JAYDIAN HOBBS

COMMUNITY
EDU 5380-001
KINDERGARTEN SPRING 2018

HELPERS:
FIREFIGHTERS
 Table of Contents

• Content Outline/Rationale ………………………………………………………….. P. 3

• Unit Objectives …………………………………………………………………... P. 3-4

• What is Community? ……………….………………………………………………. P. 5

• Community Helpers ……………………...………………………………………….. P. 6

• Meet the Firefighters ………………………………………………………………… P. 7

• Use a map …...…………………………………………..……………………………. P. 8

• Create a fire safety map for school …………………………………………………… P. 9

• Overall Assessment …………………………...…………………………………….. P. 10

• Closing Activity …………………………………...………………………………… P. 10

• Bibliography ………………………………..……………………………………….. P. 11

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 Content Outline/Rationale
Students have already had community introduced to them and some information about

firefighters have been discussed in class already. These students need to focus on fire safety, why

we have fire drills, and what are safe ways to exit the building.

In this unit students will focus on how we can use maps to help us find safe ways out of

building. Students will also learn about safety procedures that they may need to use in case of a

fire. Students will get many examples of who to call if they have an emergency, and where they

can go in the school if they have an emergency. We have many community helpers, students will

learn who you go to if you need help.

Unit Objectives
Social Studies:

Standard 2
(Citizenship): Students will recognize their roles and responsibilities of being a good citizen.
Objective 1
Demonstrate appropriate ways to behave in different settings.

e. Demonstrate respect for others, leaders, and the environment.

Objective 2
Identify and demonstrate safe practices in the home and classroom.

B. Follow safety procedures for school emergencies (e.g., fire drill, earthquake,
intruder).

D. Identify school personnel to whom students can go to for help or safety.

E. Identify and articulate the purpose and role of authority figures (e.g., parents,
secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders).

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Standard 3
(Geography): Students will use geographic terms and tools.

Objective 1
Identify geographic terms that describe their surroundings.

c. Make a simple map (e.g., home, home to school, classroom).

Objective 2
Describe the purpose of a map or globe.

d. Identify cardinal directions on a map

Mathematics:

Strand: GEOMETRY (K.G)

Standard K.G.1
Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.

English Language Arts:

Language Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.

a.
With guidance and support, identify and write many upper - and lowercase letters, including
those in the student's name.

b.
Use frequently occurring nouns and verbs.

c.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d.
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

e.
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f.
Produce and expand complete sentences in shared language activities.

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 What is Community?
Time: 45 min
Materials:
• Look Where we Live: A First Book of Community Building-Scot
Ritchie
• Crayons
• This is my community map/book 1 for each student
Introduction: 10 min
To start let’s think of a question what is community? Give the students a
minute to think about the question. Let’s read this story Look Where we Live and
see if we can find an answer to the question. Read story. After story ask students to turn to a
partner and discuss what community is.

Activity: 20 min
Create an example to show students your community. Let them create their own
community map/book (below). I like format of the map below, but I’m going to change the
categories to make them more kindergarten friendly. It will start with ‘This is Me!’, then ‘This is
my Family!’, ‘This is my classroom!’, ‘This is my school’, and ‘this is my neighborhood!’. I will
leave the last one blank and let the students fill it in how they see fit if they would like. Once
students finish their community map/book they will share what their book with their table group,
and we will hang them on the art wall so they can look at them throughout the unit. It might take
more than one day for all students to finish, there are some great artists in the classroom.

Closure: 15 min
Introduce our new classroom community jar. This is a large jar where the whole
classroom can earn pompoms as a community. I will let student create a list of things that can
earn community pompoms and things that can take away community pompoms. Lastly we will
create a and vote on a prize that students can win if they fill up the jar.

Assessment:
I will assess formatively during student discussions and responses, during partner talks.
Students will also be assessed on their maps making sure the have an understanding of the people
in their community.

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 Community Helpers
Time: 40

Materials:
• Whose Hat is This? -Sharon Katz Cooper
• Whose Tools are These? -Sharon Katz Cooper
• Show Me Community Helpers-Clint Edwards
• Community Helpers from A to Z-Bobbie Kalman
• Large poster
• Pictures of community helpers we read about
• People cut out
• Crayons/markers
• Pictures of each student
Introduction: 8 min
This week we have read fiction and non-fiction stories about helpers in our community. I
want you to think about a community helper you want to be when you grow up and share with
your class and family. We will review the community helpers we’ve learned about and write
what they do on the board.

Activity: 30 min
Each student will have a paper person cut out and they will draw a picture of themselves
as a community help. For example, a doctor will have a lab coat and a fire fighter will have a red
hat and safety clothing. Students need to be able to identify helpers in their community. While
they are creating themselves as community helpers, they need to think of one reason they want
that job in the community.
After students have created their community helper cut out, we they will get a chance to
share with the class what they chose and why they want to be this figure when they grow up. We
will add their picture to poster graph, so we can examine what is the most popular community
helper job. This will be another fun thing to hang in the classroom and maybe by the end of the
unit students will want to change or be the same helper when they grow up.

Closure: 2 min
Students will be able to take their cut outs home and share with their family what
community helper they want to be when they grow up. This will also give students a chance to
share with their families what they are working on in school.

Assessment:
Students need to be able to identify safety figures in their community, by knowing what
a community helper looks like they will know who they need to go to for help. By sharing their
cut outs, I will be able to assess that they know what the community helper wears and what they
do.

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 Meet The Firefighters
Time: 1 hr 15 min
Materials:
• Firefighters
• White board and markers

Introduction: 10 min
Today we are going to meet real firefighters and they are going to bring their fire trucks
to our school! Before they come, I want to think of some questions we can ask the firefighters
while they are here. We are going to create a KWL chart. The K is for what we know about
firefighters, W is for what we want to know about the firefighters (so questions to ask them), and
we will fill out the L (what we learned) when we get back. I will call on students and let them
remember what they know and what they want to know. After we come up with our questions, I
will ask my students who are less likely to come up with a question to be responsible for asking
one of the class questions when they have a chance, so when the firefighters come they will all
be able to have a question to ask.

Activity: 30-45 min

Meet the firefighters!

Closure: 20 min
Once we get back to class, we will fill out the L of our chart and let students add what
they learned about the firefighters. As a class we will create a fire safety plan for our class, now
what we know what to do if there is a fire.

Assessment:
The fire safety plan will be the class’s informal assessment, making sure they were
paying attention when they saw the firefighters and they know what to do if there is a fire.

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 Use a map
Time: 35 minutes

Materials:
-Simple maps of the classroom
-little boxes hidden throughout the classroom for students to find.
-Pete the Cat and the Treasure Map by James Dean

Introduction: 15 min
Students will learn their cardinal directions in the classroom. We will learn a short
activity that help us remember our north, south, east and west. Students will turn to the direction
I call in their squares on the rug and have a motion to go with it. North: touch your head, north is
always the top of the map. South: slither like a snake. East: elephant trunk. West: waddle like a
duck. The class will review this a number of times until students are starting to get it.
The teacher will read Pete the Cat and the Treasure Map. Now that we know our
directions and we watched as Pete the Cat used a treasure map it is your turn to use a treasure
map and find some treasure. But before we start let’s review our cardinal directions.

Activity: 15 min
Students will get into pairs and each pair will get a map of the classroom with a star
where their treasure is hidden. First students will have to turn their map north, so they can find
their way. On the map they will have tables and large furniture in the classroom depicted in the
map. North will be the top and students will have to find their way to the treasure with a star that
matches the color of the star on their map (there will be 11 treasures, so they have to find their
own and leave another’s if they happen upon it).

Closure: 5 min
Students will get a chance to enjoy their treat and we will review our cardinal directions
game quickly.

Assessment:
I will be looking to check that students know which way north is and their map is in the
correct direction. They will also be assessed on if they were able to use their map to find the
treasure.

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 Create a Safety Exit Map for the School
Time: 35 min

Materials:
-clip boards
-crayons
-pencils
-simple maps of the school

Introduction: 5 min
Who remembers what we learned from the firefighters? Students will answer. I
remember they told us we need to know all the exits in a building in case it catches on fire.
Today we are going to go through the school and find all the exits, and market it on a map.
Before we get started let’s review our cardinal directions, do activity from previous lesson.

Activity: 20min
Teachers and students will quietly walk through the halls marking all the exits with an X.
Students will be expected to make note of the colors of the halls (put the first sound of the color)
of the halls and where they are in the building. Every time we get a chance to go out we will
quickly review the cardinal directions so students can make sure their maps facing the correct
way.

Closure: 10 min
Students will get a chance to finish maps adding colors (each hall in the school has a
specific color) and with help labeling label things like the library, office, lunch room, in the
building. Once they are done, they will be hung in hall for the school to see.
Tonight, I want you to talk to your parents about fire safety and find the safe exits in your
houses or buildings. How would you escape if there was a fire?

Assessment:
Did they mark all the exits in the school in the correct spot? This will show that students
followed directions and know where they can exit in the school in case of fire.

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 Overall Assessment
For an overall assessment, students will get with partners and make a short video of what

they know now about fire safety. Using complete sentences students will answer the following

questions: Why is fire safety important? What do you do if there is a fire? How do firemen help

us? I will do a quick teach on how to use the video camera on their iPads (most of the students

already know how) Then they will ‘turn in’ the iPads once they have both uploaded their videos.

This way I can get a glimpse of what they know about fire safety.

Closing Activity
I will pull out the chart from the community helpers’ activity, where students picked what

they want to be when they grow up. I will see if they are all happy with their choices or if

anybody wants to change, they can move their picture to a different profession.

Once everyone has picked what they want to be when they grow up I will have bins

around the classroom with play clothes and props and students will have some free time to play

and pretend to work in the profession they want to be in when they grow up.

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 Bibliography

About Homeschool PreschoolTara is a Southern girl at heart and mother of 3. As a longtime

homeschool momma. (2016, March 23). Who Are the People In Your Neighborhood?

Retrieved December 2, 2018, from https://homeschoolpreschool.net/10-picture-books-

community-helpers/

Heaps of Firsts. (2014, August 5). Me on the Map Circle Book {EDITABLE!}. Retrieved

December 2, 2018, from https://www.teacherspayteachers.com/Product/Me-on-the-Map-

Circle-Book-EDITABLE-464938

P, G. (2011, October 25). Ginger's 5K Daily Bread: Community Helpers. Retrieved November

24, 2018, from http://gingers5kdailybread.blogspot.com/2011/10/community-

helpers_24.html

Sorensen, A. (2018, August 14). Station No. 6. Retrieved December 2, 2018, from

https://slcfire.com/station6/

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