Surveillance Wildfire Response

Fire needs 3 things + + FUEL HEAT OXYGEN Any combustible material can fuel a fire. HEAT Heat generated from the fire feeds more fire. OXYGEN Combustion is a chemical reaction that requires oxygen. + + Instructor Notes: Engage Ask students to name materials that fit in the Fuel category. Then do a click-to-reveal to identify the types of ready fuel available in forests and grasslands. Repeat the process for the Heat and Oxygen arrows. Dry leaves, grasses or other vegetation acts as fuel. Dry vegetation ignites quickly and creates heat that helps combust other nearby material. Oxygen in the air in a forest or grassland is a ready source for the combustion reaction.

WHAT IS A WILDFIRE? Flames on a forest floor might reach 1 meter in height and a temperature greater than 800 °C (1,472 °F). Under extreme conditions, flames can exceed 50 meters in height and 1200 °C (2,192 °F). Wildfire smoke contains carbon monoxide, which is a colorless, odorless, toxic gas. Wildfires can travel as quickly as 10.8 kilometers per hour (6.7 mph) in forests and 22 kilometers per hour (13.7 mph) in grasslands. A wildfire is an uncontrolled fire that usually takes place in a forest or large grassland area. Instructor Notes: Engage Show Question Title and have students discuss their perceptions or beliefs about wildfires. Click to reveal each bullet point (4 total). Compare the facts about wildfires with the students’ perceptions of wildfires.

WHAT CAUSES WILDFIRES? 90 percent are caused by people. Unattended campfires Burning debris Discarded cigarettes Intentional arson Instructor Notes: Explore Ask students for their ideas on what causes wildfires. Then do click-to-reveal on each bullet point. Compare actual causes of wildfires to the causes students suggested.

THE NUMBER OF WILDFIRES IS INCREASING EVERY YEAR. In 2017, there were 71,499 wildfires that burned about 10 million acres. In California alone, losses reached $12 billion dollars in just a three-month period. Instructor Notes: Explore Present students with data showing the incidence of wildfires every year. Have students consider why wildfires are increasing in frequency. Ask students to brainstorm possible reasons.

THE NUMBER OF WILDFIRES IS INCREASING EVERY YEAR. ACRES BURNED (MILLIONS) YEAR Instructor Notes: Explore Present students with data showing the incidence of wildfires every year. Have students consider why wildfires are increasing in frequency. Ask students to brainstorm possible reasons.

CAN A WILDFIRE BE CONTROLLED OR STOPPED?

ONE OR MORE OF THESE VARIABLES MUST BE REMOVED. + HEAT Heat generated from the fire feeds more fire. FUEL Any combustible material can fuel a fire. OXYGEN Combustion is a chemical reaction that requires oxygen. ONE OR MORE OF THESE VARIABLES MUST BE REMOVED. HOW? Instructor Notes: Explain Review the three variables that need to exist in order for combustion and a spread of fire to take place. Ask students to think of ways that one or more of these variable could be controlled.

TYPES OF WILDFIRES Instructor Notes: Explain In the previous slide, students considered what information they would need to know before responding to a wildfire. This slide identifies some of the information that might help firefighters to safely control and put out the fire. CLICK TO REVEAL NUMBERED POINTS. Surface Fire: Ignites dried leaves and grasses on the ground. Most common type. Often leads to crown fires. Crown Fire: Crowns of trees and shrubs catch fire. The fire moves quickly as it jumps from tree to tree.

HELPFUL INFORMATION Rate at which the fire is traveling Direction in which the fire is traveling Which factor can be controlled: fuel, heat, or oxygen Instructor Notes: Explain In the previous slide, students considered what information they would need to know before responding to a wildfire. This slide identifies some of the information that might help firefighters to safely control and put out the fire. CLICK TO REVEAL NUMBERED POINTS.

HOW CAN TECHNOLOGY HELP? Instructor Notes: Elaborate Ask students to suggest technologies that they know about that would be helpful in a wildfire crisis situation; remind them that every minute counts! Then do a click-to-reveal to identify the types of technologies that are increasingly common in wildfire reporting and response.

HOW CAN TECHNOLOGY HELP? Heat detection Cameras to photograph conditions Aircraft that carry water or fire retardant Aircraft that can get stranded people out of the fire zone Instructor Notes: Elaborate Ask students to suggest technologies that they know about that would be helpful in a wildfire crisis situation; remind them that every minute counts! Then do a click-to-reveal to identify the types of technologies that are increasingly common in wildfire reporting and response.

A WILDFIRE STARTS Within minutes, it’s moving faster than the average person can run. Millions of acres of forest are at risk. What can be done to minimize damage and save lives? Assess, then choose a Response. Instructor Notes: Elaborate Ask students to think about technologies that they know about. Which of these technologies would be helpful in this kind of crisis situation, where every minute counts?

CHALLENGE WILDFIRE RESPONSE Instructor Notes: Evaluate Distribute Challenge information, including Student Capture Sheets, and review the requirements with students. Answer any questions about what needs to be done to complete the Challenge assignment.