Fire Safety in the Welding Shop
Welding
Lesson Plan
Performance Objective
Upon completion of this assignment, the student will be able to demonstrate that they know how to safely
participate in a welding shop environment as it relates to fire safety. Demonstrate this knowledge by earning
100% mastery on the Fire Safety Test.
Specific Objectives
 Explain the definition of combustible
 Recognize the safety red color code for fire hazardous materials
 Identify types of fires and their classifications
 Match types of fire extinguishers with their uses
 List the fire safety rules
 Diagram the fire triangle
 Demonstrate the steps in the campus fire safety evacuation procedures
 Explain the three types of burns
 Describe the basic first aid remedies for each type of burn
Terms

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Butane- a colorless flammable gas.
Combustible- capable of catching fire; flammable.
Compress- a soft, cloth pad held in place by a bandage.
Evacuation- removal from an endangered area.
Fire retardant- difficult to burn; able to slow the spread of fire.
Flammable- easily set on fire; combustible; flammable.
Hazard- something causing unavoidable danger or risk.
Ignition- act of setting something on fire.
Shock- collapse of circulatory function caused by severe injury.
Sterile- germ free.
Time
It should take approximately one, 45-minute class period.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
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1
Welding
 130.323 (c)
o (2) The student explores the employability characteristics of a successful worker in the global
economy. The student is expected to:
(F) demonstrate skills related to health and safety in the workplace, as specified by
appropriate government regulations.
o (8) The student performs oxy-fuel processes on carbon steels. The student is expected to:
(A) observe safe operating practices; and
(B) perform safe handling of compressed gases.
o (9) The student performs plasma arc cutting on metals. The student is expected to:
(A) observe safe operating practices; and
(C) apply safe handling of compressed air supply.
o (10) The student performs shielded metal arc welding principles and practices on metals. The
student is expected to:
(A) use safe operating practices.
o (11) The student performs gas metal arc welding principles and practices. The student is
expected to:
(A) use safe operating practices.
o (12) The student performs flux cored arc welding principles and practices on metals. The
student is expected to:
(A) use safe operating practices.
o (13) The student performs gas tungsten arc welding on metals. The student is expected to:
(A) use safe operating practices.
Interdisciplinary Correlations
English Language Arts and Reading, English I
 110.31 (b)
o Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing. Students are expected to:
(A) determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek, or other linguistic roots and affixes.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Fire-Prevention and Protection Engineers
O*Net Number: 17-2111.02
Reported Job Titles: Chief Engineer, Fire Protection Engineer, Code Consultant, Loss Control Manager, Design
Director
Tasks
 Advise architects, builders, and other construction personnel on fire prevention equipment and
techniques, and on fire code and standard interpretation and compliance.
 Determine causes of fires and ways in which they could have been prevented.
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Develop plans for the prevention of destruction by fire, wind, and water.
Consult with authorities to discuss safety regulations and to recommend changes as necessary.
Study the relationships between ignition sources and materials to determine how fires start.
Develop training materials and conduct training sessions on fire protection.
Soft Skills
 Critical Thinking
 Operations Analysis
 Systems Analysis
 Judgment and Decision Making
Accommodations for Learning Differences
These lessons accommodate the needs of every learner. Modify the lessons to accommodate your students
with learning differences by referring to the files found on the Special Populations page of this website.
Preparation
Materials Needed
 Campus fire safety evacuation plan
 Burn victim photo handout
 Fire Safety Test
 Fire hazard sign or item with a fire hazard sign
Equipment Needed
 Computer and projector
 Fire extinguisher(s) from the welding shop
Learner
 Student should provide writing utensil and paper for note-taking
References
 Fortney, C., & Gregory, M. (1984). Introduction to welding: Student material. Stillwater, OK: MidAmerica Vocational Curriculum Consortium.
 Jeffus, L. F. (1999). Welding principles and applications. (4th ed.) Independence, KY: Cengage Learning.
Instructional Aids
 Components of the Fire Triangle slide presentation (Slides 2-5)
 Types of Fires slide presentation (Slides 6-10)
 Types of Fire Extinguishers slide presentation (Slides 11-16)
 Burn victim photo handout
 Fire Safety Test
 Fire Safety Test Key
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Introduction
Discuss the high importance of each person taking safety seriously while in the welding shop. The hazards are
limitless; therefore, it is of utmost importance that each person always follows all safety rules in order to
keep everyone in the shop safe. One seemingly small mistake could cost lives.

Ask
o How do you think fires can start in the shop? (Write the ideas on the board as they are given.)

Say
o From your ideas, you will notice many are caused by certain materials known as “combustible” or
“flammable” materials.

Ask
o How many types of fires are there? (Give acceptable wait time for responses.)

Say
o According to fire safety regulations, there are four types of fires. We will look at these four types,
the safety regulations associated with them, and the types of burns they cause.

Show
o A regulation fire extinguisher from the shop.

Say
o Each student should know where the regulation fire extinguisher is in our classroom/lab and know
how to operate it.
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Outline
MI
OUTLINE
I. Fire basics
A. Definition of combustible/flammable materials
or liquids that catch fire easily
B. Safety Red color code
i.
Used on buttons, levers, and switches
ii.
Used for stopping machinery or
equipment that may be a fire hazard
iii.
Used to designate fire hazards
iv. Used to designate fire-fighting
equipment
a. Fire alarms
b. Fire axes
c. Emergency exits
C. Fire Triangle
i.
Fuel- any combustible material.
ii.
Heat- enough to raise the fuel to its
ignition temperature.
iii.
Oxygen- necessary to sustain
combustion.
D. Show Fire Triangle slide presentation
II. Types of fires
A. Pass out Types of Fires Chart
B. Show Types of Fires slide presentation
i.
Class A with examples
ii.
Class B with examples
iii.
Class C with examples
iv. Class D with examples
III. Fire extinguishers
NOTES TO TEACHER
Students should take
notes during fire basics
presentation.
Students diagram the
triangle in their lecture
notes as they watch the
Fire Triangle slide
presentation.
(Slides 2-5)
Students take notes as
they watch the Types of
Fires slide presentation.
(Slides 6-10)
Students take notes as
they watch the Types of
Fire Extinguishers slide
presentation.
(Slides 11-16)
Teacher needs to use
extinguishers from the
shop as examples.
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Outline
MI
OUTLINE
IV. Fire Safety Rules (students take notes)
A. Immediately report any potential fire hazards
to the teacher (there is no substitute for
caution and common sense).
B. Know the location and proper operation of fire
safety equipment.
C. Know the correct evacuation procedures and
location of fire exits.
D. Do not carry butane-lighters or matches into
the welding shop (take special note here to
remind students that even keeping these items
in their pockets is extremely unsafe).
i. Butane-lighters, when exposed to
welding heat or sparks, can explode
with one-quarter the force of a stick
of dynamite.
ii. Matches can erupt into a fire-ball.
E. Inspect the shop to determine what types of
fires might occur so that proper fire
extinguishers are available before a project
begins.
F. Assign someone to provide a fire watch
whenever cutting metal is taking place.
i. Provide a fire watch if materials are
within 35 feet.
ii. Move combustible materials at
least 35 feet away from any
welding.
G. Remove trash from the shop regularly (piles of
oily rags can spontaneously combust).
H. Do not weld on containers that have held
combustible materials.
I. Wear fire-retardant clothing.
J. Conduct regular fire drills with a predetermined assembly point.
NOTES TO TEACHER
Point out that the
addition of type “K” is
simply for information
purposes, since a “K”
type extinguisher would
not be used in the
welding lab.
The mnemonic devices
listed on the slides are
to help the students
remember the
combination of symbols
and meanings.
A= A-frame house
because houses are
made of wood and have
papers inside.
B= Boom box because
the B extinguisher is
used on things that
blow up and go “boom”
when ignited (like gas,
oil, and paint).
C= Current because it’s
about electrical fires.
D= Danger because the
Sheriff’s “metal star”
protects you from
danger (this
extinguisher is used on
burning metals).
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Outline
MI
OUTLINE
V. Types of burns
A. First-degree burns
i. Skin surface is reddish and tender, but
no skin is broken.
ii. Put burned area under cold water (not
iced water) or apply cold compress.
iii. Cover the area with sterile bandages.
iv. Do not apply butter or grease.
B. Second-degree burns
i.
Skin is severely damaged resulting in
blisters or skin breaks.
ii.
Put burned area under cold water (not
iced water) or apply cold compress to
reduce the skin temperature as quickly
as possible without causing shock; if
necessary in an emergency, any cool
liquid you drink can be poured on a
burn.
iii.
Cover the area with sterile bandages.
iv.
Seek medical attention.
C. Third-degree burns
i. Skin and/or tissue below is charred or
white (little pain may be initially
present because nerve damage occurs).
ii. Do not remove clothes stuck to the
burn.
iii. Do not use ice or iced water (this will
intensify shock reaction).
iv. Do not apply any sprays or ointments.
v. If victim is on fire, smother the flames
with a blanket, rug or cloth covering.
vi. Place a cold cloth on area.
vii. Cover area with thick, sterile dressing.
viii. Call for ambulance immediately if burn
is large or severe (even small burns
need immediate medical attention).
NOTES TO TEACHER
Burns are a common
and quite painful injury
in a welding shop. Due
to the high risk of
infection, it is important
that all burns receive
appropriate first aid or
medical treatment. Pass
out the Types of Burns
Chart for the students
to use to take notes
during this phase of the
lesson.
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Outline
MI
OUTLINE
NOTES TO TEACHER
VI. Evaluating a burn victim
A. Show and discuss the photograph of the burn
victim.
B. Have students refer to their notes to
determine what type of burn the victim has
and what first aid should be administered.
Evaluating a burn victim
is guided practice by the
teacher.
VII. To avoid situations like the one in the photograph,
students need to be aware of the fire safety rules.
A. Know the campus evacuation plan.
B. Review the evacuation procedures outlined by
the fire marshal for the welding shop.
C. Pass out copies of the evacuation plan and ask
the students to walk through the plan.
D. Discuss whether or not the plan is appropriate
and make suggestions for changes that need to
be discussed with the fire marshal.
VIII. Fire Safety Test
Distribute the Fire
Safety Test. Grade with
answer key.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Teacher show the photograph of the burn victim. The students should be asked to use their notes to
determine what type of burn the victim has and what should be done to administer first aid.
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Independent Practice
To avoid situations like the one in the photograph, students need to be aware of the fire safety rules, and one
is to know the campus evacuation plan. The teacher should ask the students to review the evacuation
procedures outline by the fire marshal for the welding shop. The teacher should then pass out copies of the
plan and ask the students to walk through the plan. Discussion should take place as to whether or not the plan
is appropriate and make suggestions for changes that need to be discussed with the fire marshal.
Summary
Review
Check for mastery/understanding by having the students write down a question and its answer over the
information presented in the lesson. All questions should be turned in and put in a draw pile. Review the
students by pulling out a question and calling on a student to provide the answer (use of notes during this
review is up to the teacher).
Evaluation
Informal Assessment
Teacher should monitor students understanding throughout the lesson. If further explanation is needed on a
given topic, teacher should elaborate or re-teach that portion of the lesson.
Formal Assessment
Administer the Fire Safety Test. 100% mastery is required. There is never a moment when being less than100%
accurate with safety is acceptable. Re-teach, review, and re-test until every student has mastered the material
with accuracy.
Enrichment
Extension
For those students who need remediation, a re-teach and review session will reinforce the topics of concern.
The remediation will need to be tailored to the individual needs of the student.
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Burn Victim Photo
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Name________________________________ Date_______________________ Class____________
Fire Safety Test
1. Define “combustion”
2. Give one example for each of the types of fire
A.
B.
C.
D.
3. Describe what steps you would take to extinguish a trash fire in the welding shop.
4. Create a drawing of the fire triangle and explain why each piece is important.
5. Why is there a rule about having a butane-lighter or matches in the welding shop?
6. Where is the designated meeting area for our campus evacuation plan?
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Name________________________________ Date_______________________ Class____________
7. What first aid steps would you take if your shop partner had a burn where the skin was
beginning to blister?
8. Name three items in our shop designated with the proper fire safety markings.
A.
B.
C.
9. Why should combustible materials be kept at least 35 feet away from any welding?
10. Explain the purpose of having a fire watch.
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Fire Safety Test KEY
1. Define “combustion”

The act or process of burning
2. Give one example for each of the types of fire
A. Wood, rags, paper, trash
B. Gas, oil, grease, paints, thinners
C. Motors, switchboards, circuit wiring, electronic devices
D. Powdered aluminum and magnesium
3. Describe what steps you would take to extinguish a trash fire in the welding shop.
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Immediately alert people in shop
Go to red safety tagged area
Retrieve Type A Fire Extinguisher (water type extinguisher)
Take action necessary to operate extinguisher
Point extinguisher at material burning (not flames) until the fire is extinguished
4. Create a drawing of the fire triangle and explain why each piece is important.


Teacher will check diagram drawn
All pieces are necessary because fire cannot occur without all three parts
5. Why is there a rule about having a butane-lighter or matches in the welding shop?

Having a butane-lighter in the shop is like having a stick of dynamite. If the lighter is
penetrated with a heat source, it can ignite.
6. Where is the designated meeting area for our campus evacuation plan?

Answer will be as per campus guidelines
7. What first-aid steps would you take if your shop partner had a burn where the skin was
beginning to blister?

For a 2nd degree burn, put the area under cold water (not iced water) or apply cold
compress; seek medical attention; do not apply ointment, spray, or home remedy.
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Fire Safety Test KEY (Cont’d.)
8. Name at least three items in our shop designated with the proper fire safety markings.
A.
B.
C.
Teacher will need to provide answer, as per individual campus.
9. Why should combustible materials be kept at least 35 feet away from any welding?

Sparks from a welder can ignite the combustible material.
10. Explain the purpose of having a fire watch.

A fire watch can prevent a potential hazard. The person on watch can retrieve a fire
extinguisher and sound fire alarms.
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