If the Balloon Fills With Helium, Then... Page 1 of 2 Name ________________________________________________________________________

Directions: Cause and effect are important concepts to understand when talking about accidents. Explore “If..., then...” with the Rube Goldberg machine below. How does this pencil sharpener work? Describe the steps of this marvelous machine by completing the “If…, then…” sentences on the next page. The first two are completed for you.

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IF THE BALLOON FILLS WITH HELIUM, THEN... Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

If the Balloon Fills With Helium, Then... Page 2 of 2

If the balloon (1) fills with helium, then it will rise, lifting the door (2) of the mouse house. If the door (2) of the mouse house opens, then the mouse will come out onto its porch (3) and eat the cheese (4). If the cheese becomes lighter in weight (4), then (5 & 6) ____________________ _____________________________________________________________________. If (6) ________________________________________________________________, then (7) _____________________________________________________________. If (7) ________________________________________________________________, then (8) _____________________________________________________________. If (8) _______________________________________________________________, then (9 & 10) _______________________________________________________. If (10) ______________________________________________________________, then (11) ___________________________________________________________. If (11) ______________________________________________________________, then (12 & 13) ______________________________________________________. If the machine fails to sharpen the pencil, then (14) _______________________.

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IF THE BALLOON FILLS WITH HELIUM, THEN... Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Safety Decisions Page 1 of 3 Name ________________________________________________________________________

Directions: Read the story below and use the next pages to help Miguel make the trip to the pencil sharpener safely. Remember, if Miguel has any of the “accidents waiting to happen,” it might seem funny, but in reality he could be badly hurt. Make sure he reaches his goal without a scratch!

The Trip to the Pencil Sharpener “Get out some notebook paper,” the teacher told the class, “and write a short story about the funniest thing that ever happened to you.” “Oh brother!” Miguel thought. “My pencil tip is broken. It sure is a long trip from here to the pencil sharpener and back again!” As Miguel worked his way toward the pencil sharpener, he came across lots of snags and traps for the careless walker. John had his legs stuck out into the aisle. Farther along, Sara, who was in a rush, had loose papers spread everywhere on the floor. Near the middle of the class, Marty and Estelle’s message string stretched between their desks. It was a good way to pass messages under Ms. Jackson’s nose, but not so good if you wanted to get by without tripping. Over by the window, Andre and Bill were flipping a tabletop football back and forth across Bill’s desk. Janice must have had red juice for lunch because it had leaked out of her bookbag and now was a sticky, slimy mess on the floor in the aisle by her desk. If that were not bad enough, pencils littered the floor beside four or five desks. And, right in front of the pencil sharpener stretched Ms. Jackson’s lamp cord! It was not quite long enough to reach from the desk to the outlet safely, so it hung an inch above the floor! Miguel decided he would have to tell Ms. Jackson he couldn’t write the story. Sharpening a pencil is just too dangerous.

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SAFETY DECISIONS Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Safety Decisions Page 2 of 3

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SAFETY DECISIONS Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Safety Decisions Page 3 of 3

Directions: Help Miguel sharpen his pencil. Make the decisions that will guide him through this obstacle course and get him safely to the sharpener and back to his desk. For every obstacle, discuss Miguel’s choices for getting safely by the “accident waiting to happen.” Use the map of the classroom to help you.

1. Miguel approaches the first obstacle—John’s legs in the aisle. Miguel should…

2. At the second obstacle, Sara’s slippery papers, Miguel should…

3. Next is the dreaded message string. Miguel should…

4. Miguel must dodge the football without tripping and falling into the large windows. Miguel should…

5. Janice’s juice mess will surely cause Miguel to slip if he is not careful. Miguel should…

6. Pencils are funny things. They roll around. Step on them and you may find yourself laid out splat! on the ground. Miguel should…

7. Ms. Jackson’s lamp cord is probably the most dangerous obstacle Miguel must navigate. Miguel should…

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SAFETY DECISIONS Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Personal Injury Chart Page 1 of 2 Name ________________________________________________________________________

Directions: Use this chart to record important information about injury experiences. Read the headings and write only information that fits the heading.

Have you or someone you know ever had a…

Slip, Trip, or Fall?

Breathing Problem?

Burn?

How did it happen?

Who helped the injured person?

How was the injured person cared for?

What was the final outcome?

What could have kept the injury from happening?

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PERSONAL INJURY CHART Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Personal Injury Chart Page 2 of 2

Have you or someone you know ever had a…

Poisoning?

Near-drowning?

Bump, Scrape, or Cut?

How did it happen?

Who helped the injured person?

How was the injured person cared for?

What was the final outcome?

What could have kept the injury from happening?

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PERSONAL INJURY CHART Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

An Excess of Injuries Page 1 of 3 Name ________________________________________________________________________

Directions: Discuss the injury scenarios below with friends and family, and then return to the beginning of each scenario to share ideas about how the injury could have been avoided. Scenario 1: Slips, Trips and Falls Sara Jane and Gillian were playing chase at recess. Gillian was getting close, so Sara Jane darted over toward the swing set, intending to get behind the set and use it as a cover to escape. Unfortunately, Gillian was so busy chasing Sara Jane that she didn’t see the kick ball that had been left right in her path. Gillian’s feet and the ball collided and she went flying! She ended up with scraped knees and hands, and a bloody lip.

Scenario 2: Breathing Problems In the cafeteria, Aaron and Phil were cracking up over some jokes about teachers that Aba and Betsy had found on the Internet. Unfortunately, Aaron was trying to laugh and eat at the same time! Suddenly, Phil noticed Aaron had stopped laughing and was pointing at his throat with a desperate look on his face. Ms. Jackson noticed too and ran to the rescue. She gave him abdominal thrusts as she had learned in an American Red Cross course. A big ball of gummy pizza flew out of his mouth. Luckily, Aaron did not have any permanent injuries, but he had a sore throat all day.

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AN EXCESS OF INJURIES Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

An Excess of Injuries Page 2 of 3

Scenario 3: Burns Susan, the 12-year-old neighbor, was babysitting at the Felder’s home one night. She decided to make a cup of hot cocoa for herself and for Frieda, the five-yearold girl she was watching. She and Frieda were both in the kitchen waiting for the milk to heat up. The phone rang and Susan ran into the living room to get the portable phone. “I’ll only be a minute,” she thought, “just long enough to get the phone and bring it back into the kitchen.” While Susan was gone, Frieda pulled a stool over to the stove to check the milk. She grabbed the handle and turned the pot toward herself to see. The pot was heavy and it turned over, spilling scalding milk all over her. Frieda was burned badly and had to be rushed to the emergency room. Scenario 4: Poisoning Hassan’s dad was always running out of gasoline for his lawn mower and had the bad habit of storing extra gas in old glass bottles in the garage. One hot day, Hassan and his friend Danny were playing in the garage. Danny did not know that the clear liquid in the glass bottle was gasoline and not water. He was thirsty, so he picked up the bottle. Hassan’s dad was just entering the garage when this happened. Unfortunately, he was not quick enough.

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AN EXCESS OF INJURIES Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

An Excess of Injuries Page 3 of 3

Scenario 5: Near-drowning Kacy’s baby sister loved the family swimming pool. Kacy proudly took on the task of watching her sister one day when her mom had to go out. Disaster struck when Kacy took her eyes off her sister to answer a neighbor’s friendly “Hello.” A splash brought Kacy’s attention back to the pool. She saw her sister sinking rapidly to the bottom. Kacy pulled the baby from the pool.

3FT

Scenario 6: Wounds Enrique and José were excited by the package from Enrique’s grandfather that arrived at the house one afternoon. Unfortunately, the package was difficult to open. José ran into the kitchen to get a sharp knife to open the box. He warned Enrique to cut away from himself, but, because it seemed easier, Enrique cut toward himself. The knife slipped and jammed into Enrique’s hand between the thumb and forefinger. His hand bled a lot and it hurt! His mom stopped the bleeding and bandaged his hand tightly and then took him to the emergency room where he was given 10 stitches.

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AN EXCESS OF INJURIES Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Measuring Heat Energy Page 1 of 2 Name ________________________________________________________________________

Directions: Find out more about heat to understand the danger of burns. Ask an adult to help you follow the directions, especially when you are using hot water. Carefully record your results. Then, try to answer the challenge question at the bottom of the following page. You will need: • 2 heat-resistant cups •

Hot and cold tap water

•

Ice

•

Measuring cup

•

Spoon

•

Thermometer that will fit inside the heat-resistant cups

Follow these steps: 1. Fill one-third of the first cup with water and ice. 2. Fill one-third of the second cup with very hot water. 3. Measure the temperature in each cup. Record the temperatures below the picture on the next page. 4. Predict the temperature of a mixture of the cold and hot water. Record your prediction. 5. Pour the cold water into the hot water and mix carefully with the spoon. Measure and record the temperature of the combined water. How close was your prediction? Briefly explain what you think happened.

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MEASURING HEAT ENERGY Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Measuring Heat Energy Page 2 of 2

ο

___________

ο

___________

ο

Your prediction of the temperature of the water mixture: ___________ ο

The actual temperature of the water mixture: ___________

How did your prediction compare with the actual temperature? ______________________________________________________________________ Why do you think the temperature changed? ______________________________ ______________________________________________________________________ Challenge: If you pour hot water from one cup into an empty cup, the temperature of the water decreases. What causes this to happen?

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MEASURING HEAT ENERGY Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

When Is Hot Too Hot? Page 1 of 2 Name ________________________________________________________________________

Directions: Read the information below to learn more about thermal (heat) burns. FAQs About Burns

•

Someone experiences a burn injury every 25 seconds in the United States.

•

Coffee, tea, soup and tap water can be hot enough to cause serious burn injury.

•

Up to one million burns occur in homes annually.

•

Scalds cause the most burn injuries in children under four years old.

•

Liquids cause burns more often than flames.

•

The two groups at the highest risk for burn injuries are children under the age of 5 and adults over 65.

Sources: Burn Foundation. Accessed September 14, 2006, at www.burnfoundation.org. American Burn Association. Accessed September 14, 2006, at www.ameriburn.org.

How Thermal (Heat) Burns Happen

If you touch a hot object or source of heat, you could burn yourself. The burn could hurt because skin cells have been damaged by the heat. The damaged cells release chemicals that stimulate nerves and cause pain. Often redness occurs or blisters form to cover the hurt area. Under a blister, white blood cells attack bacteria, and a new layer of skin grows in from the edges of the burn. Very deep burns may damage the fat, muscle or bone under the skin. The hotter the heat source and the longer the exposure to it, the more serious the burn. Children under the age of 5 and adults over 65 are more easily burned because of their fragile skin.

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WHEN IS HOT TOO HOT? Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

When Is Hot Too Hot? Page 2 of 2

Burn Classifications

Burns are classified as first degree (superficial), second degree (partial thickness) and third degree (full thickness). These classifications are based on the severity of the injury. First-degree burns (superficial) are thought of as shallow or surface burns. First-degree

burns are usually red and turn lighter in color if you press on them, like sunburn. These burns do not produce blisters and damage only the top (or epidermal) layer of skin. First-degree ο ο burns occur when the skin temperature reaches 118 F (48 C). Second-degree burns (partial thickness) involve the entire epidermis (top layer of the skin)

and some portion of the dermis (second layer of the skin). Second-degree burns are often broken down into two separate types: superficial and deep. A superficial second-degree burn causes blistering and is painful. Under the blister, this kind of burn is red and moist. A deep second-degree burn is dry and may appear ivory or pearly white. This is more serious and requires longer than three weeks to heal. Second-degree burns occur when the ο ο skin temperature reaches 131 F (55 C). Third-degree burns

(full thickness) involve the epidermis, dermis, and hypodermis, and possibly the underlying tissue, muscle, and bone. They are dry, with a dark brown or leathery appearance. The skin of yong children and older people and damaged skin (for example, from diaper rash) are more susceptible to burns than other types.

Temperature 100ο F

(38ο C)

113ο F

(45ο C)

Exposure Time 2nd-degree Burn

3rd-degree Burn

Safe temperature

Safe temperature

2 hours

5 hours

116.6ο F (47ο C)

20 minutes

45 minutes

118.4ο F (48ο C)

15 minutes

20 minutes

120ο F

(49ο C)

8 minutes

10 minutes

124ο F

(51ο C)

2 minutes

4.2 minutes

131ο F

(55ο C)

17 seconds

30 seconds

140ο F

(60ο C)

3 seconds

5 seconds

The possibility and severity of a From AntiScald Inc., “Exposure Time to Receive a Severe Burn.” Accessed April 14, 2004, at http://www.antiscald.com/prevention/general_info/table.html. water burn (scald) depends not only on the temperature of the water but also on how long the skin was exposed. Above is a chart that shows water temperatures matched to exposure times that can cause severe burns.

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WHEN IS HOT TOO HOT? Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Transporting Oxygen Through the Body Page 1 of 1 Name ________________________________________________________________________

Directions: Breathing emergencies happen when oxygen cannot travel through our respiratory and circulatory systems. Research to fill in the blanks to identify the parts of these important human systems.

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TRANSPORTING OXYGEN THROUGH THE BODY Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

A Breathing Model Page 1 of 2 Name ________________________________________________________________________

Directions: Follow the directions on this sheet to build a simple model of part of the human respiratory system. You will need— • Rigid, clear-plastic cup with an “X” already cut in the bottom • Long drinking straw • Small amount of

modeling clay • Small, very flexible, rubber

balloon that can be easily inflated • Sandwich-size plastic bag • 2 rubber bands

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Follow these steps: 1. Attach the balloon with one of the rubber bands tightly to the end of the straw. 2. Turn the cup upside down. 3. Push the straw—balloon-side first— through the “X” opening so that it is halfway into the cup. 4. Seal the straw with the clay at the point of entry into the cup. 5. Attach the open end of the plastic bag to the mouth of the cup. Seal it with the other rubber band. 6. Hold the cup firmly with one hand at its mouth so that the plastic bag is secure. Gently, pull down on the bag. What happens to the balloon?

BREATHNG MODEL Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

A Breathing Model Page 2 of 2

Try this: 1. Draw lines between the parts of the model and the corresponding parts of the body in the picture below. What do the cup, the straw, the balloon and the plastic bag represent? 2. Now list things that could interfere with the model’s operation—for example, a jelly bean that blocks the straw or a hole in the balloon. 3. Use this system model to help others understand the importance of protecting the respiratory system. Think of ways to do this with a friend.

Trachea

Lungs

Diaphragm

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BREATHNG MODEL Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

Falling Physics Page 1 of 1 Name ________________________________________________________________________

Directions: These unfortunate people are slipping, tripping and falling. Use physics terminology to describe each accident. 1.

2.

3.

4.

5.

6.

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FALLING PHYSICS Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

The “Phall” Physicist Degree Page 1 of 2 Name ________________________________________________________________________

Dear Parent or Guardian,, Your family can avoid slips, trips and falls with just a little knowledge of the physics of motion. The terms below describe the physics of slips, trips and falls, as well as the behavior that can prevent these accidents.

WORD

POINTS

WORD

force

mass

gravity

center of gravity

acceleration

speed

velocity

inertia

balance

friction

momentum

weight

POINTS

rotational inertia

Work as a family to search your home for slips, trips and falls “waiting to happen” and determine ways you can prevent these accidents. Can your child use the terms on the list in family discussions about potential hazards in your home? Award a point for every time you hear your child use one of these terms. Afterward, complete the certificate and make your child the “Phall” Physicist in your home! Have fun. The number of points doesn’t matter. It’s more important to try to prevent accidents at home.

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THE “PHALL” PHYSICIST DEGREE Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

The “Phall” Physicist Degree

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on ______________________________ for superior abilities in the use of physics terms and in finding and correctng slip, trip and fall accidents waiting to happen

Phall Physicist Degree

Bestow the

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THE “PHALL” PHYSICIST DEGREE Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross

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ti (n me/ ig se ht as ,h o ea n o to fi f d ts ay gre , w at et est w ac ea ti th vit er y ,e tc .)

Animal/Plant Name:

e lik s d un o s or / nd a s ok o l

ag gr es siv e or pa ss iv e? pr ey ?

d an t ta bi a h

e ch ni

Keep your notes short and simple. On the back of the sheet, draw the plant or animal and any other information necessary.

animal, complete as many of the branches in this research organizer as possible. You may use the Internet and the library, and interview friends, family and local experts. You may not find information for every branch of the organizer. For example, plants do not usually have prey.

Directions: For each poisonous plant or

liv es in

(g eo gr ap hi ca la re a)

d ho t e m

ng ni o s oi p of

is at tra ct ed

pe ty

by

n iso o p of

To avoid being poisoned by this animal or plant:

Many plants and animals are poisonous to humans. Choose local poisonous varieties and follow the directions to create pages in “A Field Guide to Poisonous Plants and Animals in __________________.”

The Toxic Touch

Page 1 of 1

Name ________________________________________________________________________

THE TOXIC TOUCH Masters of Disaster® Home Safety, Level 2

Copyright 2007 The American National Red Cross

Poisonous Products Page 1 of 1 Name ________________________________________________________________________

Directions: Work with an adult to make a list of poisonous products found in your home.

Write the name of each product in the correct place on this Venn diagram, based on how it can poison a person—by ingestion, absorption or inhalation. If a product can poison by more than one process, find the place on the diagram where the methods intersect. Write its name there.

Inhaled

Absorbed

Ingested

Discuss—How can you be sure to avoid these poisonous products?

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POISONOUS PRODUCTS Masters of Disaster® Home Safety, Level 2 Copyright 2007 The American National Red Cross