Let's Play: Fire Fighters!

Ages 3–9 · 19 minutes · Stories

Students will enjoy using their imagination in the playroom! They will create their own fire station and even meet a puppy!

Students will enjoy using their imagination in the playroom! They will create their own fire station with things they already have, and even meet a puppy! They will see videos from REAL fire fighters, and learn a little bit about fire safety too!

Part of

Let's Play!

Standards alignment

Common Core State Standards

D2.Civ.1.K-2 — Individually and with others, students… Describe roles and responsibilities of people in authority.
ELD-SI.K-3.Narrate — Multilingual learners will… • Share ideas about one's own and others' lived experiences and previous learning • Connect stories with images and representations to add meaning • Ask questions about what others have shared • Recount and restate ideas • Discuss how stories might end or next steps
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Alabama

SS10.K.7 — Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.
ELA21.K.17 — With guidance and support, orally utilize new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge.
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.
SS10.K.3 — Describe how rules provide order, security, and safety in the home, school, and community.

Alaska

SL.K.4 — Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Arizona

K.SL.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
K.SL.1.b — Continue a conversation through multiple exchanges.
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.3 — Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.SL.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

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

California

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.4.4 — Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Colorado

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.b — Use language to express ideas and needs.
RWC20-GR.PS-S.2-GLE.1-EO.f — Retell stories or information from books through conversation, artistic works, creative movement, or drama.
RWC20-GR.PS-S.2-GLE.1-EO.h — Begin to identify key features of reality versus fantasy in stories, pictures, and events.
SS.P.4.1 — Understand one's relationship to the family and community and respect differences in others.

Connecticut

CIV.K.1 — Describe roles and responsibilities of people in authority (local/state/national e.g., judge, mayor, governor, police)
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CIV.K.2 — Explain how all people, not just official leaders, play an important role in a community.

Delaware

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
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.

Georgia

S3P1.a — Ask questions to identify sources of heat energy.

Hawaii

K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS.K.1.7.3 — Compare roles and responsibilities of self and others at home, at school, and in neighborhood settings
K.L.1d — Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Idaho

K.SS.3.1.3 — Describe some jobs that people do to earn money/rewards.
Different properties are suited to different purposes. (2-PS-1.2, 2-PS-1.3)
K.VD.WB.2d — Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Illinois

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
MOD-P1 — Distinguish between a model and the actual object, process, and/or events the model represents.

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.1 — Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. (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.PS.2 — Identify and explain possible uses for an object based on its properties and compare these uses with other students’ ideas.

Iowa

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS.1.13 — Explain why people have different jobs in the community. (21st century skills)
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Kansas

SL.K.1 — Participate in collaborative conversations with diverse partners about Kindergarten topics and texts with peers and adults in small and larger groups.
Distinguish between a model and the actual object, process, and/or events the model represents.

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

SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.1.b — Continue a conversation through multiple exchanges.
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.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

Maine

Participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.
SL.1.K.b — Continue a conversation through multiple exchanges.
SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
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.4.K.a — Speak audibly and express thoughts, feelings, and ideas clearly.

Maryland

SL.PK 4 — Describe familiar people, places, things, and events with modeling and support.
inquiring about choices that were made in order for people in their community to have certain jobs and careers.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.PK 1 — Participate in collaborative conversations with diverse partners about pre-kindergarten topics and texts with peers and adults in small and larger groups.

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.3 — With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop).
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.
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.

Michigan

SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.1.b — Continue a conversation through multiple exchanges.
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.6 — Speak audibly and express thoughts, feelings, and ideas clearly.

Minnesota

0.2.2.2 — Share personal perspective, identity and voice, verbally or visually.
0.2.4.1 — State a personal opinion for the purpose of sharing, verbally, visually orin written form, with support and guidance.
0.2.5.1 — Make a statement about a topic and offer one or two details about the topic, verbally, visually or in written form, with support and guidance.
0.2.6.1 — Tell a story about a personal experience or that of a character, verbally, visually or in written form.

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.
Distinguish between a model and the actual object, process, and/or events the model represents.
K.R.1.C.a — text to self (text ideas and own experiences)

Montana

SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
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.6 — Speak audibly and express thoughts, feelings, and ideas clearly.
SL.K.1.b — Continue a conversation through multiple exchanges.

Nebraska

LA.K.SL.2 — With prompting and support, describe familiar people, places, things, and events, and provide additional detail.
LA.K.SL.1.e — Complete a task following one/two-step directions.
SS 2.2.3.b. — Describe how people in their communities earn income/wages through work.

Nevada

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).
SS.K.10. — Share and discuss stories that illustrate honesty, courage, friendship, respect, and responsibility.
L.2.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
SS.1.15 — Describe and give examples of how all people, not just official leaders, play important roles in the community.

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)
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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.
SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Distinguish between a model and the actual object, process, and/or events the model represents.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

New Mexico

SL.K.NM.4 — With prompting and support: role play; make predictions; and follow oral and graphic instructions.
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.
2.29 — Identify different types of jobs performed in their community.

New York

PKSL1 — Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
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.
K.5a — Children and adults must follow rules within the home, school, and community to provide for a safe and orderly environment.
PKL4 — Explore and use new vocabulary in child-centered, authentic, play-based experiences.
PKSL4 — Describe familiar people, places, things, and events.

North Carolina

SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
PS.K.1.2 — Engage in argument from evidence to summarize how different materials (clay, wood, cloth, paper, etc.) are used based on their physical properties.

North Dakota

K.C.2 — Speak audibly to express thoughts, feelings, and ideas.
K.C.6 — Participate in conversations by listening to others and taking turns speaking.
K.C.4 — Use grade-appropriate, conversational, general academic, and domain-specific words and phrases.

Ohio

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.
L.K.6 — Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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.
K.7.W — Students will combine movement with relevant props, images, or illustrations to support their writing and speaking.
PK.S.1 — Engage in play to explore the physical and natural world. Clarification Statement: Exploration-based play should include playing inside the classroom (e.g., building towers with blocks, interacting with a balloon, mixing water colors, placing different objects in water) and outside the classroom (e.g., swinging at different speeds, kicking a ball in different ways, rolling round objects down a hill, digging in the dirt). Emphasis is on basic play as a means of exploration.
PK.7.R — Students will explore ideas and topics in a variety of media and formats with prompting.

Oregon

K.6 — Give examples of different jobs performed in communities.
K.SL.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.SL.1b — Continue a conversation through multiple exchanges.
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.

Pennsylvania

CC.1.5.PK.A — Participate in collaborative conversations with peers and adults in small and larger groups.
CC.1.4.PK.M — Dictate narratives to describe real or imagined experiences or events.
CC.1.5.PK.B — Answer questions about key details in a text read aloud or information presented orally or through other media.
CC.1.5.PK.D — Using simple sentences, share stories, familiar experiences, and interests, speaking clearly enough to be understood by most audiences.
6.5.3.B — Identify different occupations.

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
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS1.3.2 — Jobs and careers Analyze different jobs and careers and how they contribute to the community and economy
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

South Carolina

ELA.K.C.8.1 — Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: a. enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and b. consider the ideas of others while engaging in conversations.
ELA.K.C.9.1 — Ask and answer questions in conversation on a topic.
ELA.K.R.1.1 — Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.
K.E.3 — Explain why people have jobs, and describe the economic benefits for self and community. This indicator was developed to encourage inquiry into how jobs allow community members to have consumer choice and to meet individual needs.

South Dakota

K.SL.4 — Describe familiar people, places, things, and events. With prompting and support, provide additional detail.
1.C.3.1 — Identify services in your local community including but not limited to police, fire, and ambulance
K.L.6 — Use vocabulary acquired through conversations, reading, and learning experiences, to ask questions and convey ideas.
K.L.5.c — Identify real-life connections between words and their use.

Tennessee

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.
K.FL.VA.7.b.iii — Make real-life connections between words and their use.

Texas

K.6A — identify jobs in the home, school, and community; and
K.9C — list simple skills required for jobs; and
K.3C — identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

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).
K.2.1.b — Demonstrate positive relationships through play and friendship.
P4.SL.1 — Participate in conversations with peers and adults, using ageappropriate vocabulary on topics and texts.
P4.SL.1.c — Express own ideas.

Vermont

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
D2.Civ.1.K-2 — Individually and with others, students… Describe roles and responsibilities of people in authority.
Distinguish between a model and the actual object, process, and/or events the model represents.

Virginia

K.C.2.D — Retell, create, and dictate stories, rhymes, poems, and events in sequential order using drama, props, and/or pictures indicating first, next and last events in a story.
K.C.1.A.ii — Participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on kindergarten topics and texts. This includes respectfully building on others’ ideas and expressing their own clearly.
K.C.2.A — Describe personal experiences using complete sentences.
K.LU.1.D — Use adjectives to describe specific objects (quantity, size, age, shape, color, or location).

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.

Washington, D.C.

SL.K.1 — Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Distinguish between a model and the actual object, process, and/or events the model represents.

West Virginia

ELA.K.33 — Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
SS.K.2 — Participate in role play to resolve disputes, and demonstrate tolerance and acceptance of others and their ideas.

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.
Students use and develop models (i.e., diagrams, drawings, physical replicas, dioramas, dramatizations, or storyboards) that represent concrete events or design solutions. This includes the following: Distinguish between a model and the actual object, process, or events the model represents. Compare models to identify common features and differences. Develop or use models to represent amounts, relationships, relative scales (bigger, smaller), and patterns in the natural and designed world(s). Develop a simple model based on evidence to represent a proposed object or tool.

Wyoming

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Distinguish between a model and the actual object, process, and/or events the model represents.
L.K.5.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).