Fire Triangle

 Activity:
 1. Get a piece of paper. On one side, they
write what could be considered as positive
qualities of fire (PROS).
 2. On the other side, write what could be
considered as negative qualities of fire
(CONS).
 34. Afterwards, learners will form pairs and
discuss what they have written.
 5. Call on 2 learners to share their lists to
the class.
Part A.
A. Light a candle using the match. The learners should observe what happens before a fire is formed.
B. Using the wax from the burning candle, mount the candle to the lid of the jar. Make sure
that they mount it on the underside of the lid. C. Then, slowly put the jar on top of the candle and close the jar.
Observe what happens to the candle and write this down on their notebooks.
D. Afterwards, wait for about 2 minutes to unscrew the jar. Note that the jar could still be hot.
Part B.
A. Soak the tip of the candle in water then try to light it up using the match. Does it light up easily? Observe
what happens and write it down on their notebooks.
B. Afterwards, dry the tip of the candle using a tissue and again try to light the candle. Observe
what happens and write it down on their notebooks.
Part C.
A. Using the same candle in Part B, try to light the bottom of the candle. Does it light up?
B. What could be needed for the candle to light up? Ask the learners to write their answers on
their notebooks.
 Part A shows the role of oxygen to the formation of
fire. As the fire is being enclosed in the jar, the
 oxygen is being used up. Once the fire is enclosed,
all the oxygen turns into carbon dioxide and
 eventually, fire won’t be produced.
 3. Part B shows the role of heat. Once the candle is
soaked in water, it will not be able to produce
 enough heat to sustain a fire. If the candle is dry,
then it could reach enough heat to sustain a fire.
 4. Part C shows the role of fuel. Fire needs fuel to
form. For the candle, the wick serves as the fuel.
 The wax is not capable of burning and is just there to
support the fire.
Identify the fire triangle in every situation. Evaluate and
list down the fire triangle from these situations:

 A. Bonfire being lit while camping

 B. Stove fire used for cooking rice
 C. Lamp (gasera) used for areas where electricity is
unavailable
 D. Lighter used for lighting cigarettes
 E. Grilling barbeques using charcoal
 F. Lightning striking a tree
 G. Newspapers being burned
 H. Fire crackers/fireworks used during celebrations
 I. Electrical fires during summers
 J. Chemicals stored in closed environments
ENRICHMENT
1. Ask the learners to identify 5 possible
situations in their 1. Ask the learners to
identify 5 possible situations in their
houses where fire is present. At least one
(1)
fire with negative effects should be
included.
2. Let them identify the fire triangle for
each situation.
3. Ask them to come up with concrete
plans so that unwanted fires will be
prevented.
INSTRUCTION AND PRACTICE (10
MINS)
1. Ask the learners to list down all possible sources of fire that they can think of. Give as many as they
can in 1 minute.
2. Ask the learner with the most answers to enumerate his answers on the board.
3. The teacher will check if the answers are correct. Afterwards, state that there are 16 identified causes of
fires.
4. The BFP Operational Procedures Manual has list down the causes of fire as follows:
 A. Faulty electrical wiring or connection
 B. LPG-related
 C. Neglected cooking or stove
 D. Cigarette butt
 E. Unattended open flame: torch or sulo
 F. Unattended open flame: candle or gasera
 G. Matchstick or lighter
 H. Direct flame contact or static electricity
 I. Neglected electrical appliances or devices
 J. Electrical machineries
 K. Chemicals
 L. Incendiary device or ignited flammable liquid
 M. Spontaneous combustion
 N. Pyrotechnics
 O. Bomb explosion
 P. Lightning
 Q. Others (forest fire, vehicular fire, etc.)
 5. Provide simple examples and pictures (if possible) for each.
 Definition of terms:
 • Incendiary – designed to cause fires
 For incendiary fire, the teacher may opt to
 include the concept of arson or the
 criminal act of deliberately setting fire to
 property. Emphasize that arson is a
 criminal offense.
 • Pyrotechnics – the art of making or
 displaying fireworks
 • Spontaneous combustion – ignition of
 organic matter without apparent cause,
 typically through heat generated internally
 by rapid oxidation
 For Discussion 1:
 • The teacher may contact BFP officials
 regarding the explanation of fire causes and
 fire incidences
Practice 1
1. Let the learners pick from 1, 2, 3, 4, or 5 (see end of guide).
2. Learners will be given two (2) news clippings of fire incidents in the
Philippines each depending on
what they picked from 1, 2, 3, 4, or 5.
3. Each learner will determine what caused each fire incident and the fire
triangle for each.
4. After 5 minutes, the learners with the same numbers are grouped together
and will discuss their
answers.
5. Ask the groups to come up with a unified answer per incident. They will be
given manila papers and
permanent markers to write their answers on.
6. Afterwards, the groups will present a summary of the fire incidences, their
causes, and respective
fire triangles.
7. Let the learners leave their manila papers posted on the board.
1. After all the groups have presented their answers, the teacher will introduce the different fire
classes.
2. Each fire class is based on the fuel that they burn.
3. This classification is very useful in order to determine what substances or chemicals are
effective in
extinguishing the fire.
4. The substances or chemical that can be used to extinguish the different fire classes will be
discussed in a separate meeting.
5. There are 5 fire classes:
I. Class A – fuels are ordinary combustibles such as wood, paper, plastic, or anything that leaves
ash.
II. Class B – fuels are flammable or combustible liquids like petroleum oil, gasoline, paint, and
flammable gasses such as propane and butane. Cooking oils and grease are NOT part of class
B
fires.
III. Class C – fuels are energized electrical fires like motors, transformers, and appliances. Once
the
power or source of electricity is removed, the fire becomes one of the other classes of fire.
IV. Class D – fuels are combustible metals like potassium, sodium, aluminum, titanium, and
magnesium.
V. Class K – fuels are cooking oils, grease such as animal fat and vegetable fats.
Teacher Tips:
For Practice 1:
• The teacher may opt to look for records
of fire incidents within their local areas.
• The teacher may opt to give 1 news
clipping per group if time is limited.
• Ask the learners to listen carefully to all
of the reports of the groups since it is
important to the next part of the
discussion.
For Discussion 2:
• Emphasize that the fuel of the fire
triangle is the basis for the classification
of the fires.
• You may ask the learners why the type
of fuel is the basis for classification.
• Also, emphasize that the substances
that are used to extinguish each fire
class will be discussed in the next
meetings