Unit Design Template: MAT/Certification Elementary

Candidate Name: Katrina Lee Monta Host Teacher Name: Karlyn Thomas
School: Point Higgins Elementary Grade Level: Kinder # of Students: 17
Date & Time of Lesson:10/1/18 – 10/5/18 @ 0900 Length of Lesson(s): 45 minutes
Topic of Lesson: Fire Safety Unit Content Area:
Health and Social Studies
Materials: Include all materials including types of technology used:
Worksheets: (See handouts); Books: Firehouse! By Mark Teague, Alphabet Rescue by Audrey and Bruce Wood, Firefighters by
Usborne Beginners, Firefighters by Norma Simon and Poinsettia and the Firefighters by Felicia Bond; pencils; scissors; glue; colored
pencils; crayons; highlighters; document camera; projector and screen; classroom iPads with Sparky.org application

ALASKA CONTENT STANDARD

Alaska Skills for a Healthy Life - Standard B: A student should be able to demonstrate responsibility for the student’s well
being.

Government and Citizenship – Standard G: A student should understand the impact of economic choices and participate
effectively in the local, state, national, and global economics.

TRANSFER GOAL(S) (transferability)

Students will be introduced to the concepts that it is important to look out for their individual safety. Fire safety is
important to remind and teach students about keeping themselves safe. Fire fighting personnel are community helpers that
will assist in emergencies that students may be involved in or witness.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….
What should you do if there is a fire emergency where you
Individual student safety is at the utmost importance. Fire are? Who could help you?
safety personnel are community helpers and are not scary.
And always have an emergency plan of what to do when
there is an emergency in the house, relate that there are
safety plans at school already in case of emergencies in
school.

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

K.1.1 Students will demonstrate ways to seek help in an Pre-Assessment: Checklist

emergency. Tallies will be taken to mark how many students
K.1.2 Students will be able to tell ways in which personal out of 17 can relate or
safety can be maintained in emergency
 situations.
K.2 Students will be able to relate that fire safety personnel
will assist during emergencies and fire
safety personnel are not intimidating
(scary) but community helpers.
Skills - What students should be able to do…….
S.1.1 Students will demonstrate how to call 9-1-1 in
emergencies.
S.1.2 Students will list ways to remain safe during
emergencies (i.e. make a safety plan)
S.2 Students will be able to relate the community helper
(fire safety personnel) with their
equipment used in fire protection.
answers the following
questions (Percentages will
be taken as numerical data)
Questions: (Yes – raise your hand, no – do nothing)
1. If you are in an emergency situation, do you
have an idea of what to do?
2. Does your family have a safety plan? Do you
know what it is?
3. If your house is on fire, do you know who to
call for help?
4. Should you play with fire?
5. Are your toys more important than you?
Post-Assessment:
Both the pre- and post-assessments ensure that the
students are aware of
safety concerns for students
in fire situations.
Assessment(s)/Other Evidence:
Formative Assessments: Daily Reviews with
questions –
Day 1: What were some of the things in our homes
or classrooms that
firefighters use to keep
people safe? Fire
Extinguishers, alarms, etc.
Day 2: What are some tools that firefighters use
while fighting fires? A hose,
a fire truck, etc.
Day 3: What number can you call on any phone to
get help in an emergency?
9-1-1
Day 4: Where is your safe place at home? Have you
discussed this with your
family? Sidewalk, yard, etc.
 Day 5: What should we not to do in a fire
emergency? Do Not Hide!

STAGE THREE: Opportunities to Learn (Acquisition)

Lesson #1: “Firehouse Inspections”

Introduction/Hook

October is fire safety month! We will all become fire chiefs this week as we read and participate in fire
safety activities. As fire chiefs, we have to make sure that the places that we are in are safe. We will
be doing an inspection of our classroom. But I want to ask you a few questions first: (Pre-Assessment)

Questions: (Yes – mark your , no – mark your )

1. If you are in an emergency situation, do you have an idea of what to do?
2. Does your family have a safety plan? Do you know what it is?
3. If your house is on fire, do you know who to call for help?
4. Should you play with fire?
5. Are your toys more important than you?

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning

We are going to start our day by reading a book:  Behavioral Management: modify the
Firehouse! By Mark Teague classroom attention getter from:
“class, class” to “fire chiefs, fire
Pass out fire chief badges: chiefs” with their typical response of
stopping and answering, “yes, yes.”
 Using teaching strategies from
Teaching Like a Pirate. Interacting
with students and getting into
learning with role-playing.
 Students may need to be paired
together to ensure that all students
have someone to work with.
 Some students still may need
assistance forming letters – all
assistance will be given when asked,
and when visually seen that aid is
needed.

After the students have their badges, we will be

looking around the classroom in pairs to go around
and look to make sure that all areas are clear and
nothing is covering the following: sprinklers, exit
signs, alarms and fire extinguishers. After the
students have been able to go around and look they
can go over the words with thin markers to
reinforce the vocabulary of the firefighter scavenger
hunt.
Closure:

As fire chiefs, we have to be aware of our

surroundings. We have practiced fire drills at
school and we also need to practice at home. I have
a question to ask you before we go outside for a
break: Day 1: What were some of the things in our
homes or classrooms that firefighters use to keep
people safe?

I also want to collect your fire badges so that we

can use them again tomorrow when we take
inventory of our firehouse and do some paperwork!

Lesson #2: “Firehouse Inventory”

Introduction/Hook

Good morning Fire Chiefs, please assemble for our morning meeting! Yesterday, we went around our
classroom and ensured that our fire safety equipment was all in proper order. Today, we will be doing
some paperwork in our office. It is inventory day. We will be beginning our inventory by reading a
story!

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning

 Behavioral Management: modify the

We are going to review our letters while we read classroom attention getter from:
this book! Read: Alphabet Rescue by Audrey and Bruce “class, class” to “fire chiefs, fire
Wood. chiefs” with their typical response of
stopping and answering, “yes, yes.”
It is important for fire fighting personnel to know what they  Using teaching strategies from
have on hand to be prepared for an emergency. We will be Teaching Like a Pirate. Interacting
going over two different documents to make sure we know
with students and getting into
what we have in our firehouse.
learning with role-playing.
 Some students may need assistance
(Pass out fire badges as the students go back to
to formulate the numbers that they
their seats – materials will be already there for
count in their inventory sheets.
them)
We will use highlighters to look through our A  Some students may need assistance
Fireman booklet to look for the word: a. in reading the booklet and
highlighting the word: a.

Now that we have gone through our equipment in

our booklet, I would like you to grab out your
second inventory sheet, and we will count up the
inventory. Please write the number of inventory in
the spaces and trace over the words.

I have another packet that will go home today to

discuss with your families. This packet is a
reminder to discuss making an emergency safety
plan for your home. We practice at school and it is
very important that you also practice at home. Soon
I will be asking if you have had a conversation
about your safety plan. We will also be sharing
some stories.
Closure:

As fire chiefs, we have a lot of responsibility:

ensuring our workplace is safe for all the citizens
that come into it, as well as making sure we are
prepared to hand any emergencies that come our
way. I have another question for you: Day 2: What
are some tools that firefighters use while fighting
fires? A hose, a fire truck, etc.

Lesson #3: “Preparing to share in Prevention Tips”

Introduction/Hook

Good morning Fire Chiefs, among ourselves, we have some fire chiefs with family members who are
also fire fighting personnel. (Asking the two students separately) Are their times where your family
member has to teach fire safety to other people? Yes.

It is important as fire chiefs that we are also prepared to teach others what is safe and not safe to do
in an emergency. Today we are going to review what is important about being prepared for fire
emergencies at home.

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning

We will be reading: Firefighters by Norma Simon.  Behavioral Management: modify the

Much of this book contains review of what has already classroom attention getter from:
been discussed over the last few days. “class, class” to “fire chiefs, fire
chiefs” with their typical response of
It is important that we all know how to call for help in stopping and answering, “yes, yes.”
emergency situations. Does anyone know what to dial on  Using teaching strategies from
any phone to call for help? 9-1-1 we will keep practicing so Teaching Like a Pirate. Interacting
that we know immediately. with students and getting into
learning with role-playing.
Let’s sit in a circle and share some stories and discussions.
 Some students may need assistance
We have yet to discuss how we get out of our houses at
using scissors and gluing some of the
night during an emergency.
pieces of the fire truck. Fine motor
Discuss procedures of what to do when you hear a fire skills are still being developed in
alarm at night: some students.
 Roll out of bed and crawl to the door.  Some students may need
 Feel the door with the back of your hand. memorization tips and assistance to
 If the door is hot, DO NOT exit from there. remember the number to call is 9-1-1
Find an alternate route – window, etc. in case of emergencies.
 Look for smoke! Stay down where the air is
clear as smoke rises.
 Open up the window and call for help from
fire personnel that may be looking for
trapped victims.

Now we will go back to our desks and make our

own fire trucks and trace over: Call 9-1-1. We can
use this to share with others how to be safe.
Closure:

I am so happy that you were all able to cut our your

fire trucks and add some details so you can use it in
teaching prevention tips to fire emergencies. Before
we depart for break, I want to know if you all can
tell me: Day 3: What number can you call on any
phone to get help in an emergency? 9-1-1

Lesson #4: “Being Prepared for Emergencies”

Introduction/Hook

Good morning Fire Chiefs! Today is an important day, we have been done a lot this week, but we have
not yet discussed how we will stay safe during emergencies where were they are helping others.
Throughout the week we have seen that firefighters wear different pieces of equipment and tools to
help them save lives. We will look an informational book that will show real pictures of fire safety
personnel and discuss how their tools are different than the tools of other community helpers.

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning

We will read: Firefighters by Usborne Beginners  Behavioral Management: modify the

classroom attention getter from:
Each student will have this worksheet and will be “class, class” to “fire chiefs, fire
able color the different tools. chiefs” with their typical response of
stopping and answering, “yes, yes.”
 Using teaching strategies from
Teaching Like a Pirate. Interacting
with students and getting into
learning with role-playing.
 Some students may benefit from
looking at some of the books to see
what colors different pieces of
equipment may be.
 Some students already have
previous knowledge of fire fighting
tools and personnel, so they may not
need assistance.
With the overhead camera and projector, I will
display a copy of the firefighter coloring worksheet.
We will point and match the words to the piece of
equipment on the fire fighter in the image. I will
also color along with the students so that they
haven an example of colors.
 I will also provide some books about
other community helpers and their
tools to compare the tools of fire
safety personnel.

I also want to bring up conversations about, even

though we have used it a few times throughout the
week, what the definition of a community helper is
and why they are important in our community. Also
discussing the differences in different community
helpers and their unique tools.

Closure:
Yesterday, our fire trucks went up on the ladder
truck in the hallway. Today, I will put up our fire
fighters to man the truck! I want to get a feeling of
how we are doing. I want to ask: Day 4: Where is
your safe place at home? Have you discussed this
with your family? Sidewalk, yard, etc.

Lesson #5: “Review – Wrap Up Discussions”

Introduction/Hook

Good morning Fire Chiefs, we have been working hard this week to be prepared in our firehouse,
classroom, and homes. Today we will be reviewing the information from our inspections, inventories,
and trainings. We will also be compiling all of our knowledge into a chart that we can use to inform
others of all the information that we have learned so far for fire safety month.

Processes and products for Learning Strategies for Differentiation/ Multimodal

Opportunities Instruction/Universal Design for Learning

We are now going to review what we have done this  Behavioral Management: modify the
week by looking at a poster. classroom attention getter from:
“class, class” to “fire chiefs, fire
Movement Break! (Arm and Leg movements) chiefs” with their typical response of
 Climb the ladder stopping and answering, “yes, yes.”
 Climb down the ladder and grab the hose  Using teaching strategies from
 Wrap up the hose Teaching Like a Pirate. Interacting
 Climb the ladder with students and getting into
 Unwind the hose learning with role-playing.
 Spray the fire  As this is not an assessment on fine
 Climb back down the ladder motor skills – the slips of paper will
be already cut away from the What
The students will have this worksheet. All students Should You Do worksheet. This will
will be working on separating what to do and what also speed up the time of prep for
not to do in emergency situations. (Post- students.
Assessment)  Some students work better visually,
so I will instruct the students to
highlight the words “I Should…” in
green to infer that that is safe to do.
 And highlight the words “I
Shouldn’t…” in red, to advise
caution that students should not
being doing those actions.

We will also be reading one more book to finish up

our fire safety unit: Poinsettia and the Firefighters by
Felicia Bond

************************************************
Extra Activities for students who are done early or
at Centers time:

Math Center: Roll large die and color the matching

numbers

Making a firefighter puppet: These templates will

be copied and prepared for the students with a
paper bag to make a fire fighter puppet with glue,
markers and scissors.
iPads: All of the student iPads have been set up
with the Sparky.org application. The students can
click on the application and explore around with
Sparky. Some areas can tell stories, look for items
and color images. All relating to fire safety with
Sparky the fire dog.

Closure:
I am very proud of all of these fire chiefs! We have
worked hard and done a lot of studying to be
prepared for fire emergencies. To take away from
this past week, be sure to remember that in an
emergency we can call for help by calling 9-1-1.
Most important we have to remember that we are
more important than anything in our homes or
classrooms during a fire emergency.
Before we wrap up today, and you get to take home
your fire chief badges, can you answer me one more
question?
Day 5: What should we not to do in a fire
emergency? Do Not Hide!

Thank you all! I feel much safer with all of you in

our classroom and in our community! Thank you.

Examples of questions for prior to the unit:

 What are the objectives of the unit? How will you know if the students have met the
objectives? 
 The objectives of this unit are to ensure that students are aware of their own safety
in emergency situations. It is important to get across to students that fire fighters
are not scary and they are here to help in emergency situations. The other
objectives that will be proposed to the students will be that fire fighters are
community helpers and how to call 9-1-1. I will know if the students have
accomplished the objectives if they have completed the daily projects, answering the
formative assessment questions at the end of each day and completing the post-
assessment at the end of the unit. 
 What provisions are you making for faster and slower learners? 
 There are different times during the lessons where students who have already
completed the assigned daily work can have free time on the designated activities.
There are also differentiated areas during the lessons that some students may need
assistance on for the individuals to be successful. (See different lessons). 
 How do you integrate local knowledge and cultural content? 
 We will be discussing students and their families and personnel in our community.
Some of the parents are involved in the local fire departments. 
 How do you use (or not use) technology wisely? 
 Some technology is incorporated into the lessons – overhead document camera,
projector and iPads. Most of the daily work enhances the skills of handwriting,
cutting with scissors and gluing. 
 How does this lesson fit into the overall curriculum? 
 Fire Safety is an integral part of social studies and health curriculum in
kindergarten in the KGBSD. 
 Have you changed the lesson plan at all? 
 The lesson plans have been changed to include information that the host teacher
has used in the past to connect knowledge and skills that have been discussed prior. 

Examples of questions for reflection after the unit: 

 How did the lesson go? 

 The unit went great. The students were very interested in the role-play of being fire
chiefs and interested in the material. All wanted to go home and talk to their
parents after the first day to see if they had a fire emergency plan. The fire safety
house was not able to come at this time, but will later on in the month. 
 Did the students meet the objective? How do you know? 
 The students all met the objectives on each day and for the entire unit. I was able to
tell that the students were completing their objectives because they were able to
have conversations with each other and during discussions. 
 Were there any unexpected events? How effectively did you respond? 
 There were a few times during the unit that there were additions made to keep the
students’ interests. Once was the addition of the kinesthetic movement and the
other was to add more time for students to share their experiences with fire. 
 Comment on one student who did particularly well and one who did not meet your
expectations. Why did this happen? What can you do to follow up with the student who did
not do well? 
 Some students had family in fire safety and knew a lot of what we were talking
about, so they were able to add stories and experiences to make the lesson fuller.
And some students were not aware of having a safety plan; so helping them through
the process was critical for success for them to stay safe. 
 Are there any changes you would make in this lesson if you could do it again? Why? 
 I enjoyed this unit, and incorporating the learning centers into fire safety centers
would be a fun way to keep the students interested and interacting. 