Fire Safety with Arts Integration

Name: Diana Pyatigorsky

Grade: First

Subject: Community Building, English Language Arts

Lesson Title: Fire Prevention and Safety

Materials: Space for Role Play, Paper, Markers, Crayons, Pencils and Pencils

Pre-assessment of Student Knowledge: Assess student understanding of fire safety and fire-escape planning.

Content-Specific Standards

Danielson Framework

Domain 2: Classroom Environment
2a- Creating an Environment of Respect and Rapport
2b- Establishing a Culture for Learning
2c- Managing Classroom Procedures
2d- Managing Student Behavior

New York Learning Standards

English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding.

Health and Safety

Standard 2: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.


Student will understand and demonstration fire- escape-planning and preparation.

Students will learn the importance of home-fire drills.

Connection: Tell students even a safe home can have a fire. The best way to stay safe during a fire is to have a practice fire drill so that everyone knows what to do if a fire occurs.


Introduction and Motivation:

“Why is it important for a grown-up to test smoke alarms once a month? (to make sure they work) How can your family make sure everyone knows what to do if there is a fire? (make a home fire-escape plan) What should you do if the smoke alarms sound in your home? (get outside and stay outside) Where should you go when you leave your home? (family’s Outside Meeting Place).”


Discuss and demonstrate each of the following fire safety behaviors:

  • Get low and go under the smoke to the nearest way out.
  • Don’t open any doors until you check the door to make sure it is not hot.
  • Get out of the home and stay out.
  • Meet your family at your Outside Meeting Place.

Invite students to role-play each of the above behaviors one-by-one.

Students complete illustration for the following events

• An adult is testing the smoke alarm
• A home fire-escape plan
• The smoke alarm is sounding
• The family is getting out
• The family is at the Outside Meeting Place.

Closure: Students present their illustrations to the class and discuss their safety ideas.

Assessment:  Assess understanding during conference time and during the share. Ask follow up questions if students are not confident with their explanations.

Diversity: Student word choice, illustration, idea development, sentence fluency, conventions, and voice.

Differentiation: Collaborative and Flexible grouping, scaffolding, varied time allowance, multiple intelligences, varied demonstrations, simulations, role play.

Connections Across Curriculum: Language Arts: Writing, Reading, Speaking and Listening, Art and Community Building.


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