LU Title: Fire Safety

Author(s): Tracy Abrams

Grade Level: 1

School Address: Clinton Elementary School
75 Chenango Ave.
Clinton, New York 13323

Subject Area: Personal Health and Safety

School Phone/Fax: (315) 853-5574

Declarative

Procedural

• Students will tell their names and addresses.

• Students will tell their names and addresses.

• Students will know two ways out of each room in case of a fire.

• Students will identify safe habits.

Benchmarks: Demonstrates basic fire safety practices.

Benchmarks: Knows and identifies precautions that should be taken in special conditions.

Standard: Students will demonstrate personally, socially, and environmentally responsible behaviors.

Standard: Students will demonstrate personally, socially, and environmentally responsible behaviors.

What declarative knowledge should students

be in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

OCTOBER

How fires can be prevented and what to do in case of a fire in the home.

Matches are dangerous.

How fires can be prevented in the home.

Tell how fires can be prevented.

Smoke detectors are important to have in the home.

What you do in the event of a fire.

The importance of having a meeting place outside the home.

How the local fire department works and saves lives.

JUNE

Students will recall what they learned about fire safety.

Personal health and safety (fires, smoke detectors, home safety, stranger danger).

Students will write a personal narrative of their day at the Fire Expo.

KWL chart

Song, sung to the tune of "Bingo."

Discussion

My Fire Safety Booklet, page 1. (Sept./Oct 1996 Teacher’s Helper)

Discussion

Class graph

Discussion prior to going to the Computer Lab.

Discussion

K-2 Assembly in the Middle School Auditorium

Collaboration

Field trip to the Fire Expo held at SUNY Tech.

Discussion

Graphic organizer

Storing

Collaborative pairs/

Numbered heads

Graphic organizer

Upon returning to the classroom, students will illustrate their sentence, and this will be made into a class book entitled, "What To Do In The Event of a Fire."

View video

View equipment

Listen to members of the Fire Department

Think-Pair-Share

View speakers, puppets, plays and participation

Graphic Organizer

(Sequential Order from Effective Communicator)

Launch: Teacher will ask students; what do you know about fire safety? Teacher will initial students’ responses.

Next ask, what do you want to learn about fire safety? Initial each response by students.

Teacher will ask, how many of you know the song, "Bingo"? Today we’re going to learn a song about the danger of using matches and we will sing it to the tune of "Bingo!"

Class will discuss how to prevent fires: do not touch matches or lighters, cooking safety and do not touch outlets and cords.

Class will color page 1 in My Fire Safety Booklet.

Students will be paired by the teacher, designating #1’s and #2’s.

State task:

#1’s will tell their partner how fires can be prevented at home.

#2’s will listen, then share with the class.

Each student will be given an illustration of a smoke detector, and asked to color it.

When the children have completed coloring, teacher will use Popsicle sticks with numbers on them to call students to put their smoke detector under the correct column: YES or NO , in the graph entitled, "Do you have a smoke detector in your home?"

The class will go to the Computer Lab. We will review the discussion in the classroom, what to do in case of a fire. Students will type one thing that they can do if there is a fire.

Sentences will be printed.

Class will discuss the reasons for having a meeting place outside of their home. Teacher will ask questions, "What if your favorite toy is still inside your house? What should you do?" Stress there is only ONE you…you cannot be replaced, but a toy can be replaced.

Color page 4 in My Fire Safety Booklet.

The class will walk over to the Middle School for an assembly, featuring members of the Clinton Fire Department. En route, we will stop to view the fire truck that has been parked in front.

Once inside, the fire department presenter will welcome the students and discuss fire safety. The students will view the video; "Sesame Street Visits the Fire House."

At the end of the video, the presenter will have members of the fire department dress in their fire fighting gear. The students will listen to the sound of the air tanks and see what a fire fighter would look like coming into a room in the dark.

Coloring books for the students to take home will be provided by the fire department.

Teacher will ask: "Think back to October! We learned about fire safety! I want you to think about what we learned. I will give you five minutes to think, and then I will pair you with another student to discuss what you remember. On ______________, all of the first grades will be going on a field trip to SUNY Tech to the Fire Expo!

Pair students. State task: each student will be given 2 minutes to tell their partner what they remember learning about fire safety. Each student will report to the class.

Teacher will write students’ responses on chart paper, initialing each statement.

Class will visit 4 different programs that deal with fire safety, as well as personal safety. Students will be members of an audience and participate. Class will view many different fire trucks and equipment.

The class will discuss their day at the Fire Expo held at SUNY Tech. Using the Sequential Order graphic organizer, the students will write the names of the programs that the class attended. They will then use their graphic organizers to write about their day at the Fire Expo.

Teacher will use K-2 rubric for Personal Narrative (Effective Communicator).

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

October

Students will demonstrate what to do if a smoke alarm sounds and that they know two ways out of each room.

Students will write 911, write name and dictate address.

Students will illustrate the steps to take in the event of an emergency.

Physical representation – role playing "stay low and go", My Fire Safety Booklet page 3.

My Fire Safety Booklet page 5.

Teacher-made Graphic Organizer

(first, next and last).

Play a recording of a smoke detector. Ask the students what they would do if they heard this sound in their home. Discuss "stay low and go". Discuss feeling the door before opening it and having another way out of that room. Role-play "stay low and go," feeling the door and using another exit.

Color page 3 in My Fire Safety Booklet.

Ask the students if they know what phone number to call in case of an emergency (911). Discuss the importance of telling their name and address.

On page 5 of their My Fire Safety Book, students will write their name and dictate their address to the teacher, who will write the address in their booklet. (Most will NOT be able to this, but those who are able to do so will.)** For those students who do not know their address, the teacher will note it on the page, as well as the cover of the booklet for parents to read.

Next, teacher will pass out blank graphic organizers to each child: paper will be divided into thirds with FIRST, NEXT and LAST at the top of each section. The class will discuss what to do first in the event of an emergency (call 911), next (tell name and address) and last (wait). The students will then illustrate their graphic organizer (those who are able to write will do so!).

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

How fires can be prevented.

Comparing

Classifying

X Inductive Reasoning

Deductive Reasoning

Error Analysis

Analyzing Perspectives

Constructing Support

Abstracting

Other:

At the conclusion of the unit in October, students will summarize how fires can be prevented.

Students will use the KEY POINTS graphic organizer. Teacher will use the overhead projector with the graphic organizer displayed on the screen. This will be the first graphic organizer used in First Grade, so we will fill it in as a class.

Students will then use their graphic organizer to help them write four sentences about how fires can be prevented.

Teacher will use the K-2 Induction rubric to assess.

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to..

What reasoning process will they be using?

Describe what will be done.

Decide which is the best fire safety rule.

Decision Making

(selecting from seemingly equal alternatives or examining the decisions of others)

Problem Solving

(seeking to achieve a goal by over coming constraints or limiting conditions)

Invention

(creating something to meet a need or improve on a situation)

Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation)

Investigation

(resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

Systems Analysis

(analyzing the parts of a system

and how they interact)

Other:

Each student will receive a blank copy of the Decision-Making Matrix. The teacher will display the matrix on the overhead projector.

Teacher will state the task: each student is going to decide what is the best fire safety rule. Reinforce that not everyone’s answers will be the same!

The class will decide on both the content and the criteria. Students will copy from the overhead projector.

The teacher will read each alternative and criteria. Students will respond on their matrix with a YES or a NO.

Upon completion of the matrix, students will decide which fire safety rule is the best. On a piece of writing paper, students will write, "The best fire safety rule is _____________ because_____________."

For those students who are able to write more, there will be a BONUS: Can you think of another reason?

Teacher will assess using the K-2 Decision-Making Task Rubric.

Task Component

4 Points Each

3 Points Each

2 Points Each

1 Point Each

Identifies a safety rule.

Independently selects an appropriate safety rule.

With minimumassistance, selects an appropriate safety rule.

With maximum assistance, selects an appropriate safety rule.

The student is unable to select a rule.

Assesses a safety rule.

Accurately assesses a safety rule.

Makes a few errors when assessing a safety rule.

Needs help to assess a safety rule.

Unable to assess a rule.

Gives support.

Independently gives 2 reasons.

Independently gives one reason.

Needs help in giving support.

Unable to give support.