Unit plan: Fire
SCIENCE EDUCATION PLANNER: FIRE
SCIENCE STRANDS:
MAIN IDEA: Identify and describe the
LEVEL: 1 2 3 4
Living World
Physical World
effects of fire and understand how having
Material World
Plant Earth and Beyond
a scientific understanding of fire can help YEAR: 5 & 6
us make decisions that can reduce and
Nature of Science – understanding, investigating, communicating and
prevent the effects of fire.
TEACHER: Barbara Ryan
participating and contributing.
STRANDS/AOs:  Properties and changes of matter – compare chemical and physical changes during combustion.
 Chemistry and society – issues around the use of chemical fire retardants.
 Physical inquiry and physics concepts – exploring and describing heat energy.
KEY COMPETENCIES:
 Thinking – using scientific evidence and knowledge of fire to understand fire and to make decisions relating to keeping safe.
 Language – using scientific language related to fire and its effects.
 Managing self – students become aware of fire safety, both in relation to experiments in class and everyday living.
 Relating to others – listening, discussing and debating ideas while appreciating others’ viewpoints within groups and in class.
 Participating and contributing – working together in investigating activities and New Zealand research and in subsequent discussion.
INTENDED LEARNING OUTCOMES: The students will:
Conceptual LOs
Procedural LOs
Nature of science
Technical LOs
Students will understand that:
Students will be able to:
Students will understand and
Students will be able to:
 fire is a chemical reaction
 research science ideas about fire appreciate that scientists:
 make detailed observations
 heat energy is the result of the
using the Science Learning Hub,  use science knowledge (of fire) to
 carry out simple experiments
movement of tiny particles in
the internet and books
keep ourselves safe
in groups in a safe manner
solids, liquids and gases
 investigate fire by setting up and  use models to learn about some
 strike a match and light and
 smoke is a collection of tiny
carrying out some simple
aspects of science when it is
extinguish a candle
unburned particles
experiments and activities
difficult to work with the actual
 develop debating skills.
 fires behave differently
 use their own ideas and ideas of
thing, for example, fire and
depending on a number of
others to make testable
molecules
different factors such as fuel,
predictions
 often get involved with societal
weather, oxygen concentrations  evaluate investigations and
issues that involve the focus of
and terrain shape.
report back to the class
their study, for example, the
 participate in an ethics discussion
production of fire-retardant
concerning fire issues.
chemicals and effects on society.
MANAGEMENT/MATERIALS:
 Resources: Hub resources, the internet, National Library and school library books.
ASSESSMENT ACTIVITY EXAMPLES:
 Describe some ways of putting out fire and explain why this would work.
 Transactional report: Should the government make chemical fire retardants in furniture a regulation in New Zealand? Why or why not?
 Transactional report: Nancy Jones is building a new movie theatre in town. She is unsure whether or not to use seating that has been
treated with chemical fire retardants. What would you recommend? Why/why not?
© Copyright. Science Learning Hub, The University of Waikato.
http://sciencelearn.org.nz
1
Unit plan: Fire
SCIENCE: PLANNING FOR TEACHING AND LEARNING: FIRE
MAIN IDEA: Identify and describe the effects of fire and understand how having a scientific understanding of fire can help us make decisions
that can reduce and prevent the effects of fire.
Planned
Intended learning
interactions
outcomes
MESO TASK: To understand what fire is and how heat energy is involved in the combustion process.
Understand that fire is a
 Image of fire.
 Show image.
Students will understand
chemical reaction (and that  Activity Drama in the
 Brainstorm: What is fire? that fire is a chemical
heat energy is involved in
microworld.
 What do you think is
reaction and will appreciate
the process) using drama as Teacher reference:
making the fire happen? the process in terms of what
a learning medium.
 Articles: What is fire?
 Follow instructions in
is happening to the
 Heat energy.
Drama in the microworld. molecules involved.
Use a candle to observe the  Activity: Light a candle.
 Follow instructions in
Students will:
effects of combustion.
Teacher reference:
Light a candle.
 see the effects of
 Article: What is smoke?
combustion – developing
ideas about the
combustion process (solid
becoming liquid becoming
a volatile gas)
 have an understanding of
what smoke is.
Use knowledge of the fire
 Activity: Putting out the
 Follow instructions in
Students become familiar
triangle to extinguish fire.
fire.
Putting out the fire.
with the fire triangle and
with four ways to extinguish
fire.
MESO TASK: To have an understanding of how and why fire behaves differently.
Understand the surface area  Activity: Exploding flour.  Follow instructions in
Students will appreciate
of fuel is an important factor Teacher reference:
Exploding flour.
surface area is one of many
for combustion – shown, in  Article: Fire behaviour.
 Discuss/brainstorm what factors that can affect fire
this case, by lighting flour in
else might affect fire
behaviour.
two different ways.
behaviour.
Identify other factors that
 Article: Fire behaviour in  Students read Fire
Students will appreciate
affect fire behaviour by
the outdoors.
behaviour in the outdoors some of the factors that can
looking at some New
 Video: Project FuSE.
in groups.
influence fire behaviour.
Zealand research of fire in
the outdoors.
Micro task
Resources
© Copyright. Science Learning Hub, The University of Waikato.
http://sciencelearn.org.nz
Reflections
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Unit plan: Fire
Micro task
Resources



Planned
Intended learning
interactions
outcomes
Discuss and write up
factors that affect fire
behaviour.
Watch Project FuSE.
Follow instructions in Fire Students will identify and
risk assessment.
define fire risks both in the
Students use the
indoors and outdoors.
interactive on the site as
part of this activity.
Reflections
Identify factors that affect
 Activity: Fire risk
fire behaviour to determine
assessment
fire risk both in indoor and  Interactive: Rural fire risk 
outdoor settings. (An
interactive can be used for
outdoor fire risk.)
MESO TASK: To develop critical thinking in fire science – making ethical decisions based on science knowledge.
Discuss and determine
 Activity: Ethics in Fire
 Follow instructions in
Students use fire
whether or not chemical fire
Science
Ethics in Fire Science.
knowledge/context to:
retardants should be added Also use articles and
 develop critical thinking
to furniture.
video:
 discuss/debate various
 Chemical fire retardants
viewpoints within an
 Slowing the burning
ethics context
 Slowing down fire
 make an ethics-based
decision.
© Copyright. Science Learning Hub, The University of Waikato.
http://sciencelearn.org.nz
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