Task-Based Activity: Fire Evacuation Plan



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Task-Based Activity: Fire Evacuation Plan


Laubach Connection: Laubach Way to Reading (LWR) Book 3, Lesson 17

OALCF Link

Relevant Goal Paths

Employment, Independence



Rationale: Learners on the Employment and Independence Paths may need to create a fire evacuation plan to ensure their safety and the safety of others.


Task-Based Activity Description: The learner will create a fire evacuation plan on the template provided.

Competency, Task Group and Level Indicators

(See Assessment page for performance descriptors)



A: Find and Use Information

A1: Read continuous text

  • A1.1: Read a brief text to locate specific details




B: Communicate Ideas and Information

B3: Complete and create documents


Materials Required


  • Pen or pencil and eraser

  • Question sheets






Overview: Fire Evacuation Plan





Activity Introduction

This task uses blank graph paper for the learner to create an evacuation plan. A description and sample plan are provided.


In lesson seventeen, a fire is described. Discuss with the learner if they or any close friends or relatives have ever experienced a house fire before. Discuss the importance of having an evacuation plan in place in case of a fire.
New words

Determine any new words that you think are being introduced in the activity and review those words with the learner.


Instructions

1. Have the learner fill in their name and the date.



  1. Have the learner complete the pre self-assessment.

  2. Have the learner complete the task-based activity.

  3. After completing the activity, have the learner complete the post self-assessment.

  4. After the learner has completed the task-based activity, complete the assessment section and review the results with the learner.




Extension activities

  • Create a basic floor plan of the agency





Task-Based Activity: Fire Evacuation Plan


Learner Name: ____________________________ Date: ____________________________
Pre self-assessment
I need to improve my skills at drawing diagrams.

  • Yes

  • No


Activity
Having a home evacuation plan is very important. You need to make sure you have:

  • A floor plan of your home that shows two ways out of every room, including windows. 

  • Approved collapsible ladders to escape from upper story windows.

  • A plan to practice escaping from every room in the home. Make sure everyone understands the escape plan. You should practice your plan at least twice per year. Make sure that everyone who lives in your home practices the plan.

  • Teach children not to hide from firefighters.

  • An outside meeting place where everyone will gather after you have escaped.


Sample Evacuation Plan



Create an Evacuation Plan

  • Draw a rough floor plan of your home using the grid paper provided on the next page.



  • If your home has more than one story use two pieces of grid paper.



  • Use arrows to show two ways out of every room.



  • Windows that open can be used as a way out of a room.  


  • Show all the doors and windows.




  • Include a meeting place that is outside of your home on your evacuation plan.



Post self-assessment
I think my skills have improved as a result of completing this activity.

  • Yes

  • No

Learner comments:

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________




Assessment

Task-Based Activity: Fire Evacuation Plan


Learner Name: ____________________________ Date: ­­­______________________
Practitioner Name: _______________________________________



Performance Descriptors

Needs Work

Improving

Excellent

A1.1: Read brief texts to locate specific details

  • reads short texts to locate a single piece of information
  • decodes words and makes meaning of sentences in a single text


  • follows the sequence of events in straightforward chronological texts

  • follow simple, straightforward instructional texts

  • identifies the main idea in brief texts

  • requires support to identify sources and to evaluate and integrate information


B3.2b: Create simple documents to sort, display and organize information

  • follows conventions to display information in simple documents (e.g. use of font, colour, shading, bulleted lists)

  • sorts entries into categories

  • displays one or two categories of information organized according to content to be presented

  • identifies parts of documents using titles, row and column headings and labels













The learner needs to work on the following:


This task was successfully completed ______ This task needs to be tried again ______


Practitioner Comments:

Learner Comments:






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