Fire: Good or Bad?
5th Grade Standards
addressed:
·
Scienceà
2.1 (all organisms have structures and systems with separate functions), 3.2
(Earth’s surface changes through a variety of processes and forces) and
(weather conditions change because of the uneven heating of the Earth’s surface
by the sun’s energy. Weather changes are measured by differences in
temperature, air pressure, wind and water in the atmosphere and type of
precipitation)
·
Social Studiesà
2.1 (Use various geographic tools and sources to answer questions about the
geography of the United States) and 2.2 (Causes and consequences of movement)
Objectives 1. To show the pros and cons of fire and
how it can change the earth and, 2. Help students make connections between
their own understanding and their own personal environments (use online
resources to locate Aspen community and assess risk of wildfire at school and
discuss preventative measures to help in own homes)
1.
Venn diagram (good vs. bad fire)
2.
Watch video and add to diagram
3.
Demonstrate fire triangle using toothpick and
gummies. Talk about what happens when one part disappears
a.
Work with partner to come up with ideas that fit
all parts of triangles
b.
Play “Fire facts”
4.
ID forest ecosystem and talk about attributes
that invite fire or ward off fire (i.e. types of trees and sub-alpine
environment) and how this applies to “fuels” in triangle
a.
Go outside and ID trees. Talk about similarities
and differences of trees and then make connections between tree and human
anatomy.
b.
Make a list of animals that would be impacted by
fire that live near school.
c.
Then play animal game
5.
Create fire risk wheel and then walk around
school to see what kind of fuels exist and why suggestions there are for change
and assess risk
6.
Use CO-WRAP to see if predictions are correct
7.
Explore factors that can or can’t be changed
with visuals…
a.
Show how fire makes its own weather (oxygen)
b.
Do slope demonstration/experiment with
matchsticks (show how oxygen and fuels can be a problem)
c.
Do climate change exercise with graph averages
(heat)
Decide what factors are controllable and which ones aren’t
8.
Do “Find Billy…” activity to start conversations
about changes that might need to be made at home
Assessment/Evaluation:
1.
Do good and bad fire puzzles with partner. Check
answers and add pieces to venn diagram or do “Fire Effects” diagram
2.
Write a few short sentences (for exit ticket in
science journal) about what you
learned about fire and why this is important. Then write what you think your
parents should know
Homework: Go home and draw a map of space around house (and take a
picture). Focus on slopes, fuels and materials that make
up the structure and landscape
a.
Will become basis of discussion for next day
b.
Use fire risk wheel and then have kids take it
home to assess risk
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