Exhibit Overview

Exhibit Summary

All aboard to explore! Shrill whistles and the unmistakable clatter of wheels rolling over rails float across the pastoral landscape. Friendly chatter fills the air. It is a unique land that has held a special place in the hearts and imaginations of children for generations. Welcome to the Island of Sodor!

In Thomas & Friends: Explore the Rails children explore and interact with the familiar faces and sights from HIT Entertainment’s popular series. Designed for children 2 through 7 (and their adult caregivers) the exhibit combines exciting play opportunities with important concepts in Science, Technology, Engineering, and Math (STEM), and an emphasis on developing 21st century skills. These ideas are woven and layered throughout the exhibit, creating an experience that speaks to a diversity of interests, age groups, and learning styles.

As they travel through the space, children help Thomas and his friends solve a variety of challenges. These interactive opportunities range from simple sorting and shape identification to more complicated engineering obstacles. As children confront new challenges and test their skills, the smiling faces of Thomas, Percy, and others are there to offer encouragement and remind children of how “useful” we all are.

Rationale

“Lying in bed as a child I would hear a heavy goods train coming in and stopping at Box Station…There was no doubt in my mind that steam engines all had definite personalities. I would hear them snorting up the grade and little imagination was needed to hear in the puffings and pantings of the two engines the conversations they were having with one another: "I can't do it! I can't do it!" "Yes you can! Yes you can!" -Rev. A.W. Awdry

What started in a young boy’s imagination evolved into bedtime stories, a long running book series, one of the most successful children’s television programs of all time, and now, for the first time, a traveling children’s exhibition. As of 2014, Thomas & Friends regularly reaches 110 million households across the United States and an even larger audience through internet streaming, DVDs, and toys. With Thomas & Friends: Explore the Rails, Minnesota Children’s Museum is excited to continue expanding that audience and delight existing fans across North America with this engaging and educational exhibit.

Along with its enduring popularity, the lessons of Thomas & Friends make it an attractive topic for a children’s museum exhibit. The show’s characters confront everyday obstacles and overcome them through cooperation and creative problem-solving, learning about fair play and friendship along the way. These lessons are relatable and important in children’s early years. They also lend themselves to the types of play experiences championed by Minnesota Children’s Museum, providing inspiration to the activities and interactives throughout the exhibit.

With all of the series’ major characters being trains, cars, or other modes of transportation, the world of Thomas is a natural launchpad for STEM (science, technology, engineering, and math) exploration. Children’s STEM learning happens every day in all kinds of environments. It doesn’t require microscopes, math worksheets, or digital screens. Young children’s STEM-based learning is made visible as they identify problems, ask questions, seek answers, and explore tools and materials. The exhibit integrates STEM-based activities seamlessly into the locations and characters of the show. Selling tickets and fixing the train schedule require math skills. Building train routes around the train table uses problem-solving and engineering skills. Fixing Percy’s wobbly wheels and loading him with coal get children thinking about the technology behind steam engines.

The exhibit’s combination of STEM-based learning and timeless lessons—bolstered by the series’ enduring popularity—calls upon and nurtures children’s growth in 21st century skills that lay the foundation for future success in school, work, and life. Thomas & Friends: Explore the Rails provides visitors with fun and engaging educational activities that support the Museum’s mission of sparking children’s learning through play.

Design Approach & Criteria

The exhibit is designed to transport visitors to the Island of Sodor, surrounding them with places and faces they recognize from the show. The exhibit and its components include a mix of scales while being cognizant of the HIT style guide in order to include as much of the Island of Sodor as possible, as well as more characters. The exhibit utilizes a mix of three-dimensional and two- dimensional techniques, as well as audio, to create an immersive, multi-sensory experience that can fit inside a variety of spaces and accommodate different size constraints.

The following criteria were used throughout the design process:

Audience Considerations  Target an audience of children ages 2 through 7 years  Encourage and accommodate family learning  Support multiple entry points and varied learning styles  Accommodate users with varied physical and cognitive abilities  Welcome visitors of all genders, races, ethnicities, cultural backgrounds, and physical abilities  Present instructional and explanatory text and media in both English and Spanish

Physical Considerations  Present interactive devices in meaningful contexts  Function effectively with minimal facilitation by staff or volunteers  Support the developmental and ergonomic needs of the target audience  Fit within a 1,500 square feet in floor plan and allow for low ceiling height of 9 feet  Structures and components to be free-standing, adaptable to layout in a variety of space configurations, and presentable on all sides  Use scenic backdrops to enhance environments and increase flexibility of exhibit layout  Allow for the free flow of visitors in and out of the space  Be of solid and durable construction to withstand 10+ years of travel to 30 venues  Be easily installed by four people and require no preparatory

Exhibit Goals By transporting children to the mythical Island of Sodor, the exhibit provides opportunities to:  engage with fun, active, constructive and meaningful STEM experiences, harnessing children’s innate curiously and eagerness to explore  foster and promote experiences with peers that showcase the powerful result of teamwork; and  elevate and expose children’s thinking for adults and reinforce the adult’s vital role throughout the learning process

Exhibit Walkthrough

Area 1.0 Entry

Visitor Experience As visitors approach the exhibit gallery, they see the familiar windmill and other island scenes framing the exhibit entrance. The entry builds and encourages visitor excitement, along with identifying the exhibit and welcoming guests. It is a portal to the Island of Sodor and the world of Thomas the Tank Engine and his friends!

1.1 Entry Sign With bright colors and recognizable sights, the exhibit’s entry signage welcomes visitors and provides space for the exhibit title and sponsorship information. The scene on the sign is similar to the opening of the television series, showing the windmill, curving railway line, and puffy white clouds commonly seen across the island.

1.2 Toy Train Return Located on the back of the entry sign, the toy train return is a helpful reminder that the exhibit’s toys need to remain in the gallery. To grab people’s attention, a large collection of trains are displayed in an artful pattern around the toy return.

Area 2.0 All Aboard Thomas!

Visitor Experience The first thing visitors see when they go through the entry is the star of the show: Thomas the Tank Engine! With his iconic blue body and winning smile, the scaled model of the beloved train fills the center of the room. It anchors the entire space and serves as the exhibit’s centerpiece. Families excitedly gather in front of Thomas to have their photos taken. Children climb inside his cab to manipulate levers and valves and pretend to drive Thomas along the tracks of Sodor. 9

2.1 Thomas Model From his buffers back to his coal bin, from his funnel all the way down to his wheel arches, this large model captures nearly all of Thomas’ details. Children climb into the cab and explore the engine’s inner workings. The model is equipped with levers and other moveable parts that trigger train noises such as breaking, whistles, and steam.

Learning Objectives:  Collaborate with peers engaged in play and connect through a shared enthusiasm for Thomas  Refine physical abilities such as eye-hand coordination by pulling the levers and balance by going up and down the step  Make observations and discoveries into the working components of a steam engine

2.2 Photo Kiosk Visitors gather to have their picture taken and turned into a digital postcard. A photo kiosk and display lets visitors have their picture taken next to a mural of Thomas and Sir Topham Hatt, and email it to friends and family. Visitors enter their email address, or that of a friend or family member, and the postcard is sent to their inbox with special promotional material.

Area 3.0 Knapford Station

Visitor Experience Rising up behind the Thomas model is the glass and steel roof of Knapford Station. Just as the station on the show is full of hustling and bustling people and engines, the exhibit’s station is busy with excited children and adults enjoying interactive activities throughout the area. Children on the station platform sort freight and baggage on to train cars, making sure everything gets loaded securely. Across the way, visitors put on a conductor’s uniform and role-play around the ticket booth, selling train tickets and fixing the train schedule.

3.1 Station Environment The partial recreation of Knapford Station is scaled to fit inside the exhibit, yet large enough to accommodate a number of activities and create an immersive experience

10 for visitors. It includes two glass atriums, the platform, and a section of the station building.

3.2 Loading Zone Two train cars sit inside the station with one having seats and luggage and the other being more open in order to store freight.

Carts on the platform hold luggage, crates, sacks, livestock, and other goods, all of which are made from sturdy and exhibit-safe materials. Children load the objects into the coaches based on where they think they belong. Certain locations may be clearly designated for certain items, such as a pen for livestock or bins for luggage, while other items can be stacked in different combinations to fit the space available (similar to the game Tetris). When the cars are loaded, the activity changes to an unloading activity for the next group of visitors.

Learning Objectives:  Identify and sort different suitcases, crates, and other three-dimensional shapes by their physical characteristics  Invent, design and explore different ways to arrange all the cargo onto the train car  Work collaboratively with others- take turns, listen to others’ perspectives, and load or unload the train car

Parent Tip: Knapford Station features a parent tip graphic (3.2.5). The graphic explains to adults and caregivers how the physical activity of loading and unloading the train cars has connections to math concepts. For full text, please consult the exhibit text document.

3.3 Destination Station A conductor’s uniform invites children to dress up and use pretend money to sell tickets to other visitors. Boards posted inside and outside the booth list the ticket prices to different destinations around the island. Ticket and money—decorated with an image of Thomas—are stored in a drawer underneath the counter and beautiful brochures are displayed outside the booth.

Learning Objectives:  Explore early math concepts such as counting, one-to-one correspondence and more advanced concepts such as value

 Interface with peers; cooperate and take turns acting out the different roles

3.4 Tick Tock, Fix the Clock Three large clocks inside the station building each have a label underneath it that identifies the clock as the arrival time for Thomas, Gordon, or Henry. Children press a button underneath each clock and the voice of Sir Topham Hatt tells them about situations that are impacting the arrival time of one of the trains. He asks visitors to adjust the clocks based on whether the train is late or arriving early. Each clock addresses different increments of time (hour, half hour, and 15 minutes) to meet educational standards and challenge different age groups.

The arrival time on each clock is affected by multiple situations, ensuring that the clocks are never correctly set and are always ready for the next group of visitors.

Learning Objectives:  Build upon time telling abilities by understanding what the hands and numbers of the clock represent

Area 4.0 Island Exploration

Visitor Experience A large train table is recognizable to many visitors as the Island of Sodor. As they approach the table they notice Brendam Docks, the rock quarry, railway crossings, bridges, and other recognizable features. Visitors choose from a wide range of engines or other vehicles, pushing them all around the table and allowing them to explore this miniature version of the island. Throughout their adventure they interact with the table by hauling cars, operating cranes, changing track routes, and other activities. Visitors are even able to create large sections of track and crawl underneath the table to access different activity areas.

While the train table provides children with an open-ended play opportunity, it also includes prompts suggesting missions, jobs, or challenges that promote STEM concepts and the 7 C’s.

4.1 Train Table A large custom train table that looks like the Island of Sodor includes crawl-through areas that let children “pop up” and play in the middle of the island. Portions of the table have been raised or lowered to increase accessibility for younger visitors or those with limited mobility or using wheelchairs. The table includes major locations in Sodor, such as Tidmouth Shed, Brendam Docks, the Rescue Station, the quarry, paint factory, and other landmarks.

The train table includes toy trains and track pieces, allowing visitors to create routes or spurs, and adding an important engineering component to the table. In the free build area, children can build bridges that connect to raised track segments. The table integrates other props, such as buildings and collapsible bridges, as well.

Learning Objectives:  Imagine, plan and execute various innovative track options for trains to navigate through to accomplish tasks  Connect and cooperate with others to share materials, create stories and build dialogue

Parent Tip: The train table features a parent tip graphic (4.1.1.7). The graphic provides a brief explanation of engineering and STEM thinking, and encourages adults to look for it around train table. For full text, please consult the exhibit text document.

4.2 Biographies, Jobs, and Challenges A large wall graphic near the table shows the Steam Team parked at Tidmouth Shed. Near each train is brief biographical information and prompts. These prompts will include challenges children could use (or adults could suggest) to help them engage in, extend, or deepen their play.

Some challenges are simple, such as “Travel around the entire island.” Others might be more complex or include multiple steps, such as “Take the quickest route to deliver the mail to the rescue station and Brendham Docks. Then pick up rocks at the quarry and use the shortest route to take them to the farm.”

Learning Objectives  Contemplate plan and strategize various routes around the island  Encourage conversation and interaction between adults and children to show children’s thinking and reasoning. 13

4.3 On and Over the Rails

Children place a toy train on top of an adjustable ramp at this experimentation station. The goal is to get the train up and down a hill and around a curve to the bottom of the ramp. If the ramp is set too high, the train goes too fast and falls off at the curve. If the ramp is too low, the train goes too slow to make it up the hill. Hypothesizing and experimenting about why the train goes faster or slower, children engage in a common play activity that is also a physics exercise.

Learning Objectives:  Explore forces of movement such as gravity, push and pull, and the factors impacting those forces such as weight and height  Contemplate, make hypotheses, and execute various approaches to get the trains to the bottom of the ramp

Area 5.0 Sodor Steamworks

Visitor Experience Visitors excitedly approach the Sodor Steamworks ready to help Victor, the Steamworks manager, fix and improve the engines! Inside the building, interactive activities revolve around a large detailed model of Percy. Some activities ask visitors to help fix or maintain Percy while others prompt visitors to consider the differences between the island’s engines. Each activity provides a glimpse of how trains work, stoking children’s curiosity and encouraging them to learn more.

On one side of Percy visitors use oversized nuts, bolts, wheels, rods, and wrenches to put the little green engine’s wheels back on, making sure they are good and tight. On the other side of the model visitors choose train parts to put on, exploring each part’s purpose as they do so. Alongside Percy children work together to load coal and pump water to get Percy ready to chug.

5.1 Steamworks Environment This multi-sided display is styled after the Sodor Steamworks and features Victor on the front of the structure. Visitors walk around the entire display, helping fix the train inside.

5.2 Fix the Wobbly Wheels At the center of the Steamworks is a large model of Percy, the number 6 green engine. A prompt on one side of the structure explains that Percy’s wheels are wobbly and he’s come to get them fixed. A storage area with oversized and easy to use wrenches, nuts, blots, and rods is located nearby.

Visitors fix Percy’s wheels by removing the old wheels from the model. They then put the new parts on, experimenting to find the right order and combination of wheels, rods, and bolts, and deciding which tools are best for the job.

Learning Objectives:  Identify and describe objects and materials by physical characteristics  Build confidence by trying out different placements and positions of the train wheels and rods to get them working  Strengthen small muscles and improve dexterity when working with the tools and train parts

5.3 Every Part Has a Purpose Next to the wheels interactive, a variety of three- dimensional parts are displayed along the wall. The parts—funnels, lanterns, buffers—are grouped together and labeled to let visitors know what they are. Visitors remove the old parts from Percy and replace them with different shaped or different colored options.

Learning Objectives:  Make comparisons between two or more parts, including whistles, funnels and lanterns, and contemplate their use  Remove train parts and problem-solve by choosing replacement parts to come up with a solution

5.4 Get Percy Going Percy needs to get going, but his engine won’t work because he doesn’t have enough coal and water. It is the children’s job to load him with enough coal and water so he can get going. Working together on a model of Percy (the same model used in the other two interactives), visitors put coal on to a conveyer belt and into his coal box while another releases water from the water tower. Once they have loaded enough coal and water, and built up enough steam, a whistle blows and a chugging sound is heard.

Learning Objectives:  Work cooperatively with peers to start the steam engine  Observe, analyze, conclude, and reflect on how Percy’s engine makes and uses steam energy

5.5 Engine Observations A large graphic of trains representing different types of engines is featured along another wall. The image shows steam engines, a narrow gauge engine, a diesel engine, and an electric engine. Visitors try to spot the differences between the engines and hypothesize about other differences they may not be able to see.

Learning Objectives:  Make comparisons between four types of trains: steam, diesel, electric, and narrow gauge steam engines  Raise questions and theorize differences in train technology and share thoughts with others

Area 6.0 Sodor Tot Spot

Visitor Experience Set aside for some of the exhibit’s youngest visitors, the tot spot provides activities designed for toddlers. The Island of Sodor serves as the visual theming for the area, with its green hills and blue skies providing “the structure” of the tot spot. Young visitors play within a semi-enclosed space that provides seating for adults. A busy wall full of sliders, mirrors, a spinner, and other stimulating interactives surround the space and padded floor, perfect for crawlers.

6.1 Tot Spot Structure The rolling hills of Sodor serve as the inspiration for this area, with tot spot displaying and visually referencing the landscape. Young visitors safely explore and move through the space, while adults keep an eye on both them and the rest of the exhibit space.

Parent Tip The tot spot structure features a parent tip graphic (6.3.1). The graphic explains how simple sensory exploration is an important aspect of early childhood education. For full text, please consult the exhibit text document.

6.2 Busy Wall Surrounding the interior of the tot-spot, the busy wall is full of enjoyable and age-appropriate activities for toddlers. Sliders, mirrors, flip doors, and toys allow babies and toddlers to experience the world of “Thomas” in their own way.

Learning Objectives:  Build upon developing language abilities by babbling, talking and interacting with Thomas and friends activities  Develop eye-hand coordination and work small muscles by opening doors, turning knobs and sliding trains along a “track.”

Area 7.0 Engine Driver’s Common Room

Visitor Experience Thomas the Tank Engine and his friends have delighted children for generations. Many of those children have grown up and are now parents or grandparents themselves, and they want to share the world of Thomas with their special little ones. 17

This space—themed to look similar to the engine driver’s common room—displays a retrospective of Thomas, featuring the different media he has been featured in. Younger visitors learn about Thomas’ history and older visitors reminisce and share their memories of the number one blue engine. The retrospective’s casework and graphics are integrated into the furniture, seamlessly fitting into the common room scene.

7.1 Common Room Scene A wall of the engine driver’s common room serves as backdrop for a retrospective of Thomas the Tank Engine.

7.2 Retrospective Images hung on the wall in picture frames tell the story of Thomas while integrating the content into the common room scene. This special history is presented in eras, showing the evolution of the books, shows, and toys. Including the history of the series spurs intergenerational conversations about a shared childhood experience. Models from past television series are on display, adding to the richness of the area.

Learning Objectives:  Connect and share with others’ familiarity with and appreciation for “Thomas & Friends”  Notice, observe and recall the vast ways Thomas and Friends have appeared over the years

National Standards

Science, Engineering and Technology National standards in STEM for grades K-2.

Engineering Design  Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Motion and Stability: Forces and Interactions  Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Matter and Its Interactions  Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.  Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose

Mathematics Standards Math standards from the National Council of Teachers of Mathematics for grades PreK-2.

Number and Operations  count with understanding and recognize "how many" in sets of objects  develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections  connect number words and numerals to the quantities they represent, using various physical models and representations  develop and use strategies for whole-number computations, with a focus on addition and subtraction

Algebra  count with understanding and recognize "how many" in sets of objects  sort, classify, and order objects by size, number, and other properties

Geometry  recognize geometric shapes and structures in the environment and specify their location  create mental images of geometric shapes using spatial memory and spatial visualization  describe, name, and interpret direction and distance in navigating space and apply ideas about direction and distance  find and name locations with simple relationships such as "near to" and in coordinate systems such as maps

Measurement  recognize the attributes of length, volume, weight, area, and time  compare and order objects according to these attributes

Problem Solving  build new mathematical knowledge through problem solving  solve problems that arise in mathematics and in other contexts  apply and adapt a variety of appropriate strategies to solve problems  monitor and reflect on the process of mathematical problem solving

Communication  organize and consolidate their mathematical thinking through communication  communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Connections  recognize and use connections among mathematical ideas  recognize and apply mathematics in contexts outside of mathematics

Exhibit Text

1.2 Toy Train Return: return signs Please leave toys inside the gallery so other Por favor deja los juguetes en la galería para children can play with them. que otros niños también puedan jugar con ellos.

3.2 Loading Zone: luggage rack prompts Passengers’ luggage needs to be loaded El equipaje de los pasajeros debe cargarse quickly and neatly to keep the trains running on con rapidez y de manera ordenada para time. Can you help load it? mantener el horario de los trenes. ¿Puedes ayudar a cargarlo?

3.2 Loading Zone: cart prompts Crops and freight need to be loaded quickly Las cosechas y la carga deben cargarse con and neatly to avoid “confusion and delay.” rapidez y de manera ordenada para evitar Where should it all go? que haya “confusión y demoras”. ¿Dónde deben ir las cosas?

3.2 Loading Zone: parent tip Minds at Work Cerebros trabajando Loading and unloading train cars can be a Cargar y descargar vagones de tren puede good workout, and it’s also a great workout for ser un buen ejercicio físico, pero también es un your brain. Children use various math concepts gran ejercicio para el cerebro. Para cumplir including shape identification, sorting, and con la tarea, los niños utilizan varios conceptos counting to get the job done. matemáticos tales como identificar formas, clasificar y contar.

3.3 Destination Station: fare sign (outside booth) Where do you want to go? ¿A dónde quieres ir? Ffarquhar: $1 Brendam: $2 Ulfstead Castle: $3 Vicarstown $4

3.3 Destination Station: fare sign (inside booth) Ffarquhar: $1 Brendam: $2 21

Ulfstead Castle: $3 Vicarstown $4

3.4 Tick Tock, Fix the Clock: booklet Thomas will arrive 1 hour early. Thomas llegará 1 hora más temprano Thomas will be 1 hour late. Thomas llegará 1 hora más tarde Thomas is making good time and will be 1 hour Thomas va a buen paso y llegará 1 hora más early. temprano

Gordon is delayed 30 minutes. Gordon está atrasado 30 minutos Gordon’s schedule has changed. He will be 30 El horario de Gordon ha cambiado. Llegará 30 minutes early. minutos más temprano. Gordon will be 30 minutes late. Gordon llegará 30 minutos tarde

Henry has encountered “confusion and delay.” Henry ha tenido que enfrentar “confusión y He will be 15 minutes late. demoras”. Llegará 15 minutos tarde. Henry has a special delivery and will be 15 Henry debe hacer un envío urgente y llegará minutes early. 15 minutos antes. Henry will arrive at Knapford Station 15 Henry llegará a la Estación de Knapford 15 minutes ahead of schedule. minutos antes del horario previsto

3.4 Tick Tock, Fix the Clock: clock name labels Thomas’ Arrival Time Hora de llegada de Thomas

Gordon’s Arrival Time Hora de llegada de Gordon

Henry’s Arrival Time Hora de llegada de Henry

3.4 Tick Tock, Fix the Clock: activity prompts Push the button to find out if Thomas will be Oprime el botón para averiguar si Thomas va early or late. Adjust the clock to the new arrival a llegar temprano o tarde. Ajusta el reloj de time. acuerdo con la nueva hora de llegada.

Push the button to find out if Henry will be Oprime el botón para averiguar si Henry va a early or late. Adjust the clock to the new arrival llegar temprano o tarde. Ajusta el reloj de time. acuerdo con la nueva hora de llegada.

Push the button to find out if Gordon will be Oprime el botón para averiguar si Gordon va early or late. Adjust the clock to the new arrival a llegar temprano o tarde. Ajusta el reloj de time. acuerdo con la nueva hora de llegada.

4.1 Train Table: parent tip Engineering Solutions Soluciones de Ingeniería Engineering is about identifying challenges, and Los ingenieros, primero, identifican los retos. designing, building, and testing solutions. Notice Después diseñan, construyen y ponen a prueba children thinking and acting like engineers at las soluciones. Observen a los niños pensando y the train table. actuando como ingenieros en la mesa del tren.

4.2 Biographies and Challenges Banner: Steam Team bios Meet the Steam Team ¡Conoce al equipo de las locomotoras de vapor!

Thomas Thomas is the No. 1 blue engine. He needs Thomas es la locomotora azul con el número 1. more water, but cannot remember where the Necesita agua, pero no se acuerda dónde water tower is. Where can Thomas find one? queda la torre de agua. ¿Dónde puede encontrar Thomas una torre de agua?

Percy Percy is the No. 6 green engine. He needs to Percy es la locomotora verde con el número 6. take the mail to the rescue center before Debe llevar el correo al centro de rescate picking up cargo at Brendham Docks. What antes de recoger la carga en los Muelles de route should he take? Brendham. ¿Qué ruta debe seguir?

Gordon Gordon is the No. 4 blue engine. He pulls the Gordon es la locomotora azul con el número 4. Express. What is the fastest route for Gordon Él jala el tren Expreso. ¿Cuál es la ruta más to chug around the entire Island? rápida para que Gordon resople por toda la isla? Henry Henry is the No. 3 green engine. He delivers Henry es la locomotora verde con el número 3. fish from Brendham Docks. Henry needs to go Reparte el pescado desde los Muelles de to the docks, the paint factory, and the rescue Brendham. Henry tiene que ir a los muelles, a la station. How many different routes could he fábrica de pintura y a la estación de rescate. take? ¿Cuántas rutas diferentes puede tomar?

James James is the No. 5 red engine. He does not James es la locomotora roja con el número 5. Él want to get his splendid red paint dirty. Can he no quiere por nada del mundo que su “muy get around the Island without going through the espléndida” pintura roja se ensucie. ¿Será quarry or past the paint factory? posible que recorra la isla sin tener que pasar por la cantera o la fábrica de pintura?

Edward Edward is the No. 2 blue engine. He needs to Edward es la locomotora azul con el número 2. deliver many train cars to Knapford Station. Tiene muchos vagones de tren que repartir en a How many cars can he pull at once? la Estación de Knapford. ¿Cuántos puede llevar la vez?

Toby Toby is the No. 7 brown tram engine. He needs Toby es la locomotora tranvía de color marrón to take two coaches and one freight car to the con el número 7. Necesita llevar dos vagones quarry. Can you help him find them and get to de pasajeros y un vagón de carga a la the quarry quickly? cantera. Ayúdalo a encontrarlos y a llegar rápido a la cantera.

Emily Emily used to live at Knapford Station but now Emily solía vivir en la Estación de Knapford, lives at Tidmouth Sheds. What is the shortest pero ahora vive en Tidmouth Sheds. ¿Cuál es route from Knapford Station to Tidmouth la ruta más corta desde la Estación de Sheds? What is the longest? Knapford hasta Tidmouth Sheds? ¿Y la ruta más larga?

4.1 Train Table: parent tip On and Over the Rails Encarrilado y descarrilado Can you get the train to the end of the track? ¿Puedes lograr que el tren llegue hasta el final What happens if you raise the ramp higher? de la vía férrea? ¿Qué pasa cuando subes la What about lower? rampa un poco más? ¿Y cuándo la bajas? .

5.2 Fix Percy’s Wobbly Wheels: activity prompt Fix Percy’s Wobbly Wheels Repara las ruedas flojas de Percy

Percy has come to the Steamworks to fix his Percy ha venido a Steamworks con el fin de wobbly wheels. He needs new wheels, bolts, arreglar las ruedas que están flojas. Necesita and rods. ruedas, tornillos y bielas nuevas.

5.3 Every Part has a Purpose: activity prompt

Percy needs new parts. Where does each part Percy necesita algunas piezas nuevas. ¿Dónde go? How does each part help him be really va cada pieza? ¿Cómo le ayuda a él cada useful? pieza a ser útil?

5.4 Get Percy Going: activity prompt and labels Get Percy Going Percy en marcha

Steamies need coal and water so they can Las locomotoras de vapor necesitan carbón y chug, but Percy is all out of both! Work agua para resoplar, ¡pero a Percy ya no le together to load Percy with coal and fill his queda nada! Ustedes pueden ayudar a cargar boiler with water from the tower. a Percy con carbón y llenar su caldera con agua de la torre.

Turn to release water. Dale la vuelta para que salga agua.

Water Level Nivel del agua

5.5 Engine Observations

Many trains live on the Island. What do you Muchos trenes viven en la isla. ¿Qué tiene cada notice about each train that makes them tren que lo hace diferente de los otros? ¿Y qué different? What makes them the same? los hace iguales?

Steam Engine Locomotora de vapor

Narrow Gauge Steam Engine Locomotora de vapor de vía angosta

Diesel Engine Locomotora diésel

Electric Engine Locomotora eléctrica

5.6 SteaA Guide to Really Useful Engines A Guide to Steamies Una guía de Locomotoras

Steamies are “really useful,” but do you know Las locomotoras de vapor son the science behind steam engines? “verdaderamente útiles”, pero ¿qué sabes de la ciencia que las hace funcionar?

Coal and water are loaded onto the train. El tren se carga con carbón y agua.

The coal fuels a fire. The fire causes the water El carbón alimenta un fuego. El fuego hace que to boil, creating steam. el agua hierva y el agua hirviendo produce vapor. A valve releases steam into the engine chamber, pushing a piston inside. Una válvula deja salir el vapor hacia la The piston is connected to a series of rods, cámara de la locomotora y empuja el pistón which are connected to the train’s wheels. que hay adentro. El pistón está conectado a una serie de bielas, As the piston moves, so do the rods, turning the que a su vez están conectadas a las ruedas del 25 train’s wheels. tren.

A medida que el pistón se mueve, se mueven las bielas, haciendo girar las ruedas del tren.

Now the train is moving! Choo choo! ¡Ahora el tren se está moviendo! ¡Chu chu chu!

Ask your child how he or she think a steam train Pregúntale a tu hijo cómo cree que se mueve gets moving. una locomotora de vapor.

6.3 Tot Spot: parent tip Early Explorers Los primeros exploradores

Babies and toddlers use their senses to explore Los bebés y niños pequeños usan los sentidos and learn about the world around them. Every para explorar y aprender sobre el mundo que new discovery helps build a strong foundation los rodea. Cada cosa nueva que descubren les for active, lifelong learning. ayuda a construir las bases de una activa vida de aprendizaje.

7.1 Common Room Scene: Thomas model label

Thomas model, chugged across the set during Este modelo de Thomas resopló por el set the Thomas & Friends live-action series. durante la filmación de la serie en imágenes reales de Thomas and Friends.

7.1 Common Room Scene: Emily model label

Emily model, made her first appearance in Este modelo de Emily hizo su primera aparición 2003 in Thomas & Friends live-action series. en el año 2003 en la serie en imágenes reales de Thomas and Friends.

7.2.1 Retrospective: origin of the “Railway Series” panel All Aboard! ¡Todos a bordo! Thomas and his friends began in books Las historias de Thomas y sus amigos comenzaron como libros

The steam engines that puffed and chuffed Al Rvdo. Wilbert Awdry siempre le fascinaron their way across the English countryside always las locomotoras de vapor que traqueteaban y fascinated Rev. Wilbert Awdry. He used trains resoplaban por la campiña inglesa. Estos trenes as inspiration for the stories he later told his le sirvieron de inspiración para las historias que 26 son. These stories grew into the Railway Series más adelante le narró a su hijo. Estas historias and laid the foundation for all things Thomas & se convirtieron en lo que se conoce como Friends. Railway Series y sentaron la base de todo lo relacionado con Thomas & Friends.

7.2.1 Retrospective: image group caption label

Rev. Awdry (pictured TBD) wrote 105 stories in El Rvdo. Awdry (pictured TBD) escribió 105 the Railway Series. His son, Christopher (pictured historias para Railway Series. Su hijo, TBD), began contributing to the series in 1982. Christopher (pictured TBD), comenzó a contribuir con la serie a partir de 1982.

7.2.1 Retrospective: image group caption label

The first Railway Series book was published in El primer libro de la Railway Series fue 1942 and featured stories about Gordon, publicado en 1942 e incluía historias sobre Edward, and Henry (pictured TBD). Thomas Gordon, Edward y Henry (pictured TBD). made his first appearance in 1946. Thomas apareció por primera vez en 1946.

7.2.1 Retrospective: image group caption label

Every engine on the Island of Sodor is based on Cada locomotora de la Isla de Sodor se basa a real train. Thomas is based on a London en un tren real. La inspiración para crear a Brighton and South Coast Railway 0-6-0 E2 Thomas fue un tren de tanques laterales with extended side tanks. extendidos de la compañía London Brighton and South Coast 0-6-0 E2.

7.2.2 Retrospective: “Thomas” television panel Fizzling Fireboxes! ¡Chimeneas silbando! Steamies chug onto TV Las locomotoras de vapor traquetean hasta la T.V.

One chance meeting can change everything. Un encuentro casual puede cambiar todo. El Producer Britt Allcroft met Rev. Awdry at a productor Britt Allcroft conoció al Rvdo. Awdry documentary recording in 1979 and was durante la filmación de un documental en 1979 inspired to bring his engines to television. y se inspiró para llevar sus locomotoras a la Thomas the Tank Engine and Friends chugged televisión. Thomas the Tank Engine and Friends on to U.K. screens in 1984. traqueteó hasta las pantallas del Reino Unido en 1984

7.2.2 Retrospective: image group caption label

Former Beatles drummer Ringo Starr was the Ringo Starr, el antiguo baterista de los Beatles, first narrator for the Thomas the Tank Engine & fue el primer narrador de la serie de televisión Friends television series. The British and Thomas the Tank Engine & Friends®. Las American versions of Thomas & Friends on TV versiones británicas y estadounidenses de and DVD have also had George Carlin, Alec televisión y de DVD de Thomas & Friends, Baldwin, and Michael Brandon as their también contaron con George Carlin, Alec narrator. Baldwin y Michael Brandon, como sus narradores.

7.2.2 Retrospective: image group caption label

Fans can experience their favorite #1 engine Los seguidores de Thomas pueden vivir la at theme parks, attractions, and stage shows experiencia de montar en su locomotora #1 around the world. They can also ride on a life- favorita en los parques temáticos, parques de sized Thomas replica at Day Out With Thomas, atracciones y en escenarios alrededor del a live event that has toured North America, mundo. También pueden montar en una Europe, and Australia since 1996. reproducción a escala real de Thomas, en Day Out With Thomas (Un día de paseo con Thomas), un evento en vivo que ha recorrido Norte América, Europa y Australia desde 1996.

7.2.3 Retrospective: television splash screen

Press a button to see the different production Oprime uno de los botones para ver los styles of the Thomas & Friends television series. diferentes estilos de producción de la serie de televisión Thomas & Friends

Live Action Acción en vivo

Shining Time Station (US only) Estación Shining Time (Solamente en EE.UU.)

Computer-Generated Imagery (CGI)—Thomas Imágenes Generadas por Computadora (IGC) speaks! — ¡Thomas habla!

Watch as Fisher-Price® designers turn ideas Observa cómo los diseñadores de Fisher- 28 and drawings into real Thomas & Friends toys. Price® convierten las ideas y los dibujos en verdaderos juguetes de Thomas & Friends.

7.2.3 Retrospective: CGI Thomas panel Bubbling Boilers! ¡Calderas burbujeantes! Thomas and his friends get a new look Thomas y sus amigos tienen un nuevo look

The engines on the Island of Sodor will tell you Las mismas locomotoras de la Isla de Sodor les that sometimes it’s nice to get a new coat of dirán a ustedes, que a veces es agradable paint. recibir una nueva capa de pintura.

Thomas & Friends unveiled a new look in 2010, Thomas & Friends revelaron un nuevo look en el switching from “live action model animation” to año 2010, cambiando el “modelo de the computer generated animation you see animación en vivo” por la animación generada today. Now Thomas and his friends could be por computador, que vemos hoy en día. Ahora more expressive and tell their stories in their Thomas y sus amigos pueden ser más own voices rather than relying on a narrator. expresivos y contar sus historias en sus propias voces sin necesidad de depender de un narrador.

7.2.3 Retrospective: image group caption label

Thomas the Tank Engine first came to life as a Thomas the Tank Engine cobró vida por primera wooden model made for his son, Christopher, vez en un modelo de madera, que fue tallado carved by the Rev. Awdry himself. Today, por el mismo Rvdo. Awdry para su hijo created by Fisher-Price®, Thomas engines and Christopher. Hoy en día las locomotoras y los toys are available worldwide with wooden, juguetes de Thomas, creados por Fisher-Price®, die-cast metal, motorized, and electric track se consiguen por todo el mundo en madera, systems. metal fundido, motorizados y con sistemas de pistas eléctricas.

7.2.3 Retrospective: image group caption label

Thomas’ popularity shows no signs of slowing La popularidad de Thomas no muestra signos down. In 2013 Thomas & Friends began de estar disminuyendo. En 2013 Thomas & broadcasting nationally on PBS Kids, reaching Friends comenzó a transmitirse a nivel nacional nearly 110 million households across the U.S. en PBS Kids, llegando a casi 110 millones de The series has expanded into mobile apps, hogares alrededor de los Estados Unidos. La digital media, and movies. serie se ha expandido a las aplicaciones para móviles, los medios digitales y el cine.

Thomas and Friends Kiosk Text

On all screens

If you provide your e-mail address you may Si registras tu dirección de correo electrónico, be contacted periodically with general recibirás de vez en cuando información updates, special offers and opportunities to general actualizada, ofertas especiales y provide feedback. You will have the option to oportunidades para hacer comentarios. Tienes be removed from the e-mail mailing list. la opción de retirarte de la lista de destinatarios del correo electrónico, si así lo deseas.

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E-mail a photo. Touch here. Envíe una foto por correo electrónico. Toque aquí.

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(Countdown: 5-4-3-2-1)

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Preparing your photo... Preparando tu foto...

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Type in your e-mail address. Escriba su dirección de correo electrónico.

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(If email is typed in) Espera por favor… Please wait…

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(If Skip button is selected) ¡Gracias! Thank you!

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(If Ok button is selected) ¡Su foto va en camino! Your photo is on its way!

Send photo to another account ¿Enviar la foto a otra cuenta?

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Thank you! ¡Gracias!