The Weather Outside is Frightful but the Fire is so Delightful

Well it may have been 2 degrees and raining cats and dogs, but that didn't deter our Year 5/6 Forest School group.

Our site is suffering due to the constant deluges, so we are trying to limit the areas where we are working to prevent compaction and damage to the ground flora. 

Our tinder, kindling and fuel

Today we chose to make use of the shelter of the outdoor classroom to introduce the basics of fire lighting. As it was a particularly cold and wet day, the fire was already burning when the students arrived for their session.

The Respect Position

We began by introducing the rules relating to moving round the fire circle, setting up the fire safety area and tending the fire. Huma and Saana helped to feed the fire safely (by taking the respect position - kneeling on one knee and feeding the wood from the side of the fire).

We moved on to discuss the three elements required for a fire, namely HEAT, FUEL and OXYGEN. The group shared their ideas about the different forms these elements can take.

Next, we looked at the things that had been used to create our fire today. The children examined the tinder (in this case cotton wool and calico) kindling (gathered sticks and pallet kindling) and fuel (birch and Scot's Pine logs).

We talked about how the fire may have been ignited. Suggestions included matches, a lighter and 'that thing that makes sparks'.

Munib Using the Fire Steel

Some of the children had used a fire steel before on a school visit to Nell Bank, so were familiar with its properties.

The children then experimented with the fire steels to see if they could create a spark. Some of the children also had a go at using a traditional flint and steel. The children who mastered the fire steel quickly were keen to share their method with the members of the group who were finding it trickier. 

Abbas Lighting the Cotton Wool

"Make sure the striker has the up side facing you" 
"Scrape it slowly like this"

Harris was eager to move on to the next stage, "Miss, we have a go a lighting something, now?" They were given cotton wool and calico to experiment with. Shamraiz realised that the test area that had been set up was causing the cotton wool to become wet because of the rain and therefore preventing it from igniting. A slight relocate and they were on their way again. The children found that if they separated the fibres of the cotton wool to create a greater surface area, it ignited more easily.

On lighting the calico, they noticed that it burned more slowly and evenly than the cotton wool did.

The children shared their experiences of igniting the tinder over a much needed cup of hot chocolate. We also discussed the different reasons why we have fires from protection and warmth to celebrations.

Which stones will make a spark?

We concluded our session by discussing how fires can be extinguished:  
The fire can be left to burn down thus expending all the fuel available to feed the flame.
The fire can be suffocated by removing the available oxygen.
The heat can be removed from the fire by dousing it in water.

How Long Will it Burn?

The children estimate how long the fire would have stayed lit if we left it to burn down. The suggestions ranged from a few minutes to a month! Harris suggested that as the session had been about an hour and a half long and the wood had burned down to half its original size, it would take the same amount of time again to completely burn away.

As we safely extinguished the fire (by spreading out the embers and pouring the water in a spiral motion working inwards) we reflected on what we had enjoyed about the session.

Finally, now our coals were completely extinguished, we were able to retrieve some of the charcoal. We ventured out into the rain to test out its writing capabilities. With the amount of rain, our artwork will be rather temporary!