Alameda County Fire Station 10

Group Members: Bri Friddle, Diana Dayhuff (Butler), Chalice Quintero, Prestan Cornelius

Website: https://fire.acgov.org/station-tours/

Virtual tour: https://youtu.be/3oHUK_Cimkg (12 minutes)

Additional educational videos from this station: https://vimeo.com/channels/1685265

Address: 2194 Williams St, San Leandro, CA 94577

Phone Number: (510) 632-3473 ext. 2010

Hours: Monday through Sunday, 24 hours per day.

Ages: Appropriate for all ages

Grade Level: 2nd grade

Big Idea: It is important that students can be aware of a local fire station and the local heroes.

Speakers: Local firefighters or Fire Chief - Brendan Burke, a firefighter at Alameda County Fire

Station 10
Rationale

This lesson is based on a virtual field trip and is designed for 2nd graders. The
unit's big idea is that people from the past and people from today make/made a difference
in the world. The framework for this unit is based upon the History/Social Science
standards 2.5 students understand the importance of individual action and character and
explain how heroes from long ago and recent past have made a difference in others’
lives.
The pre-lesson, during the field trip lesson, and post-lesson objectives support
students mastery of the standard. In addition to the History/Social Science standards, the
field trip standards incorporate multiple visual and performing arts standards. After the
field trip, the lesson will include VAPA standards 2.VA;Cn10 which states “create a work
of art about events in home, school, or community life.” Students in the post lesson will be
creating a fire hat for their own memorabilia. They are creating a work of art based on
something they are learning about in the community. Before the field trip, the lesson will
include VAPA standards 2.MA:Cn10 which states “use personal experiences, interests,
information, and models in creating media artworks.” Students will do this in the pre
lesson “community helpers” by discussing what their experiences with firefighters are,
such as what they know about them, and then creating a drawing/coloring of a firefighter
based on those interests and information.
The vocabulary students will need to know and engage in the lessons are hero,
community, difference, persistence, importance, fire hose, chief, extinguisher, first
responder, emergency, equipment, search and rescue, 9-1-1, EMT emergency medical
technician, and dangerous.
This virtual field trip allows students to grasp the concept about what it means to
be a hero and how people can make a difference in the world. Also, through this virtual
field trip students get to learn about how people today, in their own community, persist
and make a difference. They get to know and learn about real-life heroes. Getting to learn
about people so close to them will allow them to apply their knowledge to their own lives
and understand that people around them everyday can make a difference and be heroes.
They will get an inside look into a firefighters job and understand the choices and actions
they have to make and take everyday. Overall, it will also help students appreciate and
understand the heroes around them through a great deal of discussion, observation, and
exploration.
Pre-Lessons
Pre Lesson #1: KWL Chart (Chalice)
● Entry Questions: What do you already know about firefighters? Have you ever been to
a fire station? What do you know about a fire truck (For the “K”) What do you want to
learn about firefighters, fire stations, and fire trucks? (For the “W”). What did you learn
about firefighters, fire trucks, and fire stations that you didn’t know before the field trip?
(For the “L”).
● Lesson: In this lesson, the teacher will first create a table with three columns—one for
each letter: K-W-L. We will be focusing on the what we know column as well as the what
we want to learn about this topic during the field trip. The teacher will start in the column
all the way to the left where students will be asked a few questions to activate their prior
knowledge of firefighters, fire trucks, and fire stations. Next, is to move onto the middle
column of the, which would be having the students answer the question “what do you
want to know or learn about this topic?” The teacher will also add “who, what, when,
where, why, how” on the top of the KWL chart to help spark ideas of the different
questions they can come up with. The teacher will start with the right column which is
what students have learned and be able to answer their questions they developed for
the “what do I want to learn?” and can say their answers out loud for the teacher to
record on the KWL. The teacher will then ask her students to raise their hand and talk
about things they learned from the experience of this field trip and record them on the
KWL Chart.
● Assessment: The KWL Chart can be used as a formative assessment in the classroom.
It will allow the teacher to find out the students prior knowledge about firefighters, fire
trucks, and a fire station. This chart also helps students organize information before the
lesson. The chart will help show what the students have learned from the field trip by
filling out the “L” column.

Pre Lesson #2: “Fire Fighter!” by Angela Royston (Bri)

https://youtu.be/Fb4phQgd7uo

● Entry Questions: What do firefighters do? What special equipment do they need? What
makes firefighters an important person in the community?
● Lesson: In this lesson, the teacher will play the audio version of the book, “Fire Fighter!”
by Angela Royston. As the recording plays, the teacher will stop to prompt the students
with questions: What are the firefighters preparing to do? What equipment did they need
to set up? Did they need to put on special gear? What is happening?
Students will be given the opportunity to think-pair-share with their shoulder partner
about the prompted questions at each pause. When students have discussed with their
partner, they will show a thumbs up so the teacher knows that every student had the
opportunity to share with their partner. The teacher will then randomly call on students to
share their thoughts for each question. After the discussion, the teacher will continue to
play the story. In addition to stopping for comprehension questions, the teacher will also
 stop to encourage students to brainstorm the meaning behind specific content
vocabulary words. On the last page, the author emphasizes the importance of discussing
exit drills with family if a fire were to occur. As a class, we will talk about our schools exit
drill and students will be encouraged to come up with a plan with their parents. At the
end of the reading, students will be reminded of our questions: What do firefighters do?
What special equipment do they need? What makes firefighters an important person in
the community? And prompted to answer them again, now knowing what they know
from the reading. Students will discuss with their table groups, and each table group will
share their answers to the class.
● Assessment: The teacher will informally assess students' understanding of the text, by
observing students' conversations. At each moment the teacher pauses the recording,
the students will be required to discuss a question with their neighbor. During this time,
the teacher will walk-around to informally observe the students' conversations and check
for understanding. In addition, at the end of the reading, the teacher will remind students
of the questions we began with. The table groups will collaborate their thinking about
these questions, and the teacher will again monitor conversations and informally observe
their thinking.

Pre Lesson #3: Community Helpers (Prestan)

● Entry Questions: What does community mean to you? Who are some local community
heroes? Who knows what a firefighter’s job is?
● Lesson: In this lesson students will have to complete an activity sheet about local
community helpers, like firefighters. Before students begin writing on the activity sheet,
there will be a whole class discussion about what firefighters do? What are firefighter’s
roles and responsibilities? What are some interesting facts about firefighters and the
local station? Students will think-pair-share to aid in knowledge about firefighters.
Students will be given the opportunity to think about these questions quietly for 2
minutes. Then the students will pair up with an elbow partner and discuss the questions.
Finally, students will be called on by raising their hand and sharing out answers to the
questions posed. The teacher will ask for answers and analysis from a variety of
students. This discussion will be helpful to aid students in their writing. As a 2nd grade
teacher, I expect my students to write 5 complete sentences about the prompt, what is a
firefighter? Second graders will write 5 complete sentences with correct punctuation,
spelling, capitalization, and sentence syntax. The first sentence will be a topic sentence,
the next 3 sentences will be interesting facts about firefighters, and the last sentence will
be a conclusion. I will provide sentence frames for the sentences…
-________are local__________.
-One interesting fact about firefighters are_______.
-Another interesting fact is_______.
-One last fact is_____.
-These are the very reasons why______ are local community heroes.
● Finally students will draw a picture of a firefighter. This picture and writing will be posted
in the classroom. This writing and picture will be displayed in the classroom for students
to be proud of their work.
 ● Assessment: I will informally assess students' overall understanding by the
think-pair-share discussion before the writing. I will formally assess students’
understanding by writing a rough draft before moving on to the final draft. On their rough
drafts I would formally assess 5 complete ideas, word variety, spelling,
punctuation/capitalization, and handwriting. Students can reflect using a student friendly
rubric. Once students reflect and grade their rough draft using a rubric students will write
a final draft

During Lessons:
During Lesson #1: Scavenger Hunt (Prestan)
● Entry Questions: What types of things do you think you will find at a fire station? Why
do you think those things are at a fire station? Why are they important? How do they
help firefighters?
● Lesson: For this lesson it will happen while we are observing the virtual tour at Station
10, students will complete a scavenger hunt. This scavenger hunt will include things and
equipment that students will see on this field trip. I expect students to work individually or
in pairs to look for the items on the scavenger hunt activity sheet. Students will color in
boxes to keep track of what they see on this field trip. This activity sheet and scavenger
hunt allows students to explore the fire station. It also allows for noticing and wondering
about the items at a fire station. Students can notice what some equipment is used for
and wonder about the importance of other items used at a fire station. During this
scavenger hunt students are instructed to turn the paper around and write down 2
noticing and 2 wondering questions. Scavenger hunts are a fun and interactive way to
discover things in new places. There is a large probability that students have never been
to a fire station before and a scavenger hunt is an effective tool for students to
understand their surroundings.
● Assessment: I will informally assess this activity by wandering around with the students
to ensure that all students are completing the scavenger hunt activity sheet. This activity
sheet is to make sure that students are aware of their surroundings, listening to
information from a speaker, and seeing things that make firefighters community heroes. I
will formally assess students by reading their 4 noticing and wondering sentences. This
will allow me to assess the thought, inquiry, and effort students put into this assignment.
This can allow me to gauge if students were paying attention during the tour if many
items were colored in and that some serious effort was added to their sentences.

During Lesson #2: Bingo (Diana)

● Entry Questions: What are the things firefighters need to help the community? What
are things you observe and hear? What are things heroes do to help their community?
● Lesson: The students will begin by observing pictures of the fire station and the things
they see around the station that might help them be heroes in the community. Students
will then discuss amongst one another how they know those things are helpful to
firefighters based on what we have been learning in class. Students will then be given a
Bingo card that they will have to check off as they see in the fire station through the
virtual tour, and listen to the firefighters speak about their jobs and roles. Bingo spaces
 will include pictures of a fire pole, firemen/women, a firetruck, sirens, safety equipment
and other pictures that will help students grasp the understanding of what a firefighter
does and how they are a hero. They will be directed to mark the spots on their bingo
cards and their goal is to get a “blackout bingo” As students are marking their Bingo card
they will have spaces to write themselves a brief note about what they know about that
item that is pictured. For instance, if there is a picture of sirens the students will mark it
off and be given the sentence frame “sirens are helpful becuase_________” and they
will fill in the blank for their notes. When students get back to class or come together
they will have to share their bingo cards with the items they marked off. All students will
be given a bingo card, but not all of the cards will have the same exact items. This is so
when students come back they have a variety of items to teach and learn about from
their second grade perspective.
● Assessment: Students will be informally assessed by having discussions with their
peers about what they know about heroes in the community. They will also be informally
assessed by the information on their card and sharing their bingo card with their
classmates. The discussion of the bingo cards connects to the topic of heroes because it
shows the students the safety precautions heroes have to take. This is especially
important because heroes need to be safe in order to safely save people, if they are
injured it could be harmful. They will also discuss the equipment they use that helps
them to be heroes.

Post Lessons:
Post Lesson #1: Firefighter Anchor Chart (Chalice)
● Entry Questions: What is the job of a firefighter? What can firefighters do? Who are
firefighters? What type of equipment do firefighters have?
● Lesson: The teacher will create an anchor chart with a photo of a firefighter, fire truck,
and the word “fire fighter” on top. The teacher will have a column for what firefighters
can do (e.g., save people, plan a rescue, etc.). Then, the teacher will have the middle
column labeled as who firefighters are, or what are other names for firefighters (e.g.,
rescue, heroes, strong, and brave, etc.). The last column on the anchor chart will be
labeled as what firefighters have (e.g., hard helmet, fire extinguisher, and alarms, etc.).
The teacher will guide the students with prompting questions based on the pre-lessons,
and lessons during the field trip, to allow students to complete the anchor chart. The
teacher will fill in each category on the anchor chart to display the knowledge they have
learned from these activities and lessons. The teacher and students will complete this
anchor chart as a whole class to show what they have learned from the field trip about all
the different aspects of a firefighter.
● Assessment: This can be used as a post-assessment because students are explaining
things in more detail and have more specific answers to their questions. This anchor
chart being completed after the field trip helps students realize how much they have built
onto their prior knowledge that they did not know before.

Post Lesson #2: I Tip my Hat to Firefighters (Diana)

 ● Entry Questions: What are character traits of heroes? How are firefighter heroes?
● Lesson: Students will begin this lesson by activating background knowledge about what
they learned on their field trip. They will think, pair, share. The students will share what
characteristics the firefighters have that make them heroes and explain why they think
that is fitting. Students will take the information they have learned and write an
appreciation letter to fire station 10. The teacher will model an example to the students
and then allow them to get creative in their own writing and artwork. Students will be
provided sentence frames and speech to text assistance as needed. They will be
provided a sentence frame to start their writing: “I tip my hat to firefighters because…
They help ___________. They are_________” and so on. When students have
completed the writing portion of the assignment they will then be able to decorate a fire
hat cut out to put with their letter. When the entire assignment is done, students will do a
gallery walk and 3-5 students can volunteer to share to the whole class their writing and
art project.The students will be allowed to keep their fire hats that they decorate as a
“souvenir” of sorts. It will help them to remember local heroes and all that they do to
make a difference in the community and world. The students will fold their letters into an
envelope, after the teacher has collected and looked over them first, so they can be sent
to the firefighters to know we thank them and learned all about how they are heroes and
make a difference.
● Assessment: Students will be assessed on their writing portion of the assignment. First,
their ability to identify characteristics of a hero. The students would need to have 3-5
characteristics of what a hero is. This will show an adequate to exceptional
understanding of the overall lessons. Second, their reasons for using those
characteristics, to understand what a hero is. Not only will they need to state the
characteristic but explain why the firefighters are that characteristic. Third, they will be
assessed in their participation in class discussions and partner discussions.

Post Lesson #3: Reflection (Bri)

● Entry Questions: What did you learn about the fire station? What kind of equipment do
firefighters use? What did you learn about on the trip? What did you see? What was your
favorite part?
● Lesson: The lesson will begin with the students discussing with their shoulder-partner
the answer to each of the entry questions. When the students have had the chance to
think-pair-share, the teacher will randomly call on students to share their thoughts to the
class. Once the discussion is over, students will be given the “Our Field Trip” reflection
worksheet. Students will be guided to complete this worksheet as a class. The teacher
will ask students to share with their partner about the sentence frame “I went____.”
Students will share aloud their ideas to the class, then be prompted to complete the
sentence frame. Then, students will be encouraged to five-second-think about what they
saw. Students will share with their partner their ideas, then they will complete the second
sentence frame for “I saw_____.” Next, students will be prompted to five-second-think
what they learned about. Students will be able to talk about what they learned at the fire
station with their shoulder-partners. The teacher will randomly call on students to share
what they learned. This will help students to remember and recall the different
 information told to the class at the fire station. Finally, students will be prompted to draw
their favorite part of the firestation. Students will have 5 minutes to complete their
drawings. Once they have completed it, the teacher will call on random/volunteers to
show and explain their drawing on the camera to see on the projector. Students will
finish the worksheet by coloring the border. The teacher will collect the students'
reflections at the end of the lesson to hang up on the wall to see all their awesome
noticings and wonderings from the fire station field trip!
● Assessment: Students will be informally assessed during their think-pair-share
discussions and through their contributions to class discussions. The teacher will be
observing their level of understanding of what they learned, saw, wondered, enjoyed, etc
during the field trip. When students are sharing with their partners, the teacher will walk
around to continue informally assessing. In addition, students will be formally assessed
by the evaluation of their worksheet. The teacher will be able to grade students based on
their understanding of the fire station field trip through their written responses and
drawing of the field trip.

●
 Site Documentation
Virtual Videos
Messages of the County
ROLES FOR GROUPS OF 4
EVERYONE: Overall editing (font, grammar, voice)
TC #1
NAME: Prestan
TASKS: Cover Page plus 1 Pre and 1 During Lesson

● Cover Page
● Community Helpers
● Scavenger hunt

TC #2
NAME: Chalice
TASKS: Rationale Page plus 1 Pre and 1 Post Lesson

● Rationale Page
● KWL
● Anchor Chart

TC #3
NAME:Diana
TASKS: Rationale Page plus 1 During and 1 Post Lesson

● Rationale Page
● I tip my hat to firefighters
● Bingo

TC #4
NAME: Bri
TASKS: Site documentation, plus 1 Pre and 1 Post Lesson

● Site documentation
● Book
● Reflection

**Note: TCs #2 and #3 work together to create the Rationale Page