always operate in teams of two
2. Partners must remain in visual, voice, or physical contact
3. Mayday must be given if partners are separated
4. At least one team member must have a radio and maintain
contact with the incident commander
5. Teams must notify the IC when each search area is completely
searched
E. Types of Searches
1. Primary search – a quick attempt to locate any potential victims
who are in danger
a) The objective is to find any potential victims as quickly as
possible and remove them from danger
b) The phrase “primary search complete; all clear” is used to
report that the primary search is complete
c) Time is critical and speed is important during the primary
search
d) Check all areas where victims have a high probability of
being located, such as
(1) Beds, cribs, and chairs
(2) On the floor next to doors and windows
(3) In closets, bathtubs or showers, and under beds
e) Firefighters must rely on their senses
(1) Eyes (Can you see anything?)
(2) Ears (Can you hear someone calling for help?)
(3) Feel (Do you feel a victim’s body?)
f) Use a hand tool to extend your reach
g) Use a safety line secured at the point of entry so that your
location may be found in the event of a mayday
h) Follow the walls. Make note of obstacles, doors, and other
landmarks in case you get stuck
i) Once the search is complete, the search team should
retrace its path to the entry point
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j)
k)
l)
Identify secondary escape routes for emergencies
Note locations of stairways, doors, and windows
Remain in contact with the IC and give frequent updates on
the situation and location
2. Secondary search – a thorough search conducted after the
situation is under control
a) Should be conducted by a second team, if possible
b) Used to locate victims that might have been missed during
the primary search
c) Is more detailed and thorough than the primary search
d) Is completed when the building conditions have improved
but some hazards may still exist
(1) Levels of carbon monoxide and other toxins may be
above normal limits
(2) The fire may rekindle during a secondary search
(3) The structure may be unstable
e) Is conducted slowly and methodically
f) Must include all areas of the building
F. Search Patterns
1. In small rooms, searchers should follow walls around the
perimeter and sweep toward the center with hand tools, looking
for a victim
2. In large rooms, one member should be in contact with the wall
while the other moves toward the center in search of individuals.
Both rescuers must remain in visual/oral contact throughout the
entire search
a) Clockwise search (left-handed search)
(1) Turn left at the entry point
(2) Keep the left hand in contact with the wall
(3) Use the right arm (or tool held by right arm) to sweep
the room
(4) Turn right at each corner until you return to the entry
point
b) Counterclockwise search
(1) Move around the room in the opposite direction of the
clockwise search, but follow the same steps
3. Practice and use the standard system pattern adopted by the
department
4. Check the temperature of closed doors before opening them to
determine if there is active fire on the other side
a) Do not open a hot door unless there is a hose line ready to
douse the fire
5. Keep track of your position relative to the entry door
a) Always enter and exit through the same door
6. Mark rooms to show if they have been searched
G. Search Equipment
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1. Thermal Imaging Devices
a) Like a small camcorder, but used to show heat images
rather than visible light images using Infra-red technology
b) Can “see” an image of the room’s contents or a person
through smoke and darkness; the warmer an object, the
brighter it shines in the camera
c) May be used to determine whether fire is on other side of a
door
2. Search Ropes
a) Used to search large, open areas when it is impossible to
cover the interior by following the walls
b) Used to search interconnected rooms or spaces
c) Used to search areas with multiple aisles
d) Provide a reliable return path to the entry point
e) Should be preloaded in easy-to-carry bags with quick
connects for point of entry and fire personnel
III.
Rescue Techniques
A. Introduction to Rescue Techniques
1. Rescue is the removal of a person who is unable to escape from
a dangerous situation
2. Rescue techniques include:
a) Assists
b) Drags
c) Carries
3. Types of rescues range from very basic techniques, such as
directing occupants toward an exit, to very demanding, complex
operations, such as extricating a trapped, unconscious victim
4. Always use the safest and most practical means of removal
B. Shelter-in-Place
1. Consider this option when occupants are conscious and in a part
of the building that is protected from the fire
2. Occupants may be exposed to more risk if they attempt to exit
3. The incident commander must make this decision
C. Exit Assist
1. Simplest type of rescue
2. Used when the victim is responsive and able to walk with little or
no assistance
3. Firefighters should take the victim’s arm or use a walking assist
to ensure the victim does not fall or become lost
D. Simple Victim Carries
1. Used to move a victim who is conscious and responsive but
unable to stand or walk
2. Four simple carries can be used:
a) Two-person extremity carry
b) Two-person seat carry
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c) Two-person chair carry
d) Cradle-in-arms carry
E. Emergency Drags
1. The most efficient method to remove an unconscious or
unresponsive victim
2. Five emergency drags can be used:
a) Clothes drag – used to remove a victim who is on the floor
and is too heavy for one rescuer to lift and carry
b) Blanket drag – used to move a victim who is not dressed or
is dressed in flimsy clothing
c) Webbing sling drag – provides a secure grip around the
upper part of a victim’s body for a faster removal
d) Firefighter drag – can be used if the victim outweighs the
rescuer
e) Emergency drag from a vehicle – performed when the victim
must be removed quickly from a vehicle to save his or her
life; often violates c-spine precautions
F. Removal of Victims by Ladders
1. Ladder rescues involve a considerable risk of injury to firefighters
and occupants
2. Ladder rescues require proper technique and physical strength
and stamina
3. Proper placement ensures that the occupant can easily mount
the ladder
4. Ladders used for rescue must be heeled or tied in
5. Ladders should be used only when it is impossible to use interior
stairways or fire escapes
6. Aerial ladders have several advantages over ground ladders:
a) Stronger
b) Have a longer reach
c) Wider and more stable
d) Reduce the risk of slipping and falling
IV. Personnel Accountability System – establish a procedure to effectively
account for personnel at the scene of an emergency incident
A. NFPA Guidelines
1. All units will remain together, work as a team, and will operate
under the direction of the IC
2. All officers shall be aware of the position and function of all
members under their command. This is done at the command
center
3. All members will have a personnel accountability tag that allows
the IC to know who is on scene and working in what capacity
4. An absent member of any unit will automatically be assumed lost
or trapped in the hazard zone until otherwise determined safe
5. A Personnel Accountability Report (PAR) will be called when
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needed to make sure all members are accounted for
6. Accountability will only work with a strong personal commitment
to the Safety Systems by all personnel involved at the incident
7. Personnel who may become trapped, disoriented, or otherwise
unable to respond to the IC’s call for a PAR should immediately
activate his or her Personal Alarm Safety System (PASS)
V.
Roadway Hazards
A. In the past unnecessary risks were taken and thought of as “part of
the job.” This cultural perspective needs to change
1. Injuries and deaths are not “part of the business”
2. The only acceptable level of injury and death is zero
B. Apparatus occupant safety
1. Seatbelts are nonnegotiable. Do not move until all occupants are
seated and wearing seatbelts (NFPA 1500)
2. All vehicles need to be checked every morning. Any unsafe
conditions need to be reported and the apparatus needs to be
taken out of service until it is repaired
3. All driver operators need to undergo formal training. Requiring
driver operators to have a CDL is a good idea
4. Do not store loose tools in the cab area. They can become
dangerous in the event of a collision
C. Roads, highways, and interstates are dangerous locations. Never
turn your back to traffic and always wear easily visible clothing
D. Five most common causes of fire apparatus collisions
1. Failure to safely traverse intersections
2. Apparatus backing operations
3. Excessive speed
4. Failure to keep apparatus wheels on the road surface
5. Failure to negotiate curves
E. NFPA 1500 gives guidelines on when an apparatus must make a
complete stop. Know them, and when in doubt come to a complete
stop. There are very few instances when an emergency vehicle can
legally run intersections, stop signs, and red lights
F. When parking an apparatus on a roadway for an emergency call:
1. Shut down at least one lane in addition to the lanes occupied by
the incident.
2. Keep front wheels turned away from any citizens, vehicles, or
patients so that if the apparatus were to roll or be hit it would roll
away from the scene and not into it.
G. Parking on scene
1. Take up one additional lane in addition to the lane(s) containing
the collision or incident
2. Park in a manner that protects fire personnel from oncoming
traffic
3. Do not block access to late arriving emergency apparatuses
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4. Park the vehicle at a 45 degree angle with front wheels away
from the emergency scene
5. Park additional apparatuses at 100’-200’ intervals
6. When placing flares, do so while walking backwards and facing
oncoming traffic so that you have additional time to react
7. Do not be afraid to call for the assistance of allied agencies
(police, department of transportation, cranes, hazmat, etc.)
VI. Common Rescue Equipment in the Fire Service
A. Hydraulic rescue tool
B. Halligan tool
C. Window punch
D. SCBA
E. Thermal Imaging Device
F. Rope/webbing
G. Door spreader
H. Ax/maul
I. K12 Saw
J. Ladder
K. Cutting torches
L. Pinch/pry bars
Activities
1. Rescue Equipment Identification. Have students identify various rescue
equipment using the Rescue Equipment Worksheet. Use the Rescue
Equipment Worksheet Key for assessment.
2. Primary Search/Rescue Practice Drill. Have students complete the
Primary Search/Rescue Practice Drill. Use the Primary Search/Rescue
Practice Drill handout as a guide. Use the Discussion Rubric and/or the
Writing Rubric for assessment.
Assessments
Rescue Quiz and Key
Rescue Equipment Worksheet Key
Rescue Facts Worksheet Key
Discussion Rubric
Individual Work Rubric
Research Rubric
Writing Rubric
Materials
Rescue computer-based presentation
Rescue Equipment Worksheet and Key
Rescue Facts Worksheet and Key
Primary Search/Rescue Practice Drill
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







Primary Search/Rescue Practice Drill handout
Paper and writing utensil
Full Complement of Personal Protective Equipment (PPE)
Two Rescue Ropes
SCBAs
Radios
Mask black out material (wax paper is recommended)
Facility capable of housing a rescue drill
Resources
0135151112, Essentials of Firefighting (5th Edition), International Fire
Service Training Association (IFSTA).
Dallas Fire Department Manual of Procedures Revision 01/2013
National Incident Management System Manual of Procedures
Dallas Fire Department Standard Operating Procedures
Dallas Fire Station 19A shift personnel
www.usfa.gov
www.fema.gov
http://safetyandhealthweek.org/
Accommodations for Learning Differences
For reinforcement, students will complete the Rescue Facts Worksheet. Use
the Rescue Facts Worksheet Key for assessment.
For enrichment, have students research the following then write a four
paragraph paper summarizing their research (one paragraph each):
 Give a brief synopsis of a line-of-duty death
 State the cause of the death
 Clarify if NFPA standards/rules violations led to the death or injury
 Describe what can be done in the future to ensure that the same
tragedy does not happen again
Use the Individual Work Rubric, the Research Rubric, or the Writing Rubric
for assessment.
(Activity introduction notes: Regardless of how much safety is in place, the
very act of firefighting is inherently dangerous and line-of-duty deaths will
occasionally occur no matter how many precautions are taken. Rescues are
very often the most dangerous part of the job.
By looking at past injuries and line-of-duty deaths, it is possible for future
firefighters to make changes to their own actions/responses so that the same
mistake does not happen twice.)
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
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§130.299. Firefighter I (One to Two Credits).
(11) The student demonstrates confidence in performing fire fighting
skills while wearing self-contained breathing apparatus. The
student is expected to:
(G)
demonstrate rescue procedures without compromising
the rescuer's respiratory protection such as a firefighter
with functioning respiratory protection, a firefighter
without functioning respiratory protection, and a civilian
without respiratory protection;
(14) The student demonstrates the proper testing and operation of a
personal alert safety system device. The student is expected
to:
(A)
explain the proper operation of a safety device; and
(B)
demonstrate the proper testing of a safety device.
(16) The student recognizes common types of accidents and
injuries and their causes. The student is expected to:
(A)
describe the elements of a personnel accountability
system and the application of the system at an incident;
(D)
demonstrate techniques for action when trapped or
disoriented in a fire situation or in a hostile environment.
(17) The student describes the handling of different types of
accidents and hazards. The student is expected to:
(C)
safely demonstrate ten types of tools used for forcible
entry, rescue, and ventilation;
(D)
describe safety procedures for fire service lighting
equipment such as power supply (portable or mounted),
lights, cords, and connectors; and
(E)
recognize the procedures for the use of equipment such
as seat belts, ear protection, eye protection, and other
safety equipment provided for protection while riding on
apparatus.
(18) The student identifies safety procedures for ensuring a safe
environment. The student is expected to:
(C)
identify structure fire and roadway emergency scene
potential hazards;
(E)
describe procedures for safe operation at emergency
scenes.
College and Career Readiness Standards
Cross-Disciplinary Standards
II. Foundational Skills
C. Research across the curriculum
1. Understand which topics or questions are to be investigated.
2. Explore a research topic.
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Primary Search/Rescue Practice Drill
Objectives:
 Conduct a primary search on a fire scene and rescue a victim
 Recognize the need to implement the Incident Command System (ICS)
 Establish a safety officer
 Call for resources (Emergency Medical Services (EMS) and mutual aid)
 Advance a hose line into a structure while searching for victims
 Remove a victim
 Maintain accountability throughout the operations
Materials:
 8+ students
 Firefighter Personal Protective Equipment (PPE)
 Rescue manikin (or student actor)
 Search ropes (2)
 Firefighting hand tools (ax and/or Halligan are the minimum needed)
 Self-contained Breathing Apparatus (SCBA) (students will not be on air for this drill)
 Mask black out devices (wax paper recommended)
 Personnel Accountability Tags (PAT)
 Radios (5)
Student Roles:
 Incident Commander (IC) (radio): in charge of the incident
 Safety officer (radio): instructor
 Search Team 1 Member 1 (radio)
 Search Team 1 Member 2
 Search Team 2 Member 1 (radio)
 Search Team 2 Member 2
 Rapid Intervention Team (RIT) Member 1 (radio)
 RIT Member 2
 Dispatch (radio)
Setup:
 Scene size-up: There is a one-story commercial structure with smoke showing and with a
known worker still inside. The presence of the victim is confirmed by employees that were
already evacuated, but the location of the victim is unknown
 Instructor notes:
o Have the rescue manikin (or student playing the role of the victim) inside the
building, in a location that is not close to the entry point and is difficult to find.
(Note: This activity may be done in a large classroom.) If a student plays the role
of the victim, he or she should remain silent and act as if in an incapacitated state.
o Go with students but remain silent unless a safety issue arises. Take note of
students’ performances, specifically what is done well and what needs
improvement. Use your notes for a discussion to follow the drill.
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o If at any point any member of the team lets go of the safety rope or gets separated
by 10 feet from his or her partner, call for a MAYDAY and have the RIT make entry
with a separate safety line. Have the team that needs help become additional
victims. Use discretion with this aspect of the activity and adjust it to the levels of
student understanding and ability.
Directions:
 Have the first arriving unit give a size-up and start Incident Command.
 Have the IC note the arrival times, the entry/exit times, the victim located/extricated
times, etc.
 Have students don PPE with their masks blacked out so that rescue members cannot
see.
 Have Team 1 make entry and follow search guidelines (i.e. Use a safety line tied off at
the entry point, start an aggressive primary search with rescue in mind, follow the wall
and make sweep, then move toward the center). Have the students remain on their
hands and knees.
 Upon finding the victim, have Team 1 call for Team 2 to make entry and assist.
 Have Team 2 follow the rescue line and use the radios as needed.
 Upon Team 2 arriving at the victim, have the teams drag the victim out following the
safety line.
 The drill is complete once all of the rescue personnel and victim(s) exit the building/room.
Assessment/Conclusion:
Allow the IC to begin the discussion by giving a detailed breakdown of the times and a summary
of how things occurred. Allow the IC to make suggestions based on the actions that were taken.
After the IC concludes his or her summary, give the students a rundown of what you saw acting
as the safety officer. The following are potential (group or individual) discussion questions:
 What went as planned during this rescue?
 What did not go as planned during this rescue?
 If this exact incident occurred again, how would you change your plan of attack (given
that you had the same job)?
 How did the safety line help or hurt the rescue?
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Name________________________________ Date__________________________
Rescue Facts Worksheet
Directions: Match the tool or rescue fact to its definition below.
Word bank:
A. K12 saw
B. Two in/two out
C. Rescue rope
D. Primary search
E. Generator
F. Secondary search
G. Personnel Accountability Tag (PAT)
H. Halligan tool
I. Chain saw
J. SCBA
1. ______Used to provide air to individuals when the environment is hot or toxic
2. ______Used to cut wood/metal/concrete
3. ______Used to cut wood only
4. ______Used to create a path during search and rescue so firefighters do not get lost
5. ______Used as a mandatory buddy system for all searches
6. ______Used to provide power for rescue operations
7. ______Used as a fast search to find victims as quickly as possible
8. ______Used as a more thorough search for victims
9. ______Used to provide name/department/unit assignment
10. ______Used to pry/wedge/break
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Rescue Facts Worksheet Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
J
A
I
C
B
E
D
F
G
H
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Name________________________________ Date__________________________
Rescue Equipment Worksheet
Directions: Name the following pieces of rescue equipment and give one use for each. (Many
of these tools have multiple uses, but listing one is sufficient.)
1. Tool:___________________________________________________________________
2. Use:___________________________________________________________________
3. Tool:___________________________________________________________________
4. Use:___________________________________________________________________
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5. Tool:___________________________________________________________________
6. Use:___________________________________________________________________
7. Tool:___________________________________________________________________
8. Use:___________________________________________________________________
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9. Tool:___________________________________________________________________
10. Use:___________________________________________________________________
11. Tool:___________________________________________________________________
12. Use:___________________________________________________________________
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13. Tool:___________________________________________________________________
14. Use:___________________________________________________________________
15. Tool:___________________________________________________________________
16. Use:___________________________________________________________________
17. Tool:___________________________________________________________________
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18. Use:___________________________________________________________________
19. Tool:___________________________________________________________________
20. Use:___________________________________________________________________
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Rescue Equipment Exercise Key
Note: Some answers under the “use” section of the tools may vary. Others may include
some but not all of the uses listed below. Use your discretion.
1.
2.
3.
4.
Generator
Used to power lights and tools during a rescue situation
Halligan
Used to pry, break, hammer, and wedge for rescue situations. It is a multi-purpose
tool in the fire service
5. Jack Hammer
6. Used for breaching and breaking concrete
7. Hydraulic rescue tool
8. Used to cut, pry, bend, and remove metal, cars, and heavy objects. Most often used
in vehicle extrications and rescues
9. Bolt Cutter/Lock Cutter
10. Used to break and remove locks, chains, and bolts to gain access
11. K12 Saw
12. Used most often to cut metal but can also cut wood and concrete
13. Chain Saw
14. Used to cut wood and to ventilate roofs and floors in structure fires (and this particular
model has a special blade that can cut concrete)
15. SCBA
16. Used to provide air in situations where the atmosphere is not conducive to human life
17. Infra-Red Camera
18. Used to find the source of fire, hot spots, and fire extension
19. Personnel Accountability Tag (PAT)
20. Used to keep track of fire personnel and company
21
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Name________________________________ Date__________________________
Rescue Quiz
1. _____When is it acceptable to go into a structure fire in a “rescue capacity”?
A. When it is a home full of valuables in excess of 1 million dollars
B. When there are dogs heard barking inside the home
C. When there are known occupants to be inside
D. When there is a possibility of occupants inside
2. _____Finish this sentence: “Extend limited risk only if…”
A. Property or lives are savable.
B. Property and contents are savable.
C. Lives and pets are savable.
D. Lives, pets, property, and valuables are savable.
3. _____There are situations when it is okay to risk firefighter lives for vacant property.
A. True
B. False
4. _____What is a clue that a house is occupied?
A. The electric meter is missing
B. There is high grass in the yard
C. The porch light is on at the residence
D. Multiple newspapers are in the yard
5. _____Where should a search and rescue start?
A. Closest to the entryway
B. In the area of greatest chance for occupant survival
C. In the area of greatest risk
D. In the northernmost point of the house, in a counter clockwise rotation
6. _____What are the two types of searches?
A. First/Second
B. Initial/Secondary
C. Rescue/Recovery
D. Primary/Secondary
22
Copyright © Texas Education Agency, 2013. All rights reserved.
7. _____Which is not a rescue technique?
A. Assist
B. Drag
C. Haul
D. Carry
8. _____When should you consider a “shelter in place” option?
A. When the exit is over 100 feet away
B. When the occupants are in greater danger by trying to exit
C. When the weather is inclement outside
D. When the fire is over 50 feet from your location
9. _____Which is not one of the four simple carries?
A. Two-person extremity carry
B. Two-person seat carry
C. Two-person cradle carry
D. Two-person chair carry
10. _____What NFPA Standard deals with driving and riding in a fire department apparatus?
A. 5100
B. 1500
C. 1515
D. 1550
11. _____At what oxygen level are you required to use an SCBA per NFPA requirements?
A. 23%
B. 21%
C. 19%
D. 17%
23
Copyright © Texas Education Agency, 2013. All rights reserved.
12. _____What is the following tool?
A.
B.
C.
D.
Circular Saw
Disk Saw
K12 Saw
Recipro Multi-Function Saw
13. _____What materials will the above tool cut?
A. Wood
B. Concrete
C. Metal
D. All of the above
14. _____What is the following?
A.
B.
C.
D.
Identification Velcro Device (IVD)
Personnel Location Plaque (PLP)
Personnel Accountability Tags (PAT)
None of the above
15. _____There is never a reason to violate the “two in, two out” procedure.
A. True
B. False
16. _____Toys in the yard and cars in the driveway are signs a structure is occupied.
A. True
B. False
24
Copyright © Texas Education Agency, 2013. All rights reserved.
17. _____Firefighters need to check out a SCBA once a week per NFPA requirements.
A. True
B. False
18. _____Secondary searches should be done by the same company that did primary
searches.
A. True
B. False
19. _____Personal Protective Equipment (PPE) is not required during a search if the fire is
out.
A. True
B. False
20. _____A Personal Alert Safety System (PASS) device is used to locate heat sources and
fire spread.
A. True
B. False
25
Copyright © Texas Education Agency, 2013. All rights reserved.
Rescue Quiz Key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
C
B
F
C
C
D
C
B
C
B
D
C
D
C
B (There is never a situation when you can violate the two in, two out rule.)
A
B (SCBAs should be checked out every day, not every week.)
B (Secondary searches should be done by a different company than the primary
searches when possible.)
19. B (PPE should always be worn while searching or on a fire ground.)
20. B (A PASS device is used to locate downed or trapped firefighters.)
26
Copyright © Texas Education Agency, 2013. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
27
Copyright © Texas Education Agency, 2013. All rights reserved.
Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
28
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Name______________________________________
Date_______________________________________
Research Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Question/goal
Student identified and communicated a question
or goal of the research
Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Conclusion/Summary
Student drew insightful conclusions and
observations from the information gathered.
Information is organized in a logical manner
Communication
Student communicated the information gathered
and summary or conclusions persuasively.
Student demonstrated skill in the use of media
used to communicate the results of research
Reflection
Student reflected on the importance of the
research and its potential application
Total Points (20 pts.)
Comments:
29
Copyright © Texas Education Agency, 2013. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
30
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