SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name___Emily Morris______

Date ___9/18/16________

School____Liberty Elementary School_______ Lesson # ___3_____

Grade__3-5__

Class size__20-24__ Class/Time___9:05-11:15___

Unit/Theme __Safety and Injury Prevention___ Lesson Focus ___Fire Safety_____

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
MACF: 9.1, 9.2
NHES: 7.5.2
Behavioral: demonstrate how to properly stop, drop and roll, and crawl under smoke during a
fire safety skills activity safely and under control.
Cognitive: describe the importance of smoke alarms and calling for help when asked by the
teacher and during a worksheet assessment at the end of class.
Affective: adopt the attitude towards making an escape plan to safely escape a fire at their home
during the end of class worksheet.
WALT: Students will learn through discussion and assessment, and practice fire safety through
various activities.
Materials/Supplies/Lesson Preparation
- 6-8 cones
- Projector
- Computer
- Fire safety/Prevention Assessment worksheet
- Escape plan worksheet
Special Accommodations (How will the special needs of individual students be met?)
- Students with special needs and ELL students will be able to participate but be sure to
check for understanding so they can hear directions again to help them understand.
- When working on sheets, be sure to ask if they need any assistance or explanation.
References/Resources (include books, articles, websites, etc.)
-Massachusetts Health Curriculum Frameworks (1999)
-Centers For Disease Control (cdc.gov)- NHES
-PE Central (Fire Safety Skills Tag)
- National Fire Protection Agency (nfpa.org) Home fire escape plan worksheet & facts
- Kids Health in the Classroom (classroom.kidshealth.org) -newspaper article/activity ideas

Opening (activator/instant activity)

- Fire Safety Skills Tag
- When students walk into the classroom Ms. Morris will take attendance and have
students stand around the center circle as they do in PE.
- Ms. Morris will describe the activity: In this activity we are going to use previous fire
safety knowledge in a tag game.
- Ms. Morris will ask students what they do if they are on fire. (Stop, drop and roll)
- Then she will ask students what they do if they are in a smoke filled room. (crawl low to
the ground)
- In this activity, we are going to be practicing both of these actions.
- There will be 3 people wearing yellow pinnies who are the firefighters, and 4 people with
yarn balls who are taggers.
- 2 people will have blue yarn balls and will be smoke, and 2 people will have red yarn
balls and will be fire.
- The taggers with red call out fire when they tag someone and the blue call out smoke.
- If tagged by red, students have to go off to the side and stop, drop and roll.
- If tagged by blue, they go off to the side and crawl low to the ground.
- Firefighters will be in the space and will be saving people who were tagged by smoke
or fire.
- Safety is important in this activity! If tagged, people have to go to the edges of space so
they are not tripping anyone or bring stepped on.
(5 minutes)
Transition: Students will walk and sit in their assigned seats.
Procedures
Introduction:
- Ms. Morris will have the class in their assigned seats and will ask a volunteer to read the
days WALT.
- (30 seconds)
1. Anticipatory Set
- Ms. Morris will read a fire statistic to the class.
- Fact: in 2014 one home structure fire was reported ever 1 minute and 26 seconds in the
U.S.
- Ms. Morris will tell the students that fires are very dangerous and you can never be too
prepared to escape one safely.
(1 minute)
2. Fire Newspaper Article/ Content discussion
- Opening question: What are some ways a fire could be started inside a home?
- (Kids playing with lighters/matches, grownups smoking inside, candles being left lit,
cooking mistakes, electrical problems, fireplaces.
- If a fire is started, there are ways to become aware of the fire, different steps you need to
take to get out safely, and to get help.

Ms. Morris will read a newspaper article (from kids health) to the students. While she is
reading to the class, they need to pay attention to detail.
- When Ms. Morris is done, she will ask the students to raise their hand with actions from
those in the article that were not good fire safety actions.
- When students name different actions, Ms. Morris with go over why they were poor
safety actions, and what they should have dont instead to have prevented the fire or been
safer when in the burning house.
- Topics covered:
- How the fire was started (playing with matches, If you find matches or a lighter, give
them to a grownup)
- Hid in the closet (should have gotten out of the room, got the sitter, left the house and
called 911, or if trapped get low so a fire fighter can find you.)
- Tried to escape when the room was filling with smoke but went back in to get their pet
fish. (Escape first, and never go back for someone, or a pet)
- House had smoke alarms, but batteries were dead. (Smoke detectors should be tested
once a month, and batteries replaced 2 times a year) -NFPA
- Sitter tried to rescue kids but was overtaken by smoke and flames (get yourself out call
911)
(7-10 minutes)
3. Having a family escape plan:
- Q: If the kids in the article had a fire escape plan and had practiced it do you think they
would have ended up hurt in the hospital?
- Ms. Morris will explain why it is important to come up with a fire escape plan with your
family in case you are ever caught in a scary fire situation.
- Each room should have 2 ways to escape in case 1 is blocked.
- If in a room with a shut door, place your hand on the door and knob to feel if it is hot. If
so, dont open it! Use window or other escape route.
- Crawl low under the smoke to help you breathe better while escaping.
- If your clothing ever catches on fire, STOP, DROP and ROLL!
- Escape first! Then, go to your family meeting spot and have someone call 911.
- Firefighters will come quickly to help pets, or others that are inside so once you are out,
STAY OUT!
(7 minutes)
4. Personal Escape plan and Fire Safety questions:
- Ms. Morris will hand out 2 worksheets.
- One will be a grid worksheet where students will draw one room in their house and
identify 2 escape routes.
- The other will be questions regarding safety when in a burning house/escaping and the
students will have to answer in complete sentences.
- Ms. Morris will be traveling around the room answering questions, and making sure
students are following directions.
- (8-10 minutes)
Transition: Students will pass their Fire safety questions worksheet to the end of the
table for the teacher to collect. They may bring their escape plan home to show their
family encouraging them to make a plan.

5. Closure: Turn and Talk

- Ms. Morris will have students turn to the person next to them and discuss and answer to
her questions:
- How often should smoke detectors be tested?
- If youve escaped a fire, do you go back in for pets or items? If not, what do you do?
- (5 Minutes)
List Assessment(s)
- Informal- Teacher/class discussion and Q&A.
- Formal- End of class Fire Safety Questions Worksheet

Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the
same and what might you change in the future to improve this lesson?
This lesson went well! Instead of tag, I changed the activator to a relay. This worked well
because students were in control and safe but also were able to review the content intended. The
article was great! It really got the students thinking about safety and what are the rights and
wrongs about fire safety.