Topic of Study – Traveling with People and Animal Power
To introduce a series of topics of study related to travel, we begin by learning about traveling with people and animal power. People power includes walking, jogging and running, and pedaling, pushing and pulling wheeled vehicles. Animal power includes riding animals such as horses, camels and donkeys. Animals can also pull wagons and carts. Donkeys can carry things on their backs. Children can easily relate to all of these means of travel and will enjoy learning about traveling with people and animal power. Introduction
Here are four big ideas about traveling with people and animal power you can help children explore:
We can travel on foot (walking, running, jogging, skipping)
We can travel by pushing, pulling and pedaling
Wheels make it easy for us to travel Big Ideas Animals help us travel
• Pictures that include people walking, running, jogging, riding unicycles, bicycles, tricycles, roller skating, ice skating, rollerblading, water and snow skiing, pulling wagons, pushing wheelbarrows, riding horses, camels and donkeys. Note: Consider searching Microsoft Clip Art or Google Images for pictures. • Pictures of bicycles, tricycles, roller skates, ice skates, rollerblades, wagons, wheelbarrows, skies, horses, camels and donkeys • Children’s books about traveling with people and animal power: Materials to On the Go by Ann Morris, photographs by Ken Heyman Collect and We’re Going on a Bear Hunt by Michael Rosen, illustrated by Helen Oxenbury Curious George Rides a Bike by H. A. Rey Make • Felt or Magnetic Board • Locate at A Story a Month on the Arkansas Better Beginnings website: Storytelling figures (felt or magnetic) for the book, We’re Going on a Bear Hunt Storytelling figures (felt or magnetic) for the book, Ask Mr. Bear • Boxes of different sizes: appliance boxes, small boxes, shoe boxes, gift boxes • Wheels from broken toy vehicles; wheels with connecting axels • Two identical pieces of wood, one with four wheels attached and one with no wheels, sturdy rubber band attached to the end of each piece of wood, two identical cans filled with equal amounts of sand • Create a three-dimensional neighborhood to use during the topics of study that focus on travel. (Refer to Block Center for information on how to create a neighborhood)
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• Check with your local library for the availability of children’s books. • Children’s books can be purchased online, from school supply catalogs or local bookstores. • Contact the Division of Child Care and Early Childhood Education for the following materials or locate at A Story a Month on the Arkansas Better Beginnings website:
A Story a Month – We’re Going on a Bear Hunt (patterns for storytelling Resources figures) A Story a Month – Ask Mr. Bear (patterns for storytelling figures)
Introduction: Finding out what Children Know about Traveling with People and Animal Power
Benchmarks: 3.5 Understands that print conveys a message 5.8 Participates in group discussion
To introduce the topic of “Traveling with People and Animal Power” you need to find out Introducing what children already know about the topic. This allows you to build on your children’s and experiences. It also helps create an interest in the topic. Here’s how to begin.
Concluding • Gather the children in a group. Begin by telling children that for the next few the Topic weeks we are going to be learning about traveling. • Ask children to tell you what they think “traveling” means. Guide them to understand that when we travel, we go from one place to another. • Invite children to briefly discuss how they travel and some places they go. • State that, “Today we are going to talk about traveling with people power and animal power.” • Explain that cars, trucks, vans, motorcycles, airplanes and trains have engines, but that there are some ways we can travel without an engine. • Write on chart paper, chalkboard or marker board the words “Traveling with People and Animal Power.” • Ask children to pretend they do not have a car, truck or van. (Anything with an engine). How could they travel to a neighbor’s house? (walk, ride a tricycle, bicycle or skateboard, for example). How do cowboys travel? (ride horse) • Make a list of all of the things children know about traveling with people and animal power. • Review the list with them and say, “You already know a lot of things about traveling with people and animal power and we’ll find out even more.” • Keep the list until you have completed the topic of study. ______
Conclusion: Finding out What Children Have Learned about Traveling with People and Animal Power • Gather the children in a group at the conclusion of the study about traveling with people and animal power. • Write on chart paper, chalkboard or marker board, “Things We Learned about Traveling with People and Animal Power.” • Invite children to tell you some things they have learned. You may have to ask prompt questions such as “What are some ways you travel on the playground?” (walk, run, ride tricycle, pull wagon). “How can you make a boat go if it doesn’t have an engine/motor?” (row, pole, sails) • Make a list of all the things children learned about traveling with people and animal power. Adventures in Learning - #9 Travel 2 Traveling with People and Animal Power - Revised
• Read the first list you made with the children. Then say, “Here are some new things you found out about traveling with people and animal power” and read today’s list with the children.
Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Book #1: On the Go by Ann Morris, photographs by Ken Heyman
First Reading of On the Go • Show cover; give title, author and photographer. (Explain that the author is the person who writes the book and the photographer is the person who takes the pictures for the book.) • Ask children to predict what they think the book is about. • Explain to children that the book shows people traveling in ways they may not have seen before; that people travel in ways that may be different from the way we travel. Reading • Read the book so all children can see the pictures in the book. Show each page Books with and read the text and allow children time to look at the photographs and make Children comments and ask questions. Supply names of unfamiliar means of travel such as carts (p. 12) and rickshaws (p. 14). • Follow up by inviting children to recall some of the ways that people in the book are traveling. Ask questions such as, “In the book, what was your favorite way of traveling?” “Which was your least favorite? Which way would you not like to travel?” “What do you think traveling on a camel would be like?”
Additional Benchmark: 5.3 Expands vocabulary
Teacher Note: This type of book is an information book rather than a storybook. Some books, such as On the Go, can be shared with the whole group. However, some information books are best shared with an individual child or with a small group of children. They can also be placed in the library area or another learning center. For example, On the Go might be an appropriate book to place in the block center. ______Second Reading of On the Go • Show the cover, give the title, author and photographer. • Read the book so all children can see the pictures. Encourage children to comment and ask questions about the pictures. • Follow up the second reading by showing each page and inviting children to identify the ways people are traveling. (p. 5-7 people are walking, p. 8 & 9, people are riding on animals), (p. 10-27, people are using wheeled vehicles, etc.)
Third Reading of On the Go • Show the cover and invite children to recall the name of the book. Give the author and photographer. • Read the book so all children can see the pictures. • Follow up the third reading by showing each page and asking children to decide if travel is by people and animal power or by engines. ______Book #2: We’re Going on a Bear Hunt, Michael Rosen, author and Helen Oxenbury, illustrator
First Reading of We’re Going on a Bear Hunt • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to look at the cover and predict what the story is about. Adventures in Learning - #9 Travel 3 Traveling with People and Animal Power - Revised
• Ask how people on the cover are traveling (walking). Explain that this is called “on foot.” They are using people power to travel. • Read the story so all children can see the pictures in the book. • Follow up by asking, “Were your predictions about the story correct?” “Was there anything in the story that surprised you?” “What was your favorite part of the story?” “How would you like to go on a bear hunt?” ______Second Reading of We’re Going on a Bear Hunt • Show cover and ask children to recall the title. Give the author and illustrator. • Remind children that the characters in the book are using people power to travel and that this is called “on foot.” • Say, “Let’s read the book again and look for some of the obstacles that they had to go through on their bear hunt.” If necessary, help children understand that an obstacle is something that gets in the way of where you want to go. • Read the story so all children can see the pictures in the book. • Follow up the second reading by inviting children to recall some of the obstacles that the people in the story had to go through on their bear hunt. Show the pages as children are recalling the obstacles.
Additional Benchmark: 5.3 Expands vocabulary ______Third Reading of We’re Going on a Bear Hunt • Invite children to recall the title. Give author and illustrator • Show the cover and ask children how they think the people on the cover are feeling as they start out on their bear hunt. • Read the story so all children can see the pictures in the book. • Follow up the third reading with questions such as “How did the people in the story feel when they saw the bear?” “How did they feel when they got into bed and under the covers?” “Why do you think they said they were never going on a bear hunt again?” “What are some things that have scared you?”
Additional Benchmarks: 1.25 Identifies one’s own feelings 1.26 Expresses thoughts and feelings in words 1.27 Identifies and understands others’ emotions and intentions ______Fourth Reading of We’re Going on a Bear Hunt (Small Group) • Gather a small group of children, 3 to 5, and sit them so they see all the pages of the book. • Invite children to recall the title. Give author and illustrator. • Explain to children that they are going to help you read the book by saying the sounds that are made as the people go through the different obstacles they encounter on the bear hunt. • Read the story so all children can see the pictures in the book. • Invite children to say the sound words with you; “Swishy swashy! Swishy swashy! Swishy swashy!” for example. Run your fingers under the words as you and children read them together. • Thank the children for helping you “read” the story.
Teacher Note: This type of activity helps children begin to see themselves as readers . Teacher Note: Allow all children an opportunity to take part in this small group activity.
Additional Benchmark: 3.5 Understands that print conveys a message
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Book #3: Curious George Rides a Bike by H. A. Rey, author and illustrator
First Reading of Curious George Rides a Bike • Bring an unwrapped gift box to reading area. Place a small stuffed monkey in the box. Keep the box out of the children’s sight. • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children what they think the word “curious” means. Accept all answers. • Show the children the box and say, “If you want to know what is in the box, you are curious. A person who wants to know about things is curious. What do you think is in the box?” Allow children to predict what they think is in the box. Explain that they will find out what is in the box at the end of the story. Put the box out of children’s sight. • Ask children to look at the cover of the book and predict what the story is about. What do they think George is curious about? • Read the story so all children can see the pictures in the book. • Follow up by showing the pages where George is being curious and involve children in discussing each episode. On page 5, he is curious about what is in the box, pages 15-20, he is curious about the river, and on page 32 he is curious about the ostrich and if it would eat anything. • Invite children to tell some things they have been curious about. • Bring out the box and say, “Let’s see if your predictions are correct about what is in the box.” Open the box and bring out the monkey.
Teacher Note: Consider telling the story as you turn the pages if you think it may be too long to read to the children.
Additional Benchmark: 1.4 Shows curiosity and a desire to learn 3.2 Uses picture cues to tell a story ______
Second Reading of Curious George Rides a Bike. • Show the cover and ask children to recall the title. Give the author and illustrator. • Invite children to look at the cover and count the number of wheels on each bicycle. Say, “A bicycle has two wheels.” Suggest that when children go outdoors, they count the number of wheels on the tricycles they ride. • Recall with the children what the word “curious” means and some of the things George was curious about. • Read the story so all children can see the pictures in the book. • Follow up by turning the pages and allowing children to retell the story in their own words.
Teacher Note: Make sure all children who want a turn have an opportunity to contribute to the retelling. For example, invite a specific child to tell you one thing that is happening on a page. This strategy involves all children and prevents only the more verbal children from story retelling.
Teacher Note: This book will be introduced later in one of the topics about travel safety and care of vehicles used for travel.
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A Good Night Walk by Elisha Cooper
Ask Mr. Bear by Marjorie Flack
I Went Walking by Sue Williams
Mr. Gumpy’s Outing by John Burningham Additional Books The Listening Walk by Paul Showers, illustrated by Aliki
Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Storytelling Figures: We’re Going on a Bear Hunt • Make either felt or magnetic storytelling figures for the story, We’re Going on a Bear Hunt. • Read the book, We’re Going on a Bear Hunt, to the children. • Use the storytelling figures to tell the story. • Explain to the children that the storytelling figures will be in the library/book area Language for them to use. Materials • Demonstrate and discuss with the children the correct way to use the storytelling and figures. Activities ______Storytelling Figures: Ask Mr. Bear • Make either felt or magnetic storytelling figures for the story, Ask Mr. Bear. • Read the book, Ask Mr. Bear, with the children. • Involve children in discussing the different ways that Danny and the animals traveled in the story (walked, skipped, galloped, hopped, ran). • Use the storytelling figures and a felt or magnetic board to tell the story. • Explain to the children that the storytelling figures will be in the library/book area for them to use. • Demonstrate and discuss with the children the correct way to use the storytelling figures. ______
We’re Going on a Bear Hunt (Action Story)
Let’s go on a bear hunt. (Tap hands on thighs like walking) All right, let’s go.
Oh-oh, there’s long, wavy grass. Can’t go over it, Can’t go under it. Let’s go through it. Swishy swashy! (Rub hands together like swishing through grass) Swishy swashy! Swishy swashy! Oh-oh, there’s a deep, cold river. Can’t go over it, Can’t go under it. Let’s go through it. Splash, splosh, splash splosh, splash splosh! (Pretend to swim)
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Oh – oh, there’s thick, oozy mud. Can’t go over it. Can’t go under it. Let’s go through it. Squelch, squerch! (Move hands up and down as though walking through mud) Squelch, squerch! Squelch, squerch!
Oh –oh, there’s a big, dark forest. Can’t go over it. Can’t go under it. Let’s go through it. Stumble trip! Stumble trip! Stumble trip!
Oh, oh, there’s a swirling, whirling snowstorm. Can’t go over it. Can’t go under it. Let’s go through it. Hooo wooo! (Pretend to shiver) Hooo wooo! Hooo wooo!
Oh, oh, there’s a narrow, gloomy cave. Can’t go over it. Can’t go under it. Let’s go through it. Tip toe! Tip toe! Tip toe! (Tip toe fingers) Oh, oh, I feel a shiny wet nose! I feel two furry ears! I see two big, big eyes. It’s a bear! (Retrace steps) Whew! We made it. Under the covers, safe in bed! ______Benchmarks: 5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of language) 5.5 Participates in songs, finger plays, rhyming activities and games
Going Shopping Come go the store with me, It’s just down the street. We don’t need a car, We can go on our feet.
Daddy wants apples And onions and steak. Mother wants bread And strawberry cake.
Brother wants chicken And fish and potatoes. I want cereal And lettuce and tomatoes.
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Come go to the store with me, It’s just down the street. We don’t need a car, We can go on our feet. ______
My Bicycle
One wheel, two wheels on the ground (Revolve hands in forward circle to form each wheel) My feet make the pedals go round and round (Move feet in pedaling motion) Handle bars help me steer so straight (Pretend to steer bicycle) Down the sidewalk and through the gate. ______
My Tricycle
One, two, three wheels on the ground. (Hold up one, two and three fingers) My feet make the pedals go round and round. (Move feet in pedaling motion) Handle bars help me steer so straight, (Pretend to steer tricycle) Down the sidewalk and through the gate. ______
Row, Row, Row Your Boat
Row, row, row your boat, (Move hands and arms backward and forward Gently down the stream. to make rowing motion) Merrily, merrily, merrily, merrily, Life is but a dream. ______
Row Your Boat with a Partner
• Allow children to choose a partner and sit on the floor facing their partner with their legs extended. • Partners touch the bottoms of their feet and hold hands. • Show them how to slowly move back and worth with their partner as they sing “Row, row, row your boat.” (see previous activity) • Continue singing the song slowly until children catch onto the rhythm and are moving in unison. • Sing song at different speeds and ask children to move accordingly.
Additional Benchmarks: 1.14 Socializes with adults and children 1.19 Works cooperatively with others ______
This Is the Way (Sing to tune of Here We Go ‘Round the Mulberry Bush)
This is the way we row a boat, (Move hands and arms backward and forward to Row a boat, row a boat. make rowing motion) This is the way we row a boat, Early in the morning.
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This is the way we ride a bike, (Children on backs on floor and make pedaling Ride a bike, ride a bike. motions with legs and feet) This is the way we ride a bike, Early in the morning
This is the way we walk to the store (Children walk in place) Walk to the store, walk to the store. This is the way we walk to the store, Early in the morning.
This is the way we ride our horse (Children gallop in place) Ride our horse, ride our horse This is the way we ride our horse, Early in the morning.
This is the way we pull our wagon, (Child make pulling motion with hand) Pull our wagon, pull our wagon. This is the way we pull our wagon, Early in the morning. ______Benchmarks: 1.5 Enjoys experimenting and problem-solving with ideas as well as with concrete materials 3.5 Understands that print conveys a message 5.2 Uses effective oral communication skills: speaking in complete sentences, speaking with appropriate grammar 5.7 Engages in two-way conversation with children and adults
Going on a Bike Ride (Small Group Activity) • Follow up the reading of Curious George Rides a Bike by involving the children in writing a class book about things they might see or do if they went riding on their bikes. • Gather a small group of children (3 to 5) for this activity. • Help each child develop his/her individual page. Discuss with each child something he or she might see or do while went going on a bile ride and record that child’s comments on his or her individual page. An example is, Trey said, “I would see a man driving a dump truck.” • Encourage children to say something other than what another child says. • Invite children to draw a picture on their special page of the things that they might see or do. • Encourage children to write their name on their page. • Make a cover sheet for the book and include the title and the authors. For example, If We Went Riding on Our Bikes by Miss Julie’s Class. • Use rings or staple pages together to make a book. • Involve children in reading the book, inviting each child to read his or her page to the group. • Place the book in the library area.
If We Went Riding on Our Bikes
by Miss Julie’s Class
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Trey said, “I would see a man driving a dump truck”.
Teacher Note: Involve all children in creating a page for the book.
Additional Benchmark: 3.6 Demonstrates an interest in using writing for a purpose ______Benchmarks: 1.25 Identifies one’s own feelings 3.5 Understands that print conveys a message 5.7 Engages in two-way conversation with children and adults
Things That Scare Me Class Book (Small Group Activity) • Follow up the reading of We’re Going on a Bear Hunt by involving children in writing a class book about things that scare them. • Allow one page per child. • Help each child develop his or her individual page. Invite each child to discuss with you something that he or she is scared of and record that child’s comments on his or her individual page. • Invite children to draw a picture on their special page. • Encourage children to write their name on their page. • Make a cover sheet for the book and include the title and the authors. For example, Things That Scare Me by Miss Ramona’s class. • Use rings or staple pages together to make a book.
Erin said, “I got scared when I couldn’t find my mommy. We were at the store.”
Additional Benchmark: 3.6 Demonstrates an interest in using writing for a purpose ______Benchmarks: 1.5 Enjoys experimenting and problem-solving with ideas as well as with concrete materials 3.24 Finds more than one solution to a problem 5.8 Participates in group discussion 5.9 Uses language to problem solve
How Can You Get There? (Small Group – 3 to 5 children) • Gather a small group of children, 3 to 5, for this activity. • Explain to children that you need their help in deciding how they would travel to Adventures in Learning - #9 Travel 10 Traveling with People and Animal Power - Revised
certain places or do certain things using people and animal power. Stress that they cannot travel in a car, bus, truck, or in anything that has an engine. • State a situation and invite children to help you solve the problem. Allow children to discuss the situations and explain their solutions. Guide children to choose only those solutions that involve animal and people power. For example, if a child says “Go in the car” help the child see that the car has an engine.
“Your grandmother needs a loaf of bread from the store. How can you go to the store for her?” (Examples: walk, ride bicycle, tricycle, roller skate, ride horse)
“You are on the lake in your boat and the engine quits running. How can you get back to shore?” (Examples: row, pole, use sails, swim)
“Your daddy bought four sacks of feed for the cattle. The sacks are too heavy for him to carry. How can he get the sacks of feed to the barn?” (Examples: wagon or cart, wheelbarrow)
“Your baby sister/brother can’t walk yet. How can your mother take him/her to the park?” (Examples: carry, push in stroller)
“You are a cowboy and you want to round up the cattle to take them to another pasture where there is more grass for them to eat. How can you do this?” (Example: ride a horse)
“You and your family are going to the park for a picnic. How can you get there?” (Examples: walk, ride bicycles, roller skates, pull a wagon with food in it)
Teacher Note: Consider displaying an array of pictures that show traveling using people and animal power. Allow children to select the pictures that best fit the situation.
Benchmarks: 3.10 Classifies objects by physical features such as shape or color 3.22 Makes comparisons (scientific process: comparing)
Activity: What Has Wheels? (Small Group Activity – 3 to 4 children) • Gather pictures of things with wheels: wagon, tricycle, bicycle, stroller, cart, rickshaw, for example, and pictures of a horse, canoe, boy or girl, camel, and sailboat, for example. Science / • Make a chart with two columns. Head one column “Has Wheels” and the other, “Does Not Have Wheels.” Add a picture of a wheel to the “Has Wheels” column. Discovery Read the chart headings with the children. and Math • Place the pictures on the table face down. Explain to children that they will turn over a picture, name what is in the picture, and place the picture in the correct column. • Allow each child a turn. Assist children as needed to be successful.
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Has Wheels Does Not Have Wheels
______Benchmark: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: How Many Wheels? (Small Group Activity – 3 to 4 children) • Gather pictures of items with different numbers of wheels: unicycle, wheelbarrow, bicycle, rickshaw, tricycle, bicycle with training wheels, wagon, stroller, for example. • Make a chart with four columns. Head each column with a numeral from 1 to 4. Add the corresponding number of wheels to each column heading. • Place the pictures on the table face down. Explain to children that they will turn over a picture, count the number of wheels, and place the picture in the correct column. • Assist children as needed to be successful.
1 2 3 4
______Benchmarks: 1.5 Enjoys experimenting and problem-solving with ideas as well as with concrete materials 3.20 Uses senses to learn about the characteristics of the environment and to collect data (scientific process: comparing) 3.21 Uses words to describe the characteristics of objects (scientific process: observing) 3.22 Makes comparisons (scientific process: comparing) 3.23 Shows awareness of cause-effect relationships
Activity: Wheels Make Travel and Work Easier (Small Group Activity) • Collect two identical pieces of wood. Attach four wheels to only one piece of the wood. Staple a sturdy rubber band to one end of each piece of wood. Fill two identical cans/containers with equal amounts of sand. • Gather a small group of children (3 to 5) and involve them in experimenting with the two pieces of wood. • Have the children pull both pieces of wood by the rubber bands. Adventures in Learning - #9 Travel 12 Traveling with People and Animal Power - Revised
• Ask questions such as, “Which is easier to pull?” “How can you tell?” “What happens to the rubber bands when you pull the two blocks?” Which rubber band stretches more?” • Explain to children that you are now going to try another experiment with the two blocks of wood. • Place a weighted can on each block of wood and once again invite the children to pull both pieces of wood by the rubber bands. • Ask questions such as, “Which is easier to pull?” “How can you tell?” “What happens to the rubber bands when you pull the two blocks?” “Which rubber band stretches more?” “Why do you think one block was easier to pull than the other?” • Summarize the activity by asking children, “How do wheels make it easier to pull the pieces of wood?” Listen to their comments. • Help children understand that the wheels keep the wood off the surface of the table/floor, thus making it easier to pull the block with wheels.
Teacher Note: Suggest that children experiment with the blocks of wood on other surfaces such as carpet or concrete to determine if the results are the same.
Benchmarks: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship 3.23 Shows awareness of cause-effect relationships 4.2 Demonstrates health and personal care habits 4.3 Tries new foods before deciding whether he/she likes them 4.6 Coordinates eye-hand movements to complete task
Activity: Making Mud (Chocolate) Pudding (Individual activity) • Gather the following: one small cup per child, one teaspoon per child for stirring, clear measuring cup, tablespoon (measuring), milk and instant chocolate pudding • Make an illustrated recipe chart that lists steps for making mud (chocolate) Food/ pudding Nutrition Making Mud Pudding Experience Step 1. Measure 1/3 cup of milk and pour into a small cup Step 2. Measure 2 tablespoons of instant chocolate pudding and stir it into the milk Step 3. Stir 2 minutes, or until pudding thickens Step 4. Eat the pudding
Teacher Note: Allow the children to do as much of this food experience as possible. For example, show them the clear measuring cup and the 1/3 line on the cup. Allow them to pour the milk to the 1/3 line. Guide them as they measure two tablespoons of instant chocolate pudding. Consider setting a timer for two minutes. Ask children to decide if their pudding is ready to eat when the timer goes off.
Teacher Note: Teachers and children should always wash their hands before participating in a food experience.
Additional Benchmark: 3.18 Shows an awareness of time concepts ______Activity: Trail Mix
• Gather the following: toasted oat cereal, pretzel sticks, and different kinds of whole grain cereal squares. • Allow each child to put a scoop of each food item into his or her bowl. • Serve the Trail Mix with Juice
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Teacher Note: Allow the children to do as much of the food experience as possible.
Teacher Note: Teachers and children should always wash hands before participating in a food experience.
Benchmarks: 3.17 Shows understanding of different relationships of objects in space (spatial relations) 4.11 Runs, jumps, hops and skips 4.12 Shows balance and coordination
Activity: Indoor Obstacle Course • Create an indoor obstacle course that includes some of the following: balance beam or taped line on floor, rope to jump over, table to crawl under, pillow to crawl Movement/ over, chair to walk around, box to move through on stomach, hula hoops or circle of yarn to hop into and out of, small traffic cones or two liter bottles weighted with Physical sand or rocks for children to zigzag through. Education • Recall with children that in the story, Going on a Bear Hunt, there were many obstacles and that they will now go through an obstacle course like the people going on a bear hunt. • Invite children to travel through the obstacle course. Help children as needed. ______Benchmark: 3.17 Shows understanding of different relationships of objects in space (spatial relations)
Activity: Outdoor Obstacle Course • Create an outdoor obstacle course for children to travel through: walk around the climbing structure, climb up and down the climbing structure, crawl through a box or large snap together cube, walk on a balance beam, zigzag around cones or two-liter bottles weighted with sand or rocks.
Additional Benchmark: 4.13 Climbs up and down equipment ______Benchmark: 3.17 Shows understanding of different relationships of objects in space (spatial relations)
Activity: Driving Range • Create an obstacle course on the playground for children to steer tricycles and pull wagons through. Use cones or two-liter bottles weighted with sand or rocks to create the course. • Invite children to steer their tricycles or pull their wagons through the course.
Benchmarks: 2.10 Explores and manipulates art media 2.12 Preplans art project and then works with care
Art Activity: People and Animal Power Collage • Invite children to cut out pictures from magazines that show traveling with people and animal power and glue to a sheet of paper to create a collage.
Learning Activity: Painting with Wheels • Provide large sheets of paper, several small vehicles and two or three small bowls Centers or trays with small amounts of washable paint. • Invite children to dip the wheels of the vehicles into the paint and drive the vehicle across the paper. The wheels will leave tracks across the paper.
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Block Center Activity: Traveling in Our Neighborhood • Create a three-dimensional neighborhood to use during the topics of study that focus on travel. • Use milk cartons, boxes, blocks, and other three- dimensional materials to create the community. Stuff the boxes with newspaper and tape them securely shut to make them more sturdy. • Involve the children in deciding the buildings to place in the neighborhood: for example, center/school, grocery store, fire station, service station, department store, and houses. Allow the children to help you cover the boxes with self- adhesive paper and/or decorate them. • Label the buildings. For example, write the name of your center/school. Put house numbers on the houses. • Create streets with wide masking tape or long, narrow strips of paper, such as adding machine tape. • Consider adding buildings as the topics of study change. For example, add a bus station, a train station or airport when these building are introduced. ______Library/Book Corner • Add books about traveling with people and animal power. • Add pictures that show people walking, running, jogging, riding bicycles, roller skating, pushing a stroller, and riding a horse, for example. • Add a felt or magnetic board and storytelling figures for We’re Going on a Bear Hunt and Ask Mr. Bear. ______Benchmark: 2.1 Shows creativity and imagination in play with materials and props
Home Living/Dramatic Play • Add a bicycle prop box. Include bicycle caps, an air pump for bicycle tires, water bottles, a basket or side saddle for bicycles. Include bike clothes, if possible. • Post pictures of people riding bicycles. • Add a doll stroller. ______Manipulatives Activity: Make Bear Hunt Mud: 1 cup liquid starch 2 cups white glue Brown food coloring (red + yellow + blue = brown) Pour glue and food coloring into bowl Mix thoroughly Add starch slowly, and mix • Add Bear Hunt Mud to center
Teacher Note: Bear Hunt Mud can be reused. Store it in an airtight container. ______Water table or tub • Add boats to the water table. ______Sand table or tub • Add animals such as horses and camels to the sand table or tub. ______Science/Discovery • What Has Wheels? • How Many Wheels? • Wheels Make Travel and Work Easier Adventures in Learning - #9 Travel 15 Traveling with People and Animal Power - Revised
Quiet Corner • Create a quiet corner in your classroom; a place where children can go to be alone and to get away from the stresses of group living. • Place soft items in the quiet corner. Carpet on the floor, soft pillows, and soft and cuddly stuffed animals or dolls are examples. • Discuss with children when they might want to go to the quiet corner. When they are angry and need to get away from the source of their anger? When they are sad and need to be alone? When the room gets too noisy and they need a quiet spot? • Explain to children that the quiet corner is for one child at a time
Benchmark: 1.1 Demonstrates ability to make choice
Activity: Traveling: • Show each child’s name card and ask that child if he or she wants to pull a wagon, steer a tricycle, or row a boat to the next activity. Child chooses and makes appropriate motions as he or she goes to the next activity. ______Activity: Choose a Way to Travel: • Place an array of pictures of traveling with people and animal power on a felt or magnetic board. Transition • Invite each child to choose a way to travel, say what he or she chose and why, and go to the next activity. Activities Additional Benchmark: 5.10 Follows directions in sequence
Send home a note to parents stating for the next few days, the children will be learning about traveling with people and animal power. Suggest some ways families can be involved in the topic of study: • Collect pictures of people riding bicycles and tricycles, pushing strollers, and skating, for example, and pictures of people riding horses and camels, for example. • Suggest that families take a picture of their child riding a tricycle and send it to the center to display in the classroom. • Include the titles and authors of some of the children’s books about traveling with Family people and animal power. Activities • Suggest that they look for these books in the local library, check them out and read them with their child.
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Weekly Plan Sheet Week of Topic of Study Traveling with People and Animal Power Teacher(s) Day Group Time #1 Group Time #2 Small Group Activities Transition Activities Special Activities
Monday FP: Going Shopping – p. 7 FP: My Bicycle – p. 8
Introduction: Finding out First Reading of On the Go what children know about – p. 3 How Can You Get Traveling – p. 16 Indoor Obstacle Course Traveling with People and There? – p. 10 – p. 14 Animal Power – p. 2 FP or Song: Row, Row Your FP or Song: This Is the Way Boat – p. 8 – p. 8 Tuesday FP: My Tricycle – p. 8 FP: Going Shopping – p. 7
First Reading of: We’re Storytelling Figures: We’re Going on a Bear Hunt – p.3 Going on a Bear Hunt – p. 6 Things that Scare Me Choose a Way to Travel Outdoor Obstacle Class Book – p. 10 – p. 16 Course – p. 14 FP or Song: This Is the Way FP or Song: Row Your Boat – p. 8 with a Partner – p. 8 Wednesday FP: My Bicycle – p. 8 FP: My Tricycle – p. 8
First Reading of Curious Second Reading of On the George Rides a Bike – p. 5 Go – p. 3 Going on a Bike Ride – Traveling – p. 16 Trail Mix – p. 13 FP or Song: We’re Going on FP or Song: This is the Way p. 9 a Bear Hunt –action story – – p. 8 p. 6 Thursday FP: Going Shopping – p. 7 FP: My Tricycle – p. 8
Storytelling Figures: Ask Second Reading of We’re Mr. Bear – p. 6 Going on a Bear Hunt – p. 4 What Makes Travel and Choose a Way to Travel Driving Range – p. 14 Work Easier? – p. 12 – p. 16 FP or Song: Row, Row Your FP or Song: Row Your Boat Boat – p. 8 with a Partner – p.8 Friday FP: My Bicycle – p. 8 FP: Going Shopping – p. 7 Conclusion: Finding out Second Reading of Curious what children have learned George Rides a Bike – p. 5 Traveling with People and What Has Wheels? –p.11 Traveling – p.16 Mud Pudding – p. 13 FP or Song: We’re Going on Animal Power – p. 2 a Bear Hunt – action story – FP or Song: This is the Way p. 6 – p.8
Changes to the Environment (Props, materials added to Centers) Art Blocks Books Dramatic Play / Manipulatives Sand / Water Science / Discovery Home Living People and Animal Traveling in our Add books, pictures, Add bicycle prop box , Bear Hunt mud – Water - Add boats – What Has Wheels? – Power collage, Neighborhood – p. 15 and storytelling figures Pictures, Add doll p. 15 p. 15 p.11 Painting with Wheels – - p. 15 stroller - p. 15 How Many Wheels, p. 14 Sand – Add horses What Makes Travel and camels – p. 15 and Work Easier? – p.12 Topic of Study – Traveling to Places in the Community
Traveling to places in the community is a part of most children’s daily lives. Each child and his or her family use different means of transportation. They go to different places in their community. Children can learn a great deal from each other and from their classroom experiences, thus expanding their knowledge of their world as they explore the topic of study, Traveling to Places in the Community.
Introduction
Here are three big ideas about traveling to places in the community you can help children explore:
We travel in a lot of ways as we go places in our community.
We go to many places in our community.
Big Ideas We see different people and do many things when we travel in our community.
• Pictures of cars, vans, trucks, and SUVs Note: Consider searching Microsoft Clip Art or Google Images for pictures. • Children’s books about traveling to places in the community Wheels on the Bus, Raffi Songs to Read, illustrated by Sylvie Kantorovitz Wickstrom Mr. Gumpy’s Motor Car by John Burningham, author and illustrator Froggie Goes to School by Jonathan London, illustrated by Frank Remkiewicz Materials to • Dashboard: Locate a sturdy cardboard box at least 18 inches wide. Attach parts Collect and that are found on a dashboard. For example, create a steering wheel by attaching a paper plate or a pie tin to the box with a brad. Attach bottle caps for Make radio/CD buttons. Add a clock. Make a slot for a key. Provide a set of old keys. Be creative. Add other parts to the dashboard. • Collect environmental print items that represent grocery stores: empty food packages such as cereal boxes, cake, muffin and cookie mix boxes, cracker and cookie boxes, coupons with grocery items labels or logos, labels from canned soups, fruits and vegetables. • Collect items from local eating places, especially fast food restaurants: disposable menus, unused napkins, sacks and paper food containers with the logos on them. • Make cereal puzzles by cutting the fronts of various cereal boxes into four to six pieces. Store each puzzle in a self-closing clear plastic bag. Place the bags in the manipulative center. • Collect brochures from auto dealers. • Make the following vehicles from different colors of construction paper: yellow bus, blue mini-van, small purple car, black truck, white police car with black lettering. Laminate or cover with clear self-adhesive paper for durability • Collect an assortment of figures that depict traveling in the community and some
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that depict other types of travel: school bus, automobile, truck, mini-van, motorcycle, bicycle, plane, ship, covered wagon, wheel barrow, rickshaw, for example. • Make magnetic or felt figures of vehicles that can be used for travel in the community: cars, trucks, vans, SUVs, motorcycles, bicycles. Laminate or cover the figures with clear self-adhesive paper for durability. • Collect an assortment of small matchbox type cars in different colors. • Develop a Going to School Prop Box: lunch box, paper, pencils, crayons, name card, books and backpack. • CD or tape by Raffi with the song, Wheels on the Bus
• Check with your local library for the availability of children’s books. • Children’s books can be purchased online, from school supply catalogs or local bookstores. • Auto dealerships, local restaurants • Purchase the CD or tape by Raffi with the song, Wheels on the Bus Resources
Introduction: Finding out what Children Know about Traveling to Places in the Community
Benchmarks: 3.5 Understands that print conveys a message 5.8 Participates in group discussion
To introduce the topic of “Traveling to Places in the Community” you need to find out what children already know about the topic. This allows you to build on your children’s Introducing experiences. It also helps create an interest in the topic. Here’s how to begin. and • Gather the children in a group. Recall with them that during the previous week Concluding they learned about traveling with people and animal power. Involve them in the Topic discussing some of the things they remember about the topic. • Ask them if they remember what “traveling” means. Reinforce that it means going from one place to another. • Write on chart paper, chalkboard or marker board the words “Traveling to Places in the Community.” • Invite children to tell you what we mean when we say “community.” Help them understand that community means where we live, the people who live in our neighborhoods or near us, and the places we go with our families. • Involve children in discussing where they travel to in their community and how they travel to those places. • Make a list of all of things children know about traveling to places in the community. • Review the list with them and say, “You already know a lot of things about traveling to places in the community and we’ll find out even more.” • Keep the list until you have completed the topic of study. ______Conclusion: Finding out What Children Have Learned about Traveling to Places in the Community • Gather the children in a group at the conclusion of the study about traveling to places in the community. • Write on chart paper, chalkboard or marker board, “Things We Learned about
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Traveling to Places in the Community.” • Invite children to tell you some things they have learned. You may have to ask prompt questions such as “How are some of the ways you go places with your family?” “What are some things you do when you go to places in the community?” • Make a list of all the things children learned about traveling to places in the community. • Read the first list you made with the children. Then say, “Here are some new things you found out about traveling to places in the community” and read today’s list with the children.
Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Book #1: Mr. Gumpy’s Motor Car by John Burningham, author and illustrator
First Reading of Mr. Gumpy’s Motor Car • Prepare to read the book, Mr. Gumpy’s Motor Car • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to look at the cover and predict what the story is about. • Read story so all children can see the pictures in the book. • Follow up by asking children if their prediction about the story were correct. Ask Reading questions such as, “What was their favorite part of the story?” “What caused the Books with road to get muddy?” Invite children to share any experiences they have had Children driving in the mud. ______
Second Reading of Mr. Gumpy’s Motor Car • Show cover, give title, author and illustrator • Read the story so all children can see the pictures in the book. • Follow up the second reading by showing each page and inviting children to describe what is happening on the page. • Call children’s attention to an illustration showing the steering wheel and Mr. Gumpy on the opposite side of the car than we drive. Explain that in a country called England, which is far away, and is where Mr. Gumpy lives, the steering wheel is on the opposite of the car than in our cars. • Call children’s attention to the license plate on the front of Mr. Gumpy’s car. Ask children if their family vehicle has a license plate and where is it located. Suggest that children look at the license plate on their vehicle when they get home. ______
Third Reading of Mr. Gumpy’s Motor Car • Prepare to read the book, Mr. Gumpy’s Motor Car • Show the cover and invite children to recall the name of the book. Give the author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the third reading by rereading the page where the animals and the children all say, “Not me” when Mr. Gumpy said they would have to get out and push. • Show the next page and ask children what happened when no one got out and pushed. What happened when everyone got out and pushed? • Ask children if they can recall anytime they worked together with their friends in the classroom and good things happened. Guide children to see that when they Adventures in Learning - #9 Travel 3 Traveling to Places in the Community - Revised
do things such as clean up the classroom, build a block structure with friends, and carry toys in from the playground together, these are good things that happen.
Additional Benchmark: 1.19 Works cooperatively with others
Teacher Note: Children may be familiar with the book, Mr. Gumpy’s Outing, which is by the same author and has the same characters. In Mr. Gumpy’s Outing, they were all riding in a boat. ______Book #2: Froggy Goes to School by Jonathan London, author and Frank Remkiewicz, illustrator
First Reading of Froggy Goes to School • Prepare to read the book, Froggy Goes to School. • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to look at the cover and predict what the story is about. Ask, “What are some things you think Froggy will do at school?” • Invite them to name the animals they see on the cover • Read the story so all children can see the pictures in the book. • Follow up by asking questions such as, “What surprised you about the story? “What was your favorite part of the story?” “How do you think Froggy felt when he thought he was at school in his underwear?” “How would you feel if you went to school in just your underwear?” “How do you think Froggy felt when he woke up and realized he was just dreaming about going to school in his underwear.?”
Additional Benchmarks: 1.25 Identifies one’s own feelings 1.26 Expresses thoughts and feelings in words 1.27 Identifies and understands others’ emotions and intentions ______Second Reading of Froggy Goes to School • Show cover and ask children to recall the title. Give the author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the second reading by showing each page and having children tell the story by looking at the pictures. • Invite children to discuss certain pages, such as the one where Froggy has a bowl of flies for breakfast. Ask children what they think Froggy is taking to school in his lunch box. Ask children, “What was the only word Froggy knew how to read?” Children may discuss that they can read their name. Additional Benchmark: 3.2 Uses picture cues to tell a story ______Third Reading of Froggy Goes to School • Invite children to recall the title. Give author and illustrator • Read the story so all children can see the pictures in the book. • Follow up the third reading by turning to the page where Miss Witherspoon and the children are in a circle telling what they did last summer. • Invite the children to stand up. Clap your hands like Miss Witherspoon. Ask children to join you in saying and doing what Froggy did as he learned to swim. “Bubble, bubble, toot toot. Chicken, airplane soldier.” You and children do motions together. Teacher Note: Children may be familiar with other Froggy books such as Froggy Gets Dressed. Adventures in Learning - #9 Travel 4 Traveling to Places in the Community - Revised
Book #3: Wheels on the Bus, Raffi Songs to Read, illustrated by Sylvie Kantorovitz Wickstrom
First Reading of Wheels on the Bus • Prepare to read the book, Wheels on the Bus • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to look at cover and predict what the story is about. • Read the story so all children can see the pictures in the book. • Follow up the reading by asking children if their predictions about the story were correct. Ask if any of them have ridden on a bus and invite them to share their experiences. Did they like riding on a bus? Where were they going? Who was with them? ______
Second Reading of Wheels on the Bus • Show cover, give title, and illustrator. • Invite children to discuss what they recall about the story. • Read the story so all children can see the pictures in the book. • Follow up the second reading by inviting children to join in with you as you read the story again. • Call children’s attention to the license plate on the front of the bus. Select a page where the plate can be clearly seen. Read with the children the numerals and letters on the plate. • Show the page and ask children what the bus number is. Ask children why they think the bus has a number on it? (So people will know which bus to catch.) Explain to children that if they ride a school bus when they go to school, the bus will have a number on it.
Additional Benchmark: 3.7 Identifies letters and signs in the environment ______Third Reading of Wheels on the Bus • Show cover and invite children to say the title. Give the illustrator. • Read the story so all children can see the pictures in the book. • Follow up the third reading by explaining to children that they can add motions to go with the words in the story. • Involve children in deciding the appropriate motions to go with the following: “Wheels go round, round, round” “Driver says, ‘Move on back’” “People go up and down” “Horn goes beep, beep, beep” “Baby goes wah, wah, wah” “Parents go ‘shh, shh, shh’” • Read the story and invite children to make the motions at the appropriate time ______Fourth Reading of Wheels on the Bus • Show cover, give title and illustrator • Show children the music page opposite the inside back cover • Ask children if they know what a page that looks like this means. (It’s a song) • Invite children to sing the song and make appropriate motions as you turn the pages
Additional Benchmark: 2.5 Enjoys singing games, dramatizing songs and moving to music Adventures in Learning - #9 Travel 5 Traveling to Places in the Community - Revised
Cars by Anne Rockwell
Franklin Goes to School by Paulette Bourgeois, illustrated by Brenda Clark
Mr. Gumpy’s Outing by John Birningham
School Bus by Donald Crews Additional Books This is the Way We Go To School by Edith Baer, illustrated by Steve Bjorkman
Benchmarks: 5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of language) 5.5 Participates in songs, finger plays, rhyming activities and games
Helping Daddy Drive (Suit actions to words)
Language Open the car door, Materials Climb inside. and I get to help my daddy drive! Fasten the seat belt, Activities Shut the door, Start the motor, Hear it roar! Brrr! Brrr! Brrr!
Off we go, Down the street, Waving to people We happen to meet. ______Five Red Pickup Trucks
Five red pickup trucks, all in a row. (Hold up five fingers) The driver of the first truck said, “You’re driving too slow.” (Put thump down)
Four red pickup trucks, all in a row. (Hold up four fingers) The driver of the second truck said, “It’s time for me to go.” (Put down index finger)
Three red pickup trucks, all in a row. (Hold up three fingers) The driver of the third truck said, “My gas tank’s getting low.” (Put down middle finger)
Two red pickup trucks, all in a row. (Hold up two fingers) The driver of the fourth truck said, “I think I need a tow.” (Put down ring finger)
One red pickup truck stands all alone. (Hold up little finger) The driver of the fifth truck said, “I think everybody’s gone. (Put down little finger)
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I Went Driving (See Teacher Note)
As I was driving down the street, (pretend to drive a car) Here is the vehicle I did meet.
I met a great big bus so yellow, (children with yellow buses hold them up) I saw the driver. He was a great big fellow.
As I was driving down the street, (pretend to drive a car) Here is the vehicle I did meet.
I met a shiny blue mini-van (children with blue mini-van hold them up) I saw the driver. He was a very tall man.
As I was driving down the street, Here is the vehicle I did meet.
I met an itty bitty purple car (children hold up small purple car) I don’t think the driver was going very far.
As I was driving down the street, Here is the vehicle I did meet.
I met a truck, it was as black as night. (children hold up black truck) The driver stopped when she saw a red light.
As I was driving down the street, Here is the vehicle I did meet.
I met a white police car coming my way, (children hold up white police car) So I went right home. I’ll drive another day.
Teacher Note: Make vehicles of different colors of construction paper as identified in this poem. Laminate the vehicles or cover with clear self-adhesive paper for durability. Give each child a vehicle and ask that children hold up their vehicle when their color is mentioned in the song.
Additional Benchmark: 3.10 Classifies objects by physical features such as shape or color ______
Wheels on the Bus (Make appropriate motions as you sing the song)
The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round All around the town.
The wipers on the bus go swish, swish, swish, Swish, swish, swish, swish, swish, swish. The wipers on the bus go swish, swish, swish, All around the town.
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The driver on the bus goes, “Move on back!” Move on back, move on back!” The driver on the bus goes “Move on back!” All around the town.
The people on the bus go up and down, Up and down, up and down. The people on the bus go up and down, All around the town.
The horn on the bus goes beep, beep, beep, Beep, beep, beep, beep, beep, beep. The horn on the bus goes beep beep beep, All around the town.
The baby on the bus goes “Wah wah wah, Wah wah wah.” The baby on the bus goes “wah wah was,” All around the town.
The parents on the bus go “shh shh shh, Shh shh shh, shh shh shh.” The parents on the bus go “shh shh shh,” All around the town.
The wheels on the bus go round and round, Round and round, round and round. The wheels on the bus go round and round, All around the town.
Teacher Note: If you have the Raffi CD or tape with the song, Wheels on the Bus, play the song and invite the children to sing along and make the motions. At another time, show the pages of the book as the song is played. ______Benchmarks: 3.5 Understands that print conveys a message 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: How We Come to School • Prepare a graph with columns for the different ways the children in your class come to school or the different vehicles in which they come to school. You will have to know this before creating the graph. Include an appropriate picture or a drawing for each column. • Make name cards for each child in a size that will fit on the graph. • Go over the chart with the children. Explain to them that they will put their name card in the column that shows how they come to school. • Allow each child a turn to say how they come to school and place their name card in the correct column. • Involve the children in counting the number of cards in each column. Discuss which column has the most cards and which has the least. Do some columns have the same number of cards?
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How We Come to School Graph 7 6 5 Jonathan 4 James Miguel 3 Kennedy Trude Juan 2 Sam Maria Sarah 1 Ashley Elizabeth Jackson
Cars Walk School bus
• Write a summary story.
How We Come to School
Five children come to school in a car. Three children walk. Four children come on a school bus.
Teacher Note: The graph for each classroom will be different depending on how children in the group come to school. ______Benchmarks: 3.5 Understands that print conveys a message 3.7 Identifies letters and signs in the environment
Activity: Places We Like to Eat • Discuss with children places they like to eat in their community. • Contact local eating places in your community that were mentioned by the children, especially fast food restaurants, and ask them to donate items such as napkins, disposable menus, unused sacks and paper food containers with the logos on them. • Assemble a book with sheets of paper. Create a cover for the book: Places We Like to Eat. Staple or tie the pages together. • Allow each restaurant one page and attach one or two items from the restaurant to the page. • Show the book to the children and invite them to “read” the names of the restaurants where they like to eat. • Thank children for helping you read the book. • Place the book in the library area so children can look at it independently.
Teacher Note: This is an environmental print book. Environmental print is the print that children see in their everyday world. It is the print that is found on cereal boxes, food cans and labels, television commercials, printed advertisements, road signs and signs of business establishments. As children read environmental print, they are learning that print has meaning, a very important step in learning to read. ______Benchmarks: 3.5 Understands that print conveys a message 3.7 Identifies letters and signs in the environment
Activity: I Went to the Grocery Store (Small Group – 3 to 5 children) • Collect coupons with product labels and logos and packaging for items found in a grocery store; for example empty cereal boxes, cake, muffin, and cookie mix boxes, cracker and cookie boxes, labels from canned soups, fruit and
Adventures in Learning - #9 Travel 9 Traveling to Places in the Community - Revised
vegetables. • Cut the labels with logos off the boxes to use for this activity. • Place the coupons and labels with logos in a paper grocery sack. • Gather a small group of children. Recite the following rhyme: I went to the grocery store, now I’m back. Can you guess what’s in my sack? • Take one item out of the bag at a time and ask for a volunteer to read it. • Continue the activity until each child has had a turn. Repeat the rhyme each time
Teacher Note: This is an Environmental Print activity. See the activity, Places We Like to Eat, for information on Environmental Print. ______Benchmarks: 2.11 Creates drawings and paintings that gradually become more detailed and realistic 3.5 Understands that print conveys a message 5.2 Uses effective oral communication skills: speaking in complete sentences, speaking with appropriate grammar 5.6 Uses words to communicate ideas 5.7 Engages in two-way conversation with children and adults
Activity: Traveling to Our Favorite Place in the Community (Small Group or Individual Child)
• Involve the children in discussing the places they go with their families in their communities. • Explain to children that they are going to write a class book about their favorite place to travel in the community. State that each child will have his or her page in the book. • Invite a small group of children, or one child at a time, to help write a book about favorite places in the community. • Discuss with each child places he or she likes to go in the community. Ask each child to complete the following sentence: “My favorite place to go in my community is ______. I like to go there because ______.” Write exactly what each child says. • Suggest that children illustrate their page with crayons, markers or collage materials. • Write or have child write name on his or her page. • Make a cover for the book. Include the title, Traveling to Our Favorite Place in the Community. List the authors and illustrators as Ms. Beverly’s class. (Insert the teacher’s name here.) • Use staples or yarn to put the pages together to make a book. • Read the book with the children as a group, then place it in the library for them to look at independently. As you prepare to read the book, show the cover, give the title, authors and illustrators.
My favorite place to go in my community is ______. I like to go there because ______.
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Benchmarks: 1.1 Demonstrates ability to make choices 1.5 Enjoys experimenting and problem-solving with ideas as well as with concrete materials 5.2 Uses effective oral communication skills, speak in complete sentences, speaking with appropriate grammar
Activity: I Went on a Bus Ride • Explain to children that they will play a “pretend” game with you. The name of the game is, I Went on a Bus Ride. They will pretend they went on a bus ride and will share with others what they saw on the ride. Let them know that each child will have a turn to say what he or she saw on a bus ride. • Invite a verbal child to begin the activity; a child you think will elaborate on what he or she saw. • Say, “Laurie went on a bus ride. Laurie, what did you see?” • Encourage children to answer in complete sentences. For example, Laurie says, “I saw a man digging a hole in the street with a digger. It made lots of noise.” • Provide encouragement to children who simply repeat what another child has said. For example, say, “Kenya, can you think of something else you saw?” • Allow a child who does not want to contribute that choice.
Teacher Note: Give the first example if children do not seem to understand how to play the game. However, it is best if a child is the leader. Benchmarks: 3.4 Demonstrates visual discrimination and visual memory skills 3.7 Identifies letters and signs in the environment 3.20 Uses senses to learn about the characteristics of the environment and to collect date (scientific process: observing) 3.22 Makes comparisons (scientific process: comparing)
Activity: License Plate Match Science / • Use large blank cards to create fake license plates. Discovery • Make duplicates of license plates with letters and numerals. and Math • Involve children in finding the license plates that match. • Invite children to say the letter and numeral words.
Arkansas
ABC 123 ______Benchmarks: 3.11 Classifies objects conceptually (things that go together) 5.3 Expands vocabulary 5.4 Recognizes and identifies by name most common objects and pictures 5.10 Follows directions in sequence
Activity: Traveling in Our Community (Small Group) • Create a chart. Write across the top, Traveling in My Community • Divide the chart into two columns. • Label one column Yes and the other No. • Place an assortment of figures that depict traveling in the community and some that depict other types of travel: school bus, automobile, truck, van, motorcycle, Adventures in Learning - #9 Travel 11 Traveling to Places in the Community - Revised
bicycle, plane, ship, covered wagon, wheel barrow, rickshaw, for example. • Gather a small group of children, 3 to 5, for the activity. • Explain to the children that they will decide if the vehicle they select is one that can be used for traveling in the community. If so, they will place it in the Yes column, if not, they will place it in the No column. • Invite one child at a time to select a vehicle, name it, place it in a column and explain why they put it in that column.
Traveling in My Community
Yes No
______Benchmarks: 3.13 Demonstrates one-to-one correspondence 3.14 Demonstrates the ability to order and sequence 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: Matching Cars and Garages by Numeral • Create five garages from small boxes (small milk cartons, tissue boxes or any small boxes can become a garage) • Place a label with the numeral 1, 2, 3, 4, or 5 on each garage • Have an assortment of small match-box type cars Attach a numeral from one to five on each car • Allow children to play with the cars and garages on their own. Observe to see what they do with them. Do they put one car in each garage? Do they match the numerals on the garages and on the cars? • Invite children to drive each car into the correct garage. • Invite children to put the cars in order, from one to five.
Teacher Note: Help each child be successful. Some children may not be ready for the activity and will only want to play with the cars and garages.
Teacher Note: Vary the activity as follows: Attach a strip of paper to each garage. On one strip, put one large dot, on one strip put two large dots, on one strip put three large dots, on one strip put four large dots, on one strip put five large dots. Invite children to count the dots on the garage and drive the correct car into that garage. ______Benchmark: 3.10 Classifies objects by physical features such as shape or color
Activity: What Color Car Goes in This Garage? • Change the previous activity to a color match activity by attaching a strip of colored paper to each garage. Use a different color for each garage. • Have an assortment of small matchbox type cars in five different colors to match the garages. • Allow the children to play with the cars on their own. Observe to see if they match the cars and garages by color. • Invite children to drive each car into the correct garage.
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Teacher Note: Change the activity by attaching a different shape to each garage and to each car: circle, square, rectangle and triangle, for example. Make the shapes all the same color so that shape is the only feature the children are observing. Invite children to drive each car into the correct garage.
Benchmarks: 4.2 Demonstrates health and personal care habits 4.3 Tries new foods before deciding whether he/she likes them 4.6 Coordinates eye-hand movements to complete tasks 4.7 Uses small muscles for self-help skills
Activity: Make a Sandwich to Take to School • Collect sliced turkey or ham, cheese slices, bread, mayonnaise, mustard, lettuce leaves, small plates, table knives, napkin, small spoon for mayonnaise and one Food/ for mustard. • Nutrition Explain to children that they will make a sandwich to eat in school. • Allow table helper to give each child a plate, knife and napkin Experience • Invite children to take two slices of bread, a slice of turkey or ham, a cheese slice and a lettuce leaf. Allow children to decide if they want to put mayonnaise and/or mustard on their bread. • Assemble your sandwich and invite children to do the same. • Cut each child’s sandwich in half so that it is easier for them to eat. • Serve with a fruit cup and milk for a healthy snack.
Teacher Note: Allow the children to do as much of this food experience as possible.
Teacher Note: Teachers and children should always wash hands before participating in a food experience.
Benchmarks: 4:12 Shows balance and coordination 5.10 Follows directions in sequence
Activity: Pretend to Drive a Car • Gather children in a space where they have room to move. This activity can be done either indoors or on the playground. • Explain to children that they are going to pretend to be driving a car. You will tell Movement/ them how to drive. • Physical Tell children to move without touching their friends. • Give the following driving instructions: Education “Get in your car and fasten your seat belts.” “Put the key in and start your cars.” “Look both ways before you start driving.” “Drive real, real slow.” “Speed up, but don’t hit another car.” “Slow down as you take that curve in the road.” “Stop at a stop sign, then go.” “Oh, no, you’re stuck in mud.” “Now you’re driving on ice.” “Oh, my. You’re running out of gas.” “Wow! You made it home.” “Turn off the key, unbuckle your seat belts, and get out of your car.”
Teacher Note: Allow children time to do the different motions before changing to the next one.
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Benchmarks: 2.10 Explores and manipulates art media 2.12 Preplans art project and then works with care Art Activity: License Plate Rubbings • Add discarded license plates to the art center. • Provide crayons with the paper peeled off. • Encourage children to make rubbings of the license plates. • Listen to their comments about the results of their rubbings. Learning Centers Activity: Individual License Plates • Add discarded license plates to the art center. If you can find license plates from other states include them. • Invite children to look at the different features of the license plates; features such as the name of the state and the letters and numerals. • Discuss with children how license plates are like and different. • Provide paper or card stock (11” x 6”), markers, crayons, and letter and numeral stamps. • Encourage children to make their own license plate. Explain to them that they can create a license plate any way they want to. • Laminate or cover the plates with clear self-adhesive paper for durability.
Additional Benchmarks: 3.4 Demonstrates visual discrimination and visual memory skills 3.6 Demonstrates an interest in using writing for a purpose 3.8 Uses knows letters or approximation of letters to represent written language
Teacher Note: License plates can be used in a transition activity and/or added to a learning center such as blocks. ______Block Center • Add discarded license plates. • Place index cards and paper cut to the size of license plates and writing tools in the block center. • Add cars and trucks and people figures. • Add a dashboard (See Materials to Collect and Make for directions on how to make the dashboard) • Place brochures from auto dealers in the center. ______Library/Book Corner • Add books about traveling to places in the community. • Add pictures that show people traveling to places in the community. (laminate or cover pictures with self stick adhesive) • Add a felt or magnetic board and felt or magnetic figures that depict traveling in the community. Include figures of cars, trucks, vans, and SUVs. • Place teacher-made environmental print book and class books in the library. ______Benchmark: 2.1 Shows creativity and imagination in play with materials and props
Home Living/Dramatic Play • Add a school prop box. • Add menus from local restaurants
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• Place brochures from auto dealers in the center
Activity: Riding the Bus • Involve children in creating a bus by creating two rows with four or five chairs each. • Make seat markers and matching tickets out of paper. For example, make each seat marker a different color and make tickets of matching colors, or number the seats and make tickets with matching numerals. • Select a ticket and say, “”I have a red ticket. Let’s see if I can find my seat.” Find the red seat and sit in it. • Invite children to get a ticket and join you on the bus ride. • Step back and allow children to continue the activity.
Additional Benchmarks: 3.10 Classifies objects by physical features such as shape or color 3.13 Demonstrates one-to-one correspondence
Activity: Create a Take-Out Restaurant for the Playground • Obtain a large appliance box. • Involve children in drawing doors and windows on the box. • Cut out the windows and doors in the box. (Adults do this.) • Invite children to paint and decorate the box to create a take-out restaurant. • Involve them in naming the restaurant and making a sign for it. • Place the box on the playground near where children ride their tricycles. • Add small boxes and plastic cups or glasses that can be used for take-out orders. Additional Benchmark: 1.19 Works cooperatively with others ______Benchmark: 4.6 Coordinates hand and eye movements to complete tasks
Manipulatives • Add transportation puzzles: cars, trucks, school buses • Make cereal box puzzles and add to the center. (See Materials to Collect and Make for directions on how to make the puzzles.) ______Sand table or tub • Add cars and trucks and small people figures to the sand table or tub. . ______Science/Discovery • License Plate Match • Matching Cars and Garages by Numeral • What Color Car Goes in This Garage ______Quiet Corner • Create a quiet corner in your classroom; a place where children can go to be alone and to get away from the stresses of group living. • Place soft items in the quiet corner. Carpet on the floor, soft pillows, and soft and cuddly stuffed animals or dolls are examples. • Discuss with children when they might want to go to the quiet corner. When they are angry and need to get away from the source of their anger? When they are sad and need to be alone? When the room gets too noisy and they need a quiet spot? • Explain to children that the quiet corner is for one child at a time
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Benchmark: 1.1 Demonstrates ability to make choices
Activity: Where Would You Go? • Show each child’s name card and ask that child if he or she wants to pull a wagon, steer a tricycle, or row a boat to the next activity. Child chooses and makes appropriate motions as he or she goes to the next activity. ______Activity: How Would You Travel? Transition • Place an array of pictures of traveling with people and animal power on a felt or Activities magnetic board. • Invite each child to choose a way to travel, say what he or she chose and why, and go to the next activity.
Additional Benchmark: 5.10 Follows directions in sequence ______Activity: Whose License Plate Is This? • Collect the license plates made by the children. • Show a plate and say, “Whose license plate is this?” Child recognizes license plate and transitions to next activity.
Send home a note to parents stating for the next few days, the children will be learning about traveling to places in the community. Suggest some ways families can be involved in the topic of study: • Collect items such as brochures from auto dealerships, pictures of cars, trucks, vans, and SUVs, pictures of vehicles. • Take a photograph of their child next to the family vehicle and bring it to the center/school. Attach to the photo the year, make and model of the vehicle. • Collect items from local restaurants in which the family eats: unused napkins, disposable menus, sacks and paper food containers with the logos on them. • Let you know the types of vehicles the family drives: car, truck, van, or SUV, for Family example. • Include the titles and authors of some of the children’s books about traveling to places in the community. Suggest that they look for these books in the local Activities library, check them out and read them with their child. • Talk with their child about the vehicles they see as they are traveling in their community; the colors, whether the vehicle has two or four doors, where they think the people in the vehicles are going, for example. • Suggest that families show their child the license plate on their vehicle and help the child read the letters and numerals on the plate.
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Weekly Plan Sheet Week of Topic of Study Traveling to Places in the Community Teacher(s) Day Group Time #1 Group Time #2 Small Group Activities Transition Activities Special Activities Monday FP: Helping Daddy Drive – FP: Five Red Pickup Trucks p. 6 – p. 6 Introduction: Finding out what children know about First Reading of Mr. Traveling to Places in the Gumpy’s Motor Car – p. 3 How We Come to School Traveling – p. 14 Pretend to Drive A Car – Community - p. 2 FP or Song: Wheels on the FP or Song: I Went Driving – – p. 8 p. 13 Bus – p. 7 p. 7 Tuesday FP: Helping Daddy Drive – FP: Five Red Pickup Trucks p. 6 – p. 6
First Reading of Froggy Second Reading of Mr. Places We Like to Eat – Choose a Way to Travel Create a Take-out Goes to School – p. 4 Gumpy’s Motor Car –p. 3 p. 9 – p. 14 Restaurant – p. 15 FP or Song: Wheels on the FP or Song: I Went Driving – Bus – p.7 p. 7 Wednesday FP: Five Red Pickup Trucks FP: Helping Daddy Drive – – p. 6 p. 6 Traveling to Our First Reading of Wheels on Second Reading of Froggy Favorite Place in the Whose License Plate Is Continue – Create a the Bus – p. 5 Goes to School – p. 4 Community – p. 10 This? – p. 16 Take-out Restaurant – FP or Song: I Went Driving – FP or Song: Wheels on the p. 15 p. 7 Bus – p. 7 Thursday FP: I Went Driving – p. 7 FP: Five Red Pickup Trucks – p. 6 Third Reading of Mr. Gumpy’s Motor Car – p.3 Second Reading of Wheels License Plate Match – Traveling – p. 14 Make a Sandwich to on the Bus – p. 5 p.11 Take to School – p. 13 FP or Song: Helping Daddy Drive – p. 6 FP or Song: Wheels on the Bus – p. 7 Friday FP: Five Red Pickup Trucks FP: Helping Daddy Drive – – p. 6 p. 6 Conclusion: Finding out Third Reading of Froggy what children have learned Traveling in Our Choose a Way to Travel Pretend to Drive a Car – Goes to School – p. 4 Travel Safety and Taking Community – p. 11 – p. 14 p. 13 Care of Vehicles – p. 2 FP or Song: I Went Driving – FP or Song: Wheels on the p. 7 Bus – p. 7 Changes to the Environment (Props, materials added to Centers) Art Blocks Books Dramatic Play / Manipulatives Sand / Water Science / Discovery Home Living License Plate Add discarded license Add books, pictures, Add - School prop Puzzles on Water License Plate Match – Rubbings, plates, paper, writing felt/magnetic board box, menus from local transportation, cereal p. 15 Individual License tools, dashboard, cars, and figures about restaurants, auto box puzzles –p. 15 Matching Cars and Plates – p.14 trucks, and people traveling – p. 14 dealer brochures – Sand – cars, trucks, Garages by Numeral, figures – p. 14 p. 14 and small people What Color Car Goes Riding the Bus, Take- figures – in This Garage? – out Restaurant – p.15 p. 15 p. 12 Topic of Study – Travel Safety and Taking Care of Vehicles
Preschool children are becoming aware of safe and unsafe behavior. They are beginning to assume some responsibility for keeping themselves safe.
Most preschool children know something about the care and upkeep of vehicles. They may help wash the family car. They are often present when gas is put in the tank. They may even go with a family member to an auto repair shop or watch repairs going on at home.
Introduction With children’s awareness of safety and of some of the ways that we care for our vehicles, they will enjoy this topic of study: Travel Safety and Taking Care of Vehicles.
Here are two big ideas about travel safety and caring for vehicles that you can help children explore:
We can help keep ourselves and others safe when we travel
We can take care of our vehicles Big Ideas
• Pictures of cars, trucks, vans, SUVs, boats, school buses, bicycles, motorcycles. Note: Consider searching Microsoft Clip Art or Google Images for pictures • Children’s books about travel safety and taking care of vehicles I Read Signs by Tana Hoban Who Sank the Boat by Pamela Allen Five Little Monkeys Wash the Car by Eileen Christelow Curious George Rides a Bike by H. A. Rey Materials to • Felt or Magnetic Board Collect and • Figures for Teasing Mr. Crocodile • Storytelling figures for the book, Who Sank the Boat? (See Attachment: Who Make Sank the Boat?) • Make an I Can Read Signs book by taking photos of signs around your program and placing one on a page. Under the sign write I can read Stop, for example. • Small traffic signs, either purchased or teacher-made • Large appliance box to paint • Auto repair/garage/car wash prop box (indoors: coveralls, small wrenches, pliers, small clean cans labeled oil, liquid soap, car wax, piece of clear plastic plumbing hose, small bucket, sponge, cloths, clipboard with paper and pencil, telephone • Gas station and garage center (outdoors): Same as auto repair prop box for indoors • Car wash prop box for outdoors: bucket, sponges, scrub brush, old towels, piece of clear plastic plumbing hose, liquid detergent in squeeze bottle
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• Check with your local library for the availability of children’s books. • Children’s books can be purchased online, from school supply catalogs or local bookstores.
Resources
Introduction: Finding out what Children Know about Travel Safety and Taking Care of Vehicles
Benchmarks: 3.5 Understands that print conveys a message 5.8 Participates in group discussion
To introduce the topic of “Travel Safety and Taking Care of Vehicles” you need to find out what children already know about the topic. This allows you to build on your children’s Introducing experiences. It also helps create an interest in the topic. Here’s how to begin. and • Gather the children in a group. Say, “For the next few days we’re going to be Concluding learning about being safe when we travel and about taking care of our vehicles.” the Topic • Ask children if they know what the word vehicle means. Listen to their answers. Help them understand that cars, trucks, vans, and SUVs are vehicles. • Write on chart paper, chalkboard or marker board the words “Travel Safety and Taking Care of Vehicles.” • Invite children to tell you things they already know about how you can be safe when you travel. Children may talk about seat belts and safety seats. Ask what you should do when you are riding in a boat. • Invite children to tell you things they already know about taking care of the vehicles in their family. You may have to ask questions such as, “How do your keep your car clean?” “What happens when a car is damaged in an accident?” • Make a list of all of the things children know about travel safety and taking care of vehicles. • Review the list with them and say, “You already know a lot of things about travel safety and taking care of vehicles and we’ll find out even more.” • Keep the list until you have completed the topic of study. ______Conclusion: Finding out What Children Have Learned about Travel Safety and Taking Care of Vehicles
Gather the children in a group at the conclusion of the study about travel safety and taking care of vehicles. Write on chart paper, chalkboard or marker board, “Things We Learned about Travel Safety and Taking Care of Vehicles.” • Invite children to tell you some things they have learned about travel safety and taking care of vehicles. You may have to ask prompt questions such as “What are some ways we can keep ourselves safe when we are riding in a car or in a boat?” “How can we take care of our vehicles?” • Make a list of all the things children learned about travel safety and taking care of vehicles. • Read the first list you made with the children. Then say, “Here are some new things you found out about travel safety and taking care of vehicles.” and read today’s list with the children.
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Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Book #1: I Read Signs by Tana Hoban, author and illustrator
First Reading of I Read Signs
• Prepare to read the book, I Read Signs • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Read the sign on the cover, PLAY GROUND, and ask children what they think this sign means. What are people to do when they see this sign? • Ask children to look at the cover and predict what the story is about. • Read the book so all children can see the pictures Reading • Invite children to discuss the signs that are familiar to them and where they have Books with seen the signs. Children • Follow up by showing each page and involving the children in reading the signs. • Suggest that children look for these signs when they are going to and from school or to other places in the community. State that they may also see signs when they are walking in the neighborhood.
Teacher Note: This type of book is an information book rather than a storybook. Some books, such as I Read Signs, can be shared with the whole group. However, some information books are best shared with an individual child or with a small group of children. They can also be placed in the library area or another learning center. For example, I Can Read Signs might be an appropriate book to place in the block center. ______Second Reading of I Read Signs • Show the cover and give the title, author and illustrator • Say, “I saw a STOP sign on my way to school this morning. Did any of you notice any signs as you were coming to school?” Allow children to discuss any signs they noticed and what the signs said. • Read the book so all children can see the pictures • Follow up the second reading by showing the first 17 pages page, inviting children to read the sign with you, and asking questions to stimulate children to think about and to discuss the signs. For example, ask children where you would see the WALK and DON’T WALK signs. What does SPEED LIMIT 15 mean on the school sign? Why would there be NO PARKING FIRE LANE signs? • Explain to children that you will read the book to them again and discuss the other signs at that time.
Teacher Note: Consider a second and third reading of the book with a small group of children if your staffing situation and schedule allows for this. In smaller groups, children have move opportunities to discuss and understand the contents of the book.
Additional Benchmarks: 3.5 Understands that print conveys a message 3.7 Identifies letters and signs in the environment 5.9 Uses language to problem-solve
Third Reading of I Read Signs • Show the cover and invite children to recall the name of the book. Give the author and illustrator. • Read book so all children can see the pictures. • Follow up the third reading by reminding children that you said you would review with them the remainder of the signs in the book. Adventures in Learning - #9 Travel 3 Travel Safety and Taking Care of Vehicles - Revised
• Invite children to read the signs on pages 18 through the end of the book and to discuss the signs. For example, ask children what an exit sign means. Where are some of the places they have seen exit signs? • Remind children again to look for signs as they go places with their family.
Teacher Note: Consider placing this book in the Block Center. You can put the book in a basket along with paper and markers to stimulate children to create their own signs.
Additional Benchmarks: 3.5 Understands that print conveys a message 3.7 Identifies letters and signs in the environment 5.9 Uses language to problem-solve ______Book #2: Who Sank the Boat by Pamela Allen, author and illustrator
First Reading of Who Sank the Boat?
• Prepare to read the book, Who Sank the Boat? • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to predict who sank the boat. Say, “Let’s read and find out.” • Invite them to name the animals they see on the cover • Read the story so all children can see the pictures in the book. • Follow up by asking, “Were your predictions correct? Who sank the boat?” “Why do you think the little mouse sank the boat?” ______Second Reading of Who Sank the Boat? • Show cover and ask children to recall the title. Give the author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the second reading by showing the pages and inviting children to tell you what happens when each animal gets in the boat. • Call attention to the boat as it sinks lower and lower into the water as more animals get in. • Ask children what unsafe things the animals did. (No life jackets, too many people in the boat, the mouse jumped in the boat) • Discuss with children that you step into a boat, that you always wear a life jacket, and that you stay seated when the boat is moving.
Additional Benchmark: 3.36 Shows awareness of safe behavior ______Third Reading of Who Sank the Boat? • Invite children to recall the title. Give author and illustrator • Read the story so all children can see the pictures in the book. • Invite children to join in the reading, especially when you read, “Who sank the boat?” • Follow up the third reading by rereading the pages with rhyming words, pausing and allowing children to fill in the missing words. For example, read Was it the cow who almost fell in, when she tilted the boat and made such a _____?(din) • Read all of the pages with rhyming words, following the technique just described
Teacher Note: Explain to children that din means noise. Teacher Note: This strategy of pausing for children to fill in the missing word is called the cloze technique. Adventures in Learning - #9 Travel 4 Travel Safety and Taking Care of Vehicles - Revised
Book #3: Five Little Monkeys Wash the Car by Eileen Christelow, author and illustrator
First Reading of Five Little Monkeys Wash the Car • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to look at cover and predict what the story is about. • Read the story so all children can see the pictures in the book. • Follow up by asking questions such as, “What was your favorite part of the story?” “Why did Mama want to sell the car?” “What did the monkeys do to the car?” ______Second Reading of Five Little Monkeys Wash the Car. • Show cover, give title, author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the second reading by asking children questions such as, “How did the car get in the brown swampy lake?” “What did the monkeys do when they saw the crocodiles?” “Why do you think the monkeys didn’t want to get out of the car when the crocodiles asked them to help push?” “How did the monkeys finally get rid of the car?” “What kind of car did they get to replace the one they sold to the crocodiles?” Invite children to discuss personal experiences with convertibles. ______Third Reading of Five Little Monkeys Wash the Car • Prepare to read the book, Five Little Monkeys Wash the Car • Show the cover and invite children to recall the title. Give author and illustrator • Read the story so all children can see the pictures in the book • Invite children to help you read the story. Pause and allow the children to fill in the rhyming words. For example, on the first page: The five little monkeys, and Mama can never drive far in that rickety, rattletrap wreck of a _____ (car) Teacher Note: This strategy of pausing and allowing the children to fill in the missing word is called the cloze technique ______Book #4: Curious George Rides a Bike by H. A. Rey, author and illustrator
First Reading of Curious George Rides a Bike • Prepare to read the book, Curious George Rides a Bike, with the children. • Show the cover and give the title, author and illustrator. • Recall with the children that they have recently read this book. • Invite them to recall what they remember about the story. • Read the story so all children can see the pictures in the book. • Follow up by showing the pages where George is showing unsafe behavior. • Read pages 8 and 9 and ask if this is safe or unsafe behavior and why. • Recall that the man told George to stay close to the house while he was gone. Say, “Let’s see what George did.” Show pages 10 and 11 and say, “George went out into the street. Was this safe or unsafe?” • Show and read pages 19 through 22 and ask children if this was being safe or unsafe. • Invite children to discuss some things George could have done to be safe.
Additional Benchmarks: 3.36 Shows awareness of safe behavior 5.8 Participates in group discussion 5.9 Uses language to problem solve
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City Signs by Zoran Milich
Mr. Gumpy’s Outing by John Burningham
Red Light, Green Light by Margaret Wise Brown, illustrated by Leonard Weisgard
Additional Books Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Storytelling Figures: Who Sank the Boat? • Make either felt or magnetic storytelling figures for the story, Who Sank the Boat? • Read the book, Who Sank the Boat? to the children. • Use the storytelling figures to tell the story. • Explain to the children that the storytelling figures will be in the library/book area for them to use. Language • Demonstrate and discuss with the children the correct way to use the storytelling Materials figures. and Activities Benchmarks: 5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of language) 5.5 Participates in songs, finger plays, rhyming activities and games
Five Little Monkeys (Make appropriate motions and facial expressions)
Five little monkeys Washing the car. Yuk! It’s so icky, It’s sticky and slimy! Yes, it needs washing Because it’s so grimy.
Five little monkeys Washing the car. They rubbed it and rubbed it. They scrubbed it and scrubbed it. And sprayed it with a hose. And now the car glows!
Five little monkeys They washed the car. Now it’s not icky Nor sticky and slimy. It doesn’t need washing Because it’s not grimy. ______Red Says Stop Red says STOP! And green says GO. Yellow says WAIT; You’d better go slow!
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Teasing Mr. Crocodile
Five little monkeys sitting in a tree (hold up five fingers) Teasing Mr. Crocodile, “You can’t catch me! You can’t catch me!”
Along came Mr. Crocodile, quiet as can be. Chomp! (put elbows together & clap hands together, making the motion of crocodile’s jaws snapping shut)
Additional verses as with Five Little Monkeys: Four little monkeys…. Three little monkeys…. Three little monkeys…. Two little monkeys… One little monkey…
Teacher Note: Make five (felt or magnetic) monkeys, a tree and a crocodile. Place the tree on the felt or magnetic board and the monkeys on the tree. Place the crocodile below the tree. Remove one monkey as each verse is recited. ______This Is the Way (Invite children to add motions to the finger play)
This is the way we get in the car, Get in the car, get in the car, This is the way we get in the car, We’re going for a ride.
This is the way we buckle our seatbelts, Buckle our seatbelts, buckle our seatbelts. This the way we buckle our seatbelts, We’re going for a ride.
This is the way we turn on the key, Turn on the key, turn on the key. This is the way we turn on the key, We’re going for a ride.
This is the way we drive the car, Drive the car, drive the car. This is the way we drive the car, We’re going for a ride.
This is the way we put on the brakes, Put on the brakes, put on the brakes. This is the way we put on the brakes, We’re going for a ride.
This is the way we turn the corner, Turn the corner, turn the corner. This is the way we turn the corner, We’re going for a drive.
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This is the way we stop at the light, Stop at the light, stop at the light. This is the way we stop at the light, We’re going for a ride.
This is the way we drive back home, Drive back home, drive back home. This is the way we drive back home. We’ve been out for a ride.
Teacher Note: Invite children to suggest other things to do on a ride and sing about those. ______Benchmarks: 3.5 Understands that print conveys a message 3.36 Shows awareness of safe behavior 5.8 Participates in group discussion 5.9 Uses language to problem solve
Activity: Tricycle Safety Chart • Gather children in a group. • Explain that they are going to help develop Tricycle Safety rules. • Involve children in discussing safe and unsafe ways to ride the tricycle. • Help children state safety rules positively. You may need to help them reword negative statements such as “Don’t stand up on the tricycle” or “Don’t run into somebody.” • Record rules on chart paper, marker or chalkboard. • Invite children to read the rules back with you. • Copy rules on 8 ½ x 11 sheet of paper, one copy per child. • Invite each child to illustrate his or her copy. • Send home a copy of the rules and suggest to parents that they ask their child to “read” and discuss the safety rules with you. Example of Chart:
Tricycle Safety
• Keep hands on the
handlebars
• Ride facing forward
• Stay seated • Stay on tricycle path • Only one person can ride on a tricycle
Teacher Note: Discuss with children that there are fewer tricycles than children, so everyone cannot ride at the same time. Ask children how they can make sure everyone has an opportunity to ride. Guide children to discuss taking turns with the tricycles. Suggest that they ask riders to let them know when they are ready to let someone else have a turn riding the tricycle. Give children the words to use. For example, “Isaac, when you’re through riding the tricycle, please give me a turn.”
Additional Benchmarks: 1.18 Respects the rights of others 1.21 Becomes involved in solving social problems (conflicts)
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Benchmarks: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: How Tall Are You? • Discuss with children that when you get a driver’s license, you have to know how tall you are. • Measure each child’s height and record it on a sheet of paper. • Help children add their height to their driver’s license Science / ______Discovery Activity: How Much Do I Weigh? and Math • Discuss with children that when you get a driver’s license, they sometimes want to know how much you weigh. • Weigh each child and record the weight on a sheet of paper. • Help children add their weight to their driver’s license ______Activity: What Color Are My Eyes? • Discuss with children that when you get a driver’s license, they want to know the color of your eyes. • Create a chart to graph eye color of the children in the classroom. • Bring a hand-held mirror to group time and have each child look in the mirror and say color of eyes. Our Eye Color
7 6 5 Jonathan 4 James Miguel 3 Kennedi Trude Juan 2 Sam Maria Sarah 1 Ashley Elizabeth Jackson
Brown Green Blue
• Write a summary story.
Our Eye Color
Five children have brown eyes. Three children have green eyes. Four children have blue eyes.
______Activity: What Color Is My Hair?
• Discuss with children that when you get a drive’rs licenses, they want to know the color of your hair. • Create a chart to graph hair color of the children in the classroom. • Bring a hand-held mirror to group time and have each child look in the mirror and say color of hair.
Adventures in Learning - #9 Travel 9 Travel Safety and Taking Care of Vehicles - Revised
Our Hair Color
7 6 5 Jonathan 4 James Miguel 3 Kennedy Trude Juan 2 Sam Maria Sarah 1 Ashley Elizabeth Jackson
Brown Black Blonde
. • Write a summary story
Our Hair Color
Five children have brown hair. Three children have black hair. Four children have blonde hair.
______Benchmarks: 3.11 Classifies objects conceptually (things that go together) 3.22 Makes comparisons (scientific process: comparing) 3.31 Identifies self as a boy or girl
Activity: How Many Boys and How Many Girls
• Ask a boy to start one line and a girl to start another line. State that this line is for boys and this one is for girls. • Invite children to stand in correct line. • Involve children in counting the number of boys in one line and the number of girls in the other. • Discuss with children which line has the most and which has the least. • Write a summary story of the experience
Our Class
We have eight girls in our class. We have twelve boys in our class. There are more boys than girls in our class. ______Benchmarks: 3.5 Understand that print conveys a message 3.7 Identifies letters and signs in the environment 3.10 Classifies objects by physical features such as shape or color
Activity: Shapes and Colors of Signs • Have a collection of traffic signs. • Discuss with children what the signs say and mean and where you might see them. • Invite the children to identify the color and shape of each sign. You may have to introduce the octagon shape to the children.
Adventures in Learning - #9 Travel 10 Travel Safety and Taking Care of Vehicles - Revised
Benchmarks: 3.17 Shows understanding of different relationships of objects in space (spatial relations) 4.12 Shows balance and coordination
Activity: Driving Test for Driver’s License • Prepare a driver’s license for each child. • Invite each child to draw a self-portrait (face only) in a boxed area on ½ sheet of cardstock. Movement/ • Involve children in supplying the information to go on the license: First name, age Physical and color of eyes and hair, for example. (Note: Would not include identifying information such as last name, date of birth and address) Allow the child to Education select five or six numbers to go on the license. Leave a space for children to sign their license. • Create an obstacle course on the playground for children to steer tricycle through. Use cones or two-liter bottles weighted with sand or rocks to create the course. • Explain to children that this is the driving test for getting their driver’s license. • Invite children, one at a time, to steer their tricycles through the course. • Award them their driver’s license when they have successfully driven through the course. Explain that safe drivers get driver’s licenses. • Invite children to sign their individual license. • Laminate or cover the license with clear self-adhesive paper for durability.
Teacher Note: Consider using the licenses for transition activities.
Arkansas Driver’s License License Number ______
Name _____ Age _____ Male____ Female___
Self-Portrait Color of Hair: ______Color of Eyes: ______
Height ______Weight______
______Signature
Additional Benchmark: 3.31 Identifies self as a boy or girl ______Activity: Green Light, Red Light • Discuss with children how traffic lights work and what the signals mean. Emphasize that the green light means "go" and the red light means "stop." • Explain to children that they will play a game called "Green Light, Red Light." • Have children form a line standing next to each other. • Stand in front of the line, facing the children. Stand far enough away so children have room to move toward you. • Call out "green light" and the children move toward you. • Call out "red light" and the children stop. • Continue the game as long as children remain interested.
Teacher Note: This game can be played either indoors or outdoors.
Teacher Note: Vary the game by having red and green circles mounted on craft sticks. Explain to children that they will watch you to know what to do. Hold up the circles, one at a time, just as you did when you gave verbal commands.
Adventures in Learning - #9 Travel 11 Travel Safety and Taking Care of Vehicles - Revised
Benchmarks: 2.10 Explores and manipulates art media 2.12 Preplans art project and then works with care
Art Center Activity: Build a Vehicle • Assemble a Build a Vehicle Art Box. In it include small boxes, paper shapes of different sizes (circles, squares, triangles, for example), small craft sticks, pieces of cardboard, chenille stems. Label the box: Build a Vehicle and include on the Learning label pictures of different vehicles such as cars and trucks. Introduce the box to children and explain that the box will be in the art center all week and that they Centers can work on their vehicle over several days if they chose to. State that they are also free to use other items in the art center such as markers, crayons, scissors, and glue. Have a place where they can store their unfinished vehicles.
Activity: Paint a Vehicle • Involve children in creating a vehicle from a large appliance box. Invite children to help you decide what type of vehicle it is and where to put the windows and doors. • Remove one of the long panels of the box. Adult cuts out windows. Cut the door, leaving one side attached to the box. • Involve children in selecting the colors of tempera paint to use. Provide the paint and brushes and invite children to paint the vehicle.
Teacher Note: This activity can be done inside or outside. Add the vehicle to the block center or take it outdoors. This activity can take place over several days.
Teacher Note: Read the book, Five Little Monkeys Wash the Car before introducing this activity. Discuss with the children the colors of paint the monkeys used. Call attention to some of the designs they painted on the car. ______Block Center • Add a variety of wheeled vehicles • Add traffic signs, either purchased or teacher-made • Add a basket with the book, I Read Signs, strips of paper. shapes (circles, squares, rectangles, and octagons), markers • Add the auto repair shop/garage/car wash prop box ______Library/Book Corner • Add books about travel safety and taking care of vehicles • Add pictures that show vehicles and people traveling in vehicles. Laminate or cover with clear self-adhesive paper for durability • Add felt or magnetic board and storytelling figures for the story, Who Sank the Boat? ______Benchmarks: 2.1 Shows creativity and imagination in play with materials and props
Home Living/Dramatic Play • Add props for garage/repair shop/car wash, especially the coveralls. • Share the props with the block center.
Activity: Painting Tricycles (Outdoors) • Put water in a bucket. Explain to children that this is paint for their tricycles. • Add a couple of paintbrushes and the “paint” bucket to the playground. • Label the bucket: Tricycle Paint. Laminate or cover the label with clear tape.
Adventures in Learning - #9 Travel 12 Travel Safety and Taking Care of Vehicles - Revised
Activity: Car Wash (Outdoors) • Gather props for a car wash: bucket, sponges, scrub brushes, old towels. • Involve children in adding water and liquid detergent to the bucket to make soapy water. • Invite children to wash their tricycles and wagons.
Teacher Note: Involve children in making a sign for the car wash. Invite them to name the car wash and set the prices. Post the sign near the action.
Sudsy Car Wash
Wash - $5.00
Wash and Wax - $10.00
Additional Benchmark: 3.5 Understands that print conveys a message ______Benchmark: 4.6 Coordinates eye and hand movements to complete tasks
Manipulatives • Add transportation and safety puzzles ______Water table or tub • Add vinyl or plastic vehicles that are washable, small sponges, cloths. • Add a small amount of liquid detergent to the water. ______Sand table or tub • Add small vehicles and traffic signs. ______Science/Discovery • Shapes and Colors of Signs ______Quiet Corner • Create a quiet corner in your classroom; a place where children can go to be alone and to get away from the stresses of group living. • Place soft items in the quiet corner. Carpet on the floor, soft pillows, and soft and cuddly stuffed animals or dolls are examples. • Discuss with children when they might want to go to the quiet corner. When they are angry and need to get away from the source of their anger? When they are sad and need to be alone? When the room gets too noisy and they need a quiet spot? • Explain to children that the quiet corner is for one child at a time
Benchmark: 3.7 Identifies letters and signs in the environment
Activity: Whose Driver’s License Is This? • Collect all of the children’s driver’s licenses which they made. • Show a license and ask, “Whose driver’s license is this?” • Children recognize their license and transition to the next activity. Transition
Activities Adventures in Learning - #9 Travel 13 Travel Safety and Taking Care of Vehicles - Revised
Benchmarks: 3.36 Shows awareness of safe behavior 5.9 Uses language to problem-solve
Activity: Name a Travel Safety Rule • Show a child’s driver’s license and child recognizes it. • State a situation and ask the child to state a safety rule, then transition to the next activity. Examples include o Mark, what should you do when you first get into the car to come to school? (Sit in safety seat, buckle seat belt, for example) o Alexandra, what should you do before you cross the street? (Child may say wait for an adult or look both ways, for example) o Juan, you’re riding a tricycle on the playground. How can you be safe? (Stay on tricycle path, don’t bump into someone, only one person on the tricycle, are examples) o Arianna, what should you do when you get on a boat? (Wear life jacket, stay seated when boat is moving are examples) ______
Benchmark: 3.7 Identifies letters and signs in the environment
Activity: Traffic Signs • Make 3 or 4 basic traffic signs that children will recognize. Mount on craft sticks. • Show one of the signs at a time and ask a child to identify the sign and move to the next activity.
Send home a note to parents stating for the next few days, the children will be learning about travel safety and taking care of vehicles. Suggest some ways families can be involved in the topic of study: • Include the titles and authors of some of the children’s books about travel safety and taking care of vehicles. Suggest that they look for these books in the local library, check them out and read them with their child. • Suggest that families look for traffic signs with their child and discuss what the sign means. They can do this when they are driving in the community or walking in their neighborhood. Family • Suggest that families discuss pedestrian safety with their child. Send home a note Activities advising parents of the topic and ask them to help their child learn about safety rules in the neighborhood.
Adventures in Learning - #9 Travel 14 Travel Safety and Taking Care of Vehicles - Revised
Weekly Plan Sheet Week of Topic of Study Travel Safety and Taking Care of Vehicles Teacher(s) Day Group Time #1 Group Time #2 Small Group Activities Transition Activities Special Activities Monday FP: Red Says Stop – p.6 FP: Red Says Stop – p. 6
Introduction: Finding out what children know about First Reading of I Read Tricycle Safety Chart – Traffic Signs – p. 14 Green Light, Red Light – Travel Safety and Taking Signs – p. 3 p. 8 p. 11 Care of Vehicles – p. 2 FP or Song: This Is the Way FP or Song: This Is the Way – p. 7 – p. 7 Tuesday FP: Red Says Stop – p. 6 FP: Red Says Stop – p. 6
First Reading of Who Sank First Reading of Five Little How Tall Are You? – p. 9 the Boat? –p. 4 Monkeys Wash the Car – p. 5 Name a Traffic Safety Car Wash – p. 13 How Much Do I Weigh? Rule – p. 14 FP or Song: Five Little FP or Song: Five Little Monkeys – p. 6 Monkeys –p. 6 – p. 9 Wednesday FP: This Is the Way –p.6 FP: Red Says Stop – p.6 What Color Are My First Reading of Curious Second Reading of I Read Eyes? – p.8 George Rides a Bike – p.5 Signs – p.3 Traffic Signs – p.12 Driving Test for Driver’s What Color Is My Hair? – License – p. 11 FP or Song: Five Little FP or Song: Teasing Mr. Monkeys – p.5 Crocodile – p.6 p.8 Thursday FP: Five Little Monkeys – p. FP: Five Little Monkeys – 6 p. 6
Storytelling Figures: Who Second Reading of Five Build a Vehicle – p. 12 Whose Driver’s License Painting Tricycles – Sank the Boat? – p. 6 Little Monkeys Wash the Car Is This? – p. 13 p. 12 – p. 5 FP or Song: This Is the Way FP or Song: Teasing Mr. – p. 7 Crocodile – p. 7 Friday FP: Red Says Stop – p. 6 FP: This Is theWay –p. 7
Second Reading of Who Conclusion: Finding out Sank the Boat? – p. 4 what children have learned Shapes and Colors of Name a Traffic Safety Driving Test for Driver’s Travel Safety and Taking Signs – p. 10 Rule – p. 14 License – p. 11 FP or Song: This Is the Way Care of Vehicles – p. 2 –p. 7 FP or Song: Five Little Monkeys –p. 6 Changes to the Environment (Props, materials added to Centers) Art Blocks Books Dramatic Play / Manipulatives Sand / Water Science / Discovery Home Living Build a Vehicle, Paint Add a variety of Add books, pictures, Add props for Transportation and Water – vinyl or plastic Shapes and Colors of a Vehicle – p. 12 wheeled vehicles, and storytelling figures garage/repair shop/car safety puzzles – p. 13 vehicles, sponges, cloths, Signs – p. 10 traffic signs, basket – p. 12 wash, coveralls – p. 12 liquid detergent – p. 13 with books, paper, Sand - add small shapes –p. 12 vehicles and traffic signs – p. 13
Topic of Study - Traveling for Fun in the Great Outdoors
Arkansas, with its lakes, rivers, parks and campsites, offers a variety of opportunities for outdoor family fun and recreation. Many families go camping and fishing, they go boating, and they go on picnics. Children will enjoy experiencing a topic of study about Traveling for Fun in the Great Outdoors.
Introduction
Here are three big ideas about traveling for fun in the great outdoors that you can help children explore:
We can travel many places in Arkansas for outdoor fun
We can go camping, boating, fishing, and picnicking in Arkansas
Big Ideas We can travel in trucks, vans, SUVs, motor homes, campers and boats
• Pictures of boats, trucks, motor homes, campers, tents, and popup tents • Pictures of people camping, fishing, picnicking, boating, hiking, and other outdoor activities • Children’s books about traveling in Arkansas for outdoor family fun Curious George Goes Camping, by Margret and H. A. Rey, illustrated in the style of H. A. Rey by Vipah Interactive We’re Going on a Picnic by Pat Hutchins Materials to Mr. Gumpy’s Outing by John Burningham Collect and • Felt or Magnetic Board • Storytelling figures for the book, Mr. Gumpy’s Outing, locate at A Story a Month on Make the Arkansas Better Beginnings website: • Storytelling figures for the book, Who Sank the Boat? By Pamela Adams (See Attachment: Who Sank the Boat?) • Brochures from campsites, parks and other travel spots in Arkansas • Picnic prop box (indoors or outdoors): picnic basket, tablecloth or large towel, plastic plates, glasses, cups and spoons, cloth napkins which can be washed, clean cold drink liter bottles, empty water bottles • Boating prop box: Life jackets and throw rings or pillows • Large appliance box for boat • Camping prop box (outdoors): small tent, sticks (no splinters) for a pretend campfire, large stones for fire ring, unbreakable cooking utensils and dishes, flashlight, container for carrying camping equipment, bedroll or sleeping bag, canteen • Camping prop box (indoors): sticks (no splinters), small stones for fire ring, cooking utensils and dishes from home living area, red cellophane (for fire), people figures, canteen • Fishing for the Alphabet: Fishing pole and fish shapes Adventures in Learning - #9 Travel 1 Traveling for Fun in the Great Outdoors - Revised
• Check with your local library for the availability of children’s books. • Children’s books can be purchased online, from school supply catalogs or local bookstores. • Contact the Division of Child Care and Early Childhood Education for the following materials or locate at A Story a Month on the Arkansas Better Beginnings website:
A Story a Month – Mr. Gumpy’s Outing (patterns for storytelling figures) • Contact the Arkansas Department of Parks and Tourism for brochures about parks Resources and campsites
Introduction: Finding out what Children Know about Traveling for Fun in the Great Outdoors
Benchmarks: 3.5 Understands that print conveys a message 5.8 Participates in group discussion
To introduce the topic of “Traveling for Fun in the Great Outdoors” you need to find out what children already know about the topic. This allows you to build on your children’s Introducing experiences. It also helps create an interest in the topic. Here’s how to begin. and • Gather the children in a group. Say, “For the next few days we’re going to be Concluding learning about traveling for fun in the great outdoors.” the Topic • Write on chart paper, chalkboard or marker board the words “Traveling for Fun in the Great Outdoors.” Show pictures of people camping, fishing and boating, for example. • Invite children to tell you things they already know about outdoor activities such as camping, fishing, boating and picnicking. • Make a list of all of the things children know about traveling for fun in the great outdoors. • Review the list with them and say, “You already know a lot about traveling for fun in the great outdoors.” • Keep the list until you have completed the topic of study.
Trainer Note: If children mention other things their family does for fun, be sure to include those activities in your discussions so that each child can feel that his or her contributions are valued. ______Conclusion: Finding out What Children Have Learned about Traveling for Fun in the Great Outdoors • Gather the children in a group at the conclusion of the study about traveling for fun in the great outdoors. • Write on chart paper, chalkboard or marker board, “Things We Learned about Traveling for Fun in the Great Outdoors.” • Invite children to tell you some things they have learned about traveling for fun in the great outdoors. You may have to ask prompt questions such as, “What are some things you can take with you when you go camping?” “What are some ways we can travel when we go camping or on a picnic?” “How can we keep ourselves safe when we are in a boat?” • Make a list of all the things children learned about traveling for fun in the great outdoors. • Read the first list you made with the children. Then say, “Here are some new things you found out about traveling for fun in the great outdoors” and read today’s list with them.
Adventures in Learning - #9 Travel 2 Traveling for Fun in the Great Outdoors - Revised
Benchmarks: 3.1 Shows enjoyment of books and stories and discussion of them 5.3 Expands vocabulary Book #1: Curious George Goes Camping by Margret and H. A. Rey
First Reading of Curious George Goes Camping
• Prepare to read the book, Curious George Goes Camping • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children what they think the word “curious” means. Explain that a person who Reading wants to know about things is curious. • Ask children to look at the cover and predict what the story is about. Books with • State that you will read the story together and find out what George is curious Children about. • Read the story so all children can see the pictures in the book. • Follow up by asking questions such as, “Were your predictions about the story correct?” “What were some of the things that George was curious about?” “What was your favorite part of the story?” • Invite children to discuss their camping experiences. Ask what type of tent they slept in. Show cover and pages 4 and 5. Ask if they have ever seen a tent for a dog. ______Second Reading of Curious George Goes Camping • Show the cover and give the title, author and illustrator • Recall with children what being curious means. • Read the story so all children can see the pictures in the book. • Follow up the second reading by showing pictures on each page and inviting children to retell the story. Additional Benchmark: 3.2 Uses picture cues to tell a story ______Third Reading of Curious George Goes Camping. • Show the cover and invite children to recall the name of the book. Give the author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the third reading by showing specific pages and inviting children to discuss some of the ways George got in trouble. For example: o Page 8 when he poured water on a campfire o Page 10 when he ran into the woods and was lost o Page 13 when he pulled the skunk’s tail • Invite children to discuss how George helped out when there was a fire in the woods (pages 18, 19 and 20). • Ask children why they think the man gave George a bath in tomato juice and what they think that would be like. ______Fourth Reading of Curious George Goes Camping (Small Group) • Gather a small group of children, 3 to 5, and sit them so they can see all the pages of the book.. • Invite children to recall the title. Give author and illustrator. • Follow up the fourth reading of the book by involving children in looking at and discussing some of the pages in the book. Examples include: o Show page 5, call attention to the fire ring, discuss what it is and invite children to discuss why they think there are rocks around the camp fire. (To keep fire from spreading) o Show page 6 and ask children why they think the man asked George to get water for the campfire? Adventures in Learning - #9 Travel 3 Traveling for Fun in the Great Outdoors - Revised
o Show page 11 and ask children how they think George felt when he was lost and all alone. Ask children if they have ever been lost. How did they feel? o Show page 24 and ask children how they think George is feeling as he is roasting marshmallows. Invite them to discuss their experiences with roasting marshmallows.
Additional Benchmarks: 1.25 Identifies one’s own feelings 1.26 Expresses thoughts and feelings in words 1.27 Identifies and understands others’ emotions and intentions 5.8 Participates in group discussion ______Book #2: We’re Going on a Picnic by Pat Hutchins, author and illustrator
First Reading of We’re Going on a Picnic • Prepare to read the book, We’re Going on a Picnic. • Bring an empty picnic basket to story time. • Show basket to children and ask what they might do with the basket. Accept all answers. • State that this is a picnic basket (if children do not say this). Lead children to briefly discuss their picnic experiences. Where did they go on a picnic? Who went with them? What did they have to eat? What else did they take? • Invite children, one at a time, to tell you one thing they would put in the basket to take on a picnic. Encourage each child to say something different than other children. As each child names the item, ask him or her to pretend to place it in the basket. • Say, when last child has put a “pretend” item in basket, “Our picnic basket was empty. Now it’s full and we’re going on a picnic.” • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to predict what is in the picnic basket on the cover of the book. • Invite them to name the animals they see on the cover. Ask which animals are going on a picnic. What do they think the other animals will do? • Read the story so all children can see the pictures in the book. • Follow up by asking, “Were your predictions correct? What did the hen and duck and goose take on their picnic?” “What did the squirrel, rabbit and mouse do?” “Why was the basket empty?” ______Second Reading of We’re Going on a Picnic • Show cover and ask children to recall the title. Give the author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the second reading by showing each page and inviting children to retell the story. Additional Benchmark: 3.2 Uses picture cues to tell a story ______Third Reading of We’re Going on a Picnic (Small Group) • Gather a small group of children, 3 to 5, and sit them so they see all the pages of the book. • Invite children to recall the title. Give author and illustrator. • Read the story so all children can see the pictures in the book. • Pause while reading the story to allow children time to observe what is happening with the picnic basket. Ask questions to focus their observations. “What do you think the mouse is doing in the basket?” “The squirrel?” “The rabbit.” Say, “Were you right?” as you turn to the next page which shows the animals eating the fruit in the basket. Adventures in Learning - #9 Travel 4 Traveling for Fun in the Great Outdoors - Revised
• Follow up the third reading with questions such as, “Why was the picnic basket empty?” “Who ate the strawberries, apples and pears?” “What did the hen, duck and goose think happened to the berries, apples and pears they put in the basket?” ______Book #3: Mr. Gumpy’s Outing by John Burningham, author and illustrator
First Reading of Mr. Gumpy’s Outing • Prepare to read the book, Mr. Gumpy’s Outing • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children if they know what an “outing” is. Explain that an outing is something you do like going on a picnic or riding in a boat like Mr. Gumpy and his friends are doing. • Call children’s attention to the pole that Mr. Gumpy has in his hand. Explain that you can use a pole to move a boat when the water is not very deep. You put the pole on the bottom of the river and push it and the boat moves forward. • Read the story so all children can see the pictures in the book. • Stop and explain words which may not be familiar to the children. For example, explain that “squabble” is like quarreling or not getting along with each other. “trample” is to walk on something with heavy feet. • Follow up by showing the pictures and inviting the children to name the different animals that got in the boat. Ask, “Which animal was your favorite?” • Invite children to share their boating experiences. Additional Benchmark: 5.3 Expands vocabulary ______
Second Reading of Mr. Gumpy’s Outing • Show cover, give title, author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the second reading by inviting the children to help you read the book by saying some of the words. • Begin to read, pausing before the end of a sentence. Encourage the children to complete the sentence. For example, show the first page and read, “This is ______(Mr. Gumpy.)” “Mr. Gumpy owned a boat and his house was by a ______(river)” • Involve the children in using the words in the book to describe the actions of the different characters; for example, the goat kicked, the calf trampled, the pig mucked about. ______Third Reading of Mr. Gumpy’s Outing (Small Group) • Gather a small group of children, three to five, and sit them so they see all the pages of the book. • Show cover, give title, author and illustrator. • Read the story so all children can see the pictures in the book. • Follow up the third reading by asking children to discuss what caused the boat to tip over. • Involve children in looking at each animal as it gets on the boat, naming the animal and discussing which of the animals they think can swim. For example, when children name the rabbit, ask if they think the rabbit can swim and why or why not. Accept all answers.
Additional Benchmarks: 3.36 Shows awareness of safe behavior 5.6 Uses words to communicate ideas 5.8 Participates in group discussion
Adventures in Learning - #9 Travel 5 Traveling for Fun in the Great Outdoors - Revised
Sail Away by Donald Crews
Who Sank the Boat by Pamela Allen
Additional Books
Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Storytelling Figures: Mr. Gumpy’s Outing • Make either felt or magnetic storytelling figures for the story, Mr. Gumpy’s Outing • Read the book, Mr. Gumpy’s Outing, to the children. • Use the storytelling figures to tell the story. • Explain to children that the storytelling figures will be in the library/book area for Language them to use. Materials • Demonstrate and discuss with children the correct way to use the storytelling and figures. Activities ______
Storytelling Figures: Who Sank the Boat? • Make either felt or magnetic storytelling figures for the story, Who Sank the Boat? • Read the book, Who Sank the Boat? to the children. • Use the storytelling figures to tell the story. • Explain to the children that the storytelling figures will be in the library/book area for them to use. • Demonstrate and discuss with the children the correct way to use the storytelling figures.
Benchmarks: 5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of language 5.5 Participates in songs, finger plays, rhyming activities and games
A Camping We Will Go (Sing to tune of Farmer in the Dell)
A camping we will go, A camping we will go. We’ll pitch a tent, And make a fire. A camping we will go.
A fishing we will go, A fishing we will go. We’ll bait our hook, And thrown out the line. A fishing we will go.
Adventures in Learning - #9 Travel 6 Traveling for Fun in the Great Outdoors - Revised
A boating we will go, A boating we will go. We’ll use the oars To row the boat A boating we will go. ______Picnic Basket
A tisket, a tasket. Here’s our picnic basket. We’ll fill it up with food to eat. Some that’s salty And some that’s sweet. ______Picnic Song
We’re going on a picnic, We’re going on a picnic. Won’t you come along? We’re going on a picnic, We’re going on a picnic. That’s our picnic song. ______
This Is the Way We Catch the Fish (Sing to tune of Mulberry Bush. Invite children to add motions to the song)
This is the way we bait the hook, Bait the hook, bait the hook. This is the way we bait the hook, When we are going fishing.
This is the way we throw out the line, Throw out the line, throw out the line. This is the way we throw out the line, When we are going fishing
This is the way we catch the fish, Catch the fish, catch the fish. This is the way we catch the fish, When we are going fishing.
This is the way we clean the fish, Clean the fish, clean the fish. This is the way we clean the fish, After we’ve gone fishing.
This is the way we cook the fish, Cook the fish, cook the fish. This is the way we cook the fish, After we’ve gone fishing.
This is the way we eat the fish, Eat the fish, eat the fish. This is the way we eat the fish, After we’ve gone fishing. Adventures in Learning - #9 Travel 7 Traveling for Fun in the Great Outdoors - Revised
Row, Row, Row Your Boat (Make rowing motions)
Row, row, row your boat (Move hands and arms backward and forward to make Gently down the stream. rowing motion) Merrily, merrily, merrily, Life is but a dream. ______
Pole, Pole, Pole Your Boat (Make poling motions)
Pole, pole, pole your boat Gently down the stream. Merrily, merrily, merrily, Life is but a dream.
Teacher Note: Show the cover of the book, Mr. Gumpy’s Outing. Discuss with children that the water is shallow (not very deep) and that Mr. Gumpy is using a long pole to move the boat through the water. Demonstrate and involve children in pretending to have a pole to use as you sing the song. ______
Row Your Boat with a Partner • Allow children to choose a partner and sit on the floor facing their partner with their legs extended. • Partners touch the bottoms of their feet and hold hands. • Show them how to slowly move back and forth with their partner as they sing “Row, row, row your boat.” (see previous activity) • Continue singing the song slowly until children catch onto the rhythm and are moving in unison. • Sing song at different speeds and ask children to move accordingly.
Additional Benchmark: 1.19 Works cooperatively with others ______
Let’s Go Camping (Sing to tune of Are You Sleeping?)
Let’s go camping, let’s go camping. Yes we will, yes we will. We will pitch our tent, we will pitch our tent. Yes we will, yes we will.
Let’s go camping, let’s go camping. Yes we will, yes we will. We will build a fire, we will build a fire. Yes we will, yes we will.
Let’s go camping, let’s go camping. Yes we will, yes we will. We will cook our food, we will cook our food. Yes we will, yes we will.
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Let’s go camping, let’s go camping. Yes we will, yes we will. We’ll put out the fire, we’ll put out the fire. Yes we will, yes we will.
Let’s go camping, let’s go camping. Yes we will, yes we will. We’ll clean up our campsite, we’ll clean up out campsite. Yes we will, yes we will. ______
Benchmarks: 3.5 Understands that print conveys a message 3.36 Shows awareness of safe behavior 5.8 Participates in group discussion 5.9 Uses language to problem solve
Activity: Rules for Camping • Gather children in a group. • Explain that they are going to help develop rules for camping. • Lead the children in discussing appropriate and safe behavior when camping.
Family Camping Rules
Stay near your family and friends Let adults light the campfire Let adults put out the campfire Help clean up your campsite
Trainer Note: Copy the Family Camping Rules on an 8 ½ x 11 sheet of paper and make a copy for each child. Invite each child to draw a picture about camping on his or her sheet. Send home to families and suggest that children “read” the rules with their family. ______
Benchmarks: 1.1 Demonstrates ability to make choices 3.5 Understands that print conveys a message 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: Favorite Outdoor Activity Graph
• Provide a choice of three outdoor activities (camping, boating and picnicking) • Prepare a graph with columns for each activity. Use a picture or drawing of the activity with the word written on it. • Make name cards for each child in a size that will fit on the graph. • Explain to children that they will choose the outdoor activity they like best. • Invite each child to choose which activity is his or her favorite and tape his or her name card in the correct column on the graph. • Involve the children in counting the number of children who like each activity.
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Our Favorite Outdoor Activity
6 5 Jonathan 4 James Miguel 3 Kennedy Trude Juan 2 Sam Maria Sarah 1 Ashley Elizabeth Jackson
camping boating picnicking
• Write a summary story.
Our Favorite Outdoor Activity
Five children like camping best. Three children like boating the best. Four children like picnicking the best.
______
Benchmark: 3.7 Identifies letters and signs in the environment
Activity: Fishing for the Alphabet (Small Group)
• Add foam or rubber alphabet letters and aquarium nets to the water table or tub • Involve children in naming the letters they catch. • Suggest children try to catch the letters in their name. ______
Benchmarks: 3.36 Shows awareness of safe behavior 5.3 Expands vocabulary 5.6 Uses words to communicate ideas 5.8 Participates in group discussion
Activity: Life Jackets (Small Group) • Collect life jacket(s). • Gather a small group of children (3 to 5) for a discussion about life jackets. • Show the life jacket to the children and invite them to share what they know about life jackets. For example, do they know what it is called and have they ever worn one? Where were they when they wore it? Why do people wear life jackets? • Build a discussion on what children know about life jackets. Discuss with them the importance of wearing life jackets when they are on a boat or near the water. • Allow the children to examine and try on the life jackets. • Invite the children to decide in which center to place the life jackets for independent play.
Trainer Note: If you can locate a “throw ring” bring it to the group along with the life jacket. Lead the same type of discussion about the “throw ring” as you did with the life jacket.
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Benchmarks: 1.19 Works cooperatively with others 3.5 Understands that print conveys a message
Activity: Plan a Picnic • Involve children in planning a picnic. The picnic can be held on the playground, in a nearby park or in the classroom. You may want to invite parents to the event. • Involve children in planning the menu. Keep it healthy and simple with children having choices of type of sandwiches, fresh fruit and/or vegetables, for example. • Record the menu on chart paper and post it in the room where children can see it. Allow children to illustrate the menu with pictures they draw or cut from magazines. • Involve children in preparing for the picnic. Each child can make his/her own sandwich, for example.
Benchmarks: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: How Many People in the Boat? • Collect 5 different sizes of plastic food tubs, thoroughly cleaned and small plastic people figures. • Use a permanent marker and write a numeral from 1 to 5 on the outside or in the Science / bottom of each container. On the smallest container write “1”, on the next size write Discovery “2” and so forth. Allow markings to completely dry. and Math • Place the containers and the people figures in the water table. • Stand back and observe. Allow children to be creative in their play. • Make comments when appropriate. For example, if there are 2 people in the boat labeled “3” say, “I see you have 2 people in that boat.” Point to the numeral “3” and say, “This means that three people can safely ride in the boat.” Observe to see if the child adds another person to the boat. ______
Benchmark: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: Fishing for Numerals (Small Group) • Make fishing poles using a dowel 18” in length with an 18” string attached for the fishing line. • Tie a magnet at the end of the fishing line. • Make 6 to 12 laminated fish shapes with a numeral written on each one and attach a paper clip. • Invite children to “fish” with the poles, catching the fish when the magnet attracts to the paper clip. • Encourage the children to identify the numeral on each fish they catch. • Suggest that children count the number of fish they caught.
Teacher Note: Make fish shapes with sets of one to ten objects for children to catch. Provide laminated numeral cards from one to ten. When children catch a fish, invite them to place the fish on the correct numeral card.
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3
______Benchmark: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: How Many Fish Did I Catch? • Use the fishing poles and the laminated numeral cards from the Let’s Go Fishing activity. • Make laminated fish shapes without numerals and attach a paper clip. • Invite children to fish with the poles, catching the fish when the magnet attracts to the paper clip. • Ask children to count the number of fish they caught and place them on the correct numeral card. ______Benchmark: 3.14 Demonstrates the ability to order and sequence
Activity: What Size Fish Did I Catch? • Use the fishing poles from the Let’s Go Fishing activity. • Make laminated fish shapes in three different lengths; for example 3”, 4” and 5”.. • Encourage children to arrange the fish from smallest to largest, then from largest to smallest.
Benchmarks: 4.2 Demonstrates health and personal care habits 4.3 Tries new foods before deciding whether he/she likes them 4.6 Coordinates eye-hand movements to complete tasks 4.7 Uses small muscles for self-help skills
Activity: Fruit Tasting Feast • Prepare for fruit tasting experience. You will need apples, pears and strawberries, a way to wash the fruit, a knife, and plates or paper towels. • Prepare a graph to record children’s fruit preferences. • Reread the book, We’re Going on a Picnic, by Pat Hutchins. • Ask children to name the fruit in the story. Comment that all are fruit and good for your body. These fruits are healthy foods. Food/ • Have children wash hands. Nutrition • Wash the fruit and cut it into small pieces and place a piece of each fruit on each Experience child’s plate or paper towel. • Invite children to taste the fruit and compare the tastes. • Complete a tasting graph of the children’s favorite fruit they tasted. • Write a story about the experience. Teacher Note: Be aware of food allergies and make any necessary adjustments. Adventures in Learning - #9 Travel 12 Traveling for Fun in the Great Outdoors - Revised
Our Favorite Fruit 6 Shane 5 Reginald Ethan 4 Hayden Kelly Jose 3 LaTonya Susana Ashley 2 James Antonio Lupe 1 Maria Frank Sarah
0 Apple Pear Strawberry
Write a summary story:
Our Favorite Fruit The favorite fruit of our class is the apple. Six people liked apples best.
Teacher Note: Teachers and children should always wash hands before participating in food experiences ______Benchmarks: 1.20 Uses compromise and discussion to resolve conflicts 4.2 Demonstrates health and personal care habits 4.3 Tries new foods before deciding whether he/she likes them 4.6 Coordinates eye-hand movements to complete tasks 4.7 Uses small muscles for self-help skills
Activity: Make Picnic Sandwiches • Explain to children that they will make either turkey or ham sandwiches for their picnic. • Invite the group to discuss which they would rather have and why. • Involve children in voting on which type of sandwich to have. • Collect sliced turkey or ham, cheese slices, bread, mayonnaise, mustard, lettuce leaves, small plates, table knives, napkins, small spoon for mayonnaise and one for mustard. • Allow table helper to give each child a plate, knife and napkin • Invite children to take two slices of bread, a slice of turkey or ham, a cheese slice and a lettuce leaf. Allow children to decide if they want to put mayonnaise and/or mustard on their bread. • Assemble your sandwich and invite children to do the same. • Cut each child’s sandwich in half so that it is easier for them to eat. • Serve with a fruit cup and milk for a healthy snack.
Teacher Note: Allow the children to do as much of this food experience as possible.
Teacher Note: Should there be a tie between turkey and ham, write each word on a slip of paper, show them to the children and put in a container. Explain that you will draw out one slip and if it says “ham”, the children will make ham sandwiches. If it says “turkey” the children will make turkey sandwiches.
Teacher Note: Teachers and children should always wash hands before participating in food experiences.
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Benchmarks: 4.2 Demonstrates health and personal care habits 4.3 Tries new foods before deciding whether he/she likes them 4.6 Coordinates eye-hand movements to complete tasks 4.7 Uses small muscles for self-help skills
Activity: Make Deviled Eggs • Place mayonnaise and sweet pickle relish in small bowls with a teaspoon for each. • Provide one boiled egg (peeled) per child, plus one egg for yourself. Provide one small bowl, plate, fork, small spoon, and napkin per child. • Sit at the table with children, and guide them to take one boiled egg and place it on their plate. Serve yourself one egg. • Use a table knife and cut the eggs in half for each child. • Demonstrate and talk about what you are doing as you guide the children to scoop out the egg yolk with a spoon and mash it with a fork. • Take a teaspoon of mayonnaise and of pickle relish and guide children to pass the bowls around the table and do the same. • Begin to mix the egg yolk, mayonnaise and pickle relish. Encourage children to do the same. • Model putting the egg yolk mixture back into the egg. Encourage children to do the same. • Eat and enjoy the deviled eggs for either a picnic lunch or for snack.
Teacher Note: Allow the children to do as much of these food experiences as possible. For example, if children can cut their boiled eggs in half with a safe table knife allow them to do this.
Teacher Note: Teachers and children should always wash hands before participating in a food experience.
Benchmark: 4.12 Shows balance and coordination
Activity: Row a Carpet Boat • Place carpet squares on non-carpeted floor. • Have children put carpet on the floor with carpet side down. • Ask children to sit on the carpet square with feet extended out in front, with knees bent. • Invite children to pretend they are in a canoe or row boat and are using oars to get Movement/ to shore. Physical • Ask children if they can pull themselves forward with their feet. • Education Suggest that children work their arms as if they are rowing a boat. • Sing “Row, row, row your boat” as children row their carpet boats.
Benchmarks: 2.10 Explores and manipulates art media 2.12 Preplans art project and then works with care Art Activity: Campsite Mural • Invite children to create a campsite mural. Provide a long strip (6’) of butcher paper for the mural. With children watching, say and write the word “Campsite” on the paper. Post the paper on the wall at child’s eye level. • Explain to children that they can create their campsite any way they want to. They Learning can cut out pictures from magazines and glue them to the paper, they can draw Centers their own pictures, or they glue items to the paper. • Provide outdoor magazines, scissors and glue, and items such as washable markers, crayons, colored pencils, paper, paper scraps, chenille stems, small craft sticks, small pieces of wood scraps, and scraps of corrugated cardboard. Adventures in Learning - #9 Travel 14 Traveling for Fun in the Great Outdoors - Revised
• Explain to the children that they can take several days to create their campsite and that all children are invited to contribute to the mural.
Teacher Note: This is a “child choice” activity, not an activity where all of the children have to contribute to the mural. Your role is to offer the materials and encourage, but not insist that each child participate.
Additional Benchmarks: 1.1 Demonstrates ability to make choices 1.19 Works cooperatively with others ______Benchmark: 2.1 Shows creativity and imagination in play with materials and props Block Center • Add Camping Prop Box • Add a life jacket(s) and throw rings. ______Library/Book Corner • Add books about boating, fishing, and camping. • Add pictures that show people boating, fishing and camping. • Add felt or magnetic board and storytelling figures for the story, Who Sank the Boat? and Mr. Gumpy’s Outing. ______Benchmark: 2.1 Shows creativity and imagination in play with materials and props
Home Living/Dramatic Play • Add a picnic prop box for both indoor and outdoor play • Add a camping prop box to the outdoors. • Create tents on the playground. Clip a bed sheet or other large piece of fabric to a fence with clothespins. Secure the opposite end of the sheet by placing blocks or liter bottles weighted down with sand on the edges of the sheet. Put up several tents next to each other to create a campsite. ______Benchmark: 4.6 Coordinates eye and hand movements to complete tasks Manipulatives • Add small colored blocks and small boats. • Add puzzles of boats and outdoor activities ______Water table or tub • Add foam or plastic letters of the alphabet and aquarium nets and suggest that children fish for the alphabet and name the letters they catch. • Add small boats, plastic fish and aquarium nets. ______Sand table or tub • Add plastic worms. ______Quiet Corner • Create a quiet corner in your classroom; a place where children can go to be alone and to get away from the stresses of group living. • Place soft items in the quiet corner. Carpet on the floor, soft pillows, and soft and cuddly stuffed animals or dolls are examples. • Discuss with children when they might want to go to the quiet corner. When they are angry and need to get away from the source of their anger? When they are sad and need to be alone? When the room gets too noisy and they need a quiet spot? • Explain to children that the quiet corner is for one child at a time
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Benchmarks: 3.7 Identifies letters and signs in the environment 5.2 Uses effective oral communication skills: speaking in complete sentences, speaking with appropriate grammar
Activity: What Letter Fish Did I Catch? • Make fish from construction paper. Write an uppercase letter on each fish. Be sure to include letters that appear as the first letter of each child’s name. Laminate or cover with clear adhesive paper for durability. • Place fish in a container such as a can or bag so children cannot see the letter. • Say, “Renee’ is going fishing. What letter fish will she catch?” • Invite Renee’ to reach into the container, pull out a fish and say the letter. Encourage children to use complete sentences. For example, Renee’ would say, “I caught the B fish.” • Child transitions to the next activity.
Teacher Note: Help each child be successful. For example, encourage other children to say letter name if a child is unable to name the letter. Say, “Let’s help Renee’ with her letter.” Some children may say, “That’s my name” as the first letter of their name is fished from the container.
Transition Additional Benchmark: 1.16 Helps others in need Activities ______Benchmarks: 1.1 Demonstrates ability to make choices 3.7 Identifies letters and signs in the environment 5.10 Follows directions in sequence
Activity: Pick a Fun Thing to Do • Collect pictures of people camping, boating, picnicking or traveling in a motor home or travel trailer. Laminate or cover the pictures with clear self-adhesive paper for durability. Create either magnetic or felt pieces from the pictures. • Mount the pictures on a magnetic or felt board or place them on the floor. • Show a child’s name card and when that child recognizes his or her name, ask the child to select one of the pictures, tell something about it and transition to the next activity.
Send home a note stating that for the next few days, the children will be learning about traveling for fun in the great outdoors. Suggest some ways families can be involved in the topic of study: • Invite families to share with you the outdoor family activities they enjoy. They may be willing to share some family photos of outdoor activities such as boating, fishing and camping. • Collect items such as life jackets and throw rings, large stones for a campfire, an old tent, or a canteen, for example. • Ask a family with a travel trailer or camper to come to the center and allow the children to look inside. • Invite a family member to demonstrate pitching a tent on the playground. Family • Include the titles and authors of some of the children’s book about traveling for fun in the great outdoors. Suggest that they look for these books in the local library, Activities check them out and read them with their child. • Suggest that families who go camping and/or boating discuss safety issues with their child. • Suggest that families involve their child in planning a picnic. They can go to a neighborhood park or have the picnic in their backyard.
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Weekly Plan Sheet Week of Topic of Study Traveling for Fun in the Great Outdoors Teacher(s) Day Group Time #1 Group Time #2 Small Group Activities Transition Activities Special Activities Monday FP: Picnic Song– p. 6 FP: This Is the Way We Catch the Fish –p. 7 Introduction: Finding out Fishing for the Alphabet What Letter Fish Did I Rules for Camping – p. 9 what children know about First Reading of Curious – p. 10 Catch? – p. 16 Traveling for Fun in the Great George Goes Camping – p. 3 Outdoors – p. 2 FP or Song: A Camping We FP or Song: Let’s Go Will Go – p. 6 Camping –p. 8 Tuesday FP: Picnic Basket – p. 6 FP: Row, Row, Row Your Boat – p. 8
First Reading of We’re Second Reading of Curious Plan A Picnic – p. 11 Pick A Fun Thing To Do Fruit Tasting Feast – Going on a Picnic – p. 4 George Goes Camping - p. 3 – p. 16 p. 12 FP or Song: This Is the Way FP or Song: A Camping We We Catch the Fish– p. 7 Will Go – p. 6 Wednesday FP: Pole, Pole, Pole Your FP: Row Your Boat with a Boat – p. 8 Partner – p. 8
First Reading of Mr. Storytelling Figures: Mr. How Many People in the What Letter Fish Did I Row A Carpet Boat – Gumpy’s Outing – p. 5 Gumpy’s Outing – p. 6 Boat? – p. 11 Catch? – p. 16 p. 14 FP or Song: Row, Row, Row FP or Song: Pole, Pole, Pole Your Boat – p. 8 Your Boat – p. 8 Thursday FP: Picnic Song – p. 6 FP: Let’s Go Camping– p. 8
Second Reading of We’re Storytelling Figures: Who Going on a Picnic – p. 4 Sank the Boat? –p. 6 How Many Fish Did I Pick A Fun Thing To Do Make Deviled Eggs – Catch? – p. 12 – p. 16 p. 14 FP or Song: This is the Way FP or Song: Row Your Boat We Catch the Fish– p. 7 with a Partner – p. 8 Friday FP: Picnic Basket – p. 7 FP: Row, Row, Row Your Boat – p. 7 Second Reading of Mr. Conclusion: Finding out Gumpy’s Outing – p. 5 what children have learned Favorite Outdoor What Letter Fish Did I Row A Carpet Boat – p. Traveling for Fun in the Great Activity Graph – p. 9 Catch? – p. 16 14 FP or Song: A Camping We Outdoors – p. 2 Will Go – p. 6 FP or Song: Row Your Boat with a Partner – p. 8 Changes to the Environment (Props, materials added to Centers) Art Blocks Books Dramatic Play / Manipulatives Sand / Water Science / Discovery Home Living Campsite mural – Camping prop box Add books, pictures, Picnic prop box, Fishing for Numerals – Water – add foam or Fishing for Numerals – p. 14 (indoors), Boating clothesline and Camping prop box p.11 plastic letters, small p.11 prop box – p.15 storytelling figures – (outdoors) – p. 15 Add small blocks and boats, plastic fish, & How Many Fish Did I p. 15 boats, Add boats and aquarium nets – p. 15 Catch? , What Size How Many People in the outdoor activity Boat? – p. 11 Fish Did I Catch?– puzzles – p. 15 Sand – add plastic p.12 worms – p. 15
Topic of Study - Traveling for Family Vacation Fun
Many families go on vacation, especially during the summer months. They go to the beach, to theme parks, and to visit relatives. Families go on vacation by car, van, and RVs. Some families fly to vacation destinations. Some may travel by train. Anyway and anywhere they travel, children will enjoy the topic of study, Traveling for Family Vacation Fun
Introduction
Here are three big ideas about traveling for family vacation fun you can help children explore:
Many children go on vacation with their families
Families go to a variety of destinations for vacation.
Big Ideas Families travel to vacation destinations in a variety of ways.
• Pictures that show vacation destinations such as the beaches, theme parks, and mountains • Pictures that show different methods of transportation: cars, trucks, vans, RVs, planes and trains. Pictures of airports and train stations. • Pictures of luggage (suitcases, carryon bags, hang-up bags, duffle bags) • Pictures of clothing and items appropriate for the beach: bathing suits, beach hats, sunglasses, flip flops, beach towels, umbrellas, suntan lotion Materials to • Family vacation photos Collect and • Children’s books about traveling for family vacation fun. Make Curious George Goes to the Beach by Margret and H. A. Rey, illustrated in the style of H. A. Rey by Vipah Interactive The Bag I’m Taking to Grandma’s by Shirley Neitzl Airport by Byron Barton Curious George Takes a Train by Margret and H. A. Rey, illustrated in the style of H. A. Rey by Vipah Interactive • Road maps • Travel posters and brochures • Luggage tags • Postcards from vacation destinations • Small suitcases and carry-on bags • Beach prop box: beach towels, straw hats, hats with visors, cover-ups, sunglasses (safe), picnic basket, small cooler • Camera • Binoculars • Shoebox Suitcases (attach chenille stems for hinges and handles)
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• Check with your local library for the availability of children’s books about traveling for family vacation fun. • Children’s books can be purchased online, from school supply catalogs or local bookstores. • Collect travel brochures and posters from travel agencies. Resources
Introduction: Finding out what Children Know about Traveling for Family Vacation Fun
Benchmarks: 3.5 Understands that print conveys a message 5.8 Participates in group discussion
To introduce the topic of “Traveling for Family Vacation Fun” you need to find out what Introducing children already know about the topic. This allows you to build on your children’s and experiences. It also helps create an interest in the topic. Here’s how to begin.
Concluding • Pay attention to what your children and their families say about family vacations. the Topic Be aware of when children are absent for family vacation and where they go. • Gather the children in a group. Begin by telling children that for the next few days we are going to be learning about traveling with our families for vacations. • Write on chart paper, chalkboard or marker board the words, “Traveling for Family Vacation Fun.” • Ask children to tell you what they think “traveling” means. Guide them to understand that when we travel, we go from one place to another. • Discuss with children that vacation travel usually means going on a long trip when their parents are off work. • Invite children to briefly discuss some places they have gone with their family for vacation and how they traveled. • Make a list of all of the things children know about traveling for family vacation fun. • Review the list with them and say, “You already know a lot of things about traveling for family vacation fun and we’ll find out even more.” • Keep the list until you have completed the topic of study. ______
Conclusion: Finding out What Children Have Learned about Traveling for Family Vacation Fun • Gather the children in a group at the conclusion of the study about traveling for family vacation fun. • Write on chart paper, chalkboard or marker board, “Things We Learned about Traveling for Family Vacation Fun.” • Invite children to tell you some things they have learned about traveling for family vacation fun. You may have to ask prompt questions such as “What were some things you saw and did when you went on vacation with your family?” “What did you enjoy the most?” • Make a list of all the things children learned about traveling for family vacation fun. • Read the first list you made with the children. Then say, “Here are some new things you found out about traveling for family vacation fun” and read today’s list with the children.
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Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Book #1: Curious George Goes to the Beach By Margaret and H.A. Rey
First Reading of Curious George Goes to the Beach • Prepare to read the book, Curious George Goes to the Beach. • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures for the book.) • Introduce Curious George to the children. Say, “George is a curious monkey. Do you know what it means to be curious?” (curious means wanting to know about things). Invite children to recall other Curious George books they have read. • Ask children to look at the cover and predict what George is curious about. Say, “Let’s read and find out what George is curious about.” • Read the book so all children can see the pictures. • Read the double page spread where George is hungry for a snack and where the snacks he puts on the napkin keeps disappearing. • Ask children what they think is happening to the snacks. • Turn the page which shows a sea gull taking the snack and ask, “Were your predictions correct?” • Continue reading the book to the end. • Pause and allow children’s honest reaction to the book. • Follow up with questions such as, “What was your favorite part of the story?” “What were some things that surprised you about the book?” “Why was George’s picnic basket empty?” • Invite children to discuss their experiences at the beach. Additional Benchmark: 5.3 Expands vocabulary ______
Reading Second Reading of Curious George Goes to the Beach Books with • Show the cover, give the title, author and illustrator. Children • Read the book so all children can see the pictures. • Follow up the second reading of the story by showing the pages of the book and inviting children to retell the story in their own words.
Additional Benchmark: 3.2 Uses picture cues to tell a story ______
Third Reading of Curious George Goes to the Beach • Show the cover and invite children to recall the name of the book. Give the author and illustrator. • Read the book so all children can see the pictures. • Follow up the third reading of the story by discussing with children the things George was curious about. Show the appropriate pages; when he was curious about the lifeguard and what happened and when he was curious about the sea gulls being hungry. • Involve children in discussing why the lifeguard’s chair is so high, why do the children think he had a whistle and binoculars. • Ask what Betsy did when George paddled out on a float to rescue the picnic basket.
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Book #2: The Bag I’m Taking to Grandma’s by Shirley Neitzel, illustrated by Nancy Windslow Parker
First Reading of The Bag I’m Taking to Grandma’s
• Prepare to read the book, The Bag I’m Taking to Grandma’s • Bring to story time a large paper bag with handles. • Say to the children, “You’re going on a trip to Grandma’s. What would you put in the bag you’re taking to Grandma’s?” Accept all answers. • List on chart pad, marker or chalkboard the things children say they would take to Grandma’s. • Show cover, give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Say, “You said what you would pack in the bag to take to Grandma’s. Let’s see what the boy in the story is taking to Grandma’s.” • Read the story so all children can see the pictures in the book. • Follow up by showing the pages on the left side of the book and inviting children to name the items the boy is taking to Grandma’s. • Ask children, “Were there any of the items on your list?” and compare the two lists. ______Second Reading of The Bag I’m Taking to Grandma’s • Show cover, give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Read the story so all children can see the pictures in the book. • Follow up the second reading by showing the pages where the mother appears. • Show each page with the mother and boy and discuss what is happening. • Involve children in discussing what the boy can take to Grandma’s and what he has to leave home. ______Third Reading of The Bag I’m Taking to Grandma’s (Small Group) • Gather a small group of children, three to five. • Show the cover and invite children to recall the title. Give title, author and illustrator and invite children to say what each does. • Read story so all children can see the pictures in the book. • Follow up the third reading by explaining to children that on some pages the words are left out and pictures are there instead. Show the third page of the book as an example. Say, “The word ‘bag’ is left out and a picture of a bag is there instead.” • Invite individual children to read a Rebus page with you. • Run your fingers under the words and illustrations as you and the children read the book together.
Teacher Note: A Rebus story is one in which photos/illustrations are substituted for words.
Additional Benchmark: 1.7 Demonstrates willingness to try new things ______Book #3: Airport by Byron Barton, author and illustrator
First Reading of Airport • Prepare to read the book, Airport • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children to look at the cover and predict what the story is about. • Discuss with children what an airport is. • Read the story so all children can see the pictures in the book.
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• Follow up by inviting children to share their experiences with airports and airplanes. Guide children to see likenesses and differences in their experiences and what is happening in the book.
Teacher Note: This type of book is an information book rather than a storybook. Some books, such as Airport, can be shared with the whole group. However, some information books are best shared with an individual child or with a small group of children. They can also be placed in the library or another learning center. For example, Airport might be an appropriate book to place in the block center. ______Second Reading of Airport • Show cover and ask children to recall the title. Give the author and illustrator. • Invite children to recall some of the things they remember about the book. • Read the book so all children can see the pictures. • Follow up the second reading by showing the pictures and asking questions such as, “What are some of the different ways you can get to the airport?” “What are some things people are doing in the waiting room?” “Why did the flight attendant say to buckle seatbelts?” • Clarify terms such as waiting room, control tower, cockpit and flight attendant. • Continue to encourage children to discuss their airport and airplane experiences.
Additional Benchmarks: 5.3 Expands vocabulary 5.8 Participates in group discussion 5.9 Uses language to problem solve ______Third Reading of Airport (Small Group) • Gather a small group of children, from three to five. • Prepare to read the book, Airport. • Invite children to recall the title. Give author and illustrator • Show the cover and invite children to recall what they remember about the book. • Read the book so all children can see the pictures. • Follow up the third reading by helping children “read” the signs and the captions in the book and discuss what they mean. For example, Airport, Taxi, Gates 1-6, Tickets, Baggage, toilet, kitchen, passenger compartment, lounge, pilot’s cockpit, fuel tanks, and cargo hold.
Teacher Note: Allow all children an opportunity to participate in a small group reading of Airport.
Additional Benchmarks: 5.3 Expands vocabulary ______Book #4: Curious George Takes a Train by H. A. Rey, author and illustrator
First Reading of Curious George Takes a Train • Bring an unwrapped gift box to reading area. Place a small stuffed monkey in the box. Keep the box out of the children’s sight. • Prepare to read the book, Curious George Takes a Train • Show cover; give title, author and illustrator. (Explain that the author is the person who writes the book and the illustrator is the person who draws the pictures.) • Ask children what they think the word “curious” means. Accept all answers. • Show the children the box and say, “If you want to know what is in the box, you are curious. A person who wants to know about things is curious. What do you think is in the box?” Allow children to predict what they think is in the box. Explain that they will find out what is in the box at the end of the story. Put the box out of children’s sight. Adventures in Learning - #9 Travel 5 Traveling for Family Vacation Fun - Revised
• Ask children to look at cover of book and predict what the story is about. What do they think George is curious about? • Read the story so all children can see the pictures in the book. • Review the story by showing the pages where George is being curious and involve children in discussing the episode. Ask questions such as, “What did George do with the numbers and letters on the big sign?” “Why do you think the trainmaster was unhappy when he realized George had changed the numbers and letters?” • Invite children to tell some things they have been curious about. • Bring out the box and say, “Let’s see if your predictions are correct about what is in the box.” Open the box and bring out the monkey. Additional Benchmark: 1.4 Shows curiosity and a desire to learn ______Second Reading of Curious George Takes a Train • Show the cover and ask children to recall the title. Give the author and illustrator. • Recall with the children what the word “curious” means and what George was curious about in the story. • Read the story so all children can see the pictures in the book. • Follow up the second reading by turning the pages and allowing children to retell the story in their own words. • Invite children to discuss why George was a hero and what the word “hero” means. (hero is someone who does something brave).
Additional Benchmark: 3.2 Uses picture cues to tell a story
Teacher Note: Make sure all children who want a turn have an opportunity to contribute to the retelling. For example, invite a specific child to tell you one thing that is happening on a page. This strategy involves all children and prevents only the more verbal children from story retelling.
First Flight by David McPhail
Flying by Donald Crews
Hey! Get Off Our Train by John Burningham
I’m Taking a Trip on My Train by Shirley Neitzel Additional Books Train Song by Diane Siebert, illustrated by Mike Wimmer
Benchmark: 3.1 Shows enjoyment of books and stories and discussion of them
Storytelling Props/Figures: The Bag I’m Taking to Grandma’s
• Collect the items for the book, The Bag I’m Taking to Grandma’s, by Shirley Neitzel, and a travel bag or a shopping bag that resembles the bag in the story. • Read the book, The Bag I’m Taking to Grandma’s, to the children. • Retell the story as you place the props in the bag. Language • Explain to the children that the props will be in the home living/dramatic play area Materials for their use. and Activities Teacher Note: If you are unable to gather all of the props, use pictures of the items to tell the story. Draw a picture of a travel bag that is large enough for the items. Laminate or cover the pictures with clear self-adhesive paper. Add felt strip or magnet to the back of each picture. Place the figures in the library area. Add a felt or magnetic storyboard.
Adventures in Learning - #9 Travel 6 Traveling for Family Vacation Fun - Revised
Benchmarks: 5.1 Demonstrates phonological awareness (hearing and recognizing the sounds of language) 5.5 Participates in songs, finger plays, rhyming activities and games
Fly, Fly, Fly Your Plane (Sing to tune of Row, Row, Row Your Boat)
Fly, fly, fly your plane (Make flying motions with arms) Way up in the sky. (Point toward sky)
Flying, flying, flying, flying, (Make flying motions with arms) You can go so high. (Point toward sky) ______We Are Flying (Sing to tune of Are You Sleeping?)
We are flying, we are flying, (Make flying motions with arms) Yes we are, yes we are.
We’re flying oh so high, (Point toward sky) We’re flying in the sky. Yes we are, yes we are.
We are driving, we are driving (Pretend to drive a car) Yes we are, yes we are.
We’re driving this old car, It won’t get us very far. This old car, this old car.
We are chugging, we are chugging, Down the tracks, down the tracks.
Listen to our whistle. You can hear it blow. It’s so loud, it’s so loud.
What Will We See?
If you go to the beach with me, What do you think we will see?
We’ll see a lifeguard sitting up so high. We’ll see sea gulls as they fly by.
If you go the beach with me, What do you think we will see?
We’ll see children digging in the sand. We’ll look for seashells, won’t that be grand!
If you go to the beach with me, What do you think we will see?
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We’ll see waves so very, very high. We’ll see the bright sun up in the sky.
If you go to the beach with me, There’ll be lots of pretty things for us to see. ______Choo-Choo Train
This is a choo-choo train, Puffing down the track. Now it’s going forward. Now it’s going back.
Now the bell is ringing. Now the whistle blows. What a lot of noise it makes, Everywhere it goes. ______I’ve Been Working on the Railroad (Song)
I’ve been workin’ on the railroad, All the live long day. I’ve been working on the railroad, Just to pass the time away. Don’t you hear the whistle blowing? Rise up so early in the morn. Don’t you hear the captain shouting “Dinah, blow your horn?”
Dinah, won’t you blow, Dinah, won’t you blow, Dinah, won’t you blow your horn? Dinah, won’t you blow, Dinah, won’t you blow, Dinah, won’t you blow your horn?
Someone’s in the kitchen with Dinah. Someone’s in the kitchen, I know. Someone’s in the kitchen with Dinah Strumming on the old banjo.
Fee, fie, fiddle-e-i-o. Fee, fie, fiddle-e-i-o-o-o. Fee, fie, fiddle-e-i-o. Strumming on the old banjo. Teacher Note: This song is available on the Wee Sing America cassette or CD ______Down By the Station (Song)
Down by the station Early in the morning See the little puffer bellies All in a row. See the station master Turn the little handle. Puff, puff, toot, toot, off we go Adventures in Learning - #9 Travel 8 Traveling for Family Vacation Fun - Revised
Little Red Caboose (Song)
Little red caboose, chug-chug-chug. Little red caboose, chug-chug-chug. Little red caboose behind the train, whoo-whoo. Smoke stack on it's back, back, back, back. Going down the track, track, track, track. Little red caboose behind the train, whoo-whoo. ______Benchmarks: 3.5 Understands that print conveys a message 5.2 Uses effective communication skills: speaking in complete sentences, speaking with appropriate grammar 5.7 Engages in two-way conversation with children and adults
Activity: If We Went to the Beach (Small Group) • Follow up the reading of Curious George Goes to the Beach by Margaret and H.A. Rey by involving the children in writing a class book about things they might see or do if they went to the beach. • Gather a small group of children (3 to 5) for this activity. • Help each child develop his/her individual page. Discuss with each child one special thing he or she might see or do at the beach Record each child’s comments on a sheet of paper. An example is, Trey said, “I would see that lifeguard man. He has a whistle.” • Encourage children to say something other than what another child says. • Invite children to draw a picture on their special page of the things that they might see or do at the beach. They may want to write their name on their page. • Make a cover sheet for the book and include the title and the authors. For example, If We Went to the Beach by Miss Julie’s Class. • Use rings or staple pages together to make a book. • Involve children in reading the book, inviting each child to read his or her page to the group. • Place the book in the library area.
If We Went to the Beach
by Miss Julie’s Class
Trey said, “I would see that lifeguard man. He has a whistle.”
Teacher Note: Involve all children in creating a page for the book.
Teacher Note: Encourage children to make complete sentences. Adventures in Learning - #9 Travel 9 Traveling for Family Vacation Fun - Revised
Benchmarks: 1.1 Demonstrates ability to make choices 1.5 Enjoys experimenting and problem-solving with ideas as well as with concrete materials 3.5 Understands that print conveys a message 3.7 Identifies letters and signs in the environment
Activity: What Should I Take? (Group Activity) • Prepare a list with each child’s name on it. Write the list on chart paper, chalk board or dry-erase board. Write the names large enough so children can read them. Title the list, What Should I Take? • Post the list so children can see it. • Bring a suitcase to group time. • Explain to children that they are going to help you pack the suitcase. • Say, “Pretend you’re going on vacation to grandmother’s house. You’re going to stay for two weeks. Be thinking about what you will take.” • Point to the first name on the list and help children identify the child. For example, as you point to Trey’s name, ask, “Whose name is this?” • Ask that child to state what he or she will take and pretend to put it in the suitcase. • Write beside the child’s name the item she or he has chosen. • Encourage children to say something different from other children. For example, say, “Eugenia, what else can you take to grandmother’s?” • Invite the children to “read” back the list to you. Allow each child to “read” what he or she will take.
What Should I Take?
Eugenia – teddy bear Thomas – pajamas Maria – swimsuit and beach towel Michael – cars and trucks
Teacher Note: Vary this activity. For example, involve children in naming what they would take to the beach or some other vacation destination they have named. Follow the same procedures as above. ______Benchmarks: 5.8 Participates in group discussion 5.9 Uses language to problem solve
Activity: Packing My Suitcase • Pack a suitcase with items you would and would not take to the beach. For example, pack a bathing suit, flip flops, sun glasses, book to read, beach towel, toothbrush and toothpaste, egg beater, gloves, hammer, and coat. Be creative in the things you pack that do not belong. • Tell children you are going on a trip to the beach but didn’t know what to take with you. Ask if they have any ideas. • Say, after getting their ideas, “Let’s see how I did packing my suitcase. Do I need to take ______?” (pull out a bathing suit, for example.) “How about this ______? (pull out the egg beater). • Invite children to discuss why each item is needed or not. • Have a luggage tag attached to your suitcase. Explain to children that the luggage tag has your name, address and telephone number on it so that if your luggage gets lost, the people who find it will know how to return it to you.
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Benchmarks: 1.1 Demonstrates ability to make choices 3.5 Understands that print conveys a message
Activity: When I Go On Vacation • Involve children in writing a class book about where they would like to go on vacation. • Allow one page per child. • Help each child develop his or her individual page. Invite each child to complete the following sentence: “When I go on vacation I want to go to ______.” • Invite children to draw a picture on their special page. Encourage children to write their name on their page. • Make a cover sheet for the book and include the title and the authors. For example, When I Go on Vacation by Ms. Eliana’s class. • Use rings or staple pages together to make a book.
Erin said, “When I go on vacation I want to go see my cousins in Texas.
______
Benchmark: 5.9 Uses language to problem solve
Activity: What’s In the Traveling Bag • Place a collection of toy vehicles in a large bag (a shopping bag will do): cars, trucks, train, airplane, helicopter, boat, rocket ship. • Describe a mode of transportation you have in the bag. Have children make guesses about what you are describing. • Remove the item from the bag when children correctly guess what it is. • Continue until all of the items are named. • Consider these descriptions:
“I have four wheels and you can haul things in my bed (or in the back of me).” (truck) “I can take you to the moon.” (rocket ship) “I can travel on the lake or on a river.” (boat) “I have wings and I can fly way up in the air.” (airplane) “I have four wheels, a front seat, a back seat and a steering wheel.” (car) “I have blades on top that go round and round and I take off by going straight up in the air.” (helicopter)
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Benchmarks: 1.3 Demonstrates ability to make choices 3.5 Understands that print conveys a message 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship
Activity: Our Favorite Way to Travel (Group Activity) • Prepare a graph with columns for three ways to travel: car, plane and train. Use a picture or drawing of each type of travel in the appropriate column. Science / • Make name cards for each child in a size that will fit on the graph. Discovery • Go over the chart with the children, explaining that they will decide which way they and Math would like to travel for vacation by placing their name card in the correct column. • Allow each child a turn to say which way to travel they like best, tell why, and place his or her name card in the correct column. • Involve the children in counting the number of children who like each way of traveling. Our Favorite Way to Travel
7 6 5 Jonathan 4 James Miguel 3 Kennedi Trude Juan 2 Sam Maria Sarah 1 Ashley Elizabeth Jackson
car plane train
• Write a summary story.
Our Favorite Way to Travel
Five children like to travel by car best. Three children like to travel by plane best. Four children like to travel by train best.
______Benchmark: 3.10 Classifies objects by physical features such as shape or color
Activity: All Aboard the Color Train • Make tickets from different colors of construction paper. There can be duplicates of colors. • Allow the day’s leader to be the engine of the train. • Have the children spread out across the room. • Say, “The train is about to leave the station. All passengers with red tickets get on board.” Children with red tickets line up behind the engine. • Call the next color and those children line up behind the engine. • Ask the engine to start down the track when all children are on board. Children follow the engine as they walk around the room.
Teacher Note: Be the engine of the train if you think this would work better with your group of children.
Trainer Note: This activity can be done either indoors or outdoors, depending on space in the classroom. Adventures in Learning - #9 Travel 12 Traveling for Family Vacation Fun - Revised
Trainer Note: If this activity is done outdoors, this would be a good way to gather the children as you prepare to go indoors. ______Benchmarks: 3.13 Demonstrates one-to-one correspondence 3.14 Demonstrates the ability to order and sequence
Activity: Get on Board the Numeral Train • Make duplicate sets of tickets and number them from 1 through the total number of children in the group. The tickets should be large enough so the numeral can be clearly seen. • Give each child a ticket and you keep a set. • Allow the day’s leader to be the engine of the train. • Have the children spread out across the room. • Say, “The train is about to leave the station. Passengers will get on board when I call your ticket number.” • Call and show ticket with 1 on it. Say, “Passenger number 1 get on board.” • Continue with 2, 3, and so forth, until all passengers are on board. • Ask the engine to start down the track when all children are onboard. Children follow the engine as they walk around the room.
Trainer Note: Be the engine of the train if you think this would work better with your group of children.
Trainer Note: This activity can be done either indoors or outdoors, depending on space in the classroom.
Trainer Note: If this activity is done outdoors, this would be a good way to gather the children as you prepare to go indoors.
______Benchmarks: 3.22 Makes comparisons (scientific process: comparing) 3.23 Shows awareness of cause-effect relationships
Activity: Weighing Seashells • Provide a collection of sea shells and a balance scale. • Allow children to experiment with putting shells in each of the cups on the scale. • Invite children to see if they can balance the scale. Explain that when one cup goes down lower than the other, that cup is the heaviest. When both cups are level, or in a straight line, they weigh the same. • Observe children as they experiment with balancing the scale. ______Benchmark: 3.22 Makes comparisons (scientific process: comparing)
Activity: Which is the Heaviest? • Fill one small container with sand and an identical container with seashells. Containers must be small enough to fit in the cups of the balance scale. • Ask children to pick up the containers and predict which is the heaviest. • Invite children to place the container with sand in one of the cups on the scale and the container with seashells in the other. • Ask the children if their prediction was correct. Which is the heaviest? How can they tell? (Heaviest cup goes down and lightest cup goes up)
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Benchmarks: 4.2 Demonstrates health and personal care habits 4.3 Tries new foods before deciding whether he/she likes them 4.7 Uses small muscles for self-help skills
Activity: Travel Mix • Gather the following: different kinds of whole-grain cereal squares, toasted oat cereal and pretzel sticks. Place each in a separate bowl. • Allow each child to put a scoop of each food item into his or her bowl. • Serve the trail mix with juice.
Food/ Teacher Note: Allow the children to do as much of the food experiences as possible. Nutrition Experience Teacher Note: Adults and children should always wash hands before participating in food experiences.
Benchmarks: 3.17 Shows understanding of different relationships of objects in space (spatial relations) 4.6 Coordinates eye and hand movements to complete tasks 4.12 Shows balance and coordination
Activity: All Clear for Takeoff • Read the book, Airport, with the children prior to going outdoors. • Call children’s attention to the double spread pages that show the two pilots in the Movement/ cockpit. The text is “Control tower to pilot. All clear for take off.” • Physical Show children the markings on the runway and ask what they think they are for. • Discuss with children that the pilot follows this path with the front wheels of the Education plane as he prepares for take off. • Discuss with children that you will draw a runway on the tricycle path and they can pretend that their tricycles are airplanes and follow the path. • Use sidewalk chalk to draw a path similar to the one in the book. Make sure it is perfectly straight. • Invite children to guide their planes (tricycles) down the runway by keeping the front wheel on the path you have drawn. • Observe children to see if they can steer their tricycles on the path.
Teacher Note: In addition to eye and hand coordination, this activity also involves eye, hand and foot coordination.
Benchmarks: 1.7 Demonstrates willingness to try new things 2.10 Explores and manipulates art media 2.12 Preplans art project and then works with care
Art Activity: Vacation Traveling • Assemble a Vacation Traveling Art Box. In the box include materials such as pre-cut shapes from paper, fabric and aluminum foil, milk jug or drink caps, and Learning craft sticks. Include a number of small boxes. Centers • Label the box, Vacation Traveling and include on the label pictures of cars, vans, RVs, airplanes and trains. • Introduce the Vacation Traveling box to children and explain that it will be in the art center all week. • Invite children to explore the contents of the box and discuss some things they might make. • Explain to children that they can work on their project over several days if they choose. Adventures in Learning - #9 Travel 14 Traveling for Family Vacation Fun - Revised
• State that they are also free to use other items in the art center such as markers, crayons, scissors and glue. • Have a place where they can store their unfinished creations.
Activity: Suitcase Mural • Make a large suitcase from butcher paper (6’ long). Include hinges and a handle. • Invite children to cut out items to go in the suitcase and glue them to the suitcase or draw their own pictures, cut them out and glue them to the suitcase.
Teacher Note: Allow children to use the art materials in their own creative way. ______Block Center • Add small airplanes, helicopters, trains and people figures • Add a variety of small boxes for children to use in their own creative way. • Add a cardboard box cockpit. • Add props from the book, The Bag I’m Taking to Grandma’s. • Add roadmaps ______Library/Book Corner • Add books about vacation travel. • Add travel posters and postcards ______Benchmarks: 2.1 Shows creativity and imagination with materials and props 2.2 Participates in dramatic play themes that become more involved and complex 2.3 Assumes various roles in dramatic play situations
Home Living/Dramatic Play • Add beach prop box • Add shoebox suitcases • Add a serving tray and small plastic glasses • Add notepads and pencils • Add index cards for making boarding passes • Post travel posters on the wall. • Place luggage tags in a basket. Add tags and pencils and markers to the basket Make a label for the basket as follows: Please make a tag for your luggage. Read the label with the children and invite them to make a luggage tag. Discuss with them what to include on the tag: name, address and phone number.
Name______
Address ______
City ______State ______Zip______
Phone ______
• Add camera and binoculars. Consider taking them outdoors.
Additional Benchmark: 3.6 Demonstrates an interest in using writing for a purpose
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Activity: Traveling in an Airplane • Create an airplane cabin by involving children in lining up two rows of chairs with three or four chairs in each row. Leave room to walk between the two rows (the aisle). • Make boarding passes with seat numbers on them. • Place corresponding numbers on the chairs. • Place boarding passes in a container such as a basket. • Select a pass and say, “My seat number is 8. Let’s see if I can find my seat.” • Locate seat number 8 and sit down and pretend to buckle your seatbelt. • Invite children to join you for a plane ride. • Step back and observe children when they begin to role play traveling in an airplane. • Take a notebook and pencil and walk between the rows of chairs and say, “I’m your flight attendant. Do you want juice, milk or water to drink?” Write down children’s responses. • Suggest that one of the children take over as flight attendance and serve the others. • Step back again and observe children as they role play.
Boarding Pass Name ______Seat _____
Flight Number ______Date ______
Origin ______Destination ______
______Benchmark: 4.6 Coordinates eye and hand movements to complete tasks
Manipulatives • Puzzles of airplanes, trains, and other vehicles • Bristle Blocks with wheels • Duplos with wheels ______Water table or tub • Make small floats from a piece of Styrofoam. • Add covers of containers such as butter tubs. • Add plastic people figures.
Benchmarks: 1.5 Enjoys experimenting and problem-solving with ideas as well as with concrete materials 1.7 Demonstrates willingness to try new things 3.19 Shows interest in exploring the environment 3.22 Makes comparisons (scientific process: comparing) 3.23 Shows awareness of cause-effect relationships
Sand table or tub Activity: Molding with Sand • Show the children the cover of the book, Curious George Goes to the Beach. • Call attention to the three piles of sand (inverted bucket) and invite children to Adventures in Learning - #9 Travel 16 Traveling for Family Vacation Fun - Revised
discuss how they were made. • Add small buckets and containers such as empty butter tubs, a small shovel. You can also add purchased sand molds. • Observe children to see how they use the materials. Do they notice that the dry sand does not stay in the shape of the mold? • Ask children what they think will happen if water is added to the sand. • Involve children in adding enough water to dampen the sand. • Observe children to see if they notice the difference when they used the dry sand and the wet sand.
Teacher Note; Consider using dampened sand outdoors so that it can dry before it is covered at the end of the day.
Activity: Looking for Seashells • Add seashells and small buckets and shovels to the indoor sand table or tub. ______Science/Discovery • Add Weighing Seashells • Add Which is the Heaviest? ______Quiet Corner • Create a quiet corner in your classroom; a place where children can go to be alone and to get away from the stresses of group living. • Place soft items in the quiet corner. Carpet on the floor, soft pillows, and soft and cuddly stuffed animals or dolls are examples. • Discuss with children when they might want to go to the quiet corner. When they are angry and need to get away from the source of their anger? When they are sad and need to be alone? When the room gets too noisy and they need a quiet spot? • Explain to children that the quiet corner is for one child at a time
Benchmark: 1.1 Demonstrates ability to make choices
Activity: Car, Train or Plane? • Call one child’s name at a time. Say, “Ramona, you’re going on a trip. How would you like to travel? Car, train or plane?” • Child selects a mode of travel and pretends to be that vehicle: (drive a car, fly like a plane, and say “chug chug” like a train.) • Child transitions to the next activity. ______
Benchmark: 3.7 Identifies letters and signs in the environment Transition Activity: Whose Ticket Is This? Activities • Have children’s name cards. • Show a name card and say, “We’re boarding the airplane. Whose ticket is this?” • Child claims ticket and transitions to the next activity.
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Send home a note to parents stating for the next few days, the children will be learning about traveling for family vacation fun. Suggest some ways families can be involved in the topic of study: • Collect pictures, posters and brochures of vacation destination spots. • Donate old cameras and binoculars. • Suggest that families take photos of their family vacation and send a couple of them to the center to share with the other children and to display in the classroom. • Include the titles and authors of some of the children’s books about traveling for family vacation fun. Suggest that they look for these books in the local library, check them out and read them with their child.
Share with families information about summer health and safety concerns. These concerns also apply to teachers in preschool programs. • Make sure children have access to drinking water outside. When they play vigorously in the sun, they dehydrate more quickly. Provide extra liquids in hot weather. • Be aware of over-exposure to the sun, especially when children are at the beach. Apply sunscreen with a number sufficient to block out the harsh rays from the sun. Family Keep children indoors or in the shade during the really hot part of the day. Activities • Include quiet outdoor activities so that children do not over-exert themselves. • Be alert to weather conditions and go indoors when lightning threatens. • Be aware of the presence of stinging insects outdoors and keep them and children apart. Know children’s “insect” allergies and be prepared for stings and bites that may occur. • Suggest to families that children wear shoes other than flip-flops or thongs because these can be dangerous for children as they climb and run. State that closed toe shoes are best.
Teacher Note: These summer health and safety concerns are also appropriate for preschool teachers.
Adventures in Learning - #9 Travel 18 Traveling for Family Vacation Fun - Revised
Weekly Plan Sheet Week of Topic of Study Traveling for Family Vacation Fun Teacher(s) Day Group Time #1 Group Time #2 Small Group Activities Transition Activities Special Activities Monday FP: We Are Flying – p. 6 Packing My Suitcase – p. 10 Introduction: Finding out what children know about First Reading of Curious Traveling for Family Vacation George Goes to the Beach – If We Went to the Beach Car, Train, or Plane – All Aboard the Color Fun – p. 2 p. 3 – p. 9 p. 17 Train – p. 12 FP or Song: I’ve Been Working on the Railroad – FP or Song: What Will We p. 7 See? – p. 7 Tuesday List: What Should I Take?- FP: Choo-Choo Train – p. 8 p. 9 Second Reading of Curious First Reading of The Bag George Goes to the Beach – When I Go On Vacation Whose Ticket Is This? – Suitcase Mural – p. 15 I’m Taking to Grandma’s – p. 3 – p. 17 p. 4 FP or Song: Down by the FP or Song: What Will We p. 11 Station – p. 8 See? – p. 7 Wednesday FP: Fly, Fly, Fly Your Plane– FP: Down by the Station – p. 7 p. 8
First Reading of Airport – Second Reading of The Bag What’s In the Traveling Car, Train, or Plane – All Clear for Takeoff – p. 4 I’m Taking to Grandma’s – Bag? – p. 11 p. 17 p.14 p. 4 FP or Song: We Are Flying – FP or Song: Little Red p. 7 Caboose –p. 8 Thursday FP: Choo-Choo Train – p. 8 FP: Little Red Caboose – p. 8 First Reading of Curious George Takes a Train – p. 5 Storytelling Prop: The Bag Weighing Seashells – Whose Ticket Is This? – Get on Board the I’m Taking to Grandma’s – p. 13 p. 16 Numeral Train – p. 13 FP or Song: I’ve Been p. 6 Working on the Railroad – p. FP or Song: Down by the 8 Station – p. 8 Friday FP: Fly, Fly, Fly Your Plane FP: Choo-Choo Train – p. 7 – p. 6 Conclusion: Finding out Second Reading of Airport – what children have learned Our Favorite Way to Car, Train, or Plane – Traveling in an Airplane p. 5 Traveling for Family Vacation Travel – p. 12 p. 17 – p. 16 Fun – p. 2 FP or Song: Little Red FP or Song: We Are Flying – Caboose– p. 9 p. 7 Changes to the Environment (Props, materials added to Centers) Art Blocks Books Dramatic Play / Manipulatives Sand / Water Science / Discovery Home Living Vacation Traveling, Add airplanes, Add books about Beach prop box, Puzzles of airplanes, Water – Styrofoam Weighing Seashells, Suitcase mural – p.15 helicopters, trains, and vacation travel, travel, Travel prop box , trains, and other and container covers Which is the Heaviest? people figures, boxes, posters and postcards Traveling in an vehicles, Bristle blocks and people figures – – p.13 cockpit, The Bag I’m – p. 15 Airplane – p. 15 and Duplos with p. 16 Taking to Grandma’s wheels –p. 16 Sand – Molding with prop box, road maps – sand, Looking for p. 15 Seashells – p.16 Weekly Plan Sheet Week of Topic of Study Travel Review Week Teacher(s) Day Group Time #1 Group Time #2 Small Group Activities Transition Activities Special Activities Monday FP: Going Shopping – p. 7 FP: My Bicycle – p. 8
First Reading of On the Go Storytelling Figures: We’re Traveling – p. 3 Going on a Bear Hunt - p. 6 with People Wheels Make Travel and Choose a Way to Travel Outdoor Obstacle and Animal Work Easier – p. 12 – p. 16 Course – p. 14 Power FP or Song: This is the Way FP or Song: Row, Row, – p. 8 Row Your Boat – p. 8 Tuesday FP: Helping Daddy Drive – FP: Five Red Pickup Trucks p. 6 – p. 6
Traveling to First Reading of Mr. First Reading of Froggy Places in the License Plate Match – Where Would You Go? – Make a Sandwich to Gumpy’s Motor Car – p. 2 Goes to School – p. 3 Community p. 11 p. 16 Take to School – p.13 FP or Song: Wheels on the FP or Song I Went Driving – Bus – p. 7 p. 7 Wednesday FP: Red Says Stop – p. 6 FP: Five Little Monkeys – p. 6 First Reading of Who Sank Travel Safety the Boat? -p. 4 First Reading of Five Little and Taking Shapes and Colors of Traffic Signs – p. 12 Green Light, Red Light – Care of Monkeys Wash the Car – p. 5 Signs – p. 10 p. 11 Vehicles FP or Song: This is the Way – p. 6 FP or Song: Teasing Mr. Crocodile – p. 7 Thursday FP: Pole, Pole, Pole Your FP: Picnic Song – p. 6 Boat – p. 8
Traveling for Storytelling Figures: Mr. First Reading of We’re Fun in the Third Reading of Mr. What Letter Fish Did I Row a Carpet Boat – Gumpy’s Outing – p. 6 Going on a Picnic – p. 4 Great Gumpy’s Outing – p. 5 Catch? – p. 16 p. 14 Outdoors FP or Song: This if the Way FP or Song: A Camping We We Catch the Fish– p. 7 Will Go – p. 6 Friday FP: What Will We See? – FP: Choo-Choo Train – p. 8 p. 7 Third Reading of Curious Second Reading of Curious Traveling for George Goes to the Beach– Family George Takes a Train – p. 6 Third Reading of Airport Car, Train or Plane – Traveling in an Airplane p. 3 Vacation Fun – p. 5 p. 17 – p. 16 FP or Song: I’ve Been FP or Song: Down by the Working on the Railroad – Station – p. 8 p. 7 Changes to the Environment (Props, materials added to Centers) Art Blocks Books Dramatic Play / Manipulatives Sand / Water Science / Discovery Home Living Paper, art materials to Add airplanes, Add books, pictures, Prop boxes from Puzzles of modes of Water – add foam and Fishing for Numerals create a mural that helicopters, trains, and clothesline and traveling topics travel plastic letters, small What Size Fish Did I summarizes traveling people figures, boxes, storytelling figures boats, plastic fish & Catch? topic cockpit aquarium nets Weighing Seashells Sand - add plastic Which is the Heaviest? worms , seashells, molding materials