fire prevention and control leader’s b guide leader's guide is designed to be used with the...

FIRE

PREVENTION

AND

CONTROL

4-H

Leader’s B

Guide

FIRE PREVENTION AND CONTROL

4-H Leader's Guide

Contents

Introduction........................ 3

Chemistry of Fire................... 3

Classes of Fire.......;............. 6

Fire Extinguishers.................. 7

Identifying Common Fire Hazards..... 8

Fire Escape P1ans...... ....... ......11

Heat and Smoke Detectors............12

Burns/Alternate Heat Sources........13

Your Fire Department and You........15

Audio-Visual Materials..............16

Resource Address List...............18

Pamphlets and Literature............20

Fire Education Committee............21

INTRODUCTION

Fires critically burn and permanently scar thousands of adults andchildren and thousands more are killed every year. Everybody should have someknowledge of what makes fires burn, how to prevent fires, and how to controlthem. The identification of fire hazards is important, and it is even moreimportant that people understand why they are hazards and why hazards shouldbe eliminated. This is important whether you live on a farm, in a rural area,in the suburbs, or in the city.

This Leader's Guide is designed to be used with the Fire Prevention andControl 4-H Member's Manual. The Member's Manual contains the followingunits:

Chemistry of FireClasses of FireFire ExtinguishersIdentifying Common Fire HazardsFire Escape PlansHeat and Smoke DetectorsBurnsAlternate Heat SourcesYour Fire Department and YouKOCDNOLn-PWNv—I

O

Available from your County‘s Agricultural Extension Service office is aneducational kit containing materials that can be used to provide demonstrationson most of the topics discussed. Under the supervision of a fireman,participating boys and girls will have the opportunity to see how a firestarts, how it burns, and how to make an escape plan. Additional audio-visualmaterials, such as films, slide scripts and sets, may also be available to usein teaching these areas. They may be obtained from the AgriculturalCommunications Media Library at N. C. State University, local community collegelibraries or from other sources, such as the National Fire ProtectionAssociation or American Insurance Association.

While the audio-visual materials are not needed to teach every unit, youmight find them helpful. You should order these materials well in advance ofthe date that you plan to use them.

Your job as a 4—H club leader or project leader is a challenging one andcan be most satisfying. The boys and girls with whom you work will beinquisitive, and it will be your job to help them learn and keep them at a highlevel. This guide is an attempt to provide you with suggestions on how eachseetion of the Member's Manual might be presented.

CHEMISTRY OF FIRE

This lesson is designed to help members understand 1) the elements of afire, 2) what is needed for a fire to start, and 3) that by removing one ormore of the three essential elements a fire can be prevented or extinguished.The explanation of "why a fire burns" is simple, but it is the simple reasonswhich are sometimes not understood and therefore overlooked. Emphasis shouldbe placed on the three essential elements making up the fire triangle whichwill help lay a foundation for this project.

3

Objective

To acquaint each club member with the essential parts of the firetriangle.

Preparation for Meeting

l.

A fire safety demonstration kit may be obtained from your County ExtensionOffice.Substitutions and additions can be made. Check the inventory in the kit andreview each demonstration you plan to use prior to your meeting.

It will have the materials needed for the proposed demonstrations.

Activities

Have members read and/or discuss Section 1, Chemistry of Fire, andshow and discuss the fire triangle. The fire triangle may be presentedin the following ways:

a)

b)

Draw the fire triangle on a blackboard or large piece of paperattached to a wall. A magic marker or black crayon works well on thepaper. Let your audience assist in identifying each leg of thetriangle, or;

Use the triangle that is in the fire kit. Tape over words on thetriangle and remove tape as members provide correct responses.

Discuss fuels in the form of solids and liquids and how they must changebefore they will burn. Classify collected solids as easy to burn, hard toburn, or solids which do not burn. This discussion will lead to safehandling of fuels.

a)

b)

c)

Compare wood in solid form (hardwood block) to finely—ground wood(sanding dust). The solid block does not burst into flame when amatch is applied. Cut several small shavings from the block andignite each. Discuss why the shavings ignite and burn more readilythan the block of wood. Do the same with sanding dust. Use only avery small amount to avoid an unexpected explosion. Explain why thedust burns so readily.

Compare a solid piece of steel with the steel wool by applying aflame to each. Explain why the steel wool burns.

Compare kerosene with gasoline and point out their differences.This procedure may be followed in making the comparison.

(1) Fill the pyrex beaker one—third full of kerosene.

(2) Show that kerosene does not vaporize at room temperature.Attempt to ignite the vapors, by holding a lighted match inthe beaker above the liquid level.

(3) Describe what happens when kerosene hits hot coals.

(4) Pour the kerosene back into its marked metal container.

4

(5) Repeat the above, but use a pyrex beaker one-third full ofgasoline.

(6) Gasoline vapors will ignite readily and can be easilyextinguished with the beaker cover. Do this quickly.

(7) You can repeat the gasoline demonstration and use metal flyscreen to extinguish the fire. Remember in this case heat isbeing removed. A double thickness or more of fly screen will beneeded.

(8) Immediately following the gasoline demonstration, pour thegasoline back into its marked metal container.

(9) Discuss the storage and handling of any flammable liquidsaround the home. (Starter fluid for charcoal fires isfrequently used carelessly.)

Caution all members not to use flammable liquids demonstrations in their firesafety talks unless qualified supervision is available.

Additional Teaching Activities

Roll three sheets of 8" x 10" or 8 1/2" x 11" paper into three cylinders.Lay one on a flat surface and stand two on end (in tin cans). Ignite one endof each cylinder. Ignite the bottom of one of the vertical cylinders, the topof the other. Discuss why each burns at a different rate.

Spread dry grass clippings or other dry flammable material over a smallarea (one square foot). Ignite a Spot on the edge. Note how the fire spreads.Using a finger or stick, draw a "break" in the grass clippings. Did the firego out when it came to the "break?” Why or why not? Discuss application tograss and forest fires. Place a sheet of a fire resistant material (gypsum orplaster board) vertically across the clippings. What happens when the firereaches it? Why? Discuss the applications of this demonstration to real fireprevention and control situations.

Burn a small amount of grass clippings or paper scraps. Spray or sprinklewith water. Discuss what happened and why.

Place 10 drops of kerosene or fuel oil in a long-handled spoon. Hold thespoon with a pot holder over a candle until the fuel in the spoon begins toburn. Then place the bottom of the Spoon on an ice cube. Discuss whathappened and why.

Light a short candle and place it in a taller glass. Allow it to burn for2 to 3 minutes. Cover the top of the glass tightly with a piece of glass,metal, or saucer. Discuss why the fire went out.

Show the film, "The Bondi Story."

Objective

To acquaint each club member with the essential parts of the firetriangle.


l.

A fire safety demonstration kit may be obtained from your County ExtensionOffice.Substitutions and additions can be made. Check the inventory in the kit andreview each demonstration you plan to use prior to your meeting.

It will have the materials needed for the proposed demonstrations.

Activities

Have members read and/or discuss Section 1, Chemistry of Fire, andshow and discuss the fire triangle. The fire triangle may be presentedin the following ways:

a)

b)

Draw the fire triangle on a blackboard or large piece of paperattached to a wall. A magic marker or black crayon works well on thepaper. Let your audience assist in identifying each leg of thetriangle, or;

Use the triangle that is in the fire kit. Tape over words on thetriangle and remove tape as members provide correct responses.

Discuss fuels in the form of solids and liquids and how they must changebefore they will burn. Classify collected solids as easy to burn, hard toburn, or solids which do not burn. This discussion will lead to safehandling of fuels.

a)

b)

c)

Compare wood in solid form (hardwood block) to finely—ground wood(sanding dust). The solid block does not burst into flame when amatch is applied. Cut several small shavings from the block andignite each. Discuss why the shavings ignite and burn more readilythan the block of wood. Do the same with sanding dust. Use only avery small amount to avoid an unexpected explosion. Explain why thedust burns so readily.

Compare a solid piece of steel with the steel wool by applying aflame to each. Explain why the steel wool burns.

Compare kerosene with gasoline and point out their differences.This procedure may be followed in making the comparison.

(1) Fill the pyrex beaker one—third full of kerosene.

(2) Show that kerosene does not vaporize at room temperature.Attempt to ignite the vapors, by holding a lighted match inthe beaker above the liquid level.

(3) Describe what happens when kerosene hits hot coals.

(4) Pour the kerosene back into its marked metal container.

4

(5) Repeat the above, but use a pyrex beaker one-third full ofgasoline.

(6) Gasoline vapors will ignite readily and can be easilyextinguished with the beaker cover. Do this quickly.

(7) You can repeat the gasoline demonstration and use metal flyscreen to extinguish the fire. Remember in this case heat isbeing removed. A double thickness or more of fly screen will beneeded.

(8) Immediately following the gasoline demonstration, pour thegasoline back into its marked metal container.

(9) Discuss the storage and handling of any flammable liquidsaround the home. (Starter fluid for charcoal fires isfrequently used carelessly.)

Caution all members not to use flammable liquids demonstrations in their firesafety talks unless qualified supervision is available.

Additional Teaching Activities

Roll three sheets of 8" x 10" or 8 1/2" x 11” paper into three cylinders.Lay one on a flat surface and stand two on end (in tin cans). Ignite one endof each cylinder. Ignite the bottom of one of the vertical cylinders, the topof the other. Discuss why each burns at a different rate.

Spread dry grass clippings or other dry flammable material over a smallarea (one square foot). Ignite a Spot on the edge. Note how the fire spreads.Using a finger or stick, draw a "break" in the grass clippings. Did the firego out when it came to the "break?" Why or why not? Discuss application tograss and forest fires. Place a sheet of a fire resistant material (gypsum orplaster board) vertically across the clippings. What happens when the firereaches it? Why? Discuss the applications of this demonstration to real fireprevention and control situations.

Burn a small amount of grass clippings or paper scraps. Spray or Sprinklewith water. Discuss what happened and why.

Place 10 drops of kerosene or fuel oil in a long—handled Spoon. Hold theSpoon with a pot holder over a candle until the fuel in the Spoon begins toburn. Then place the bottom of the Spoon on an ice cube. Discuss whathappened and why.

Light a short candle and place it in a taller glass. Allow it to burn for2 to 3 minutes. Cover the top of the glass tightly with a piece of glass,metal, or saucer. Discuss why the fire went out.

Show the film, "The Bondi Story."

h) Directions for Use

i) Who services this type of extinguisher in your community?

j) How much does it cost to recharge this extinguisher?

A worksheet of the above questions can be helpful to each group.When the worksheets are completed, have one member report eachgroup's findings. Your role as a leader can be that of a consultantfor this exercise.

3. Demonstrate the use of each extinguisher that is available for your4-H meeting. The cooperation of your local fire department will bemost helpful in a presentation of different fire extinguishers andtheir uses.

4. Demonstrate the ineffectiveness of a carbon dioxide or dry chemicalextinguisher on a small Class A fire as compared to water. Comparean operative garden hose with a water extinguisher.

Member Participation

If possible have 4—H members extinguish small Class A and B fires. Thisexercise should be under the supervision and direction of a fireman.

Materials Needed

Fire extinguishers (a minimum of five including A, BC, and ABC);worksheets or paper; scrapwood; lighter fluid and pan to demonstrateextinguishing fires.

IDENTIFYING COMMON FIRE HAZARDS

Some excellent activity is possible in identifying and eliminating commonfire hazards. Many hazards may be so commonplace that due to lack ofunderstanding they are not recognized as hazards. A real interesting challengeis constantly present in attempting to make our homes fire safe.

Objective

To acquaint all members with common fire hazards around their homes.


Check the 4—H Fire Safety Kit for demonstration materials and rehearse thedemonstrations you plan to give. Obtain various sizes of wire from a hardwarestore, electrician or wherever possible.

Presentation

1. Discuss common fire hazards found around the home.

Demonstrate and discuss:

a)

b)

a)

Gasoline vapors are heavier than air. Use flash-back tube ifavailable. The safety can of gasoline is also helpful to showthis.

Why fine sanding dust, corn starch or cocoa will burn.

Discuss:

Circuit — The common circuit consists of two wires - one tobring the electricity from the source of supply, and the other totake it back. A closed circuit is one in which electricity isflowing. An open circuit means that the path is broken at somepoint so that electricity is not flowing.

Switch — A device used for opening or closing a circuit asdesired.

Fuse - A piece of soft wire or metal (in a Special container)which melts easily and opens the circuit if the flow of currentbecomes greater than a predetermined value. The fuse protectsagainst overloading. A IS-amp fuse will melt and open thecircuit if more than 15 amps pass through.

Ground - An electrical connection to the earth.

The smallest wire used for permanent wiring is 14 gauge. Inmodern houses, a lZ-gauge wire is used in the kitchen and laundryrooms where appliances, such as toasters and electric irons, areused. For large appliances, such as an electric clothes dryer orrange, a much heavier wire must be used.

The wire must be large enough to carry the load without causing afire hazard as indicated above, and it must also be large enoughto reach the appliance with the necessary electrical energy.

Proper Fuse Protection for Copper Wire

Wire SizeNumber

141210

Maximum Fuse Approximate BareSize - Amps Wire Thickness Wire Used For

15 l penny Lights and outlets (old)20 l nickel Lights and outlets (new)30 2 dimes Water heater & clothes dryer

b)

c)

Show wire sizes.

Show and explain grounding type plug cap and parallel groundedreceptacle.

d) Demonstrate the short circuit board. Explain that a fuse isdesigned and rated to protect a circuit from being overloaded;and that when a properly-fused circuit is overloaded, the fuse”blows" and protects the circuit. Set up board with lS—amp fuseand 25-watt bulb in place. Be sure that the screw—in adapter isin place and the shorted appliance cord is not connected.Connect board to live outlet, and again explain role of fuse,etc. Briefly discuss appliances such as irons, heaters, etc.,and then connect shorted cord, being sure that no one is bendingover fuse as it may blow fire through the mica face. Explainwhat happens and invite discussion.

4. Outline an organized approach for making a home fire hazard survey.

5. Explain the fire Survey report in the member's manual.


1. Survey a home where pre—arranged hazards have been set up.

2. Assign club members the responsibility of surveying their own homes.

Additional Activities

Construct a dust ignition chamber. Pour one heaping tableSpoon ofcornstarch or flour into the funnel. Place the 2— to 3—inch candle 1 1/2" fromthe lip of the funnel. Light the candle. Cover the candle and funnel with anempty gallon can. Blow into the rubber hose; the dust should explode liftingthe can 1 to 2 inches. You may need to try this experiment more than once.

Saturate a fire-resistant swatch of cloth with cleaning fluid. Hold itover the candle with a pair of tongs. Discuss. Could the same thing happenwith gasoline on your clothing?

Show the members examples of "Flame Retardant" or "Flame Resistant" labelson children's clothing.

Discuss flammable liquids and other hazardous materials found around thehome and/or farm and proper storage of these materials.

Show members an "electrical octopus," four or more electrical appliancesconnected to a single duplex outlet. Discuss the danger.

Short out an unplugged extension cord. Bare the two wires; connect themand wrap with a very flammable material. Work with a 15- or 20—amp circuit.Be certain the shorted cord is located so that an extended fire cannot occur.Blow the circuit and have an adult prepared to replace the fuse or reset thecircuit breaker. Plug in the extension cord and unplug as soon as the fuse"blows." Discuss what happened.

Most hardware stores or electrical contractors will provide the electricalsupplies for these demonstrations. As a leader, if you are uncomfortable withthese flammable and electrical demonstrations, you should be able to find afireman or an electrician to conduct these demonstrations, hold the discussionsand answer questions.

10

Have each member complete the "Identifying Common Fire Hazards" and the"Home Fire InSpection Blank" (pages 13 and 14 of Member's Manual). Have thesecompleted reports become part of the 4-H members' safety records.

As a club activity, encourage members to inSpect three or more homesand/or farms in their area. Provide the members with copies of the "FireHazard" and "Inspection Blank" forms.

Materials Needed

Samples of flammable liquids or other hazardous materials found around thehome or farm; cleaning fluid; dust; matches; candle; tongs; metal wastebasketor pail; tissues; pan or cookie sheet; swatches of different cloths, 1—inch x3- to 5-inch pieces of denim, cotton, wool, man—made fibers, open and tightweaves, fire resistant and fire retardant, etc.; fire extinguisher and fireblanket; electrical components (boxes, fuses, wire, outlets); extension cords;appliances; tools. Arrange for a fire—hazard inspection at a house, farm orother building. Arrange for some potential fire hazards to be found. (Neverconduct a fire demonstration without a fire extinguisher and fire blanket.)

FIRE ESCAPE PLANS

Each year boys and girls are exposed to the importance of fire drillswhile in school. Opportunity is provided for them to practice while undersupervision, and escape routes are well laid out for them to use in case offire. Too few home escape plans are laid out, however, and they can be veryimportant in case of fire. This section of the member's manual is devoted tothe importance of home escape plans.

Objectives

1. To stimulate interest in working out home fire escape plans.

2. To assist in deve10ping home escape plans.

3. To acquaint members with the importance of planning for all types ofemergencies.


Obtain civil defense bulletins for your club and ask the County CivilDefense Director to speak to your group.

Presentation

1. Review known cases where lives were lost in burning homes when escapeplans might have prevented the loss of life.

2. Discuss with members fire escape routes for their homes. Show anddiscuss the slide set, "In A Fire Seconds Count," enclosed in thedemonstration kit.

3. Demonstrate the test from a closed bedroom into a hall where smokeand fire may be present.

11

4. Discuss different types of emergencies that could occur in your home.

5. Develop with your group a list of necessities and how thesenecessities might be provided during an emergency.

6. Discuss the value of a personal property inventory.


1. Conduct a fire drill from your 4-H meeting place. i!2. Have each club member rough out a floor plan of his/her home. “

3. Encourage each club member to prepare escape plans for his/her home.This should be done under their parents' supervision.

4. Encourage members to prepare personal property inventories for theirhomes.

HEAT AND SMOKE DETECTORS

Tragic stories constantly remind us of people who died while asleepbecause they had no warning that fires had started in their homes. Because ofthe number of such instances, smoke detectors are now required in all newly—constructed homes and recommended for all others. This section of the member'smanual explains the three stages of fire development, the types of smokedetectors, and a description of the location and types of warning devices thatare necessary to achieve the four levels of fire protection.

Objectives

1. To acquaint members with the importance of having early—warning firealarms in their homes.

2. To acquaint members with different types of early—warning fire alarmsystems.

3. To acquaint members with the standards necessary to achieve fourlevels of fire protection for their homes.

4. To assist members in understanding three points necessary to achieve"reasonable fire safety” for their homes. 'fi‘1

Preparation for Meeting 3

Obtain combustible materials for demonstrating the three stages of firedevelopment. Arrange to borrow different types of smoke detectors andtelephones which represent the different types of dialing systems that areavailable. Obtain the correct emergency telephone numbers for reporting firesin your area.

12

Bresentation

1. Review the value of the early-warning fire alarm system.

2. Cite cases where lives and property could have been saved if early-warning alarm systems had been installed.

3. Ignite combustible materials to illustrate the three stages of howfires develop.

4. Discuss the National Fire Protection Association Standards forlocation and type of detection units needed to achieve the fourlevels of protection.

5. Discuss the three-point program for achieving "reasonable firesafety" in the home.

6. Discuss where early-warning alarm systems can be purchased locally.

7. Discuss in detail the information which should be given whenreporting a fire. Encourage members to become familiar with and topost in their homes the correct telephone number for reporting fires.Members should also be made aware of the 911 emergency telephonenumber.

Show l6-mm film ”The Bondi Story" and/or "Wake Up — Smoke Detectors CanSave Your Life" or "Home Fire Detectors: It's Your Life."

Materials Needed

Different models of smoke and heat detectors; sources of heat and smoke(candle, cigarette, heat lamp, etc.); house floor plans; film ("The BondiStory"); movie projector and screen; slide set, "Wake Up — Smoke Detectors CanSave Your Life;" slide set, "Home Fire Detectors: It's Your Life;" slideprojector and screen.


1. Have members draw floor plans of their homes and locate on thedrawing where early warning alarms should be located to obtain basicprotection levels.

2. Allow members to practice making emergency telephone calls actuallyusing telephones and providing information about their homes.

BURNS/ALTERNATE HEAT SOURCES

Clothing fires are a major cause of fire deaths each year. Most victimsof clothing fires are little children or elderly people. Every year there arealmost 2,000 deaths just from clothing fires. Most of the trouble starts whenpeople fail to keep a safe distance from flames, sparks and matches.

13

Objectives

1. To provide members with techniques and skills for extinguishingfires involving personal clothing.

2. To train members in treating and caring for minor burns.

Presentation

1. Review Burns and Alternate Heat Sources Sections in the member'smanual.

2. Discuss the importance of safety around stoves, bonfires, spaceheaters, and other sources of heat.

3. Demonstrate what to do if your clothes do catch on fire:

a) Do not run (STOP).b) DROP down immediately.c) ROLL over and over. Wrap up in a blanket, rug or coat if

possible.

4. Demonstrate how to put out a fire on someone's clothes.

a) Stop the person from running.b) Make the person lie down.c) Roll the person over and smother the flames with your coat or

a blanket if possible. Work from the neck down to keep flamesaway from the victim's face.

d) Cover the victim and get help immediately.

5. Discuss how pot handles should be placed on the stove to preventaccidental spillage of hot liquids.

6. Share with the members the procedures to follow when treating a burn.

Treating a burn is important and should be done quickly andcarefully. Follow the suggestions below:

a) Cool the burn by putting it in cool, clean water. Cool waterreduces pain and halts destruction of the skin.

b) Cover a large burn with a clean, dry sheet or other smooth cloth.Never use materials which have lint such as a towel.

c) Do not try to clean the burn.

d) Do not put butter, grease or ointments on a burn.

e) Do not try to remove pieces of clothing which stick to the burnedarea.

f) Do not break blisters.

g) If it is more serious than a small kitchen burn, call a doctor orrescue vehicle.

14

Two of the most serious problems connected with severe burns are shock andinfection. Keep the person lying down and warm, and reassure him that help ison the way. Don't tell him how badly he is injured and keep yourself as calmas possible.

Infection is common because the damaged tissue cannot fight germseffectively. The burn is considered dirty because of the charred skin, etc.,and it is easily infected. This is why it is important to cover the area witha clean, lint—free cloth. By covering the burn area, air is excluded whichhelps it to be less painful.


1. Have club members talk about the types of heat they have in theirhomes and how they can avoid being burned.

2. Have each member make a short list of ways to prevent clothes fromcatching on fire.

3. Have each member demonstrate the "Stop, Drop, Roll" technique.

Materials Needed

Several pieces of various clothing with flame retardant or flameresistant labeling, matches, blankets, large coat, notebook paper, pens, andpencils.

YOUR FIRE DEPARTMENT AND YOU

This section can be a most informative one to your club members. Muchfirst—hand knowledge will be obtained if a field trip is arranged to your localfire department where members can meet the fire chief and see the equipmentthat is available for fire-fighting.

ijective

To acquaint club members with the operation and services available fromtheir local fire department.


Contact your local fire chief and arrange for a tour of the localfacilities. Be sure to obtain answers to the questions found in the member'smanual.

Presentation

Have a general discussion with club members of the material in thissection of the member's manual.

15


1. Have club members visit their local fire department.

2. The questions in the member's manual can be answered while theclub is in session and possibly while at the fire station.

AUDIO—VISUAL MATERIALS

Note: When writing for slide sets or a film, please give the followinginformation:

1. Your name and complete mailing address

2. Telephone number

3. Organization or group you represent

4. Slide set or film title

5. Dates wanted (provide first and second choices)

Recommended Slides and Films

The films and slide sets listed here are only a partial listing ofmaterials available to educators. Those responsible for obtaining audio—visualaids are urged to ask that their names be placed on mailing lists of filmproducers. Since films are being constantly introduced on the market, there isa wide variety of material available for any level of development.

If an asterisk (*) appears beside a film or slide set title, it isintended to indicate that educators may want to preview that particular itemwith attention to the emotional maturity of students to whom it will be shown.

Although educators are urged to avail themselves of materials containedin audio-visual aids, they are also strongly urged to guard against relyingsolely on them. Audio—visuals are not recommended as a replacement forclassroom discussion—type lectures.

Section 1. CHEMISTRY OF FIRE

SOURCE (See Resource Address List)

”Hot Stuff” Fire Prevention Through Films”Fire and the Witch" (4th grade) Film Communicators”It's Your Life" (5th & 6th grades) Film Communicators"Playing With Fire" (6th grade) National Fire Protection Association”Ban the Burn" (slides) Action for the Prevention of Burns in

Children"When Your Clothing Burns" National Fire Protection Association"The Bondi Story" Agricultural Communications Media

Library, NCSU

16

Section 2. CLASSES OF FIRES

SOURCE

”The Science of Fire" American Insurance Association"Introduction to Fire Behavior" Forest Service"Flammable Liquid Fire Safety" Film Communicators"Burn Brush Carefully" Agricultural Communications Media

Library, NCSU"Smokey's Story" Agricultural Communications Media

Library, NCSU

Section 3. FIRE EXTINGUISHERS

"Portable Fire Extinguishers" Iowa State University"Closed Containers and Fire" Film Communicators

Section 4. IDENTIFYING COMMON FIRE HAZARDS

"Donald's Fire Survival Plan" Walt Disney Films(4th grade)

"Fire Exit Drills at Our School" National Fire Protection Association"Have a Wonderful Evening" National Fire Protection Association"Two Ways Out" National Fire Protection Association"Why? The Chicago School Fire"* National Fire Protection Association

Section 5. FIRE ESCAPE PLANS

"Holding Hands" National Fire Protection Association"Operation Edith" Iowa State University"Hot Cords Can Burn" National Fire Protection Association"In a Fire Seconds Count" Film Communicators"In Case Of Fire" Agricultural Communications Media

Library, NCSU

Section 6. HEAT AND SMOKE DETECTORS

"Fire - Sound the Alarm" National Fire Protection Association

Sections 7-8-9.BURNS/ALTERNATE HEAT SOURCESYOUR FIRE DEPARTMENT AND YOU

"Another Man's Family"* National Fire Protection Association"Condemned" Fire Prevention Through Films"Fire in My Kitchen" Film Communicators"Your Job" Cinesound"It's Your Life" Film Communicators"You and Yours" Fire Prevention Through Films""Wood Stove Safety" Agricultural Communicators Media

Library, NCSU"Burns" Biological and Agricultural Engineering

Department, NCSU

17

RESOURCE ADDRESS LIST

Agricultural Communications Media Library, Department of AgriculturalCommunications, Box 7603, North Carolina State University, Raleigh,North Carolina 27695-7603

American Insurance Association, 44 East 23rd Street, New York, New York 10010

American Medical Association, 535 North Dearborn Street, Chicago,Illinois 60610

Biological and Agricultural Engineering Department, North Carolina StateUniversity, Box 7625, Raleigh, North Carolina 27695-7625

Robert J. Brady Company (A Prentice-Hall Company), Bowie, Maryland 20715

Cinesound Company, 915 North Hollywood Avenue, Hollywood, California 90038

Davis Publishing Company, 250 Potrero Street, Santa Cruz, California 95060

Film Communicators, 5451 Laurel Canyon Boulevard, North Hollywood,California 91607

Fire Prevention Through Films, 72 South Street, Boston, Massachusetts 02111

Forest Service - Division of Fire Control, United States Department ofAgriculture, Washington, DC 20250

Glencoe Press, Division of the Macmillian Company, 8701 Wilshire Boulevard,Beverly Hills, California 90211

Iowa State University, Fire Service Extension, Ames, Iowa 50010

International Fire Service Training Association, Fire Protection Publications,Oklahoma State University, Stillwater, Oklahoma 74074

McGraw-Hill Films, 37th Floor, 245 Park Avenue, New York, New York 10017

National Fire Prevention and Control Administration, Public Education Division,United States Department of Commerce, Post Office Box 19518,Washington, DC 20036

National Fire Protection Association, 470 Atlantic Avenue, Boston,Massachusetts 02110

National Safety Council, 425 North Michigan Avenue, Chicago, Illinois 60611

North Carolina Division of State Library, Department of Cultural Resources,Raleigh, North Carolina 27611

18

North Carolina Jaycee Burn Center, North Carolina Memorial Hospital,Chapel Hill, North Carolina 27514

Roberts Company, 285 Main Street, Wayland, Massachusetts 01778

Shriners Burn Institute, 610 Texas Avenue, Galveston, Texas 77550

United States Government Printing Office, Division of Public Documents,Superintendent of Documents, Washington, DC 20402

United States Forest Service (contact local office, if available), MotionPicture Service, United States Department of Agriculture, Washington,DC 20250

Walt Disney Productions, 16mm Film Division, 800 Sonora Avenue, Glendale,California 91201

NOTE TO EDUCATORS: In some areas, the county fire marshal's office and thelocal fire prevention bureau have an excellent selectionof films that can be borrowed. They must be reserved oneweek in advance of the date needed. Also, in some areas,the local community college, public libraries, schoolsystem visual-aid libraries, and local fast food companieshave film—lending services.

19

PAMPHLETS AND LITERATURE

Action for the Prevention of Burns in Children, Post Office Box 347,Burlington, Massachusetts 01803

American Gas Association, 605 Third Avenue, New York, New York 10016

ConSumer Products Safety Commission, Washington, DC 20207 (RegionalOffice: 1330 West Peachtree Street, N.W., Atlanta, Georgia 30309)

Forestry Service, Division of Fire Control, United States Department ofAgricu1ture, Washington, DC 20250

Hartford Insurance Company (contact your local agent)

Institute of Explosive Makers, 420 Lexington Avenue, New York, New York 10017

National Fire Protection Association, 470 Atlantic Avenue, Boston,Massachusetts 02210

National Fire Prevention and Control Administration, Public EducationDivision, Post Office Box 19518, United States Department of Commerce,Washington, DC 20036

National Safety Council, 425 North Michigan Avenue, Chicago, Illinois 60611

Travelers Insurance, One Tower Square, Hartford, Connecticut 06183

Underwriters' Laboratories, Inc., 207 East Ohio Street, Chicago, Illinois60611

20

FIRE EDUCATION COMMITTEE

These persons assisted in the preparation

Paul Brooks, CaptainGreensboro Fire Department

Arthur Scott, Fire InspectorForsyth County Fire Department

J. C. Wilson, Fire InSpectorDurham Fire Department

Charles Corn, Fire MarshalDavidson County, N.C.

Charles Fagg, Fire Prevention OfficerReidsville Fire Department

Betty Cabaniss, Fire Education OfficerShelby Fire Department

John Atwell, Assistant Fire MarshalMecklenburg Fire Marshal's Office

Randy Wally, Fire InspectorCharlotte Fire Department

Bruce Mecimore, CaptainLongview Fire Department

David Pruitt, Fire InspectorCatawba County Fire Marshal's Office

Phyllis Peterson, Fire InspectorWilmington Fire Department

W. H. CroweSunny Point Military TerminalSouthport, N.C.

Hiram Brinson, DirectorDuplin County Emergency Services

Arnold Koonce, Fire MarshalCumberland County, N.C.

J. E. Harrell, Fire MarshalCarteret County, N.C.

Jerry Boyce, Fire MarshalElizabeth City Fire Department

Dickie Guill, Fire InspectorTarboro Fire Department

21

of this 4-H Leader's Guide:

Richard Strickland, CaptainRocky Mount Fire Department

Wayne Galloway, Fire InspectorRocky Mount Fire Department

Lynn Perry, ChiefEdenton Fire Department

Cathy Lohr, ChairmanN.C. Department of InsuranceFire & Rescue Division

north carolinaAGRICULTURALEXTENSIONSERVICE

Helping people put knowledge to work.

Prepared byRobert L. McLymore, Extension Safety Specialist

Department of Biological and Agricultural EngineeringNorth Carolina State University

Published byTHE NORTH CAROLINA AGRICULTURAL EXTENSION SERVICE

North Carolina State University at Raleigh, North Carolina Agricultural and Technical State University at Greensboro, and theUS. Department of Agriculture, Cooperating. State University Station, Raleigh, NC, Chester D. Black, Director. Distributed infurtherance of the Acts of Congress of May 8 and June 30, 1914. The North Carolina Agricultural Extension Service offers itsprograms to all eligible persons regardless of race, color, or national origin, and is an equal opportunity employer.2-87-5M-JT (Revised) 4H-L-3-9