Unit+on+Transportation



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

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. 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 <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activity 1: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Activity 2: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Activity 3: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Activity 4: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Activity 5: __<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';">Activity 1: __<span style="font-size: 12pt; line-height: 200%; font-family: 'Times New Roman','serif';"> 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. __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. Total Score x 5 = _ **
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Objectives: **
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Materials: **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Baer, E. (1992). //This is the way we go to school.// New York: Scholastic.
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Graph //
 * //<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Markers //
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Foam transportation pieces
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Morris, A. (1990). //On the go: Around the world series.// New York: William Morrow.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Truck
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Candy
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Boats
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Train
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Various size blocks
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Camera
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Various modes of transportation
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">White construction paper
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Glue sticks
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Various shapes
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activities: **
 * Assessments:**
 * Rubric for Grading:**
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> || **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">1 ** || **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">2 ** || **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">3 ** || **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">4 ** ||
 * **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activity 1 ** || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student did not listen to the story. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student actively participated by listening to the story. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student Actively participated by listening to the story and by choosing a mode of transportation. Did not place transportation on the graph. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student Actively participated by listening to the story and by choosing a mode of transportation as well as placed their transportation on the graph. ||
 * **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activity 2 ** || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student did not create a pattern at all. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student could duplicate a teacher made pattern and say it to the teacher. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student could extend a pattern after the teacher started it for them and students said pattern. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student could independently create a pattern and say it to the teacher. ||
 * **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activity 3 ** || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Did not participate. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student was reluctant to drive the truck to another friend. Student was very shy. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Followed directions by driving the truck to a friend and delivering candy to another store. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Followed directions by driving the truck to a friend and delivering candy to another store. Student could explain process to teacher. ||
 * **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activity 4 ** || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student did not create a ramp. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student used one vehicle and one material to create a ramp. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student chose two vehicles and a set of blocks to create a ramp for cars. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student chose more than one type of vehicle and sizes of blocks to create ramps. ||
 * **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Activity 5 ** || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Did not create a vehicle or identify any shapes. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student created a vehicle and identified one shape. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student created a vehicle and identified two shapes. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Student created a vehicle and could identify at least three shapes. ||
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">