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Subjects: Mathematics, Social Studies, Language Arts, and Science
Grade Level: Pre-K
Length: Lessons will be taught over a week’s time incorporated into the Transportation Unit
Goals:
1. Students will understand the various forms of transportation.

2. Students will understand how food travels all over the world to reach our stores.

3. Students will understand how to make a 2 or 3 piece pattern.

4. Students will gain meaning by listening to stories about other cultures and their methods

of transportation.

Objectives:
LD 1 d Listens to stories read aloud and shows understanding through body language or by interacting appropriately
LD 6 b Uses scribbles, shapes, pictures, letters, and other forms of writing
MD 2 d Independently creates patterns using objects
MD 3 f Participates in creating graphs and using real and pictorial graphs
SD 3 d Investigates different types of speeds and motions
SS 2 b Demonstrates an emerging awareness and respect for culture and ethnicity
SS 3 e Recognizes characteristics of other geographic regions and cultures
SE 20 d Participates successfully as a member of a group

Materials:
Activity 1:
  • Baer, E. (1992). This is the way we go to school. New York: Scholastic.
  • Graph
  • Markers
Activity 2:
  • Foam transportation pieces
Activity 3:
  • Morris, A. (1990). On the go: Around the world series. New York: William Morrow.
  • Truck
  • Candy
  • Boats
  • Train
Activity 4:
  • Various size blocks
  • Camera
  • Various modes of transportation
Activity 5:
  • White construction paper
  • Glue sticks
  • Various shapes
Activities:
Activity 1: Students will listen to the story This Is the Way We Go to School. The teacher will ask questions about different pictures and people throughout the book. The teacher will discuss where the students are from, how their names are different, how the students may look different, and how they may travel to school in different ways than we do. The students will be expected to complete a graph that demonstrates the way they go to school as a class by writing their name under the correct method of transportation.
Activity 2: Students will use the vehicles that are seen all around the world in various cultures to complete a pattern. Students will work to independently create a pattern using boats, cars, trucks, trains, airplanes, and helicopters. Students have the choice of creating a two or three piece pattern. The students will be expected to say their pattern aloud for the teacher. If students are unable to complete the pattern independently, the teacher will lay out the first two pieces for the students and have them extend the pattern. If students are unable to extend, then the teacher will create a pattern and have the students duplicate the teacher’s pattern.
Activity 3: Students will listen to the story On the Go which is a book about travel around the world. The students will hear how various cultures travel throughout the world. Then the students will participate in a group activity that illustrates how our food is delivered to use from all over the world. The candy will be delivered to our classroom by boat from overseas, then on a train to the warehouse, then by semi truck to our classroom. The children will represent the different stores as they drive the truck around the classroom making various candy stops.
Activity 4: Students will create their own ramps in the block center. They will experiment with different size blocks to make their ramps. The students will use different modes of transportation to decide which mode of transportation is the fastest and which mode of transportation is the slowest. The teacher will promote questions to prompt the students into thinking about how children who ride by train to car do not get to school as fast as students who ride in a car.
Activity 5: As a culminating activity, students will use various shapes to create different modes of transportation seen around the world. The students will be asked to identify the shapes that they used in creating their mode of transportation. The students will be expected to identify at least three different shapes they used when making their mode of transportation.
Assessments:
Activity 1: The students will be assessed by writing their name on the graph under their mode of transportation and listening to the story. The teacher will use a checklist to document the assessment of each student.
Activity 2: The students will be assessed on independently creating a pattern and saying the pattern. The teacher will use a matrix to identify if students were able to complete a pattern.
Activity 3: The students will be assessed on their ability to participate successfully as a group member by driving the truck to another friend and receive their candy.
Activity 4: The students will be assessed with pictures on creating a ramp and driving cars down the ramp.
Activity 5: The students will be assessed on identifying at least 3 different shapes and creating something that resembles a mode of transportation found around the world. The work sample will be the teacher’s method of assessment.
Rubric for Grading:


1
2
3
4
Activity 1
Student did not listen to the story.
Student actively participated by listening to the story.
Student Actively participated by listening to the story and by choosing a mode of transportation. Did not place transportation on the graph.
Student Actively participated by listening to the story and by choosing a mode of transportation as well as placed their transportation on the graph.
Activity 2
Student did not create a pattern at all.
Student could duplicate a teacher made pattern and say it to the teacher.
Student could extend a pattern after the teacher started it for them and students said pattern.
Student could independently create a pattern and say it to the teacher.
Activity 3
Did not participate.
Student was reluctant to drive the truck to another friend. Student was very shy.
Followed directions by driving the truck to a friend and delivering candy to another store.
Followed directions by driving the truck to a friend and delivering candy to another store. Student could explain process to teacher.
Activity 4
Student did not create a ramp.
Student used one vehicle and one material to create a ramp.
Student chose two vehicles and a set of blocks to create a ramp for cars.
Student chose more than one type of vehicle and sizes of blocks to create ramps.
Activity 5
Did not create a vehicle or identify any shapes.
Student created a vehicle and identified one shape.
Student created a vehicle and identified two shapes.
Student created a vehicle and could identify at least three shapes.

Total Score x 5 = _