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 out of 17 can
K.1.2 Students will be able to tell ways in which personal 
relate or answers the
safety can be maintained in emergency  following questions
situations. (Percentages will be
K.2 Students will be able to relate that fire safety personnel  taken as numerical data)
will assist during emergencies and fire 
Questions: (Yes – raise your hand, no – do
safety personnel are not intimidating 
nothing)
(scary) but community helpers. 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.
Skills - What students should be able to Assessment(s)/Other Evidence:
do…….
Formative Assessments: Daily Reviews with
S.1.1 Students will demonstrate how to call 9­1­1 in  questions –
emergencies. Day 1: What were some of the things in our
homes or classrooms that
S.1.2 Students will list ways to remain safe during 
firefighters use to keep
emergencies (i.e. make a safety plan) people safe? Fire
S.2 Students will be able to relate the community helper  Extinguishers, alarms,
(fire safety personnel) with their  etc.
equipment used in fire protection. 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  Behavioral Management: modify

book: Firehouse! By Mark Teague the classroom attention getter
from: “class, class” to “fire chiefs,
fire chiefs” with their typical
Pass out fire chief badges:
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

We are going to review our letters while we the classroom attention getter
read this book! Read: Alphabet Rescue by Audrey  from: “class, class” to “fire chiefs,
fire chiefs” with their typical
and Bruce Wood. 
 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
(Pass out fire badges as the students go back assistance to formulate the
to their seats – materials will be already there numbers that they count in their
for them) inventory sheets.
We will use highlighters to look through our A  Some students may need
Fireman booklet to look for the word: a. assistance 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

Much of this book contains review of what has already  the classroom attention getter
from: “class, class” to “fire chiefs,
been discussed over the last few days.  fire chiefs” with their typical
response of stopping and
It is important that we all know how to call for help in  answering, “yes, yes.”
emergency situations. Does anyone know what to dial on   Using teaching strategies from
any phone to call for help? 9­1­1 we will keep practicing so Teaching Like a Pirate. Interacting
with students and getting into
that we know immediately. 
learning with role-playing.
 Some students may need
Let’s sit in a circle and share some stories and discussions.  assistance using scissors and
We have yet to discuss how we get out of our houses at  gluing some of the pieces of the
night during an emergency.  fire truck. Fine motor skills are
 still being developed in some
Discuss procedures of what to do when you hear a fire  students.
 Some students may need
alarm at night: 
memorization tips and assistance
 Roll out of bed and crawl to the door.
to remember the number to call
 Feel the door with the back of your hand. is 9-1-1 in case of emergencies.
 If the door is hot, DO NOT exit from
there. Find an alternate route – window,
etc.
 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
Each student will have this worksheet and will from: “class, class” to “fire chiefs,
be able color the different tools. fire 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  I will also provide some books
worksheet. We will point and match the words about other community helpers
to the piece of equipment on the fire fighter in and their tools to compare the
the image. I will also color along with the tools of fire safety personnel.
students so that they haven an example of
colors.

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  Behavioral Management: modify

done this week by looking at a poster. the classroom attention getter
from: “class, class” to “fire chiefs,
Movement Break! (Arm and Leg movements) fire chiefs” with their typical
 Climb the ladder response of stopping and
 Climb down the ladder and grab the answering, “yes, yes.”
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
 Climb back down the ladder fine motor skills – the slips of
paper will be already cut away
The students will have this worksheet. All from the What Should You Do
students will be working on separating what to worksheet. This will also speed up
do and what not to do in emergency situations. the time of prep for students.
(Post-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 9­1­1. 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 role­play 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.