Fire Safety Activities Across the Curriculum
Relationship to Illinois Early Learning Standards

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Arts and Aesthetics

*Constructing (26.A.ECd)

• Construction of the fire extinguisher representation using boxes and junk
• Construction of the fire truck representation
• Construction of the model house with smoke detectors and fire extinguishers
• Construction of the smoke alarms using boxes and junk materials

*Creative Dance and Movement (26.A.ECb)

• Practice stop, drop and roll in case your clothes are on fire

*Dramatizing (26.A.ECb)

• Dramatize fire calls in the dramatic play room
• Dramatize fire safety tips in a play that became an iMovie

*Memory Drawing (26.B.EC)

• Draw fire safety items that experts brought to our classroom
• Draw items used for fire safety on field experiences
• Draw memory of fire experiences

*Observational Drawing (26.B.EC)

• Draw the fire safety items that were shared in the classroom

*Painting (26.B.EC)

• Finger-paint using red, yellow and orange then cut out a fire for pictures
• Paint the fire truck representation
• Paint the play dough fire memory creations
• Paint then add salt to fire pictures

*Relating art to literature (26.A.ECd)

• Draw pictures to relate to stories shared about fire safety

*Representations (26.B.EC)

• Create fire extinguisher representation
• Create fire truck representation
• Create house representation with smoke detectors and fire extinguishers
• Create smoke detectors from boxes and junk material

*Responding to music (26.A.ECd)

• Listen and add movements to the Chicago Fire Song
• Write the "Snacky Song" to go with the tune of the Chicago Fire Song.

*Singing (26.B.EC)

• Practice and sing the Chicago Fire Song

Language and Literacy

*Analyzing (5.B.EC)

• Analyze information from the field experiences (videotape, expert interviews, photographs, building/home tours for fire safety equipment)

*Classifying (5.A.EC)

• Classify questions that students asked to pursue in study groups
• Sort and classify information in topic webs

*Comparing (5.A.EC)

• Compare different fire extinguishers
• Compare different fire helmets and jackets of the experts and students
• Compare different smoke detectors

*Critical thinking (5.A.EC)

• Decide on presentation material for culminating activity
• Decide what material to include in the fire safety play
• Predict, hypothesize or theorize the answers to questions
• Predict what would be found on field experience

*Developing oral language (4.A.EC , 4.B.EC)

• Add new vocabulary to the word wall
• Brainstorm fire safety concepts and ideas
• Categorize and label web topics
• Design questionnaire about fire safety
• Design survey for the home
• Find ways to present findings from survey questions
• Interview fire safety experts
• Listen in small group and large group
• Present material at the culminating activity
• Report progress at large group

*Formulating questions (5.A.EC)

• Develop questions for the experts
• Develop researchable questions
• Reflect on project and formulate more questions

*Integrating new vocabulary (4.B.EC)

• Add new vocabulary words to word wall
• Brainstorm and web ideas
• Use new vocabulary during project
• Use new vocabulary in story writing

*Making lists (2.A.EC)

• Make list of fire safety tips for parent
• Make list of items needed to transform dramatic play into fire station
• Make list of materials for representations
• Make list of new knowledge
• Make list of questions to be asked
• Make vocabulary list

*Planning (5.A.EC)

• Develop culminating activity
• Develop list of fire tips for parents
• Develop play about fire safety
• Plan the fire station

*Presenting (5.C.EC)

• Explain new knowledge to family at culminating event
• Share boxes and junk creations of fire safety materials
• Share new facts on fire safety at group
• Share personal memory stories with group
• Share progress on each step of project
• Share stories written about fire safety

*Reading (2.B.EC, 3.A.EC, 3.B.EC, 3.C.EC, 4.A.EC, 4.B.EC, 5.A.EC, 5.B.EC, 5.C.EC)

• Brainstorm for topic webs
• Create a list of fire safety instruments
• Dictate memory stories
• Dictate "What I've learned during fire safety project"
• Read books about fire safety
• Read experience stories
• Read fire calls on the wall in dramatic play room fire station
• Read signs posted by children around the room on fire topic
• Read words to the songs shared about fire safety
• Reflect on what they have learned
• Respond to literature through discussion at large group
• Use references and resources

Investigative Skills-Science

*Exploring (11.A.ECa, 12.A.ECa, 12.C.EC, 13.A.EC, 13.B.EC)

• Explore the questions:
  • How do you build a model house?
  • How do you put out a fire?
  • How long before the flame goes out on a candle?
  • How to create a fire pole that everyone can use?
  • How to turn the dramatic play room into a fire station?
  • What equipment does a fire fighter use?
  • What starts on fire?
  • Where do you find smoke detectors and fire extinguishers?
  • Where do you place the fire extinguishers and smoke detectors in the model house?

*Experimenting (11.B.ECb)

• Answer questions:
  • How can a fire pole be created?
  • How can we build a fire station at school?
  • How long before a flame extinguishes itself?

*Investigating (11.A.ECb)

• What equipment is used for fighting fires?
• What is needed for a candle to continue to burn?
• What starts on fire?
• Where do we find smoke detectors and fire extinguishers?

*Observing (11.A.ECb)

• Observe and photograph smoke detectors and fire extinguishers in the home
• Observe fire fighters place fire safety equipment on and how long it takes to dress
• Observe fire in a fireplace
• Observe the colors in the flame
• Observe the fire fighters leave the station on a fire call
• Observe the fire trucks
• Observe the fire station
• Observe the flame on the candle
• Observe the smoke detectors and fire extinguishers found in the building

*Predicting (11.A.ECb)

• Predict how many tires are needed for the fire truck representation
• Predict what is needed to complete a fire station in the dramatic play room
• Predict what starts fires
• Predict what the fire station looks like
• Predict what will be found at the fire station

*Reporting (11.A.ECb)

• Report fire calls during dramatic play
• Report progress on each phase of fire safety project
• Report results from experiments

Numeration and Problem Solving

*Counting (6.C.ECa, 6.C.ECb)

• Count and tally results to survey question "Does a clock start a fire?"
• Count how many seconds it took Fire Fighter Mike to put on his equipment
• Count number of smoke alarms and fire extinguishers from survey
• Count the smoke detectors and fire extinguishers in the building

*Estimating (7.A.ECa)

• Estimate how long before the flame goes out on the candle
• Estimate how long it takes to get out of the building when alarm goes off
• Estimate how many refrigerators at the fire station

*Measuring (7.A.ECa)

• Measure fire pole for dramatic play room fire station
• Measure height of tires on fire truck while at field experience
• Measure how long it takes for flame to go out on candle
• Measure the length of fire equipment-helmets, coat and ladder

*Organizing, analyzing and communicating data (10.A.ECa)

• Develop bar graphs to display the results of home survey on fire extinguishers and smoke detectors
• Develop bar graphs to display results to the survey question "Does a clock start a fire?"
• Explain results at culminating event about smoke detectors and smoke alarms found in the home

*Surveying (10.B.EC)

• Does a clock start a fire?
• How many fire extinguishers are in your home?
• How many smoke detectors are in your home?

Social, Emotional Growth and Dispositions

*Communicating (31.A.ECe)

• Ask questions skillfully
• Engage in group discussions
• Listen to others
• Negotiate roles, take turns, problem solve
• Report on progress of investigations to the large group
• Share research
• Use new vocabulary such as helmet, shield, fire fighter, aerial ladder, etc.

*Cooperating and collaborating while working with others (32.B.ECa, 32.B.ECb, 32.B.ECc, 32.B.ECd)

• Create fire station in dramatic play room
• Create the fire pole to use in dramatic play
• Follow directions of fire chief
• Go out on fire calls together and report back to teacher
• Perform together as fire fighters on duty
• Study in teams collaboratively

*Empathizing with others and their needs (32.A.ECa, 32.A.ECb, 32.A.ECc, 32.A.ECd)

• Appreciate work of peers by noting effort, care in work and originality
• Share materials, ideas, space and time
• Share words of encouragement and appreciation of peers

*Enjoying (32.A.ECa, 32.A.ECb, 32.A.ECc, 32.A.ECd)

• Build representations as a group or individually
• Go on fire calls and role play fire fighters
• Listen to experts talk about fire safety
• Practice new skills for fire safety

*Gaining confidence in abilities to do the following (31.A.ECd)

• Investigate
• Make presentations to an audience
• Observe and draw the details of fire equipment
• Represent fire safety equipment using play dough, boxes and junk or clay
• Use a variety of mediums to express ideas about fire safety

*Helping peers (32.A.ECa, 32.A.ECb, 32.A.ECc, 32.A.ECd)

• Discuss problems for better understandings
• Joint clean up of work areas
• Problem solve when creating representations-house, truck, extinguisher, fire pole
• Represent fire and fire safety equipment

*Initiating (32.A.ECd)

• Choose appropriate materials
• Experiment with fire and candle
• Predict and manage time
• Research to find answers to questions

*Persevering (31.A.ECc)

• Add detail to observational drawings of fire extinguishers and smoke detectors
• Create fire safety representations that looked realistic
• Role-play fire calls and saving people
• Work on representations

*Problem solving (31.A.ECd)

• Find a way to make a fire pole that held everyone
• How to light a candle and stay safe
• How to make a fire truck representation
• How to present material to family at culminating event
• What colors to add to the fire truck
• Where to place fire extinguishers and smoke alarms in the house representation

*Risk taking (31.A.ECd)

• Play a fire fighter in the dramatic play room fire station
• Read fire stories to the group
• State disagreements in conversations or at large group meetings
• Support opinions
• Verbalize estimations, predictions and hypotheses
• Work with someone new
• Work in a new area of the classroom

Physical Development and Health
(19.A.ECa, 19.A.ECb, 19.C.EC, 21.A.EC, 22.A.EC, 24.C.EC)

• Practice crawling out of a building if there is a fire
• Practice stop, drop and roll if clothes are on fire
• Practice touching a door before opening it to see if it is hot
• Understand that fire/matches and lighters are not toys

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