Slide outline for Lesson 1.3. Fourteen slides. The response slides (5, 6, 7) each use a three-picture strip with one verb under each picture so the responses can be read without the words.
What To Do
- Lesson 1.3: Safe and Clean
- Fire, burns, cuts
- The plan has to be in your head before anything goes wrong
Teacher notes
Image: a lid sliding over a pan.
Leave up while students enter.
Do now
- Oil in a pan catches fire on the stove
- Write the first thing you would do
- Be honest
Teacher notes
Hand vote: water, towel, lid, run, something else. Do not correct yet. Count the water votes and remember the number.
What water does to a grease fire
- Water is heavier than oil, so it sinks under it
- At the bottom of the pan it turns to steam in an instant
- The steam throws burning oil up and out of the pan
- A small fire becomes a fireball in under one second
Teacher notes
Image: described, since there is no photo: a pan on a stove with flames the height of a person, oil spraying outward.
[Sal: a 20-second fire department demo video replaces this slide if the school allows video.] Say: everyone who voted water just made a small fire into a big one.
Stove and oven
- Pot handles turned in
- Dry mitts only. Steam goes through a wet mitt in one second.
- Nothing on the stove that is not a pot
- In this class: I open the oven door. I drain the pasta.
Teacher notes
Image: a stove with all handles turned toward the back, a dry mitt on the counter.
Pass the wet mitt around. Ask what happens when steam comes through cloth.
Grease fire
- Turn off the burner
- Slide the lid on from the side. Leave it there.
- Baking soda for a small one
- Get back. Tell me.
- Never: water, flour, a towel, carrying the pan
Teacher notes
Image: three-picture strip: a hand turning a knob (turn off), a lid sliding onto a pan (cover), a student walking away with a hand up (tell).
Do the lid motion on the skillet. Send the skillet and lid around so every station tries the motion from the side, not from above.
Burns
- Cool running water, at least 10 minutes
- No ice. No butter. No toothpaste.
- Cover loosely if it needs covering
- Tell me. The nurse decides what happens next.
Teacher notes
Image: three-picture strip: a hand under a faucet (cool), a clock showing 10 minutes (wait), a student with a hand raised (tell).
Why no ice: it damages the skin more and traps the heat under it. Why no butter: it holds the heat in and it is not clean.
Cuts
- Press with a clean paper towel
- Raise the hand above the heart
- Tell me
- Blood on food: the food goes in the trash
Teacher notes
Image: three-picture strip: a towel pressed on a finger (press), a hand held up high (raise), a student calling the teacher (tell).
Say plainly: nobody loses points for getting hurt. People lose points for hiding it.
The extinguisher: PASS
- P: pull the pin
- A: aim at the base of the fire
- S: squeeze the handle
- S: sweep side to side
- This is for adults. You get out and tell me.
Teacher notes
Image: a fire extinguisher with the four letters stacked beside it.
Hold up the extinguisher or the training unit. Do the motion. Say the last line twice.
Only two cutting tools in this course
- Butter knives
- Kitchen shears, stored point down
- No sharp knives, all year
- Why: nothing on our menu needs one, and a cut takes a station out for the day
Teacher notes
Image: a butter knife and a pair of shears side by side; a chef's knife with an X over it.
Students will ask about home. Answer: at home, an adult decides. In this room, I decide, and the answer is no.
Room tour
- The first aid kit
- The fire extinguisher
- The Safety Data Sheets (SDS)
- The exit and where we line up
- Draw them on your room map as we walk
Teacher notes
Image: a simple floor plan of the room with four blank markers.
Walk the room with the class. Stop at each place. If the nurse or custodian is visiting, this is their slide.
Safety Data Sheets
- Every cleaner in this room has a sheet
- It says: what is in it, what it does to you, what to do if it gets on skin or in eyes
- The sheets live at: [Sal: location]
- Remember the unlabeled spray bottle from the Hazard Hunt? This is why we label.
Teacher notes
Image: a binder with the letters SDS on the spine, open to a page with a product name and a first aid section.
Pull out one sheet and read the first aid line aloud.
The accident report
- What happened, when, and where
- Who was involved and who saw it
- What was done: first aid, the nurse
- What we change so it does not happen again
Teacher notes
Ask: why does the report matter? The nurse and the family need the facts, and the "what we change" line is how the room gets safer. Two students say the four parts back.
What Would You Do relay
- The runner brings one card from the front table
- Read it out loud. Decide together.
- Write three lines: stop the danger, help the person, tell the teacher
- Runner brings it up for a check. Right: a point. Wrong: a hint, try again.
- New runner every card. 11 minutes.
Teacher notes
Check fast against the key. The point is the right order at speed. "Tell the teacher" alone goes back with the question "and before I get there?"
Exit card and tomorrow
- 3 things you never put on a grease fire or a burn
- 2 places in this room you could walk to with your eyes closed (name the item at each)
- 1 part of an accident report
- Tomorrow: we write the class Kitchen Safety Contract
Teacher notes
Three students read a line aloud. Any card that still says water or ice goes in the pile for the Lesson 1.4 review game.