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Accidents Happen - Early stage 1 and stage 1

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Bush fire safety

Introduction

The ‘Accidents Happen’ safety message explores the fact that fires can start by accident, so you should always be cautious and think before you act. People are often unaware that barbecues, campfires, fire pits or anything that causes sparks can be a bushfire threat, particularly on Total Fire Ban days. For more information, see the ‘Total Fire Ban’ lesson and video.

There are three options for presenting this lesson. The activity is essentially the same, but it can be focused on barbecues, campfires or a combination of both. Select the option that best suits your location and students. There are accompanying activity sheets for all three options.

It is recommended that you view the background information for teachers before undertaking this lesson.

Links to NSW Curriculum

Geography

Environment strand

  • ENES1 – Gathers information about the natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments.
  • ENS1.5 – Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.
  • ENS1.6 – Demonstrates an understanding of the relationship between environments and people

Personal Development, Health and Physical Education

Personal Health strand

  • PHS1.12 – Recognises that positive health choices can promote wellbeing.

Safe Living strand

  • SLES1.13 – Demonstrates an emerging awareness of the concepts of safe and unsafe living.
  • SLS1.13 – Recognises that their safety depends on the environment and the behavior of themselves and others.

English

  • ENe-11D – responds to and composes simple text about familiar aspects of the world and their own experiences.
  • EN1-11D - responds to and composes simple text about familiar aspects of the world and their own experiences

Learning outcomes

Participating in this lesson will help students to achieve the following learning outcomes:

  • Students will identify dangers around barbecues or campfire areas and discover ways of making these areas safer.

Resources

Resources required are dependent on which option you select.

  • ‘Accidents Happen’ safety message video (running time: 30 sec)
  • interactive whiteboard (IWB) - optional
  • ‘Find the Barbecue Dangers’ IWB picture
  • ‘Find the Barbecue Dangers Solutions’
  • ‘Safe Barbecue Jigsaw Puzzle’ – one per student
  • ‘Campfire Safety Tips’ – one per student
  • ‘Find the Campfire Dangers’ IWB picture
  • ‘Find the Campfire Dangers Solutions’ – one per student
  • ‘Safe Campfires Jigsaw Puzzle’ – one per student
  • coloured pencils
  • scissors
  • glue sticks
  • relevant workbooks.

Lesson

As a class, watch the video ‘Accidents Happen’.
Discuss:

  • Why did Trev’s Mum want the area cleared before she lit the barbecue?
  • What sorts of things did they find around the barbecue?

Barbecue focused lesson

Ask students to discuss when they have barbecues and why. Some responses may include on weekends, in the holidays, for lunch, when friends come over, for birthdays, in summer, etc. Ask students to share with a friend, or the whole class, what their barbecue area at home looks like.

Now ask students if they think their barbecue at home is safe. Why or why not?

Display the ‘Find the Barbecue Dangers’ picture on an IWB. Ask students to find and explain the items/areas in the picture that may be unsafe. If students are having difficulty, talk through each unsafe item or area and why it is unsafe (you can use the ‘Find the Barbecue Dangers Solutions’ to assist you). Give students the ‘Safe Barbecue Jigsaw Puzzle’ activity sheet to cut, assemble and stick into a relevant workbook.

Once completed, ask students to compare their safe barbecue jigsaw puzzles with the barbecue dangers picture (displayed on the interactive whiteboard). What differences can they observe?

Why do students think the area in the ‘safe’ picture is safer?

Campfire focused lesson

Ask students to discuss when they have campfires and why. Some responses may include when they are camping, during winter to keep warm, when they want to cook some food over an open flame, during a celebration etc. Ask students to share with a friend, or the whole class, a campfire experience they have had.

Now ask students if they think their campfire area is/was safe. Why or why not? Display the ‘Campfire Safety Tips’ on an IWB and discuss each of them.

Now display the ‘Find the Campfire Dangers’ picture on an IWB. Ask students to use what they learned from the safety tips to identify items/areas in the picture that may be unsafe. Make sure students also consider what is missing from the picture that could make it unsafe (e.g. the fire is not in a trench).

You will find the solutions to this on the ‘Find the Campfire Dangers Solutions’ sheet.

Give students a copy of the ‘Safe Campfires Jigsaw Puzzle’ activity sheet to cut out, assemble and stick into a relevant workbook. Once completed, ask students to compare their safe campfire jigsaw puzzles with the campfire dangers picture (displayed on the IWB). What differences do they observe? Why do students think the area in the ‘safe’ picture is safer? Do students have any other suggestions for making the area even safer (e.g. adult supervising the fire, having a fire extinguisher nearby etc.).

Further activities

Here are some suggested extra activities to extend the students’ learning.

  • Students to design a safety poster to display near a barbecue or campfire area.
  • Students to design and construct a ‘Safe Barbecue’– what features make it safe?
  • Invite someone from your local bushfire service to speak to the class about ways to prevent fire accidents and prepare for bushfire season.

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Australiasian Fire and Emergency Services Council