Fire Prevention and Public Education

Course

Firefighter II

Unit IV

Fire Prevention

Essential

Question

What are the benefits of educating the public about fire prevention?

TEKS

§130.300(c)

(8)(B)

Prior Student

Learning

Complete assigned reading

Estimated Time

6 Hours

Fire Prevention and Public Education

Rationale

Every year, many firefighters die while performing their sworn duties.

Technological changes, construction methods and materials, and everyday items used at home, school, and work continue to make firefighting a dangerous occupation. We can reduce the losses of life and property, if more emphasis is placed on educating the public about fire prevention.

Objectives

The students will be able to:

1. Perform a fire prevention inspection of the classroom

2. Perform a fire prevention inspection of the school

3. Create a fire-safety presentation

4. Interview a firefighter about fire prevention inspections

Engage

Divide the class into small groups. Have each group elect a note-taker to document the group ’s responses. Have each group inspect the classroom for 10 minutes and list all of the items that may burn (e.g. fuel load) or that present a fire danger. Then have each group take turns reading its list to the class. While the students are reading, compile the lists on the white board

(or a poster board) for all of the class to see. After the master list is complete, discuss the primary materials that would burn and ask the students how they would prevent these items from burning. ( Note: If time allows, extend this activity into an inspection of the school.) Use the

Discussion Rubric for assessment.

Key Points

I. Fire Prevention

A. Inspections

1. Requirements a) Personal

(1) Have ample knowledge of fire- and life-safety issues

(2) Have the ability to refer citizens to additional sources of information

(3) Present a well-groomed and professional appearance

(4) Wear a clean uniform in good condition b) Equipment

(1) General information

(a) May need to conduct research before performing the inspection

(b) May need to use reference material, personal protective equipment (PPE), and/or special equipment during the inspection

(2) Most pre-incident surveys include the following types of

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Copyright © Texas Education Agency, 2013. All rights reserved.

equipment

(a) Writing (e.g. pencils)

(b) Drawing (e.g. graph paper)

(c) Other (e.g. flashlight)

2. Scheduling a) Most fire inspections and other fire prevention activities must be conducted during normal business hours b) Many fire departments schedule them at specific times on specific days of the week c) Types

(1) In advance with the owners at the most convenient and least disruptive time for them

(2) In a systematic block-by-block manner that works well for ordinary mercantile occupancies

3. Conducting a) Follow the department’s Standard Operating Procedures

(SOPs) b) Review the fire code requirements for the specific type of occupancy c) Represent the fire department favorably d) Enter the premises and contact the occupant

’s representative e) Review the inspection process briefly f) Answer any questions g) Utilize the representative as a guide of the premises during the inspection h) Tactfully ask the guide to open all locked rooms and closets i) Report any refusals to the fire prevention officer so that an inspection warrant may be obtained or other appropriate action may be taken j) Begin the inspection by looking for hazards and observing the property (and its activities) from the exterior and then move to the interior k) Some examples of specific items to watch for include

(1) Access for fire personnel and apparatus to the structure and its fire protection equipment

(2) Building name and type of business

(3) Emergency contact numbers for the building owner or manager

(4) Address numbers clearly visible from the street

(5) Portable fire extinguishers in place, properly mounted, operable, and unobstructed

(6) Exit signs and emergency lighting operable l) Explain each code violation to the occupant’s representative m) Create and agree to a plan of correction if code violations are found

(1) Specify a reasonable deadline for violation correction(s)

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(2) Specify a time for a follow-up inspection n) Have the occupant sign the inspection form o) Leave a copy of the form with the occupant p) Thank the occupant for his or her cooperation q) Leave a business card

B. Surveys

1. Firefighter skills required a) Interpersonal skills

(1) Communication

(2) Mitigation

(3) Facilitation

(4) Negotiation

(5) Mediation b) Technical knowledge and skills

(1) Building construction

(2) Fire and life safety requirements

(3) Fire code requirements

(4) Common and special hazards

(5) Building utilities

(6) Energy systems

(7) Fire protection appliances and systems

2. Pre-incident planning surveys of public and commercial occupancies a) Purposes

(1) To gain information that can greatly increase firefighter and citizen safety

(2) To get this information in advance because it may not be available during a fire

(3) To document information that helps firefighters

(a) Become familiar with the structures in their district, as well as their uses and hazards

(b) Recognize existing hazards

(c) Visualize the application of standard tactics

(d) Develop new tactics if necessary b) Conducting

(1) Have the initial meeting with the owner

(2) Survey the property’s exterior

(a) Make general observations

(b) Complete preliminary notes

(c) Take photographs

(3) Include the following in the preliminary notes

(a) Location of fire detection and suppression systems

(e.g. fire hydrants and fire alarm control panels)

(b) Pertinent information about the building (e.g. type of construction and occupancy)

(c) Visibility of address numbers

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(d) Accessibility from all sides

(e) Barriers to aerial device operations

(f) Problematic placement of trees or shrubs

(g) Barred windows or security doors

(h) Location of the utility shutoffs

(i) Overhead obstructions to ladder use

(4) Move to the basement or roof

(5) Survey the interior systematically

(a) Look at each floor in succession

(b) Create floor plans if they are not available

(c) Note and photograph hazards and unsafe conditions

(6) Remember that more than one visit may be necessary

(7) Survey all of the buildings on a property separately, if more than one building is present

(8) Use and update the pre-existing survey floor plan to save time, if one is available

(9) Discuss the survey results and any fire- or life-safety concerns with the owner c) Making maps and drawings

(1) Update or create maps when needed

(2) Include the general arrangement of the property

(3) Note anything that might affect firefighting tactics

(4) Make the drawing neat, accurate, and to scale

(5) Use a clipboard, a ruler and/or graph paper if electronic mapping programs are not available

(6) Record data using common map symbols as much as possible

(7) Create cutaway views to show structural features (e.g. elevations) when necessary d) Taking photographs

(1) Obtain permission if necessary

(2) Take photos

(a) From more than one angle

(b) From an elevated position

(c) Of close-ups and the interior

(3) Take video when possible and permitted

3. Residential fire safety surveys a) Firefighter responsibilities

(1) Conduct surveys in teams of two

(2) Dress and act professionally

(3) Introduce yourself, your partner, and provide proper identification

(4) Explain the survey procedure

(5) Maintain a courteous attitude

(6) Focus on preventing fires and eliminating threats to fire safety

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(7) Compliment the occupants when favorable conditions are found

(8) Offer constructive suggestions for eliminating hazards

(9) Survey all rooms including the garage

(10) Discuss the survey results with the occupant and answer any questions

(11) Thank the occupants for the invitation

(12) Keep the survey results confidential

(13) Provide occupants with fire- and safety-awareness information

(a) Maintain clear exit pathways

(b) Keep a flashlight by the bed

(c) Have two exits available

(d) Never leave an infant or toddler unsupervised in or near a bathtub or pool

(e) Always turn over the range the handles of pans containing hot liquids b) Fire causes

(1) Malfunctioning heating appliances and water heaters

(2) Combustibles too close to heating appliances or lamps

(3) Unsafe cooking procedures

(4) Smoking materials

(5) Overloaded extension cords and multiple-outlet devices

(6) Exposed electrical wiring

(7) Defective electrical appliances

(8) Improper use of combustible or flammable liquids

(9) Poor housekeeping

(10) Untended candles c) Types of surveys

(1) Interior

(a) Combustible materials

(b) Appliances

(c) Electrical wiring and equipment

(d) Portable heating units

(e) Woodstoves or fireplaces

(f) Heating fuel

(g) General housekeeping practices

(h) Smoke alarms

(i) Electrical distribution panels

(j) Gas appliances

(k) Oil-burning units

(l) Furnaces

(m) Water heaters

(n) Shop or work rooms

(o) Accumulated waste

(p) Flammable liquids

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(2) Exterior

(a) Roof

(b) Chimneys and spark arrestors

(c) Yard and porch areas

(d) Barbecues and fuel

(e) Outside waste burners

(f) Garages, sheds, barns, and outbuildings

(g) Flammable liquids and gases

(h) Lightening protection

(i) Security devices

(j) Power lines

C. Fire Hazards

1. Fuel a) Ordinary combustibles

(1) Wood

(2) Cloth

(3) Paper b) Flammable and combustible gases

(1) Natural gas

(2) Liquefied petroleum gas (LPG)

(3) Compressed natural gas (CNG) c) Flammable and combustible liquids

(1) Gasoline

(2) Oils

(3) Lacquers

(4) Alcohol d) Chemicals

(1) Nitrates

(2) Oxides

(3) Chlorates e) Dusts

(1) Grain

(2) Wood

(3) Metal

(4) Coal f) Metals

(1) Magnesium

(2) Sodium

(3) Potassium g) Plastics, resins, and cellulose

2. Heat Sources a) Chemical heat energy – materials that are improperly stored may come in contact with each other and react or decompose and generate heat b) Electrical heat energy

– caused by poorly maintained electrical appliances, exposed wiring, and lighting

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c) Mechanical heat energy

– created by moving parts on machines, such as belts and bearings d) Nuclear heat energy – created by fission and is not commonly encountered by firefighters

3. Common (higher probability) a) Obstructed electrical panels b) Poor housekeeping and improper storage of combustible materials c) Defective or improperly used heating, lighting, or power equipment d) Improper disposal of floor-cleaning compounds e) Misuse of fumigation substances and flammable or combustible liquids

4. Special (risk due to processes or operations) a) Commercial occupancies b) Manufacturing facilities c) Public assembly venues

5. Target Hazard Properties (higher risk) a) Lumberyards b) Bulk oil storage facilities c) Shopping malls d) Hospitals e) Theaters f) Nursing homes g) Rows of frame tenements h) Schools i) High-rise hotels/condominiums

II. Public Fire- and Life-Safety Education

A. General considerations

1. Accurate information is a necessity

2. Positive messages are received best a) Positive: “crawl low under smoke” b)

Negative: “do not stand up in smoke”

3. Target the message to the specific audience and the priority issue

B. Audience considerations

1. Adult audience a) Utilize teachable moments (e.g. new home buyers, new-parent classes, etc.) b) Use the basic four step method of instruction

(1) Preparation

(a) Learn the material

(b) Practice the presentation

(c) Know the audience

(2) Presentation

(a) Explain the information

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(b) Use visual aids (e.g. smoke alarm)

(c) Demonstrate techniques (e.g. stop, drop, and roll)

(3) Application

(a) Provide the opportunity for the audience to practice the material learned

(b) Tactfully correct mistakes that are made

(4) Evaluation

(a) Assess the effectiveness of the presentation

(b) Identify the aspects that need improvement

2. Young children a) Children from birth to eight years old are especially at risk b) Remember that children

(1) Usually interpret information literally

(2) Have limited attention spans

(3) Often fidget and interrupt, so remain flexible

(4) Learn by doing, not listening c) Decide with the teachers in advance how to handle questions d)

Build rapport by speaking at the children’s eye level e) Ask misbehaving children for help to provide redirection f) Communicate simple concepts using positive messages g) Do not use fear as a teaching tactic

C. Presentation topics

1. Stop, drop, and roll a) Action to take if a person’s clothing catches on fire b) Demonstrate the proper techniques c) Invite the audience to perform the technique d) Emphasize that a bystander may need to

(1) Help the person drop to the ground

(2) Smother the fire with nearby items such as coats, rugs, or blankets

2. Home safety a) Persuade the audience to make safety a way of life b) Promote the following

(1) Escape plans

(2) Exit Drills in the Home (EDITH) program

(3) Other similar safety efforts c) Communicate fire and safety rules

(1) Keep bedroom doors closed while sleeping

(2) Have two emergency exits from every room

(3) Ensure that windows can be easily opened

(4) Train children to use fire escape ladders, especially in multi-story dwellings

(5) Roll out of bed to the floor if awakened by a smoke alarm signal

(6) Stay low to avoid heated gases that rise

(7) Crawl to the door, feel it with the back of your hand, use

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the window for escape if it is warm or hot to the touch

(8) Establish a meeting place outside of the home

(9) NEVER reenter the home after successfully exiting

(10) Call the fire department from a cellular phone or a neighbor’s house

(11) Use candles with caution

(a) Place candles on heat-resistant surfaces

(b) Always use a candle holder

3. Smoke alarms a) May be battery-operated or a part of a security alarm system b) Recommended placement includes

(1) In every bedroom

(2) At every level (each story) c) Minimum placement includes

(1) One in the hallway outside of each sleeping area and between the sleeping area and other rooms in the house

(2) Close enough to be heard through the closed bedroom door

(3) Usually mounted on the ceiling d) Should be installed, maintained, and tested according the manufacturer’s specifications

4. Carbon monoxide detectors a) Are needed in addition to fire alarms b) Should be installed according the manufacturer’s specifications

D. Some life-safety issues

1. Eliminating fire hazards

2. Escaping a fire

3. Testing smoke alarms

4. Installing a child safety seat correctly

5. Wearing a bicycle helmet

Activities

School Inspection – Accompany the students as they walk around and inspect the school. Have the students perform an inspection while they complete the Unofficial Fire Inspection Form. Then divide the class into small groups and have them discuss the results of their inspections, especially any hazardous processes or situations found and their suggested solutions.

( Note: This activity may be extended into having the students compose a report and submit it to their Assistant Principal.) Use the Individual Work

Rubric and the Discussion Rubric for assessment.

Assessments

Fire Prevention and Public Education Key Terms Quiz and Key

Fire Prevention and Public Education Quiz and Key

Discussion Rubric

Individual Work Rubric

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Presentation Rubric

Materials

Fire Prevention and Public Education computer-based presentation

Fire Prevention and Public Education Key Terms

Unofficial Fire Inspection Form

Computers with computer-based presentation software or poster board and markers

Resources

0135151112, Essentials of Firefighting (5 th

Edition), International Fire

Service Training Association (IFSTA), 2008.

Accommodations for Learning Differences

For reinforcement, the students will create a fire-safety presentation with a visual aid (computer-based or poster board) for elementary students. Use the Presentation Rubric for assessment.

For enrichment, the students will contact a local fire department and interview a firefighter about his or her inspection experience. The students will summarize the interview in a brief paper. Use the Individual Work Rubric for assessment.

State Education Standards

Texas Essential Knowledge and Skills for Career and Technical Education

§130.300. Firefighter II (Two to Three Credits).

(8) The student explains the duties of a firefighter after a fire. The student is expected to:

(B) describe the duties for gathering information that may lead to the determination of the fire cause, including fire and security surveillance;

College and Career Readiness Standards

Cross-Disciplinary Standards

I. Key Cognitive Skills

B. Reasoning

1. Consider arguments and conclusions of self and others.

2. Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.


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Fire Prevention and Public Education Key Terms

Chemical heat energy – materials that are improperly stored may come in contact with each other and react or decompose and generate heat

Common fire hazard

– condition likely to be found in almost all occupancies and generally not associated with a specific occupancy or activity

Electrical heat energy – caused by poorly maintained electrical appliances, exposed wiring, and lighting

Fire hazard

– a condition that increases the likelihood of a fire starting

Fire prevention – code enforcement inspections of commercial, institutional, and industrial occupancies, which are conducted to ensure that citizens have a safe physical environment in which to work, study, worship, or play (IFSTA, 2008)

Fuel load – represents the bulk of fuel available to burn and generally refers to the contents of a building

Mechanical heat energy

– created by moving parts on machines, such as belts and bearings

Motivation – an internal process that produces energy for meeting needs or goals

Nuclear heat energy – created by fission and is not commonly encountered by firefighters

Pre-incident survey

– allows firefighters to gather information about the structure under ideal conditions

Special fire hazard – condition that arises as a result of the processes or operations that are characteristics of the individual occupancy

Target hazard

– any structure that is especially vulnerable to fire danger


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Unofficial Fire Inspection Form

Practice Business Inspection Form Date:______________________

Business Name:__________________________________Phone:______________

Business Address:_______________________________________Ste./Bldg._____

Responsible Party Name:______________________________ job title (circle one) Owner Manager Assistant Manager Employee

Corporate Address (if applicable)

______________________________________________________________________

________________________________________________Phone:________________

Requirements Circle one

Address compliant and visible from street YES or NO

Fire department connection compliant (visible, accessible, and capped) YES or NO

Sprinkler system tagged (yellow or red tag, mark no)

Fire alarm system tagged (yellow or red tag, mark no)

YES or NO

YES or NO

Standpipe system tagged (yellow or red tag, mark no) YES or NO

Range hood extinguishing system tagged (yellow or red tag, mark no) YES or NO

Fire extinguisher (mounted no lower than 4’, no higher than 5’)

YES or NO

Fire extinguisher tagged YES or NO

Exits and/or emergency lights operable

Exits open and unobstructed

Miscellaneous electrical items meet code such as, extension cords, cover plates, etc.

Electrical system appears safe

YES or NO

YES or NO

YES or NO

Auxiliary heating device appears safe

Fire lanes maintained

YES or NO

YES or NO

YES or NO

YES or NO Fire doors meet code

Storage conditions acceptable (aisles unobstructed, height acceptable, etc.)

Storage maintained 18” from sprinkler heads

High pile storage permit (for storage above 12’)

Hazardous materials permit

(List the type and the quantity in remarks section below)

Boiler inspection certificate

If yes, certificate #

YES or NO

YES or NO

YES or NO

YES or NO

YES or NO

Private fire hydrant permit

Number of private hydrants

Was this inspection conducted with a TXCFI present

If yes, inspector’s name

YES or NO

YES or NO

Official notice

Conditions require re-inspection

YES or NO

YES or NO


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Remarks ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

A re-inspection will occur in __________working days.

This inspection was conducted pursuant to Chapter 9.52 of the Municipal Code and will be conducted for general code conformity. All applicable fire prevention codes and ordinances must be complied with.

You (the occupant) must correct the violation/s within the time frame specified above. Failure to comply will result citations and/or court action. The signing of this form is not an admission of guilt.

Occupant Name: (Print) __________________________________________________

Occupant Signature:_____________________________________________________

Inspector: (Print)________________________________________________Unit_____

Inspector Signature:______________________________________________________

Re-inspection

Condition was corrected by re-inspection: YES or NO

Re-inspection Date____________________________

Occupant Name: (Print) __________________________________________________

Occupant Signature:_____________________________________________________

Inspector: (Print)________________________________________________Unit_____

Inspector Signature:______________________________________________________

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Name ___________________________________Date __________________________

Fire Prevention and Public Education Key Terms Quiz

Directions: Match the term with the correct definition.

1. _____fire prevention 7. _____common fire hazard

2. _____chemical heat energy

3. _____electrical heat energy

8. _____pre-incident survey

9. _____fuel load

4. _____fire hazard

5. _____mechanical heat energy

6. _____nuclear heat energy

10. _____special fire hazard

11. _____target hazard

12. _____motivation

****************************************************************************************************

A. A condition that increases the likelihood of a fire starting

B. Created by fission and is not commonly encountered by firefighters

C. An internal process that produces energy for meeting needs or goals

D. Poorly maintained electrical appliances, exposed wiring, and lighting

E. Materials that are improperly stored may come in contact with each other and react or decompose and generate heat

F. Created by moving parts on machines, such as belts and bearings

G. Condition likely to be found in almost all occupancies and generally not associated with a specific occupancy or activity

H. Condition that arises as a result of the processes or operations that are characteristics of the individual occupancy

I. Allows firefighters to gather information about the structure under ideal conditions

J. Represents the bulk of fuel available to burn and generally refers to the contents of a building

K. Any structure that is especially vulnerable to fire danger

L. Code enforcement inspections of commercial, institutional, and industrial occupancies, which are conducted to ensure that citizens have a safe physical environment in which to work, study, worship, or play

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1. L

2. E

3. D

4. A

5. F

6. B

7. G

8. I

9. J

10. H

11. K

12. C

Fire Prevention and Public Education Key Terms Quiz Key


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Name ___________________________________Date _________________________

Fire Prevention and Public Education Quiz

1.

_____Which of the following is “a condition that increases the likelihood of a fire starting?”

A. Target hazard

B. Fire hazard

C. Explosive hazard

D. Wind hazard

2. _____Which of the following is

“created by moving parts on machines, such as belts and bearings?”

A. Chemical heat energy

B. Electrical heat energy

C. Mechanical heat energy

D. Nuclear heat energy

3. _____Which of the following is not a common fire hazard?

A. Obstructed electrical panels

B. Poor housekeeping

C. Improper disposal of floor cleaning compounds

D. High-hazard processes using volatile substances

4.

_____Which of the following is “any structure that is especially vulnerable to fire danger?”

A. Target hazard

B. Fire hazard

C. Explosive hazard

D. Severe hazard

5. _____Which of the following would most likely be found in a pre-incident survey kit?

A. Pencils

B. Graph paper

C. Flashlight

D. All of the above

6. _____Pre-incident surveys are for gathering information, and residential fire safety surveys are for imparting information.

A. True

B. False

7. _____The term ___________________ represents the bulk of fuel available to burn and generally refers to the contents of a building. Pg. 971

A. Fuel loads

B. Tax loads

C. Compartment loads

D. Cargo loads

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8. _____Which of the following is not an interpersonal skill that a firefighter needs to effectively perform a pre-incident survey?

A. Mitigation

B. Facilitation

C. Medication

D. Negotiation

9. _____Where should a pre-incident survey begin?

A. The building’s entrance

B.

The building’s exterior

C. The building’s interior

D. The building’s fire exits

10. _____ The survey of the building’s interior should be performed _____________.

A. Practically

B. Chronologically

C. Systematically

D. None of the above

11. _____Sometimes a firefighter must visit a building more than once before the survey is finished.

A. True

B. False

12. _____Which of the following can cause a house fire?

A. Poor housekeeping

B. Untended candles

C. Overloaded extension cords and multiple-outlet devices

D. All of the above

13. _____All fire education presentations are appropriate for all audiences.

A. True

B. False

14. _____Fear is an effective teaching tactic in fire education.

A. True

B. False

15. _____Which of the following is a life-safety issue pertinent to firefighters?

A. Installing a child safety seat correctly

B. Wearing a bicycle helmet

C. Both A and B

D. Neither A nor B

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1. B

2. C

3. D

4. A

5. D

6. A

7. A

8. C

9. B

10. C

11. A

12. D

13. B

14. B

15. C

Fire Prevention and Public Education Quiz Key


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Name_______________________________________ Date_______________________________

Objectives

Participates in group discussion

4 pts.

Excellent

Discussion Rubric

3 pts.

Good

2 pts. Needs Some

Improvement

1 pt. Needs Much

Improvement

N/A Pts.

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:

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Name______________________________________

Objectives

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

Date_______________________________________

Individual Work Rubric

4 pts.

Excellent

3 pts.

Good


Improvement


Improvement N/A Pts.


Comments:

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Name:____________________________________ Date:_____________________________

Presentation Rubric

4 pts.

Excellent

3 pts.

Good


Improvement


Improvement

Objectives

Topic/Content



Topic discussed completely and in-depth



Includes properly cited sources (if used)

Creativity/Neatness



Integrates a variety of multimedia effects to create a professional presentation (transition and graphics) or appropriate visual aid used



Title slide, table of contents, bibliography are included, using acceptable format

Mechanics



Grammar, spelling, punctuation, and capitalization are correct



Image and font size are legible to the entire audience

Oral Presentation



Communicates with enthusiasm and eye contact



Voice delivery and projection are dynamic and audible

Audience Interaction

 Presentation holds audience’s attention and relates a clear message



Clearly and effectively communicates the content throughout the presentation

N/A Pts.


Comments:

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Fire Prevention and Public Education

Fire Prevention and Public Education

Fire Prevention and Public Education Key Terms

Unofficial Fire Inspection Form