INTRODUCTION Background Information: This curriculum was written for Washington State Department of Natural Resources and is available to teachers statewide. (excerpts page ii-v) About the K-3 Curriculum The overall goal of this curriculum is to communicate two main messages to young children. These messages are: "don't play with fire" and "if you see fire or smoke report it immediately to an adult." The curriculum contains student outcomes in four general fire prevention areas: knowledge of fire science, an understanding that human caused wildland fires are preventable, an understanding of interdependence in forest ecosystems, and identification of responsible behaviors in the presence and use of fire. Each outcome is approached at a developmentally appropriate level. Lessons in this curriculum identify for the teacher appropriate Washington State Essential Learnings from Goals 1 and 2. This curriculum is based on the current educational theories of brain-based learning, multiple intelligences, alternative assessment, and multicultural education. This is a guide for the professional teacher who will adapt lessons to meet the learning needs of his or her students. It is the individual teacher that best understands the backgrounds of his or her students and thus how to best create the conditions for learning to occur. The lessons outlined in this curriculum do not contain "workbook" type activities, but the materials required are readily accessible to most teachers. The most important "resource" for use of this curriculum is the background knowledge and perceptions of the students. Overview of Educational Theories Used in This Curriculum Brain-based Learning: During the last decade scientists have developed technology that is rapidly increasing our understanding of the brain and how it functions. Several educators have taken this information and formulated models of brain-based learning or strategies that are compatible with how the brain functions. In the writings of Caine and Caine, Hart, Kovalik, and Sylwester one can find in-depth information on brain-based learning (see Resources). Many of these strategies are not new, good teachers have used them intuitively for years. What is new, is that we now have a scientific basis to explain why certain educational practices are educationally sound. This curriculum uses several of the brain-based learning principles identified by Caine and Caine in Making Connections. The main principle is that children learn only when they have the background knowledge or experience base in order to connect or integrate new information. If a child has never been camping and has no concept of "campfire," then lessons on fire prevention based on "campfires" are likely to have little meaning. If, however, the teacher seeks to find what experiences and knowledge students have with the concept of "fire," (candles, matches, gas stoves) the child's brain can make the connection to understand the fire prevention message. This K-3 Fire Prevention Curriculum suggests activities for the teacher that build upon students' background knowledge. Other principles proposed by Caine and Caine that were considered in the development of this curriculum are: the brain seeks patterns and connections, emotions and memory are closely connected, stress causes the brain to "downshift" and learning cannot occur, learning is more likely to occur in a supportive environment, rote memory and natural memory are different brain functions, and each brain is unique. (Caine and Caine, pages 80-88). The lessons in this curriculum are designed for student success in that "right" and "wrong" answers are not the focus as much as the child's processing of fire prevention information. Even though these lessons are designed to engage students and they should have fun with them, teachers must remember that the messages of the curriculum "don't play with fire" and "if you see fire or smoke report it immediately to an adult" are serious and have potential life saving effects. It is also important that students not be scared by the activities or content of the curriculum. Teachers will need to be especially sensitive to students who have had a traumatic experience with fire. (see Resources for additional readings) Multiple Intelligence Theory: During the early 1980s, Dr. Howard Gardner proposed the Multiple Intelligence Theory which was based in developmental and cognitive psychology. Dr. Gardner's research led him to the conclusion that students have different ways of knowing the world and different ways of learning that can be grouped into processing categories. Each "intelligence" represents different ways information is processed in the brain. Each person possesses all of the intelligences to some degree creating unique individual profiles. The importance of Multiple Intelligence Theory to the educational community is that it has offered a way to allow more students to experience success in their schooling. In the past, schools placed an emphasis on Verbal/Linguistic and to some extent Logical/Mathematical functions. Students whose strengths were in the unrecognized intelligence areas were considered at risk of school failure. The Multiple Intelligence Theory may also be viewed as a multicultural approach, in that at least one of the multiple intelligences is identified as a strength in various cultures. The seven multiple intelligences identified by Dr. Gardner are: Verbal/Linguistic- ability in reading and writing, understanding of complex meanings, use of words (authors, poets, journalists) Logical/Mathematical- the ability to calculate, quantify, use logic, solve problems, find patterns (mathematicians, scientists, engineers) Spatial- ability to think in 3-dimensions, use accurate spatial relations (sculptures, pilots, architects) Bodily/Kinesthetic- ability to manipulate objects skillfully and control body movements (athletes, dancers, surgeons) Musical- possesses sensitivity to pitch, rhythm, tone (musicians, critics, instrument builders) Interpersonal- ability to understand and interact effectively with others, leadership skills (teachers, actors, politicians) Intrapersonal- ability to understand self and can evaluate own emotions (theologians, psychologists, philosophers) The Multiple Intelligence Theory is used in the K-3 Fire Prevention Curriculum as a planning tool. Students are more motivated to learn and interested in content when they are allowed or encouraged to use areas of strength. The concepts used here are based on Campbell, Campbell, and Dickinson, 1992. (see Resources for additional readings) Alternative Assessment: The educational community is currently changing views on the evaluation of student learning. The true/false, multiple choice, and one correct answer tests are being replaced. These tests of the past focused on discrete factual knowledge and lower level thinking skills. Educators are now seeking alternative assessment procedures to determine what students know and what students are able to do. Washington State is also using alternative assessments to determine when students reach specified benchmarks. Alternative assessments are more conducive to brain-based learning. Alternative assessments allow students to demonstrate their understanding and applications of skills and knowledge gained. In addition, alternative assessments can help students self-evaluate their learning progress. In the K-3 Fire Prevention Curriculum a culminating assessment activity is offered for the end of each target grade level unit. A grading rubric is provided for each of these activities. Each lesson also offers assessment strategies which are more informal than the culminating assessment activity. Each assessment is aligned closely with the Essential Learnings that are identified for the lesson. (see Resources for additional readings) Multicultural Philosophy: It is predicted that by the year 2080 the population in the United States will include the following- 24% Hispanic, 15% African American, 12% Asian American, and 50% Caucasian (Campbell, Campbell, and Dickinson, 1992). It is imperative that any curriculum developed in the 1990s have embedded within it sensitivity to diversity. A multicultural philosophy is integrated within the structure of the K-3 Fire Prevention Curriculum. Multiple Intelligence Theory offers recognition and respect for different ways of viewing the world. It inherently accommodates different cultural orientations. Also, because this curriculum is brain-based, the intent is to build on the background experience and knowledge of each student. Lessons are designed to use students' own realm of experience to teach the messages "don't play with fire" and "if you see fire or smoke, immediately tell an adult." The professional teacher knows her students best and will adapt the activities presented here to accommodate the learning needs of her students. SAMPLE LESSON Lesson Title: Smokey's Sidekick Target Grade Level: 3 Category: Verbal/Linguistic Fire Prevention Curriculum Outcomes: understands that the story of Smokey Bear is real and that Smokey Bear is the symbol that "YOU" can help prevent forest fires recognizes that most wild land fires are preventable: humans cause 85% of wild land fires and urban interface fires are an increasing threat relates Smokey's campfire safety message to own daily life understands the messages: Don't play with fire. If you see fire or smoke report it immediately to an adult Washington State Essential Learnings Addressed: Writing 2: Conventions: writes complete sentences uses capitalization and punctuation accurately in final draft uses correct subject-verb agreement spells words in own vocabulary correctly in final draft Communication 4 Accesses Information selects relevant material from a variety of sources Organizes and Integrates Relevant Information organizes information in a sequential pattern uses multiple sources documents sources Science 3 Use writing and speaking skills to organize and express science ideas write clear science explanations using developmentally appropriate vocabulary and writing skills Materials Required: Watson, Jane Werner. The True Story of Smokey the Bear. Golden Press, New York,1955. This web site contains twenty-six cards that tell the story of Smokey Bear. http://www.odf.state.or.us/smokey/smokey.htm Background information for the teacher on the Smokey Bear Story may be found in the Introduction under "Background Information for Teachers" or at the following web site. http://www.odf.state.or.us/smokey/smokey.htm board or butcher paper and markers for teacher to write brainstormed list reference material on local animals and plants pencils, writing paper, drawing paper, color crayons, markers, scissors, glue Procedures: Read the Smokey story and review Smokey's messages: "YOU can prevent forest fires," "Don't play with fire," and "If you see fire or smoke report it immediately to an adult." Review Smokey's campfire rules: Select a safe spot for a campfire and clear a circle 10 feet around it. Be sure water is available to put out the fire. Only an adult should start a campfire, cook on it, and put it out. An adult should add small amounts of fuel to the campfire to control the size. An adult should always watch the campfire. Don't wear loose clothing or play around a campfire. Have an adult put out the campfire: sprinkle with water and stir, repeat until the steam and sizzle stop, leave only when the fire is cold and "dead out". Explain that Smokey Bear is a symbol for fire prevention. Have students give examples of other symbols: Sparky the Fire Dog, stop signs, Mr. Yuck, etc. Ask students to imagine that Smokey is looking for a helper or sidekick. Have students give examples of a sidekick- Winnie the Pooh and Piglet, Batman and Robin, Fred Flintstone and Barney Rubble, etc. Explain that Smokey needs extra help from a sidekick for the local community. Brainstorm a list of possible animals. These could be birds, plants, or other symbols appropriate to the local community. Students select and research a local animal for a symbol. This can be done individually, in pairs, or in small groups. Using facts they learn about a local animal, students will complete a one page written report including: why the animal was selected, how it fits as a symbol for fire prevention, rewritten "campfire" rules for local community, and rewritten "messages" than mean the same as Smokey's but applied specifically to "good fires," etc. Students should also draw and color the animal. Save reports and drawings for display in the Fire Prevention Museum (see Culminating Activity in this unit)

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