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LESSON 2: Data Interpretation Exercise



Table 1 examines where school-time fires, both accidental and deliberately started (arson), are most likely to start.

Using the Table 1 above answer the following questions:
  1. In which room were most deliberate school fires (arson) started?
  2. Why might this be? What is stored in this room?
  3. In which room did exactly ¼ of accidental school fires start?
  4. Why might this be? What happens in this room?
  5. In which room did nearly ¼ of accidental school fires start?



Graph 2 shows the number of arson and accidental fires by the time of day.

Using the graph above answer the following questions:
  1. When did more than a quarter (1/4) of school arson attacks happen?
  2. Why might this be? What happens in your school at this time of day?
  3. When do more accidental fires than deliberate fires (arson) happen?
  4. Why might this be? What happens in your school at this time of day?
  5. When do approximately one fifth of accidental occur?
  6. Why might this be? What happens in your school at this time of day?

Suggested supporting class discussion:
  • Why is it so important to understand when and why school fires start?
  • Fire can spread very quickly. What might happen if someone set fire to the cloakroom in our school?
    - Which rooms would it spread to first?
    - Would this mean you don’t have to come to school anymore?
    - How would this affect your days at school?
    - Where is your cloakroom? Can you get outside without going past it?
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- Get out safely
- Escape planning
- Calling the Fire Brigade
- LESSON 1
- LESSON 2
- LESSON 3
  KS3 Teachers' Notes
  Useful Links
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APR website
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  Additional Material
The Firesetter (PDF)
What is Fire (PDF)
Juvenile Firesetting (PDF)


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