Firefighters

Ages 4–6 · 8 minutes

Get fired up to learn about firefighters!

Come learn all about what firefighters do to keep people safe, what equipment they use, and how to practice fire safety.

Part of

Community Helpers

Standards alignment

Common Core State Standards

D2.Civ.1.K-2 — Individually and with others, students… Describe roles and responsibilities of people in authority.
D2.Civ.6.K-2 — Individually and with others, students… Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
D2.Eco.3.K-2 — Individually and with others, students… Describe the skills and knowledge required to produce certain goods and services.
ELD-SI.K-3.Inform — Multilingual learners will… • Define and classify objects or concepts • Describe characteristics, patterns, or behavior • Describe parts and wholes • Sort, clarify, and summarize ideas • Summarize information from interaction with others and from learning experiences

Alabama

SS10.K.7 — Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.
SS10.K.3 — Describe how rules provide order, security, and safety in the home, school, and community.
ELA21.K.2 — Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

Alaska

SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
RI.K.1 — With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.
SL.K.4 — Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
4 — recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context;

Arizona

K.C2.1 — Describe roles and responsibilities of people in authority. • Such as school personnel, family members, and community members.
1.E1.1 — Identify different occupations and the skills and education needed for those jobs in our community.
K.C2.2 — Explain how all people, not just official leaders, play important roles in our school and community.
K.L.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Arkansas

C.1.1.2 — Describe the roles of people who hold positions of authority which may include: • Teachers lead a classroom and help students learn • School principal makes decisions for the school • Police officers protect and serve their communities • Fire/rescue workers help people in need
K.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.
G.1.K.10 — Discuss the needs of people during natural and human-made disasters.

California

1.6.2 — Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home. Course: Grade Two History-Social Science Content Standards
K.1.2 — Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.

Colorado

RWC20-GR.PS-S.1-GLE.1-EO.b — Comprehend increasingly complex and varied vocabulary.
RWC20-GR.PS-S.1-GLE.2-EO.a — Participate in conversations of more than three exchanges with peers and adults.
RWC20-GR.PS-S.1-GLE.2-EO.c — Use increasingly complex and varied vocabulary.
SS.P.4.1 — Understand one's relationship to the family and community and respect differences in others.
RWC20-GR.PS-S.1-GLE.1-EO.a — Attend to language during conversations, songs, stories or other learning experiences.

Connecticut

CIV.K.1 — Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police)
CIV.K.2 — Explain how all people, not just official leaders, play an important role in a community.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Delaware

SL.1.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
C.1.K-3b — Students will understand that positions of authority carry responsibilities and should be respected. Grade 1

Florida

SS.K.E.1.1 — Describe different kinds of jobs that people do and the tools or equipment used.
SS.K.A.2.4 — Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.

Georgia

S1P1.e — Design a signal that can serve as an emergency alert using light and/or sound to communicate over a distance.

Hawaii

SS.K.1.7.3 — Compare roles and responsibilities of self and others at home, at school, and in neighborhood settings
SS.2.3.12.2 — Examine how people are dependent on others for goods and services they cannot produce themselves

Idaho

K.SS.4.3.1 — Identify individuals who are helpful to people in their everyday lives.
K.RC.TE.3 — Ask and answer questions about key details in texts heard.
K.SS.3.1.3 — Describe some jobs that people do to earn money/rewards.
K.SS.4.1.3 — Identify personal traits, such as courage, honesty, and responsibility.
K.RS.DR.2 — Listen to a series of texts organized around a variety of conceptually related topics to build knowledge about the world.

Illinois

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS.K.CV.2 — With guidance and support, identify reasons for rules and explain how rules establish responsibilities and roles for various settings.
W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Indiana

K.E.2 — Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. (E)
K.CC.3 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (E)
K.W.6 — With support, build understanding of a topic using various sources. a. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic.

Iowa

SS.1.13 — Explain why people have different jobs in the community. (21st century skills)
SS.2.14 — Explain how different careers take different levels of education. (21st century skills)

Kansas

W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Benchmark K.1.1 — The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.

Kentucky

K.E.KE.1 — Explain how various jobs affect communities.
1.E.MA.1 — Describe how different jobs, as well as public and private institutions, help people in the community.
K.C.KGO.1 — Identify leaders in the local community, and explain their roles and responsibilities.

Louisiana

1.19 — Describe how different public and private jobs help Louisianans. For example: a. Public: firefighters keeping people and their property safe b. Private: nurses caring for sick or injured people
K.9 — Describe organizations and individuals within a school or parish that help solve issues, including the school principal, school custodian, volunteers, police officers, and fire and rescue workers.
2.14 — Describe how hard work, good habits, consistent attendance in school, and planning for the future can help you achieve your goals, including attending college, learning a trade, and having a successful career.
K.13 — Identify examples of goods and services. For example: a. Goods: food, toys, clothing b. Services: medical care, fire protection, law enforcement, library resources

Maine

R.4.K.a — Ask and answer questions with prompting and support about who, what, when, where, and how.
SL.2.K.a — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details to seek help if something is not understood.
SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.5.K.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Maryland

identifying jobs and careers in their community.
identifying jobs and careers in their community.
identifying the personal characteristics and interests that are needed for certain jobs and careers.
inquiring about choices that were made in order for people in their community to have certain jobs and careers.

Massachusetts

PreK.T4.1 — Working - With prompting and support, describe some things people do when they work inside and outside of the home, drawing on personal experience, literature, and informational texts
RI.PK.7 — With prompting and support, describe important details from an illustration or photograph.
K.T4.1 — With prompting and support, describe some things people do when they work inside and outside of the home, drawing on personal experience, literature, and informational texts.
RI.PK.1 — With prompting and support, ask and answer questions about an informational text read aloud.
RI.PK.2 — With prompting and support, recall important facts from an informational text after hearing it read aloud.

Michigan

W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
K-C5.0.1 — Describe situations in which they demonstrated self-discipline and individual responsibility.
K-E1.0.2 — Distinguish between goods and services.

Minnesota

0.1.8.2 — Ask and answer questions about unfamiliar vocabulary in informational text read aloud.
0.3.1.2 — Confirm understanding of a text read aloud or information presented orally or through other media (e.g., poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.
0.1.4.1 — Ask and answer questions about key details in a text, with prompting and support.
0.1.4.4 — Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support.

Mississippi

K.E.1.1 — Identify different types of jobs and describe their work.
K.CI.3.3 — Identify authority figures and leaders at home, school, and in the community.
K.CI.3.2 — Describe the responsibilities of authority figures and leaders.

Missouri

1.GS.2.D.a — Describe roles and responsibilities of people in government, such as a judge, mayor, police, city council member, in a community.
1.PC.1.E.a — Describe the character traits of role models within your community.

Montana

SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
RI.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).

Nebraska

SS K.1.1 — Communicate the purpose of rules and the roles within learning and living environments.
SS K.1.1.a — Describe a rule and analyze its purpose.
SS K.3.5.a — Apply geographic knowledge and techniques to navigate the classroom.

New Hampshire

SS.CV.2.4.1 — Examine the responsibilities of individuals as members of a family, school and community, e.g., community helpers or chores at home and school. (Themes: B: Civic Ideals, Practices, and Engagement, C: People, Places and Environment)

New Jersey

6.1.2.CivicsPI.2 — Investigate the importance of services provided by the local government to meet the needs and ensure the safety of community members.
6.1.2.CivicsPI.4 — Explain how all people, not just official leaders, play important roles in a community.
W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

New Mexico

1.7 — Explain and provide examples of how people play important roles in society.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.9 — Identify authority figures and describe their roles.
W.K.8 — With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

New York

K.5a — Children and adults must follow rules within the home, school, and community to provide for a safe and orderly environment.
2.9b — Members of a community specialize in different types of jobs that provide goods and/or services to the community. Community workers such as teachers, firefighters, sanitation workers, and police officers provide services.
KL5c — Use words to identify and describe the world, making connections between words and their use (e.g., places at home that are colorful).
PKSL4 — Describe familiar people, places, things, and events.

North Carolina

K.B.1.3 — Summarize stories that illustrate how positive character traits such as empathy, resilience, and respect, help people contribute to their communities.
PS.K.1 — Understand how objects are described based on their physical properties and how they are used.
RI.K.1 — With prompting and support, ask and answer questions about key details in a text.

North Dakota

K.C.4 — Use grade-appropriate, conversational, general academic, and domain-specific words and phrases.
K.F.11 — Orally use new academic, content-specific, grade-level vocabulary, and relate new words to prior knowledge.
K.R.3.a — Tell about the informational text, photographs, or illustrations before, during, or after a shared reading or other text-listening experience.
K.C.2 — Speak audibly to express thoughts, feelings, and ideas.

Ohio

K.10 — The purpose of rules and authority figures is to provide order, security and safety in the home, school and community.
SL.K.1 — Participate in collaborative conversations about kindergarten topics and texts with diverse partners in small and larger groups.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Oklahoma

K.4.4 — Explain how various community members including police officers, firefighters, soldiers, school personnel, business professionals, and medical personnel impact the student’s life.
PK.1.S.3 — Students will ask and answer questions with prompting.
PK.3.R.2 — Students will answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.
PK.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.

Oregon

K.6 — Give examples of different jobs performed in communities.
K.SL.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.SL.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Pennsylvania

CC.1.2.PK.C — With prompting and support, make connections between information in a text and personal experiences.
CC.1.5.PK.B — Answer questions about key details in a text read aloud or information presented orally or through other media.
CC.1.2.PK.B — Answer questions about a text.
CC.1.2.PK.J — Use new vocabulary and phrases acquired in conversations and being read to.
CC.1.5.PK.D — Using simple sentences, share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences.
3.5.K-2.G — Explain the tools and techniques that people use to help them do things.

Rhode Island

SSK.3.2 — Roles in the community and community citizenship Analyze the ways members of a community interact, help each other, and contribute to the community as a whole

South Dakota

1.C.3.1 — Identify services in your local community including but not limited to police, fire, and ambulance
K.SL.2 — Confirm understanding from a source of information by asking and answering questions about key details and requesting clarification if something is not understood.
K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.

Tennessee

K.06 — Recognize and describe different types of jobs, including work done in the home, school, and community.
K.15 — Describe roles of authority figures in the home, school, and community, including: caregivers, teachers, school principal, police officers, and fire/rescue workers.
K.SL.PKI.4 — Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Texas

K.6A — identify jobs in the home, school, and community; and
1.9A — describe the tools of various jobs and the characteristics of a job well performed; and
K.6B — explain why people have jobs.
K.8A — identify authority figures in the home, school, and community; and

Utah

K.2.2.e — Identify and articulate the purpose and role of authority figures (e.g., parents, secretary, principal, teacher, librarian, police officers, firefighters, tribal leaders).
K.4.2.c — Describe different types of jobs that people do and the tools and equipment that they use.
1.1.2.b — Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader).
P4.SL.1 — Participate in conversations with peers and adults, using ageappropriate vocabulary on topics and texts.

Vermont

D2.Civ.1.K-2 — Individually and with others, students… Describe roles and responsibilities of people in authority.
D2.Civ.6.K-2 — Individually and with others, students… Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
D2.Eco.3.K-2 — Individually and with others, students… Describe the skills and knowledge required to produce certain goods and services.

Virginia

K.5.a — The student will apply history and social science skills to understand and explain what makes communities unique by explaining the roles of important local community members, such as, but not limited to medical personnel, first responders, teachers, and business leaders.
K.C.1.A.i — Participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on kindergarten topics and texts. This includes listening actively and following agreed-upon rules for participating in discussions (e.g., waiting for a turn to speak without unnecessary interruptions and staying on topic).
K.C.2.A — Describe personal experiences using complete sentences.
K.R.1.B — With prompting and support, find information on the topic from pictures, texts, people or provided sources.

Washington

C1.1.3 — Explore and give examples of services a government provides (e.g., teachers, police and fire protection, maintenance of roads, snow removal, etc.).
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
C1.2.4 — Explore and give examples of services (e.g., police and fire protection, maintenance of roads, snow removal, etc.)

Washington, D.C.

K.1 — Describe the roles and responsibilities of being a part of a family, classroom and local community.

West Virginia

Explain what roles people play in a community.
SS.K.5 — Investigate occupations within the school and local community.
Describe the roles and responsibilities of people in authority.

Wisconsin

SS.Econ4.b.1 — Classify different jobs people have and how these jobs help others. Explain what major public, private, and tribal institutions (e.g., schools, police, fire station) do for people.
ELA.K.SL.4 — With guidance and support, describe familiar people, places, things, and events.
SS.Econ4.c.2 — Summarize goods and services that the government provides (e.g., roads, schools, police), and how they help people.

Wyoming

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS2.2.1 — Name the ways groups (e.g., families and schools), including Indigenous Tribes of Wyoming, meet human needs and concerns (e.g., belonging and personal safety) and contribute to personal identity and daily life (e.g., compare features of modern-day living [food, shelter, clothing, transportation] to those of the past; create a chart showing how farming, schools, or communities have changed over time; illustrate past dwellings [tepee, sweat lodge, wikiup, sod, log cabin, earth lodge] and presentday housing). CV5.1.2
SS2.4.2 — Identify tools and technologies, including those of Indigenous Tribes of Wyoming, that made or make life easier and sustainable (e.g., cars for getting one place to another, washing machines for washing clothes, flashlights to see in the dark, and usage of bison and natural resources). 2.MD.7 – 8 K-2-ETS1-1 – ETS1-3
SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1