Ambulance & Police Theme for Preschool

From Cheryl Hatch at Preschool Plan It

This goal of this preschool theme is to help children

learn more about the Community Helpers of the
Police and Ambulance/EMT paramedics.
Knowing who these workers are and what they do
will help children feel less frightened in the event of
an emergency.

The numbers next to each activity correspond to the

standards I have created with the goal of helping
you to know and be able to list which
developmental areas your preschoolers are working
on when participating in each activity.
You will see that Standards Chart in this packet!

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 Emergency Badges
Draw or print off large, paper badges.
Provide paint, markers, crayons, aluminum foil, and miscellaneous arts and crafts
supplies for the children to decorate (if you go for supplies to decorate with, cut the
badges out of sturdy tag board). 3,8,11,13-15,24,25,31,42,43
Police Car Creation
Provide a variety of colors of construction paper, scissors, glue and white paper. The
children cut out paper to create their own police cars.
precut shapes (squares, rectangles, and circles) for the children to use to make their
own police car. 3,8,11,13-15,22,24,25,31,42,43

Add ambulance and other emergency vehicles to the block area.

3,6,7,12,13,19,22-26,30,36

Circle Time is such a great time for children to learn the social skills of being together as
a large group AND to learn more about your theme!
9-1-1 Discussion Time!
Many teachers are hesitant to present this activity for fear that the children will dial 9-1-1
just to see what happens. They might, in fact, do that. During this theme, be sure to tell
them the rules to calling for help. Practice dialing on a pretend phone.
1. It MUST be a REAL emergency. Make some suggestions and ask if this is a real
emergency:
You can't find your puppy? Your sister won't share with you. Your Mom fell down and
can't get up.
2. You tell an adult who is with you FIRST (Mom, Dad, babysitter) about the emergency.
3. Tell the person who answers the phone your name, where you are and what
happened. Listen to what they tell you to do. I suggest also having an EMS worker
come to your preschool to answer children’s questions
9-1-1 Song (see song poster and card in this packet)
Teach this 9-1-1 song to the children.
6,8,17,19,20,27,37,44,45

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 Police Puppet Discussion
Materials Needed: A police hand puppet or stick puppet
Use this to introduce your theme or to recap some things you've learned about this
theme. Have the puppet ask the children if they know what type of job they do?
What types of things do I do on my job? Have you ever met a police officer before?
1,7,36,37,44,45

Cooking with children helps develop their math skills and helps them to learn how to
follow directions. It also allows for some great conversation! Ask many questions while
cooking with your children to encourage conversation! Be sure to ask specific themed
questions while making these fun snacks!
Graham Cracker Ambulances
Use cream cheese to frost graham cracker ambulances. One square is the back of the
ambulance. One half of a square would be the front of the truck! Use bananas as
wheels!
13,14,16,17,25,35,44

Ambulance
Make a large box into an ambulance. Cut out doors and windows. Place the items you
would need in an ambulance inside the box such as a mat or sleeping bag and a play
medical kit. 3,4,6,10,13-15,19,30,32,36

Provide large star shaped paper on the easel. The children can decorate their "badge"
and paint their names on them! 3,4,8,13,14,22,24,30,31,36,45

Safe or Not Safe Tour

Take a tour of your classroom or school with the children. Bring along some red dot
stickers. Ask the children to name things that are safe or not safe. Place red stickers
(the teacher does this part!) on the items the children decide are not safe to touch.

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 Some examples would be: Stop at an electrical outlet. Ask the children if it is safe or not
safe to touch it and why? Place a red dot on it. The water fountain--is it safe or not
safe? It is safe, no dot needed! 3,7,10,11,12,23,26-28,35

Book Suggestions for the Library

Standards for books: 1, 6, 38-40, 44
If I Could Drive an Ambulance! (Tonka book) by Michael Teitelbaum
Ambulances on the Move by Laura Hamilton Waxman
Please Don't Dance in my Ambulance by Barry Bachenheimer and Mea Amacher
Rescue Vehicles: Ambulances by Valerie Bodden
I Promise I'll Find You by Heather Ward
Policeman by Mercer Mayer
Policeman Small by Lois Lenski
The Trouble with Secrets by Karen Johnsen

Sawdust & Soap Play Dough

Ingredients in playdough recipe in this packet.
Many times when there is an emergency and liquid or fluid is spilled, sawdust is used to
absorb it. Use the playdough recipe in this packet to make some sawdust playdough.
You can find sawdust either by making some (a parent or other person you know who
will sand some wood for you!), at the local lumber store or on Amazon. 13,14,20-26,27
9-1-1 Activity Mats
Use the 9-1-1 Activity Mats with playdough, dry erase markers or use pom-poms to fill in
the numbers for number recognition. 13,14,20-26,27
Puzzles!
Provide emergency vehicle themed puzzles for the children to work on. Use table top
puzzles as well as floor puzzles. If you have a large poster of an ambulance, laminate it
and cut it into large pieces for the children to work on. 13,14,20-26,27

9-1-1 Song
Use the 9-1-1 song poster in this pack to learn more about 9-1-1

Add sand, emergency vehicles and little people to your sensory table this week!
3,7,11,13,14,17,28,36

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 Fingerprints 1
Materials needed: paper, index cards, pencils, clear tape, magnifying glasses
Each child’s hand is traced on a sheet of paper.
Children color heavily with a pencil on an index card to make a layer of graphite.
They rub a fingertip on the graphite; stick clear tape on that fingertip and press; pull the
tape off and stick to the finger on the hand outline.
Look at the fingerprints with a magnifying glass, and talk about ways police detectives
use fingerprints. 1,7,13,14,17,22, 23,25,26,28-30, 36,37

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 PRESCHOOL PLAN IT STANDARDS
DISCLAIMER: These standards were developed based on research of some of the standards used in the early childhood field such as Head Start, DRDP, RIELDS, MA EEC Guidelines, as well as my own
established preschool developmental child outcomes and standards. © Copyright Preschool Plan It www.preschool-plan-it.com

Approaches To Learning (ATL) 25 Identifies basic shapes and beginning to identify their parts.
1 Demonstrates eagerness, curiosity, & flexibility as a learner. Developing understanding of ordination & positional language (1st, 2nd, 3rd), directionality (up,
26
down) and spatial awareness (next to, on top of) & how to apply to items, stories, etc.
Developing ability and self-direction to set and follow through with goals to complete an
2 Scientific Knowledge & Skills (SCI)
action or task.
3 Joins in and cooperates with others in play and learning. Developing observation & inquiry skills using their senses & tools (including technology) to
27
gather & investigate information.
Social and Emotional Development (SED)
28 Makes predictions and inferences about changes in materials.
Expresses affection, empathy and sympathy to others and balances needs and rights of others
4 and self. Communicates & documents information gathered using a variety of methods (drawing, maps,
29 graphs, charts &through discussion)
5 Engages in positive relationships and interactions with adults involved in their care.
Developing knowledge of science concepts through exploration of the different sciences (Life
Engages in positive relationships and interacts in socially appropriate manner with minimal 30 Science, Physical Science, Earth/Environmental Science, Technology Science)
6 conflict with peers.
Demonstrates increasing ability to self-regulate impulses and emotions, return to equilibrium Creative Arts (ART)
7 after experiencing stress Visual Arts: Uses a variety of materials to make art creations to reflect thoughts, feelings,
31 experience or knowledge
8 Demonstrates ability to ask for as well as offer help when needed.
Drama: Participates in dramatic play using creativity, imagination and objects/props to express
Physical Development & Health (PDH) 32 themselves
Developing large muscle coordination and coordination through activities such as pulling, Dance & Movement: Participates in expressive dancing and movement activities
9 33
throwing, catching, kicking, etc.
Music: Participates in music through activities by listening, performing, singing or using musical
Developing travelling skills by using locomotor skills to maneuver in their environment and in a 34
10 instruments.
large group.
11 Participates in structured and unstructured activities. Language & Literacy Development (LLD)
Developing large muscle control and balancing skills through activities such as walking (front 35 Understands and follows at least 2-3 step directions.
12 and backward) skipping, running, climbing, hopping, stretching, reaching etc. Uses increasingly complex and varied vocabulary, grammar and syntax in conversations and
36 storytelling.
Uses a variety of tools & materials to build grasp & release skills, scissor skills & ability to use
13 thumb/forefinger in pincer grasp. 37 Speech is clear and understood by others.
14 Developing eye-hand coordination using a variety of materials. Developing awareness of print (in books & environment) and recognizes that print conveys
38 meaning (i.e. recognizing own name)
15 Developing pre-writing & drawing skills using wide variety of tools
Learning about importance of nutrition and healthy routines and how they benefit their bodies Recognizes how books are read (front to back, one page at a time) and characteristics of books
16 39 (title, author, illustrator)
(i.e. diff between health/junk food, dental health knowledge, etc.)
Demonstrates increasing ability to complete self-help/personal care tasks & life skills 40 Listens to & describes items/actions in books; retells stories
17 independently (washing hands, toileting, dressing, brushing teeth, using eating utensils, etc.) Notices and discriminates sounds of language (rhyme, alliteration, etc.) and that letters have
41
distinct sounds associated with them (such as beginning and/or ending sounds)
Social Science & Knowledge (SSK)
42 Recognizes & identifies letters of the alphabet in print, environment, and/or own name.
18 Developing understanding of their personal and family structure.
Demonstrates increased emergent writing skills such as random marks, controlled scribbles,
Developing awareness of their family, the community, the classroom and their responsibilities
19 43 basic shapes, letter-like marks or letters to represent words, stories, ideas, experiences or
in each.
objects.
Mathematical Knowledge & Skills (MAT) English Language Development (ELD)
Developing ability to recognize numbers recite them in order and recognize that numbers
20 44 Demonstrates progress in understanding & listening to English
represent quantities.
45 Demonstrates progress in speaking English
Uses numbers, one-to-one counting & subitizing (identifying number of objects in a set
21 without counting them) to determine the quantity.
22 Developing ability to identify, predict, create & extend patterns.
Developing ability to measure wide variety of objects using many different attributes (weight,
23
length, size, etc.)
Developing ability to classify, compare, sort and order a wide variety of object by different
24
attributes.

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 Sawdust & Soap Dough

2 c (500 mg) soap flakes (Ivory Snow, Dreft, Lux, etc.)

1 c (250 mg) sawdust; water
Mix soap flakes and enough water to moisten.
Whip until moldable.
Mix 1 c (250 ml) of the soap mixture with the sawdust. Add more
as needed for dough texture.
If stored in a sealed container, will last a couple of days.
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 9-1-1 Playdough and Dry Erase Marker Practice Cards

1. Print as many of the following 9-1-1 pages as you want at your

Writing Center.

2. Laminate.

3. Provide dry erase markers or playdough for the children to use with
the laminated cards.

4. Encourage them to discuss any police, ambulance or 9-1-1 stories

they know of and write down their stories. These would make a
great classroom book!
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9 © Preschool Plan It www.preschool-plan-it.com
 Song Card & Song Poster
How to use:
• Print and laminate the song card below (it is 5” X 3”).
• Place in a can or box with other cards of songs your children
love!
• In transitional times (waiting to go outside or wash hands,
etc.), pull out your song box or song can (I use a decorated
coffee can!).
• Shuffle the cards in your hands saying “Shuffle, shuffle,
shuffle” and your children yell “STOP”!
• When they yell stop, whichever card is on top is the one you
sing! The kids LOVE this!

Each month you’ll receive one of these cards that correspond

with the song poster for the month to add to your Song Card
Collection!
On the next page, you’ll find the Song Poster! Print and
laminate for use over the years!

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 9 – 1 – 1 Song
Sung to Three Blind Mice
Help is on the way.

Help is on the way.

If I need help, I know what to do.

I can call the police, the firefighters and

ambulance, too.

It makes me feel safe to know what to do.

Dial 9-1-1

Dial 9-1-1

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 Calendar Pieces Ambulance & Police Community Helpers ABC Pattern

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 Calendar Pieces Ambulance & Police Community Helpers ABC Pattern

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 Calendar Pieces Ambulance & Police Community Helpers ABC Pattern

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 Calendar Pieces Ambulance & Police Community Helpers ABC Pattern

The blank card below is to add the month you

would like!

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Simply cut out, laminate and print the month’s
name with a dry erase marker so that you can
erase and use whenever you like throughout
the year.

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 I hope you enjoy this free theme from the
Preschool Teacher Tips Email Community!

If you are finding this helpful and want MORE themes

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invite you to learn more about my monthly program,
Preschool Cubby!

Preschool Cubby members receive 4 full themes each

month along with bonus downloads!

In addition, all of the activities are organized into

editable weekly planning forms and daily planning
forms!

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distribution. Please direct others interested in this product my website at
www.preschool-plan-it.com
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