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Fire Safety Unit for Preschool, Pre-K and Kindergarten

$10.00

FIRE SAFETY UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resources includes fire safety thematic lessons, activities, poems, songs and centers for your little learners.

Buy the BUNDLE and SAVE! You can purchase this resources in the Thematic Activities for Little Learners Bundle and the Little Learners Mega-Bundle!
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THIS RESOURCE WILL INLCUDE

Lesson Resources

Week 8 Plans
This is a template for lesson plans during fire prevention week of school. Pick and choose what ideas and resources work for your learners.

Fire Safety – Whole Group
These resources can be used during whole group instruction for a fire theme. They include a poem, word cards, tracing page and table sign in sheets.

Firefighters Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners change the words and read the poem.

Lesson Plans

Fire Thematic Plans
Use these plans as a guide for engaging fire safety read alouds and activities in the classroom.

Helpful or Harmful
Read Fire Is and work together to sort the pictures by whether the fire is helpful or harmful. Have learners complete the printable.

What Fire Needs
Read Fire! Fire! and complete the fire science experiment to determine what fire needs to burn and what fire creates.

Fire Safety
Read Stop, Drop and Roll and act out the ways to say safe in case of a fire or emergency.

Firefighters
Read I Want to be a Firefighter and complete the firefighter charts togethers. Have learners complete the firetruck craft or make their own with construction paper.

Fire Safety Visitors
Call your local fire department and ask if they are able to visit your school.

Fire Station Sensory Charts
Explore a fire station with the five senses. Complete the charts together and have learners draw and write about fire stations using their senses on the interactive page.

Firefighters Predictable Chart Class Book
Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Building Letters
Have learners use black dots or spray paint glass rocks black to create each letter on the mats provided.

Literacy Center | Syllable Sort
Have learners sort the pictures by the number of syllables they hear in each.

Literacy Center | Sight Word Write the Room
Have learners find the sight words around the room and write the word on the printable provided. (two sets included)

Math Centers

Math Center | Counting
Have learners count the correct number of flames for each number mat.

Math Center | Match the Pattern
Have learners determine each pattern and find the pattern that matches.

Math Center | Number Order
Have learners place the fire trucks in the correct number order.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2b
Count, pronounce, blend, and segment syllables in spoken words.
CCSSRF.K.3c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSSRI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSSSL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSSW.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Math

CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSSK.CC.B.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Texas Essential of Knowledge and Skills

TEKSLA.K.2.A.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate phonological awareness by: identifying syllables in spoken words.
TEKSLA.K.2.A.vi
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate phonological awareness by: segmenting multisyllabic words into syllables.
TEKSLA.K.2.B.ii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
TEKSLA.K.2.B.iv
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply phonetic knowledge by: identifying and reading at least 25 high-frequency words from a research-based list.
TEKSLA.K.2.C.iii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list.
TEKSLA.K.2.D.v
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters.
TEKSLA.K.2.E
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.
TEKSLA.K.6.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: describe personal connections to a variety of source.
TEKSLA.K.6.D
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: retell texts in ways that maintain meaning.

Math

TEKSMA.K.1.E
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: create and use representations to organize, record, and communicate mathematical ideas.
TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects.
TEKSMA.K.2.B
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
TEKSMA.K.2.D
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: recognize instantly the quantity of a small group of objects in organized and random arrangements.

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