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Fire Safety: Kindergarten Unit Plan Standards: Understand and use basic health concepts to enhance personal, family,

, and community health. Identify influences that affect personal health and the health of others. Demonstrate behaviors that foster healthy, active lifestyles and the benefit of society. Objectives Students will be able to describe and identify fire escape routes. Students will be able to understand possible damages caused by fires. Students will be able to demonstrate the "stop-drop-roll" procedure. Students will be able to describe the proper procedures and safety rules when escaping a fire. Day 1 Objectives: Students will be able to demonstrate the Stop-Drop-Roll procedure. Students will be able to describe the proper procedures and safety rules when escaping a fire. Materials: Firefighter visitor Procedure: 1. Introduce students to the fire safety unit by touching on students previous experience with fires: Has anyone ever been caught in a fire? Do you know anyone who has been caught in a fire? How do you think it would feel being caught in a fire? 2. Ask the students questions about what they know about fire safety by using a K-W-L chart drawn up on the whiteboard: What do you know about fire safety? o Write student answers in the Know part of the K-W-L chart. What do you want to know about fire safety? o Write student answers in the Want To Know part of the K-W-L chart. o If students are struggling to come up with questions, suggest: Id like to know what to do if my clothes get on fire. Should I go back for pets if my house in on fire? What can I do to prepare myself in case of a fire in my home? Whats different about fire plans if I live in an apartment rather than a house?

3. Have a short class discussion about why it is important to know fire safety rules. Ask students: Why do you think its important to know fire safety rules? Tell students its important to know fire safety rules so they can keep themselves and their friends and families safe from fires. When we learn about fire safety, we learn about how to prevent fires and how to act if were caught in a fire. 4. Tell students a visitor will be coming to the classroom today to talk about fire safety rules. Ask students who they think the visitor might be. When students guess correctly (firefighter), ask students what a firefighter does. 5. Remind students of expected behavior when a visitor is in the classroom. 6. Visitor arrival Be sure to have firefighter answer the questions the class placed in the Want To Know section of the K-W-L chart. As the questions are being answered, write down the answers on a separate sheet of paper to review with students later. Make sure firefighter touches on Stop-Drop-Roll procedure and fire safety procedures. 7. After the firefighter has left, have a class discussion about what was learned during the visit to end the day. What were some important things you learned from our visitor today? o Write student answers in the Learned section of the K-W-L chart. If any answers havent been discussed from the questions in the Want To Know section of the K-W-L chart, ask students what they learned about those specific questions and write those answers in the Learned section of the K-W-L chart.

Day 2 Objectives: Students will be able to describe and identify fire escape routes. Students will be able to describe the proper procedures and safety rules when escaping a fire. Materials: White paper (enough for each partner pair in the classroom to have one, plus extra for mess-ups) Coloring utensils (each student should have their own in the classroom, but be prepared with extra) 1. Start with a class review of what was learned yesterday: What were some of the things that we learned yesterday? What did we learn about fire safety procedures and rules?

2. Tell students were going to discuss how what they learned yesterday can be applied to the classroom. We need to know what to do in case of a fire in our school. Give students 2-3 minutes to discuss what the class should do in case of a fire in the school/classroom in table groups. To provide students with an example, tell them something you think we all should do is drop everything. Tell students to make a list of what their table group comes up with, because well be discussing it as a class. Encourage them to reflect on what they learned yesterday if theyre having a hard time coming up with ideas. 3. After students have discussed with their table groups, have the class come back together. Ask students what some of the things they came up with were, and write their responses on the board. Student answers should include things like: Stay calm Voices off Listen for directions No running Stay together Form a single-file line Students may need scaffolding to have more answers. Teacher may prompt students with questions like: What should we do with our voices if we hear a fire drill? What should we do with our bodies if we hear a fire drill? 4. Have students partner up and choose one rule to make a poster about. In order to make choosing fair, give each partner pair a number and draw numbers written on paper out of classroom object (hat, jar, cup, etc.). Let pairs choose by the order their number was drawn in. Tell students their posters must include the name of their rule and some sort of picture about that rule. Give students 8-10 minutes to create their posters. 5. Have partner pairs go around the room and share their posters, and tell the class: What their rule was Why they drew what they did Why this rule is important to remember in case of a fire in the classroom 6. Hang the posters around the room for the rest of the fire safety unit. Day 3 Objectives: Students will be able to describe and identify fire escape routes. Students will be able to understand possible damages and dangers caused by fires. Students will be able to demonstrate the "stop-drop-roll" procedure. Students will be able to describe the proper procedures and safety rules when escaping a fire. Materials: Numerous facts about fires

Pictures of the dangers Could be used for differentiation or ELL students Chart Paper Markers

Procedure: 1. Review what was discussed during the discussion with the firefighter. Potential dangers Stop-Drop-Roll Review the KWL chart 2. Prepare students for a fire drill. Remind students of fire drill safety o Quiet o Quickly get in line o Stay calm o Stay in line o Follow the teacher o Go to designated meeting spot 3. Practice fire drill. 4. Return to the classroom and review some facts about fires and their dangers. Show pictures Make a list on chart paper of student ideas 5. Review stop-drop-roll procedure when on fire. Ask students if they remember what to do when on fire from the firefighter visit. Model procedure. Have students practice. Take note to see what student have mastered this procedure and which students may need more time to practice this procedure. 6. Next, discuss the use of fire / smoke detectors. Has anyone ever seen one? Has anyone ever heard one go off? Does anyone know where they are located in their houses? 7. Discuss homework for the night: Count how many smoke detectors you can find in your home. Tomorrow we will be making a bar graph and discussing the results in class. Day 4 Objectives: Students will be able to understand possible damages caused by fires.

Students will be able to describe the proper procedures and safety rules when escaping a fire. Students will be able to describe and identify fire escape routes.

Materials: Chart Paper Markers Bedroom Exit Plan Graphic Organizer Procedure: 1. Collect student data from the smoke detector assignment. Create bar graph from student data. Discuss the importance of smoke detectors. 2. What are some dangers that can occur as a result from fires. Discuss rules and procedures that students should take when escaping a fire. o Get out o Dont take anything with you o Stay low o Dont go back in o Go to a family meeting place o Feel doors before opening 3. Create an exit plan from the class as a guided practice activity. Include a meeting place in a safe area. Discuss the importance of having an exit plan. Discuss the importance of having a meeting place. 4. Introduce the assignment for the night. Exit plan from their bedroom. Show example. Need to have at least two exits included. Assessment attached. Day Five Objectives: Students will be able to describe and identify fire escape routes. Students will be able to describe the proper procedures and safety rules when escaping a fire. Students will be able to understand possible damages and dangers caused by fires. Materials: Sentence Starters 1. Share homework with classmates.

Discuss meeting places. Did your family already have a meeting place or did you discuss the meeting place with your family while working on this assignment? Was everyone able to identify two exits?

2. Review what was discussed this week during the fire safety unit. Possible ideas: o Stop-Drop-Roll o Dangers of fires o Exit plans o Meeting places o How to exit a home safely during a fire 3. Students will need to pick at least two sentence starters and finish them. Running during a fire drill could hurt someone, so Everyone at school should know how to safely get out of the building because Smoke rises, so I should. If a door feels hot Assessments Poster and Drawing Checklist _________ Student worked well with partner _________ Students spelt the rule correctly at the top of the page _________ Students picture correctly depicts the rule described Total _____ / 3 Bedroom Exit Plan Checklist _________ Bedroom is accurately drawn _________ Family meeting place is identified _________ Two exits are identified on the bedroom exit plan Total _____ / 3 Sentence Starters Rubric

Needs Improvement 1 Point

Satisfactory 2 Points

Exceeds Expectations 3 Points

More than three spelling or grammatical errors.

Two or three spelling or grammatical errors.

One or fewer spelling or grammatical errors.

Information written is not accurate or true.

Some of the information written is accurate or true.

All of the information written is accurate and true.

Total: _____ / 6