Austin ISD
Kindergarten Lesson: Fire SafetyGrading Period/Unit (CRM): 3rd 9 weeks CRM 1 Unit 7Estimated timeframe: 3 daysLesson ComponentsLesson Objectives: Students will know:Firefighting is a job that is a service to the community.A person chooses to be a firefighter because he/she wants to help others.The activities or chemicals that start fires should be avoided.Rules about fire safety keep people safe.When you see a fire, you should dial 911 for help and tell an adult.When an unsafe fire starts, trained adults like firefighters, EMS, and the police can help us.Firefighters perform an important service to our community by keeping us safe.Firefighters are authority figures who fight fires, direct people to a safe place and can teach fire safety.Students will be able to With a partner, identify why firefighting is a service to the community.With a partner, explain why a person might want to be a firefighter.List fire hazards and find ways to prevent/stop the fire from developing.Practice the stop, drop and roll and other safety maneuvers and know when to use them to keep safe.With the class, discuss when it is appropriate to dial 911.Turn and talk to a neighbor and identify an authority figure who can help them when there is an unsafe situation.With a partner, identify firefighting as a job that is a service to the community.Language Objectives: Students will listen to stories, and videos, speak in small groups and whole groups about fire safety. Students will utilize vocabulary related to fire safety in the form of sentence stems, class discussion and group activities.Standards(Texas Essential Knowledge and Skills): K.7 Economics. The student understands the value of jobs.7.A identify jobs in the home, school, and community7.B explain why people have jobsK.8 Government. The student understands the purpose of rules.8.A identify purposes for having rules8.B identify rules that provide order, security, and safety in the home and schoolK.9 Government. The student understands the role of authority figures.9.A identify authority figures in the home, school, and community9.B explain how authority figures make and enforce rulesEssential Questions: What are some of the basic human needs and wants?How are needs and wants different?How do people meet their needs and wants?How do people work together in a community to provide for their needs and wants?How is the community supported by the people who live and work in the community?How do people stay safe within their community?What do people do when they encounter something not safe?What do people do when there is an emergency?Enduring Understandings: All people have needs and wants.People work together in a community to provide for their needs and wants.People support the community by being a contributing member through their work.People and families should have a plan to remain safe in the case of an emergency like a fire.VocabularyEssential: Firefighter, stop, drop, roll, fire extinguisher, 911, procedure, plan, fire alarm, smoke detectorbombero/a, parar, caer, rodar, extintor de fuego, 911, procedimiento, plan, alarma contra incendios, detector de humoSupporting: water hose, ax, tools, fire truck, safety, gearmanguera, hacha, herramientas, camión de bomberos, seguridad, equipo/engranajeLesson PreparationChart paperConstruction paperTechnology:Discovery Education supporting videos:When I Grow Up: I Want to Be a Firefighter (13 min.)At Work: Sound the Alarm: Firefighters (16 min.)Brainpopjr.Fire Safety (6 min.)YouTube videos:Fire Safety Playlist: , Drop and Roll: of SupportFire Safety Poem Safety Poem 2 Can, Have, Are Drill Illustration Activity CycleEngageCreative Learning Initiative: Choose a Fire Safety poem from above or one of your own choosing. Read/sing the poem with your students and then have the students create “Statues” for each important Fire Safety. In order to create “Statues” the students (with the help of the teacher if needed) will create a frozen statue that represents each word. For example, “water hose” might be represented by a student pretending to grip a water hose with two hands. Keep in mind that the students should be frozen in the statue that they choose and not moving around.Lesson StagesBooks:Seguridad y los incendios by: Sue BarracloughClifford el perro bombero by: Norman Bridwell (English and Spanish)Stop drop and roll by: Margery CuylerI can be a fire fighter by: Rebecca HankinBomberos Al Rescate/firefighters to the Rescue by: Bobbie Kalman (English and Spanish)No dragons for tea : fire safety for kids (and dragons) by: Jean PendziwolFire safety = Seguridad en caso de incendio by: Dana Meachen Rau (Bilingual) Fire safety in action by: Mari C SchuhA Day in the Life of a Fire Fighter by: Diana HerweckFirefighter = El bombero by: Jacqueline Laks Gorman (Bilingual)I want to be-- a firefighter by: Catherine O'Neill GraceUn día en la vida de un bombero by: Linda HaywardTito, the Firefighter/Tito, el bombero by: Tim Hoppey (Bilingual)Molly, by Golly!: The Legend of Molly Williams, America's First Female Firefighter by: Dianne OchiltreeApagar el incendio! By: Michael Anthony Steele Day 1: Fire SafetyEngage (5-10 min.): Complete the Creative Learning Strategy seen above.Fire Safety Video (10-15 min.): Choose a short video from the list above or another video of your choice. While students are watching the video encourage them to pay attention to how to prevent a fire and what to do when a fire occurs.Mini Lesson (5-15 min.): After viewing the video have a class discussion and discuss what we can do to prevent fires in our home and other places. Be sure to include key vocabulary like: prevent, fire alarm/smoke detector, 911, plan, etc. Create a T-Chart with the students. On the left side of the chart list ways to prevent a fire. On the right side of the chart list the steps/procedure of what to do when there is a fire. Discuss what the procedure is for a fire drill at school and practice if time allows.Student Task (10-15 min.): Students will illustrate and label the fire drill procedure at school. See example above and printable below.Day 2: What is a firefighter?Read Aloud (5-10 min.): Choose a mentor text that will show what a firefighter does and the tools they use. Discuss the tools and their responsibilities while reading.Firefighter Video (10-15 min.): Choose a short video from the list above or another video of your choice. While students are watching the video encourage them to pay attention to what a firefighter does and what tools he/she needs.Mini Lesson (5-15 min.): After viewing the video have a class discussion and discuss how firefighters help their community. What is a firefighter? What is their job? What tools do they need? Create a “Firefighters can, have, are” anchor chart with the class and make sure to include their job, responsibilities and tools.Student Task (10-15 min.): Students will draw and label their own firefighter with his/her tools.Day 3: Stop, Drop and Roll and exiting safelyRead Aloud (5-10 min.): Choose a mentor text that demonstrates the steps of stop, drop and rollStop, Drop and Roll Video (5 min.): watch the YouTube video (link found above)Mini Lesson (5-15 min.): After viewing the video have a class discussion about the steps of stop, drop and roll. Have the students practice this with a partner. Then practice crawling low and getting out of the house. Discuss with the students when it is appropriate to dial 911. Create an anchor chart comparing emergencies to non-emergencies.Model Your Thinking: “Now that we know what to do when there is a fire, we need to make sure we can get out of our house or school safely. I am going to draw a map of my house and show the best way to get out. I should try and find 2 safe ways out of my house in case a fire is blocking one of the ways. “Teacher will draw a map of her house and draw a path/line that shows at least 2 ways to get of her house.Student Task (10-15 min.): Students will draw a map of their house and draw a line to show the best way out in case of a fire.Differentiation StrategiesSpecial Education: Students will have premade pictures with fire safety vocabulary or items that can cause fires, to help with understanding of fire safety. Students will also have premade pictures or real pictures of several of the firefighter’s jobs, such as teaching children about STOP, DROP, and ROLL, and how they put out a fire. Students can point to and discuss each of the various pictures to help with understanding with another student or with teacher. Students can also use sentence stems with prewritten words to fill in the blanks for sentence stems such as; A firefighter can ____________. A firefighter has ____________. A firefighter is ____________. Students will have premade t-chart of items that can cause fires and items that are safe, students can point to each picture and discuss why these things are not safe to use and why.English Language Learners: Students will have access to visual vocabulary cards as well as modeling from the teacher. Students will have access to word banks and sentence stems and may need more time when participating in whole group discussions.Extension for Learning: Students can create a skit demonstrating what to do in case of a fire. They can include different roles such as: children, parents, pets, firemen, 911 operator, etc. Students will model for the class how to dial 911, stop, drop and roll, crawl low out of the house and go to the meeting place that the family has discussed.Closure ActivityFire Safety Scavenger Hunt: Teacher will lead students around the school to find various tools and procedures used during a fire drill. Students will look for things like: fire extinguisher, EXIT signs, quickest way out of school, multiple exits, fire alarms, etc.Check for Understanding (Evaluation)Formative: observations, class discussion/participation, student tasksSummative: Can student describe what to do in case of a fire? Can student describe the role of a firefighter and the tools needed? Can student identify what is an emergency and what is not? Can student demonstrate when it is appropriate to dial 911?College and Career ReadinessCollege and Career Readiness: V. Effective Communication A. Clear and coherent oral and written communication1. Use appropriate oral communication techniques depending on the context or nature of the interaction. 2. Use conventions of standard written English.21st Century SkillsCreativity and InnovationUse a wide range of idea creation techniques (such as brainstorming)Develop, implement and communicate new ideas to others effectivelyBe open and responsive to new and diverse perspectives; incorporate group input and feedback into the workDemonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasEnglish Language Proficiency Standards2. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment;3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas.J. Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading.(I) demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs;Name: _______________________________________________ Date:_________________Fire Drill ProcedureStop what you are doing!right571500Line up quietly.right571500Follow your teacher outside quietly.right4508600Wait outside until your teacher says it is safe to go back inside.right508000Nombre: ______________________________________________ fecha:_______________Procedimiento en caso de emergencia de incendiosDeja lo que estás haciendo.right571500Fórmate una fila en silencio.right571500Sigue a tu maestro/a afuera en silencio.right4508600Espera afuera hasta que tu maestro/a indíque que es seguro regresar.right508000 ................
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