Using Our Senses to Stay Safe

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 Addresses National Standards in Reading, Writing, and Health

OBJECTIVE

1. Students will use context clues to complete sentences.
   
   
2. Students will learn how to use their senses in order to recognize and respond to a fire emergency.

MATERIALS
Using Our Senses to Stay Safe Student Reproducible 2 (PDF); crayons or markers; chart paper

REPRODUCIBLES

1. Using Our Senses to Stay Safe (PDF)
   

DIRECTIONS

1. Begin by reviewing the four senses of sight, hearing, smell, and touch.
   
   
2. Introduce fire safety. Ask students to discuss what they already know about fire. Explain that fire can be very dangerous, but there are many things they can do to stay safe.
   
   
3. Discuss the ways in which children can use their senses to stay safe during emergencies such as fires. Using chart paper, write each sense in its own column; begin with sight. Ask students how sight can help keep us safe from fire. Write the answers beneath the word sight. Answers may include: "We can use our eyes to see fire, smoke, or an exit sign."
   
   
4. Do the same for the sense of hearing. Answers may include: "We hear the smoke alarm, we hear fire crackling, we listen to important instructions from our teachers, parents, or community helpers such as firefighters or police officers."
   
   
5. Continue with the sense of smell, reminding students that they should get out and stay out if they smell smoke.
   
   
6. Review the sense of touch and ask students if this sense can keep us safe from fire. Answers may include: "During a fire, we touch a door with the our hand to see if it is hot before opening it." Discuss what not to touch, as well. Remind students that they should never touch fire, a stove, or anything that they think may be hot.
   
   
7. Distribute copies of Using Our Senses to Stay Safe (PDF) and have students choose the correct missing word for each sentence from the list provided.

Wrap Up:

Review the four senses discussed in Lesson 2 by calling out different fire safety scenarios. Ask students which sense they would use for each scenario, and then have them point to the part of the body that corresponds to that sense. For example:

• I'm playing in my bedroom, and I smell smoke. (nose)
• I'm sleeping in the middle of the night, and I hear the smoke alarm. (ears)