ED

345 Calvin College Lesson Planning Form

Teacher: Alison Culver

Date: October 2015


Subject/ Topic/ Theme: Fire safety/home plans

I. Objectives
What is the main focus of this lesson?
Students will learn that it is important to have plans in emergencies. In addition, that they have a responsibility when it comes to
fire safety.
How does this lesson tie in to a unit plan? (If applicable.)
It is the third lesson in the unit. It builds on their previous knowledge and questions them on their action plans.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards. If
an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

Students will be able to verbally report and chart how many smoke alarms they have in their house.
Students will be able to verbally articulate what they should do if there is a fire.
3.5 Demonstrate actions to take in a fire emergency.
CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points,
how many in each category, and how many more or less are in one category than in another.

SL.1.1. Participate in collaborative conversations with diverse partners about first grade topics and texts with peers and adults in
small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under
discussion).



II. Before you start

Understanding of previous fire safety lessons.


Assessment
Formative: students verbal responses to questioning
(formative and summative)
Summative: students verbal responses to questioning



Universal Design for Learning Networks/Domains (see UDL Guidelines)
Prerequisite knowledge and skills.

RECOGNITION

STRATEGIC

AFFECTIVE

Multiple Means of Representation

Multiple Means of Expression (Action)

Multiple Means of Engagement

Options for Perception

Options for action/interaction

Students pair share and creating the
graph

Options for Language/Symbols

Visual home safety map
Smoke alarm chart

Options for Expression

Students reporting and pair share


Options for Executive Function

Smoke alarm graph

Options for recruiting interest

Options for Sustaining Effort & Persistence
Pair share

Options for Comprehension

Options for Self Regulation

Pair share

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?
Do you need to set up your
classroom in any special way for
this lesson? If so, describe it.

III. The Plan
Time
Parts

Motivation
(Opening/
Introduction/
Engagement)

Development

Take home emergency plans
Document camera
Name magnets
White board

NA

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
Tell students there is a special plan we follow here at school for fires. Remind students that we just did
this yesterday.
Ask students what you are thinking of.
Students respond: fire drills

Ask students: What are you expected to do in a fire drill?
Students respond:
Keep quiet, line up, follow teacher outside to the field.

Ask students: Why do we follow these rules?
Students respond:
To keep safe, to get out of the school

Ask students: Why do we have fire drills? Why do we practice for emergencies?
Students respond:
To be ready for a real fire, so we know what to do




Tell students that just like we have fire drills to practice what to do if there is a fire there is also

something they should do at home.

Tell students that last night they completed a paper with their parents to help them prepare and know
what to do if there is a fire at home.

Tell students to pull out their home plan sheets.
Tell students that once they have their sheets out they should look for the question about smoke alarms
and point to it. Teacher may need to remind students that this does not require talking.

The teacher should have her own sheet under the document camera as a model.
Once all the students are ready ask the students what smoke alarms are for.
Students raise their hands and respond:
They warn about fires, they ring if there is smoke.
If students need support with this question remind them to think about its name, smoke alarm.

Then tell students that they are going to report how many smoke alarms they found in their house.
On the board there will be a list of numbers form zero to 10 or higher if needed.
Explain to students that you will call them by rows to come to the front. They will then put their name
magnet above the number of smoke alarms they have at their house. The students will be making a
graph.
The teacher should report her number and model this process for students.

After all the students have reported. Call the students together.
Ask students:
How many smoke detectors did most first graders have at their house?
Have students raise their hands and call on a couple students to answer. The teacher should give enough
time for the students to have processing time.

Ask students:
Who has the fewest, the smallest, amount of smoke detectors at their house?

Who has the most, the greatest, amount of smoke detectors at their house?

Tell students to turn their home plans to the back page.
Tell students that you will be going around the room and each of them will report what there meeting
place is. Remind students that it is important to have a meeting place. Ask students:
Why is it important to have a meeting place?

Students: some place to meet.

Explain to students that meeting places are important because that way your parents and the fire
fighters know if everybody is out. In addition if we have a plan that helps us make good choices in
emergencies.

Go around the room and have each student report. Their reporting should be short and sweet. Remind
students that you will be asking them about this again on the last day so it is important for them to
remember their meeting place.
Tell students that you are seeing a pattern in their meeting places. They are all out and away from their
houses.

Ask students why they would want the meeting place to be far away form their house.

Students respond: to keep away from the fire, to keep safe.

Call students back to attention have them tap their heads and rub their tummies (brain gym).
Wait for 100% participation.

Tell students that that although the firefighters, like the ones they learned about yesterday are there to
help we must also have safety plans. This is why we need to talk about meeting places and stop drop and
role. However, remind students that they are all children of God. This means that their lives are in the
hands of God. We need to trust that God is in all things and that we will take care of us through
everything.

Closure
Close with a repeat prayer

Dear God, please be with each of us while we are at school and at home. Keep us safe and help us to
make good choices. Please remind us that you are in everything and with us always.
Amen



* if time permits have students pull out their phone and address sheets to practice.


Your reflection on the lesson including ideas for improvement for next time: