Materials Needed:
Song: Little Red Caboose
White board
The Little Red Caboose by Marian Potter & Tibor Gergely (Illustrator).
Anticipatory Set (How are you going to grab the attention?)
We will learn a new song.
You can play the song online at http://www.songsforteaching.com/trainsongs/littleredcaboose.htm>
Song: Little Red Caboose Little red caboose, little red caboose, Little red caboose, behind the train. Smoke stack on its back, coming down the track, Little red caboose, behind the train.
Little red caboose, little red caboose, Little red caboose, behind the train. Coming round the bend, hanging on the end, Little red caboose behind the train.
Describe Instructional Delivery/Procedure: (Include modeling, grouping, specific questions asked)
Read/Discuss Story: (15 minutes)
The red caboose complains that the children never wave to him as he goes by because they all know that he's last. All the other train cars get their attention but no one notices him. He laments that he would like to be the big steam engine in the front or one of the other cars instead. However, one day, the big engine tries to pull the train up a mountain and well, can't. The train starts to slip but the red caboose puts on his brake and keeps the train from falling down the mountain until two big engines pull up behind to push the train up the mountain. The caboose saved the day and then all the children saved their biggest waves for him! You're never too small to make a difference, even if you are last! Discuss the story when finished reading with the class.
Group Activity: (10 Minutes)
Encourage the kindergartners to make a "human train", "choo-choo-ing" around the classroom.
Before the lesson draw chalk tracks for the train to follow.
Teach the students these traditional whistle signals: --Stop: one short toot --Go: two long toots --Stop at the next station: three short toots Have children line up, each with his/her hands resting on the waist of the person in front. Let children take turns being the engineer, riding in the front car, or the locomotive. The engineer can wear a cap, and use the whistle to signal the rest of the cars to stop, go, or get ready to stop at the next station.
Language Arts: Trains (15 minutes)We will list all the things we can think of about trains. As the students give their answers, I will write them on the white board. When we have finished, I will ask the students to complete the following sentences. List their answers.
The train was as long as a__________. The steam engine was blowing smoke as black as a___________. The caboose was follow at the end of the train looking like a________________. The caboose was as red as a___________________. The train was as long as a_____________________. I love to watch a train________________________. I love to count the___________________________. I like to hear the____________________________. A fast moving train reminds me of____________________. The sound of a train makes me feel happy because_________________. The sound of a train makes me feel sad because___________________.
Closure: (5 minutes)
Discuss the story and how each one of them makes a difference.
Preview next lesson
Monday, February 26, 2007
Vocabulary and Phonological Awareness "Clickety Clack Goes the Train"
Materials Needed for Lesson:
Clickety Clack by Robert Spence, Amy Spence, Margaret Spengler
'Word Family Train' booklet
Scissors and glue.
URLS: http://www.hubbardscupboard.org/little_engine_that_could.html
Describe Instructional Delivery/Procedure: (Include modeling, grouping, specific questions asked)
Introduce story: (5 minutes)
Introduce title, author and illustrator.
Discuss the cover of the book.
Background knowledge/Predictions: (10 minutes)
Ask students if they have ever ridden on a train or seen train drive by.
Discuss how the train travels on the tracks.
Ask students to make predictions about where they think the train is going.
Ask students to think about what it would be like to be riding on the train with all of these creatures.
Read Story (10 minutes)
Before the story begins ask students to listen for rhyming words while you are reading.
Read Clickety Clack, pausing to let students fill in the rhyming words and the 'clickety clacks.
Read the story aloud for enjoyment and discuss events throughout the story.
Complete Rhyming Word Chart for -ack: (20 minutes)
Write the word 'clack' on the board and tell students that they will be going on a rhyme hunt for other words that rhyme with 'clack.'
Reread the story, page by page, and let students listen for rhyming words.
Ask students to raise their hands when they hear a word that rhymes with 'clack'.
When a student finds a rhyming word ask everyone if they agree.
Then, students can assist you in writing that word.
Closure: (5 minutes)
Review story and rhyming words found in the lesson.
For individual practice with word family rhymes, let each student complete their own 'Word Family Train' booklet.
In the booklet, there are four word families, with three words from each word family.
Students have to read the words on the train cars and then cut and glue the corresponding picture above each car.
Preview next lesson.
Clickety Clack by Robert Spence, Amy Spence, Margaret Spengler
'Word Family Train' booklet
Scissors and glue.
URLS: http://www.hubbardscupboard.org/little_engine_that_could.html
Describe Instructional Delivery/Procedure: (Include modeling, grouping, specific questions asked)
Introduce story: (5 minutes)
Introduce title, author and illustrator.
Discuss the cover of the book.
Background knowledge/Predictions: (10 minutes)
Ask students if they have ever ridden on a train or seen train drive by.
Discuss how the train travels on the tracks.
Ask students to make predictions about where they think the train is going.
Ask students to think about what it would be like to be riding on the train with all of these creatures.
Read Story (10 minutes)
Before the story begins ask students to listen for rhyming words while you are reading.
Read Clickety Clack, pausing to let students fill in the rhyming words and the 'clickety clacks.
Read the story aloud for enjoyment and discuss events throughout the story.
Complete Rhyming Word Chart for -ack: (20 minutes)
Write the word 'clack' on the board and tell students that they will be going on a rhyme hunt for other words that rhyme with 'clack.'
Reread the story, page by page, and let students listen for rhyming words.
Ask students to raise their hands when they hear a word that rhymes with 'clack'.
When a student finds a rhyming word ask everyone if they agree.
Then, students can assist you in writing that word.
Closure: (5 minutes)
Review story and rhyming words found in the lesson.
For individual practice with word family rhymes, let each student complete their own 'Word Family Train' booklet.
In the booklet, there are four word families, with three words from each word family.
Students have to read the words on the train cars and then cut and glue the corresponding picture above each car.
Preview next lesson.
DLTA Lesson "Missed Kiss"
Literature
"The Kiss That Missed" by David Melling
URLs
Other materials and resources:
Jar of marbles or gum balls to review what a prediction is.
Instructional Delivery:
Prior knowledge and rules for discussion: (5 minutes)
Discuss how they made predictions in the past and go over what a prediction is.
Set ground rules for the discussion.
Tell students "I want you to listen carefully to the story because I will stop in the middle of the story and I want you to tell me what will happen next."
No talking out of turn, raise your hand to make a prediction, and do not interrupt another student.
Introduction: (Background & Real life experiences)
Introduce the story before beginning to read.
Show students the cover of the book.
Read the title of the book.
Relate to real life experiences: Ask "Have you ever been kissed by your mom or dad and they missed?"
"Have you ever ridden a horse?"
"Have you ever seen a horse?"
Set the purpose before reading the story by asking the following questions.
"What do you think a story with a title like this might be about?"
"By looking at the pictures, who are the characters in the story?"
"Can you predict what the knight on the horse will do in the story?"
"What do you think will happen in the story?"
"Does the picture on the front cover give us a clue to what might take place?"
"What is the horse doing in this picture, can you tell?"
"Why do you think this?"
Show a few more pages of the book and ask more questions.
Write students responses on large paper notebook.
"The Kiss That Missed" by David Melling
URLs
Other materials and resources:
Jar of marbles or gum balls to review what a prediction is.
Instructional Delivery:
Prior knowledge and rules for discussion: (5 minutes)
Discuss how they made predictions in the past and go over what a prediction is.
Set ground rules for the discussion.
Tell students "I want you to listen carefully to the story because I will stop in the middle of the story and I want you to tell me what will happen next."
No talking out of turn, raise your hand to make a prediction, and do not interrupt another student.
Introduction: (Background & Real life experiences)
Introduce the story before beginning to read.
Show students the cover of the book.
Read the title of the book.
Relate to real life experiences: Ask "Have you ever been kissed by your mom or dad and they missed?"
"Have you ever ridden a horse?"
"Have you ever seen a horse?"
Set the purpose before reading the story by asking the following questions.
"What do you think a story with a title like this might be about?"
"By looking at the pictures, who are the characters in the story?"
"Can you predict what the knight on the horse will do in the story?"
"What do you think will happen in the story?"
"Does the picture on the front cover give us a clue to what might take place?"
"What is the horse doing in this picture, can you tell?"
"Why do you think this?"
Show a few more pages of the book and ask more questions.
Write students responses on large paper notebook.
KWL Literary Skills Lesson "Let's Take a Tour of Texas" Pre-K/Kindergarten
Literature
Tumbleweed Tom on the Texas Trail By (author): Jackie Hopkins Illus by: Kay Salem
URLs
http://www.lsjunction.com/flag.htm
http://www.tea.state.tx.us/teks/grade/First_grade.pdf
http://www.lsjunction.com/bird.htm
http://www.tsl.state.tx.us/ref/abouttx/symbols/mocking.html http://www.tsl.state.tx.us/ref/abouttx/symbols/mocking.html
http://www.tsl.state.tx.us/ref/abouttx/symbols/mocking.html
http://www.texas-on-line.com/graphic/tree.htm
Other materials and resources:
White or Blue construction paper (large)
Colored crayons
Markers, Pencils
Instructional Delivery:
Prior Knowledge (5 minutes)
· I will begin by asking the students questions in order to access their prior knowledge about Texas.
· I will start by asking the students to raise their hands if they have ever traveled through Texas.
· I will ask how the student traveled. (Air, Land, or Water) Together we will complete the K on our chart of what we know about Texas.
· Then I will ask the students what they do not know but would like to know about Texas. At that point we will fill in the W on our chart paper.
Read Story (10 minutes)
· I begin the lesson by reading Tumbleweed Tom on the Texas Trail.
· This is a story which takes the reader on a tour through Texas.
· As we take our journey through Texas we will discuss the differences in the cities, crops, and landmarks.
· I will stop and ask the students how Tom is traveling through Texas. (Land Vehicle)
Large group activity (10 minutes)
· We will identify the state capital, state flower, state flag, state bird, state tree, and presidents who lived in Texas.
· I will have small posters of each and elaborate on their significance.
1. Compare and contrast the differences between the Texas flag and the American flag? (Analysis)
2. What is the name of the capitol of Texas? (Knowledge)
3. What is the significance in the colors in the Texas flag? What do the colors mean to us? (Analysis)
4. Which of the following do you think is the Texas state flower? (Comprehension)
5. What is the nickname for the state of Texas? (Knowledge)
6. When you grow up will you live in Texas? If so, why? If not, why? (Analysis)
7. Explain why you think that celebrating Texas birthday is appropriate? (Evaluation)
8. What are the common characteristics of the mockingbird? (Comprehension)
9. If you were Tumbleweed Tom and could take a tour of Texas, where would you go and HOW would you get there? (Comprehension) (What type of vehicle?)
10. If you were to design a poster that advertises Texas, what kind of things could you draw about Texas to attract tourists to visit our state? (Evaluation)
· After asking the students questions we can complete our KWL chart and fill in the "L" of what we have learned today about travel and Texas.
Art activity (10 minutes)
· Students will each choose a partner and pretend to be tourists.
· The students will design a poster of where they would like to visit in Texas and what vehicle they would use to get there.
Closure (5 minutes)
· I will observe what they have learned by walking around the room and helping them with ideas about what they might put on their poster.
· Once students are finished they can hang the final product up on the wall and discuss where they chose to visit and what vehicle they would use to get there.
· When we have finished we will review what we have learned and tie all together.
Tumbleweed Tom on the Texas Trail By (author): Jackie Hopkins Illus by: Kay Salem
URLs
http://www.lsjunction.com/flag.htm
http://www.tea.state.tx.us/teks/grade/First_grade.pdf
http://www.lsjunction.com/bird.htm
http://www.tsl.state.tx.us/ref/abouttx/symbols/mocking.html http://www.tsl.state.tx.us/ref/abouttx/symbols/mocking.html
http://www.tsl.state.tx.us/ref/abouttx/symbols/mocking.html
http://www.texas-on-line.com/graphic/tree.htm
Other materials and resources:
White or Blue construction paper (large)
Colored crayons
Markers, Pencils
Instructional Delivery:
Prior Knowledge (5 minutes)
· I will begin by asking the students questions in order to access their prior knowledge about Texas.
· I will start by asking the students to raise their hands if they have ever traveled through Texas.
· I will ask how the student traveled. (Air, Land, or Water) Together we will complete the K on our chart of what we know about Texas.
· Then I will ask the students what they do not know but would like to know about Texas. At that point we will fill in the W on our chart paper.
Read Story (10 minutes)
· I begin the lesson by reading Tumbleweed Tom on the Texas Trail.
· This is a story which takes the reader on a tour through Texas.
· As we take our journey through Texas we will discuss the differences in the cities, crops, and landmarks.
· I will stop and ask the students how Tom is traveling through Texas. (Land Vehicle)
Large group activity (10 minutes)
· We will identify the state capital, state flower, state flag, state bird, state tree, and presidents who lived in Texas.
· I will have small posters of each and elaborate on their significance.
1. Compare and contrast the differences between the Texas flag and the American flag? (Analysis)
2. What is the name of the capitol of Texas? (Knowledge)
3. What is the significance in the colors in the Texas flag? What do the colors mean to us? (Analysis)
4. Which of the following do you think is the Texas state flower? (Comprehension)
5. What is the nickname for the state of Texas? (Knowledge)
6. When you grow up will you live in Texas? If so, why? If not, why? (Analysis)
7. Explain why you think that celebrating Texas birthday is appropriate? (Evaluation)
8. What are the common characteristics of the mockingbird? (Comprehension)
9. If you were Tumbleweed Tom and could take a tour of Texas, where would you go and HOW would you get there? (Comprehension) (What type of vehicle?)
10. If you were to design a poster that advertises Texas, what kind of things could you draw about Texas to attract tourists to visit our state? (Evaluation)
· After asking the students questions we can complete our KWL chart and fill in the "L" of what we have learned today about travel and Texas.
Art activity (10 minutes)
· Students will each choose a partner and pretend to be tourists.
· The students will design a poster of where they would like to visit in Texas and what vehicle they would use to get there.
Closure (5 minutes)
· I will observe what they have learned by walking around the room and helping them with ideas about what they might put on their poster.
· Once students are finished they can hang the final product up on the wall and discuss where they chose to visit and what vehicle they would use to get there.
· When we have finished we will review what we have learned and tie all together.
DLTA - Pre-K or Kindergarten
Literature
"Prudy’s Problem and How She Solved It"
Written and illustrated by Carey Armstrong-Ellis
URLs
Other materials and resources:
Basket of sea shells, jar with marbles, buttons, or anything for counting.
Instructional Delivery:
Prior Knowledge: (5 minutes) "What is a prediction?"
Draw upon the students' prior knowledge about making predictions.
Introduce the concept and meaning of a "prediction" by introducing a basket of sea shells.
Ask students to "guess" or "predict" how many shells are in the basket.
Let each student hold the basket of shells and make a prediction.
Write down their predictions on poster paper.
Count the shells with the help of the students.
Reflect on the predictions made and discuss.
Introduction: (Background & Real life experiences)
Introduce the story before beginning to read.
Show students the cover of the book.
Read the title of the book. ("Prudy's Problem and How She Solved It")
Relate to real life experiences: Ask "Have you ever had a problem and did not know what to do?"
Set the purpose before reading the story by asking the following questions.
"What do you think a story with a title like this might be about?"
"Can you predict what Prudy’s problem was?"
"What do you think will happen in the story?"
"Does the picture on the front cover give us a clue to what might take place?"
"What is Prudy doing in this picture, can you tell?"
"Why do you think this?"
Show a few more pages of the book and ask more questions.
Write students responses on large paper notebook.
Begin the story: (10 minutes)
Set purpose for the story:
Tell students to think about Prudy's problem and how she solved it while you are reading.
Read the first couple of pages in the story in order to give the students a clue to what the story is about and stop to ask students if they have any more predictions to make with this new information.
Ask students to confirm or dismiss their predictions by responding to these questions:
"What do you think now?"
"Do you have a sister, brother, dog?"
"Do you have any mice in your house?"
"Do you think that Prudy is normal?"
"Have you ever copied after a friend like Prudy did?"
"Do you collect anything?" (if not- mom, dad, aunt, ect)
Read on a few more pages and stop to ask.
"Why do you think that Prudy‘s father was frustrated?"
"How do you think Prudy could clean up her room?"
"What would happen if her father hauled her things to the dump?"
"What do you think will happen next?" (WHY?)
"How do you think this story will end?"
"Why do you think that prediction is correct/incorrect?"
Continue reading the story aloud, stopping at several key points to ask more questions.
After discussing the new clues add the new predictions to the list.
Reflect on predictions (10 Minutes) (Closure)
Discuss story with the students by letting them express their feelings and make connections from the story to their own lives.
Ask "If you had a problem, how would you solve it?"
"What would you do if you were Prudy?"
Guide students to reflect on the predictions they made as they listened to the story read aloud.
Ask students to provide a rationale to support their predictions.
Ask the following questions to help students think about their predictions.
"What predictions did you make?"
"What in the story make you think of that prediction?"
"Did the story turn out like you expected?"
"Do you think Prudy stopped collecting things?"
"Prudy’s Problem and How She Solved It"
Written and illustrated by Carey Armstrong-Ellis
URLs
Other materials and resources:
Basket of sea shells, jar with marbles, buttons, or anything for counting.
Instructional Delivery:
Prior Knowledge: (5 minutes) "What is a prediction?"
Draw upon the students' prior knowledge about making predictions.
Introduce the concept and meaning of a "prediction" by introducing a basket of sea shells.
Ask students to "guess" or "predict" how many shells are in the basket.
Let each student hold the basket of shells and make a prediction.
Write down their predictions on poster paper.
Count the shells with the help of the students.
Reflect on the predictions made and discuss.
Introduction: (Background & Real life experiences)
Introduce the story before beginning to read.
Show students the cover of the book.
Read the title of the book. ("Prudy's Problem and How She Solved It")
Relate to real life experiences: Ask "Have you ever had a problem and did not know what to do?"
Set the purpose before reading the story by asking the following questions.
"What do you think a story with a title like this might be about?"
"Can you predict what Prudy’s problem was?"
"What do you think will happen in the story?"
"Does the picture on the front cover give us a clue to what might take place?"
"What is Prudy doing in this picture, can you tell?"
"Why do you think this?"
Show a few more pages of the book and ask more questions.
Write students responses on large paper notebook.
Begin the story: (10 minutes)
Set purpose for the story:
Tell students to think about Prudy's problem and how she solved it while you are reading.
Read the first couple of pages in the story in order to give the students a clue to what the story is about and stop to ask students if they have any more predictions to make with this new information.
Ask students to confirm or dismiss their predictions by responding to these questions:
"What do you think now?"
"Do you have a sister, brother, dog?"
"Do you have any mice in your house?"
"Do you think that Prudy is normal?"
"Have you ever copied after a friend like Prudy did?"
"Do you collect anything?" (if not- mom, dad, aunt, ect)
Read on a few more pages and stop to ask.
"Why do you think that Prudy‘s father was frustrated?"
"How do you think Prudy could clean up her room?"
"What would happen if her father hauled her things to the dump?"
"What do you think will happen next?" (WHY?)
"How do you think this story will end?"
"Why do you think that prediction is correct/incorrect?"
Continue reading the story aloud, stopping at several key points to ask more questions.
After discussing the new clues add the new predictions to the list.
Reflect on predictions (10 Minutes) (Closure)
Discuss story with the students by letting them express their feelings and make connections from the story to their own lives.
Ask "If you had a problem, how would you solve it?"
"What would you do if you were Prudy?"
Guide students to reflect on the predictions they made as they listened to the story read aloud.
Ask students to provide a rationale to support their predictions.
Ask the following questions to help students think about their predictions.
"What predictions did you make?"
"What in the story make you think of that prediction?"
"Did the story turn out like you expected?"
"Do you think Prudy stopped collecting things?"
Friday, February 23, 2007
Kindergarten- Vocabulary Lesson
Grade: Kindergarten
Name of Lesson: "How We Travel- Air, Land, and Water"
Type of Lesson: Vocabulary Lesson
Objectives/Outcomes
Students will identify three modes of transportation.
Students will contrast and compare two types of transportation.
Students will describe how forms of transportation differ around the world.
Students will ask questions and engage in grand conversations.
Materials Needed for Lesson:
Literature
"This Is the Way We Go to School" by Edith Baer
Display various other books about transportation for students to read.
URLs
http://www.first-school.com
http://www.coloring.ws
www.camping-canada.com
http://www.camping-canada.com
www.kidprintables.com
http://www.kidprintables.com
www.everythingpreschool.com
http://www.everythingpreschool.com
Describe Instructional Delivery/Procedure
Prior Knowledge and Introduction: (10 minutes)
Relate to Prior Knowledge. (What did we learn last week about land transportation?)
Tell students that today we will discuss water travel.
Find out what students know about travel on water.
"Who has ever been on a boat?"
"What kind of a boat was it?"
"Where did you go on the boat?"
If you have never taken a ride in a boat. How many of you have ever been swimming? If so, do you know how to float?
What did you use to float in the water? (float, raft, self)
Show students bowl of water and explain how a sailboat is carried by wind by blowing on a toy boat in the bowl of water. (I used a small wooden canoe and let the students blow on it)
Introduce water vehicle flashcards and models.
Story Reading/Discussion: (10 minutes)
Tell students that in some countries children ride in a boat to school because they are unable to get to school by land travel.
Read "This Is the Way We Go to School" by Edith Baer.
After reading the story discuss the various ways that students get to school around the world.
Walk back through the story and find the children who used water transportation to get to school.
Card Game (10 Minutes)
Have students in a group of 4 to 5 students in a center.
Sort modes of transportation according to whether they travel on land or water.
Sort modes of transportation by function.
Ask the following questions.
"Which vehicles are used to drive us to school?"
"What are the characteristics of a school bus?"
"What mode of transportation would a sailboat fit into?"
"When you grow up which mode of transportation will you most likely use to get to work, and why would you use that form of transportation?"
"Which mode of transportation would be the fastest?"
"Compare the differences between a canoe and a sailboat?"
"Which vehicle could I use to get across the lake?"
"What special parts does a vehicle need if it travels on land?"
"If you created your own vehicle, what would you want your vehicle to be able to do?"
Group Discussion: (10 Minutes)
Compare/Contrast air, land, and water travel.
Encourage students to list types of land vehicles and how they are powered, what they look like, ect.. (cars, trucks, ambulance, taxi, bicycle, skateboard, school bus, ect)
Encourage students to list the types of air vehicles. Discuss the size, power, and shape. (airplane, helicopter, hot air balloon, jet, rocket ship, ect)
Encourage students to list types of water vehicles, how they are powered, size, shape ect. (sail boat, tug boat, motor boat, canoe, ship…)
Closure:
Let's review what we have learned.
Review activities and ask them what they enjoyed about them.
Preview next lesson- Next week we will focus on air transportation
Name of Lesson: "How We Travel- Air, Land, and Water"
Type of Lesson: Vocabulary Lesson
Objectives/Outcomes
Students will identify three modes of transportation.
Students will contrast and compare two types of transportation.
Students will describe how forms of transportation differ around the world.
Students will ask questions and engage in grand conversations.
Materials Needed for Lesson:
Literature
"This Is the Way We Go to School" by Edith Baer
Display various other books about transportation for students to read.
URLs
http://www.first-school.com
http://www.coloring.ws
www.camping-canada.com
http://www.camping-canada.com
www.kidprintables.com
http://www.kidprintables.com
www.everythingpreschool.com
http://www.everythingpreschool.com
Describe Instructional Delivery/Procedure
Prior Knowledge and Introduction: (10 minutes)
Relate to Prior Knowledge. (What did we learn last week about land transportation?)
Tell students that today we will discuss water travel.
Find out what students know about travel on water.
"Who has ever been on a boat?"
"What kind of a boat was it?"
"Where did you go on the boat?"
If you have never taken a ride in a boat. How many of you have ever been swimming? If so, do you know how to float?
What did you use to float in the water? (float, raft, self)
Show students bowl of water and explain how a sailboat is carried by wind by blowing on a toy boat in the bowl of water. (I used a small wooden canoe and let the students blow on it)
Introduce water vehicle flashcards and models.
Story Reading/Discussion: (10 minutes)
Tell students that in some countries children ride in a boat to school because they are unable to get to school by land travel.
Read "This Is the Way We Go to School" by Edith Baer.
After reading the story discuss the various ways that students get to school around the world.
Walk back through the story and find the children who used water transportation to get to school.
Card Game (10 Minutes)
Have students in a group of 4 to 5 students in a center.
Sort modes of transportation according to whether they travel on land or water.
Sort modes of transportation by function.
Ask the following questions.
"Which vehicles are used to drive us to school?"
"What are the characteristics of a school bus?"
"What mode of transportation would a sailboat fit into?"
"When you grow up which mode of transportation will you most likely use to get to work, and why would you use that form of transportation?"
"Which mode of transportation would be the fastest?"
"Compare the differences between a canoe and a sailboat?"
"Which vehicle could I use to get across the lake?"
"What special parts does a vehicle need if it travels on land?"
"If you created your own vehicle, what would you want your vehicle to be able to do?"
Group Discussion: (10 Minutes)
Compare/Contrast air, land, and water travel.
Encourage students to list types of land vehicles and how they are powered, what they look like, ect.. (cars, trucks, ambulance, taxi, bicycle, skateboard, school bus, ect)
Encourage students to list the types of air vehicles. Discuss the size, power, and shape. (airplane, helicopter, hot air balloon, jet, rocket ship, ect)
Encourage students to list types of water vehicles, how they are powered, size, shape ect. (sail boat, tug boat, motor boat, canoe, ship…)
Closure:
Let's review what we have learned.
Review activities and ask them what they enjoyed about them.
Preview next lesson- Next week we will focus on air transportation
Farm Themed Unit
Literature
Who’s on the Farm by Heather J. Gondek.
From Seeds to Plant by Gail Gibbons
How a Seed Grows by Helene J. Jordan
Good Enough To Eat by Lizzy Rockwell
Get Healthy Feel Great by William Sears M.D., Martha Sears R.N., and Christie Watts Kelly Illustrated by Renee Andriani
URLs
http://www.atozteacherstuff.com/Themes/Farm/>
http://kidshealth.org/kid/stay_healthy/food/pyramid.html>
http://www.nal.usda.gov/fnic/Fpyr/pyramid.html>
Other materials and resources:
Pictures of food and plastic or real food for observation.
Farm clothes, hats for dramatic play.
Stick horses, puppet theatre, and finger puppets.
Pictures of foods for matching activity. (Activity 1)
Glue, scissors, magazines, paper plates, markers and crayons. (Activity 2)
Pots (6), potting soil, seeds, bucket, garden tools and water. (Activity 3)
Popsicle sticks, tape, and die cut vegetables. (Activity 3)
Instructional Delivery
Procedure:
Prior Knowledge: (5 minutes)
Relate to Prior Knowledge. (Where do you think food comes from?)
Discussion about eating healthy foods.
Relate to everyday life.
Hook: (Read Story 10 minutes)
Introduce the students to "Who’s on the Farm" By Heather J. Gondek. Begin by asking if anyone can tell you what the story may be about by looking at the picture on the front cover. This story describes different characteristics of farm animals and the farmer. Have a student helper assist with the finger puppet theatre and make noises of the animals featured in the book and use the puppet theatre.
Large group discussion: (10 minutes)
Why is a farm important and what does it do for us?
Many years ago work on the farm was much harder because they didn't have machines like we do today. Their work consisted by hand and the use of animals and plows. In farms today we have large machines that we can use to make the work easier and faster. There are still small farms, but there are many large ones that produce the products that we use.
Explain that many years ago work was not as easy as you think. Who do you think did the work? Why do you think it was so hard?
Ask students "What are some of the basic foods that we need every day?"
Today we are going to study the four basic food groups. We are also going to learn where our food comes from before we buy it from the store.
Discuss the four basic food groups. Ask students if they eat a well balanced meal? Have the students try to name all the basic food groups.
Which food group would this orange go into to? (Have several items to hold up and ask which food group it belongs to)
"The Garden Spot Center"
Divide students into three large groups and introduce them to "The Garden Spot" which will include different activities for them to experience. Explain the importance of each center and what the students should expect to learn from the activities. Tell the students that today they are going to play a food matching game, plan a healthy lunch, and plant some seeds of their own. This center should be set up with a farm and garden theme so students will feel like they are going on an adventure of their own. Display pictures or posters of healthy food and have the food pyramid guide hanging up in a prominent place for the students to observe. Display several different books about food and planting within the center for the students to read. "The Garden Spot" is a center for planting knowledge into our students.
Group Activity 1: (10 minutes) Food Group Matching Activity
Ÿ Materials: Food pyramid guide and pictures of fruits and vegetables.
Ÿ Students will match the food item to the correct food group by playing a matching game.
Group Activity 2: (10 minutes) Plan a Healthy Lunch Activity
Materials: Markers, scissors, glue, paper plates, and magazines.
Ÿ Divide the students into groups of four. Have students plan a good healthy lunch by choosing the proper foods from the pictures or posters in the lesson or cutting pictures out of magazines. Students will use markers to draw pictures or glue pictures from magazines of their choices on to the paper plates. Display their work up on the bulletin board in the classroom and discuss their food choices.
Group Activity 3: (10 minutes) Planting Seeds Activity
Materials: dirt, bucket, clear cups, beans, large spoons, markers, and popsicle sticks.
Divide students into 5 groups of 6 students by handing out different vegetables.
Review the "4 Things A Plant Needs To Grow" (light, soil, water, and space)
Students will take turns bringing their pot to the soil bucket and filling it up.
Students will take their seeds and plant them in the soil and water the plant.
Students will take their vegetable and tape it to a popsicle stick.
Have students write their name on their vegetable and stick it in their potted plant.
Place the plants in the window sill and watch them grow.
Closure: (5 minutes)
Let's review what we have learned.
Review activities and ask them what they enjoyed about them.
Preview next lesson- Tomorrow we will be studying farming and how natural resources are important to us.
Special Modifications:
The students with special needs will sit in front of the discussion group if proposed in their individual IEP’s. I will personally assist the students in creating their posters about what they would choose for a healthy breakfast and planting their beans if needed. I will ensure that the special needs child is participating by asking appropriate questions that they can understand.
Who’s on the Farm by Heather J. Gondek.
From Seeds to Plant by Gail Gibbons
How a Seed Grows by Helene J. Jordan
Good Enough To Eat by Lizzy Rockwell
Get Healthy Feel Great by William Sears M.D., Martha Sears R.N., and Christie Watts Kelly Illustrated by Renee Andriani
URLs
http://www.atozteacherstuff.com/Themes/Farm/>
http://kidshealth.org/kid/stay_healthy/food/pyramid.html>
http://www.nal.usda.gov/fnic/Fpyr/pyramid.html>
Other materials and resources:
Pictures of food and plastic or real food for observation.
Farm clothes, hats for dramatic play.
Stick horses, puppet theatre, and finger puppets.
Pictures of foods for matching activity. (Activity 1)
Glue, scissors, magazines, paper plates, markers and crayons. (Activity 2)
Pots (6), potting soil, seeds, bucket, garden tools and water. (Activity 3)
Popsicle sticks, tape, and die cut vegetables. (Activity 3)
Instructional Delivery
Procedure:
Prior Knowledge: (5 minutes)
Relate to Prior Knowledge. (Where do you think food comes from?)
Discussion about eating healthy foods.
Relate to everyday life.
Hook: (Read Story 10 minutes)
Introduce the students to "Who’s on the Farm" By Heather J. Gondek. Begin by asking if anyone can tell you what the story may be about by looking at the picture on the front cover. This story describes different characteristics of farm animals and the farmer. Have a student helper assist with the finger puppet theatre and make noises of the animals featured in the book and use the puppet theatre.
Large group discussion: (10 minutes)
Why is a farm important and what does it do for us?
Many years ago work on the farm was much harder because they didn't have machines like we do today. Their work consisted by hand and the use of animals and plows. In farms today we have large machines that we can use to make the work easier and faster. There are still small farms, but there are many large ones that produce the products that we use.
Explain that many years ago work was not as easy as you think. Who do you think did the work? Why do you think it was so hard?
Ask students "What are some of the basic foods that we need every day?"
Today we are going to study the four basic food groups. We are also going to learn where our food comes from before we buy it from the store.
Discuss the four basic food groups. Ask students if they eat a well balanced meal? Have the students try to name all the basic food groups.
Which food group would this orange go into to? (Have several items to hold up and ask which food group it belongs to)
"The Garden Spot Center"
Divide students into three large groups and introduce them to "The Garden Spot" which will include different activities for them to experience. Explain the importance of each center and what the students should expect to learn from the activities. Tell the students that today they are going to play a food matching game, plan a healthy lunch, and plant some seeds of their own. This center should be set up with a farm and garden theme so students will feel like they are going on an adventure of their own. Display pictures or posters of healthy food and have the food pyramid guide hanging up in a prominent place for the students to observe. Display several different books about food and planting within the center for the students to read. "The Garden Spot" is a center for planting knowledge into our students.
Group Activity 1: (10 minutes) Food Group Matching Activity
Ÿ Materials: Food pyramid guide and pictures of fruits and vegetables.
Ÿ Students will match the food item to the correct food group by playing a matching game.
Group Activity 2: (10 minutes) Plan a Healthy Lunch Activity
Materials: Markers, scissors, glue, paper plates, and magazines.
Ÿ Divide the students into groups of four. Have students plan a good healthy lunch by choosing the proper foods from the pictures or posters in the lesson or cutting pictures out of magazines. Students will use markers to draw pictures or glue pictures from magazines of their choices on to the paper plates. Display their work up on the bulletin board in the classroom and discuss their food choices.
Group Activity 3: (10 minutes) Planting Seeds Activity
Materials: dirt, bucket, clear cups, beans, large spoons, markers, and popsicle sticks.
Divide students into 5 groups of 6 students by handing out different vegetables.
Review the "4 Things A Plant Needs To Grow" (light, soil, water, and space)
Students will take turns bringing their pot to the soil bucket and filling it up.
Students will take their seeds and plant them in the soil and water the plant.
Students will take their vegetable and tape it to a popsicle stick.
Have students write their name on their vegetable and stick it in their potted plant.
Place the plants in the window sill and watch them grow.
Closure: (5 minutes)
Let's review what we have learned.
Review activities and ask them what they enjoyed about them.
Preview next lesson- Tomorrow we will be studying farming and how natural resources are important to us.
Special Modifications:
The students with special needs will sit in front of the discussion group if proposed in their individual IEP’s. I will personally assist the students in creating their posters about what they would choose for a healthy breakfast and planting their beans if needed. I will ensure that the special needs child is participating by asking appropriate questions that they can understand.
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