Unit 7: Winter

Study Focus:  Weather

Study Focus Description: The focus of this study is to introduce students to the concept of weather and the weather changes.  

Student Understandings: Students will understand that weather changes. Students will understand that weather varies according to the temperature and where you live.

Guiding Questions:

  1. Can students describe weather changes?
  2. Can students understand that temperature affects the weather?
  3. Can students understand that winter weather varies according to geographic location?
  4. Can students identify a meteorologist as a person who tracks and predicts weather changes?

Guiding Vocabulary: weather, season, precipitation, wind, cold, cool, chilly, cloudy, rain, snow, temperature, meteorologist, degree, climate, map, front, hail

Grade-level Expectations

GLE#

GLE Text and Benchmarks

ELA-1a

Demonstrate understanding of phonological awareness by  manipulating endings of words and nonsense words to make rhyming sounds (PK-LL-L3) (ELA-1-E1)

ELA-1b

Demonstrate understanding of phonological awareness by  manipulating syllables in spoken words (segment/blend) (PK-LL-L3) (ELA-1-E1)

ELA-1d

Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3) (ELA-1-E1)

ELA-3a

Demonstrate understanding of alphabetic principle by identifying own first name in print  (PK-LL-L3) (ELA-1-E1)

ELA-3b

Demonstrate understanding of alphabetic principle by identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)

ELA-4

Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)

ELA-5a

Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.  (PK-LL-R3) (ELA-1-E2)

ELA-5b

Demonstrate understanding of book and print concepts by holding a book right side up.  (PK-LL-R3) (ELA-1-E2)

ELA-5c

Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text.  (PK-LL-R3) (ELA-1-E2)

ELA-5d

Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom.  (PK-LL-R3) (ELA-1-E2)

ELA-6

Relate pictures to characters (PK-LL-R4) (ELA-1-E4)

ELA-7

Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)

ELA-8

Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)

ELA-9

Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)


 

ELA-10

 Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)

ELA-11

Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)

ELA-12a

Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-E1)

ELA-12b

Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-R2) (ELA-7-E1)

ELA-12c

Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)

ELA-14a

Use simple reasoning skills by identifying reality and fantasy in texts read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-14c

Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where).  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-15

 Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)

ELA-16

Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)

ELA-17

Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)

ELA-18

Participate in group-shared writing activities that include rhyming and descriptive words (PK-LL-W3) (PK-LL-W4) (PK-LL-L3) (ELA-2-E5)

ELA-19

Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)

ELA-20

Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)

ELA-21

Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)

ELA-22

Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)

ELA-23

Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)

ELA-24

Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)

ELA-25

Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)

ELA-26

Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)

ELA-27

Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)

ELA-28

Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)

ELA-29

Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)

ELA-30

Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)


 

ELA-31

Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)

M-1

Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)

M-2

Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)

M-3

Identify an object’s position as first or last (PK- -G3) (N-1-E)

M-4

Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)

M-5

Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)

M-6

Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E)

M-7

Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)

M-8

Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)

M-9

Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)

M-10

Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)

M-11

Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)

M-12

Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)

M-13

Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)

SCI-1

Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)

SCI-2

Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)

SCI-3

Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)

SCI-4

Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)

SCI-5

Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-E-A5) (SI-E-B4)

SCI-6

Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)

SCI-7

Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)

SCI-8

Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)

SCI-9

Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)

SCI-10

Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)


 

SCI-11

Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-P4) (PS-E-A2)

SCI-13

Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)

SCI-14

Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)

SCI-15

Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)

SCI-16

Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)

SCI-17

Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)

SCI-18

Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)

SCI-19

Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)

SCI-21

Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)

SCI-22

Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)

SCI-23

Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)

SCI-24

Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)

SCI-25

Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)

SCI-26

Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)

SCI-27

Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions (PK-CS-ES2) (ESS-E-A4)

SCI-28

Learn about objects in the sky through nonfiction literature (PK-CS-ES3) (ESS-E-B1)

SS-1

Identify representations of roads, bodies of water, and buildings in play activities  (PK-CSS-G1) (G-1A-E1)

SS-2

Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives)  (PK-CSS-G3) (G-1A-E2)

SS-3

Identify community workers and their jobs  (PK-CSS-C1) (C-1D-E3) (C-1D-E4)

SS-4

Discuss ways people can help each other (e.g., sharing, paying attention, taking turns)  (PK-SE-C1) (C-1D-E4)

SS-5

Participate in patriotic activities  (PK-CSS-C2) (C-1D-E4)

SS-6

Demonstrate an awareness of the uses of money in play activities  (PK-CSS-E1) (E-1A-E3)

SS-7

Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow  (PK-CSS-H1) (H-1A-E1)

 

 

 

 


 

 Study Focus

 

Weather

Sun

Wind

Snow

Rain

Whole Group Activities

Winter Weather Introduction

Modified DR-TA

ELA 4, 5, 9, 10, 27; M 13; SCI 1, 26, 27, 28; SS 2

 

Sunny Day

Learning Log

ELA 4, 5, 15, 16, 18; M 6; SCI  1, 26, 27, 28

The Wind Blew

ELA 4, 7, 8, 10, 11, 14, 27, 29; M 3; SCI 1, 15, 26, 28

Snow

ELA 21, 24, 27, 28; M 6, 10; SCI 28

Umbrella Dancing Chart;

Umbrella colors

ELA 4, 6, 7, 10, 20, 24, 27, 31; M 5, 9, 10

Morning Circle Time

ELA 1d, 3a, 3b, 4, 21, 22, 26, 27, 28, 29, 31;

M 1, 3, 4, 5, 7, 13;

SCI 26, 27; SS 4, 5, 7

Do you watch the weather on

TV?

Is it sunny today?

Is it windy today?

Is it cold today?

Is it raining today?

Storytime

Suggested alternative story titles are listed in the bibliography.

ELA 1a,1b, 1d, 4, 5a, 5b, 5c, 5d, 6, 7, 8,  9, 10, 11, 12b, 12c, 14c, 25,  29

Weather

 

 

It Looks Like Spilt Milk

Rain

The Snowy Day

Weather Words and What They Mean

Small Group Activities

Weather Words

ELA 3, 8, 9, 10, 23, 24; SCI 28

 

Clouds

ELA 10, 14, 19, 20, 21; SCI 1, 2, 3, 6, 26, 27

Raindrops

ELA 4, 8, 9, 14, 21, 24, 26; M 1; SCI 2, 3, 4

Snowmen

ELA 8, 9, 24, 26; M 9, 11; SCI 2, 3, 18

Weather Raft

ELA 8, 9, 10, 11, 22; SCI 18, 26, 27, 28; SS 3, 7

Music and Movement

Dance with scarves or ribbon streamers to wind music  Examples: Water, Wind, and World; The Second Line by Johnette Downing; A Windy Day; Nature Sounds

Field Experiences/

Guest Speakers

Have a weatherman/reporter/meteorologist visit the classroom or view a weather report online or from a recorded TV broadcast


 

 Study Focus Activities for Learning Centers that can be incorporated into your existing center activities.  Remember any center activity that you can do indoors, could be done outdoors!

Language/Literacy

ELA 3, 15, 17, 20, 24

Introduce letters to students in various multi-sensory ways. Sample activities are indicated below. Adjust the activities by inserting the letter(s) that is (are) being introduced and changing the letter(s) as needed.

Can you find the letter?

Letter symbols

Sand Letters

Letter rubbings

Playdough letters

Letter jars

Dot letters

Letter puzzles

 

Gel board

Letter game

Math

M 1, 2, 4, 5, 6, 8, 9, 12, 13

 

Number Relations

Blue construction paper, cotton balls, spinner or die.  Have students spin spinner and put that number of cotton ball clouds on the blue construction paper.

Measurements

Keep a log of the temperature and compare it each day.

Geometry

Use geo boards to make cloud shapes

Data Collection

BLM Graph What is your favorite type of weather?

Patterning

Have students create patterns using weather shapes such as sun, cloud, raindrop etc.

Science

SCI 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 22, 23, 24, 25

ELA 5a, 5b, 5c, 5d, 17, 21, 22, 24, 26, 31

M 6, 9, 11,

SS 4

learning logs and writing tools, nonfiction books relating to current study

rain sticks for listening and observing

ice cubes for touching and observing the melting process

thermometers for temperature graphing or tracking, and number recognition

InstaSnow or SuperSnow for feeling or observation

paper fans, spray water bottles

wind pinwheels and wind socks

Gross Motor

ELA 23, 24

M 11,13

SCI 15,16

SS 4

umbrella dancing- allow the students to take their umbrellas which they bring to school for Friday’s activity to dance or second line with their umbrellas outside as a gross motor activity.

clothing relays (boots, umbrella, jackets, rain coats, sweatshirts)

bubble play

pinwheels

ping-pong ball blowing: Have small plastic ping-pong balls available for students to blow on a hard surface or on the concrete outside to simulate wind and movement.

wind socks, kite flying


 

Blocks

ELA 15, 17, 20, 23, 24

M 1, 2, 3 ,5, 6, 8, 9, 10, 11

SCI 3, 9,16,

SS 1, 2, 4

writing tools, paper, and tape for making student-made signs and labels

TV station – name and call numbers, cars and trucks with TV station’s name and call number on them; a variety of people props

Manipulative/

Table Games

ELA 23, 24

M 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 13

SCI 9

SS 4

numbered clouds 1-10 matched to numbered suns 1-10 using cutouts or clip art;

rain drops to numbered umbrellas- cut out raindrop shapes to be counted and placed on the umbrellas

weather bingo or lotto using die cut weather symbols or clipart glued on to cardstock and laminated for durability

weather puzzles

 

Computer

ELA 30

A variety of selected games/activities based on available technology and student needs

http://www.weatherwizkids.com/index.htm

http://eo.ucar.edu/webweather/games.html

http://funschool.kaboose.com/preschool/games/game_counting_on_a_cloud.html

http://funschool.kaboose.com/preschool/games/game_can_you_place_me.html

http://www.bbc.co.uk/wales/bobinogs/games/game.shtml?1

Art

ELA 23, 24

M 5, 6, 8, 9, 10

SCI 3, 13, 14

SS 4

coffee filter snowflakes; clouds prints made with cotton balls and white paint; splatter paint drops from eyedroppers onto paper white paper towels; sun, rain, snow stencils and stamps;

sun prints - Place construction paper (not fadeless) outside in the sun with items of the students’ choice on them. Leave in the sun. Return later in the day. Have the students take off the items. A sun-shadow print will appear.

glued styrofoam squiggles for snow or clouds in the sky; shaving cream for painting, ivory snow painting

colored ice cube painting - Fill ice cube trays with water and put drops of different food color in compartments. Freeze. Pop the ice cubes out when frozen and let children paint with them on white paper.

Sensory

ELA 22, 23, 24

M 5, 6, 10

SCI 2, 3, 10, 13, 14

SS 1, 4

Sand:

SuperSnow or InstaSnow, polar bears, penguins, cut pieces of Styrofoam to simulate ice bergs for the polar bears and penguins

Water:

ice cubes in water tubs; eye droppers to simulate rain


 

Music

ELA 27, 28

M 1, 2, 3, 4, 10, 11, 13

SCI 15, 17, 19

SS 4

CD player and CDs, previously introduced musical instruments

Some featured songs:

Mr. Sun: Rain, Rain Go Away - Raffi; Singable Songs - The Very Young;

Ain’t Gonna Rain No More- Greg and Steve, Playing Favorites

You Are My Sunshine - Papillion, Cajun for Kids

Singing in the Rain - The Learning Station: Rock n’ Roll Songs That Teach

Make it Rain – Johnette Downing: Music Time

One Umbrella, Two Umbrellas – Lakeshore Learning: Learn to Count Math Rhymes

A Windy Day - Nature Sounds

Cool Breeze, Clouds, Alone with the Rain, Raindrops on my Window- Jazz for a Rainy Day

Dramatic Play

ELA 7, 21, 22, 23, 24, 27

M 1, 2, 5, 6, 7, 10, 11

SCI 3, 15, 17, 18, 21, 26, 27

SS 2, 4, 6, 7

In addition to the regular housekeeping center, add one or more of the following:

Weather TV Station - Map of your city or town, state map, U.S. map

Rain, Sun, Clouds, Wind, Hot, Cold, Chilly, and Warm die-cut symbols

TV Station  name and call numbers on cards

microphone, an old (broken) video recorder, desk, pointer

 

Books and Listening Center

ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7, 10, 11, 12a, 14a, 14c, 21, 22, 23, 24, 25, 26, 27, 29

SS 2, 4

A variety of books and recordings related to the study focus; puppets, flannel board and/or magnetic board figures; class-made books (where applicable):

magnetic die-cut weather symbols

weather word cards

Writing

ELA 3a, 3b, 15, 16, 17, 19, 20

M 11, 13

SS 4

blank books; paper in a variety of colors and sizes; student name cards; variety of writing tools, such as pencils, colored pencils, crayons, markers;

weather word cards; weather stencils; weather stamps; weather pages from the newspaper;

hurricane tracking maps; TV station names and call numbers on cards

 


 

Whole Group Activities

 

Whole Group Activity 1:  Winter Weather Introduction   (ELA 4, 5, 9, 10, 27; M 13; SCI 1, 26, 27, 28; SS 2)

 

Materials List:  What is the Weather (book); map of the United States; cut-outs of the sun, rain, clouds, wind, snowflakes; thermometer.

 

Using a modified SQPL (view literacy strategy descriptions), write the statement “It always snows in the winter” on the board. After that statement is written, draw snowflakes around the statement to assist the students with recognition. Read the statement aloud to the students and tell the students to think about the statement. Ask students if they have any questions about the statement “It always snows in the winter.”  Pause and allow time for the students to formulate any questions they might have. Write student questions on the board. Then ask the students if they agree or disagree with the statement. If they agree, have students put their thumbs up, and if they disagree, have them put their thumbs down.

 

Read the book and discuss the concept of weather in the winter season. Identify different types of weather, e.g., sunny, rainy, snowy, cloudy, windy, hot, and cold.  Referring to the map of the United States, describe the different types of weather patterns associated with the north, south, east, and west regions during the winter season. Introduce a thermometer as a tool for measuring temperature. Discuss hot and cold temperature as it relates to

the winter season.  Introduce the song “What Is the Weather?”  While singing the song, place the cut-outs on different parts of the United States map, indicating where the weather could be.  Continue until all cut-outs have been used.

 

What is the Weather?     (Tune of BINGO)

 

There is some weather in the sky

And sunny is its name-o.

S-U-N-N-Y, S-U-N-N-Y,

S-U-N-N-Y

and sunny is its name-o.

(substitute windy, sunny, cloudy, rainy, snowy)

 

Close by referring back to the statement “It always snows in the winter” and the questions students asked based on this statement.  Ask them what they learned and how that information can help them answer their questions about winter weather. Ask students to, again, think about this statement and decide if they agree or disagree after hearing the story. Have students, again, show if they agree by putting their thumbs up or disagree by putting their thumbs down.

 

Accommodations:  Assist students who have difficulty identifying weather patterns and/or regions of the country.

 

 


 

Whole Group Activity 2:  Sunny Day   (ELA 4, 5, 15, 16, 18; M 6; SCI  1, 26, 27, 28)

 

Materials List:  Sun Up, Sun Down (book); markers; paper; chalk board/dry erase board.

 

Read the book and discuss the sun and activities that one could do on a sunny day.  Elicit student responses for activities mentioned.  List all responses on the board.  Ask the students if the sun is hot or cold. Ask the question, “What kind of clothing would you wear on a sunny winter day? On a chilly/cold winter day?”  After reading both statements, draw pictures on the marker board of sunshine and snow with wind blowing. Have each student draw their favorite activity on the paper provided.  Have the students repeat the chant listed below by filling in the blanks with the activities they have identified.  Compile their drawings into a “Sunny Day” learning log (view literacy strategy descriptions) that will include each student’s favorite activity that can be done on a sunny day.

 

When it’s sunny

When it’s sunny,

You can _____________.

You can _____________.

 

When it’s sunny,

When it’s sunny,

You can _____________.

You can _____________.

 

Accommodations:  None needed

 

 

Whole Group Activity 3:  The Wind Blew    (ELA 4, 7, 8, 10, 11, 14, 27, 29; M 3; SCI 1, 15, 26, 28)

 

Materials List:  The Wind Blew (book); umbrella; balloon; hat; kite; shirt; handkerchief; wig; letters; flag; scarves; newspaper; fan.

 

Read the book and discuss the wind and its strength. Demonstrate the different velocities of the wind by using the fan and its different speeds. Have the students sequence the story by having them place objects listed in the story in front of the fan, letting the fan blow them. Ask the students which object blew away first and last in the story. Ask the students to identify things that they have seen the wind blow away on a windy day. Then ask the children why they think some objects blow away more easily than others? Allow students to stand in front of the fan and feel the wind blow on them at different speeds. Discuss the force of the wind.

 

Accommodations:  None needed

 

 

 

Whole Group Activity 4: Snow (ELA 21, 24, 27, 28; M 6, 10; SCI 28)

 

Materials List: tissue paper, cut-out snowflakes (1 per child), tape of classical music

 

Ask the students if anyone has ever seen snow falling. Was the snow hot or cold when it fell? Ask students what snow is made of? What happens when snowflakes land on objects? Discuss how snow falls from the sky and lands on the ground or objects. Distribute a snowflake to each child. Allow the students free exploration with their snowflakes. Play a tape of classical music of your choice and encourage the students to watch the snowflakes as they float to the ground and land. Instruct the students to have the snowflake fall on top of their head, on their arm, under their hands, next to their feet, on their face, under their chin, behind their legs, on their back, etc.

 

 

Whole Group Activity 5:  Umbrella Dancing (ELA 4, 6, 7, 10, 20, 24, 27, 31; M 5, 9, 10)

 

Materials List:  Umbrella Parade (book); umbrellas from home; chart paper; markers, paper

 

On Monday, send a note home to parents requesting that their child bring an umbrella from home on Thursday.  On Friday, read the book and discuss topics covered, umbrella colors and how umbrellas keep you dry. Have the students sit on the rug with their umbrellas closed.  Group the students by the colors of their umbrellas (i.e., black umbrellas together, blue umbrellas together, striped umbrellas together). Compare similarities and differences of umbrellas. Ask the students which umbrella will open up to be the largest and why.  Compose a Bar Graph that indicates the number of people in each group. Have the students write their name on a piece of paper and place it on the graph. Have the students count the number of classmates in their group out loud.  Then place these numbers on the graph.  Count each color of umbrellas and determine which color has more or less. Close the lesson with the chant and have the students participate in an umbrella parade.

 

Rain on the black umbrellas,

Rain on the blue umbrellas,

Rain on the striped umbrellas,

Rain on the ___ umbrellas.

 

But no rain on me!

 

Accommodations:  Provide umbrellas for those who do not bring them from home.

 


 

Small Group Activities

 

Small Group Activity 1:  Weather Words    (ELA 3, 8, 9, 10, 23, 24; SCI 28)

 

Materials List:  I Like the Rain (book);  weather pictures on the word cards with hyphenated spelling of r-a-i-n, s-n-o-w, h-e-a-t, h-a-i-l; magnetic letters that will spell these words; magnetic board

 

Read the book and discuss the words that describe various weather patterns.  In a small group setting, have the students spell each word out loud as it appears in the book.  Then select specific students to spell the word they have chosen from the book.  Continue until all students have had an opportunity to spell their word out loud while matching each letter with the magnetic example.  Repeating words is appropriate so that all students will have an opportunity. 

 

Accommodations:  Assist students who do not know their letters or those who are shy in front of the group.

 

 

Small Group Activity 2:  Clouds    (ELA 10, 14, 19, 20, 21; SCI 1, 2, 3, 6, 26, 27)

 

Materials List:  Little Cloud (book); cotton swabs; white paint; cups; black or dark blue construction paper.

 

Read the book and discuss cloud formations in the sky.  Take the students outside to play “What Do You See in the Clouds?”  Return to the classroom and discuss the cloud formations and other information provided in the book.  Hand a cotton swab, a cup of white paint, and a piece of construction paper to each student.  Encourage each student to paint clouds in the sky.  Upon completion, have each student discuss what he or she has painted.  Compile all contributions from the students into a “Cloud Book” to be placed in the book center for future reference. This activity may be done by allowing a small group of students to go outside with the teacher while the other group of students stays inside with the paraprofessional and continues in centers.

 

Accommodations: None needed

 

 

Small Group Activity 3: Raindrops      (ELA 4, 8, 9, 14, 21, 24, 26; M 1; SCI 2, 3, 4)

 

Materials List:  Rain (book), Raindrops (book), eyedroppers for each student, a bowl filled with water for each student, paper towels, number cards from 1 – 10.

 

Read Rain to the students and discuss how rain is made and from where it comes.  Read Raindrops and discuss the manner in which rain falls, e.g., drip, drip, drop as stated in the book.  Explain to the students that they will each create their own raindrops by using the eyedroppers and water from the bowls.  Direct them to squeeze their raindrops back into the bowl (not on the floor).  Allow the students to experiment and enjoy the activity.  Circulate amongst the students and have each student count the number of raindrops they create with the eyedropper.  Then have them hold up the number card that corresponds with the number of raindrops they created.

 

Accommodations:  Assist the students who have difficulty manipulating the eyedropper; counting the number of raindrops; keeping the raindrops in the bowl.

 

 

Small Group Activity 4: Snowmen (ELA 8, 9, 24, 26; M 9, 11; SCI 2, 3, 18)

 

Materials List: Snowballs (book); white construction paper; scissors; glue; collage articles used in making a snowman (e.g., buttons, carrots, scarf, hat, sequins/bobbles for eyes/nose, sticks).

 

Read the book and discuss the different materials used to make a snowman.  Ask the students if the snow that is used to build a snowman is hot or cold. Also, discuss the concepts of small, medium, and large as they pertain to the making of the snowman’s body parts.  Hand each student several pieces of white construction paper and instruct them to cut out small, medium, and large circles to be used for the snowman’s body.  Once they have cut out the circles, allow the students to decorate their snowman with the collage articles.  Display the snowmen on the walls of the room.

 

Accommodations:  Assist students who have difficulty cutting with scissors; creating their snowman’s appearance.

 

 

Small Group Activity 5:  Weather Report (ELA 8, 9, 10, 11, 22; SCI 18, 26, 27, 28; SS 3, 7)

 

Materials List:  How’s the Weather (book); map of the United States; cut-out of the sun shining, rain falling, wind blowing, clouds, snow falling, paper and markers

 

Read the book to the students and discuss the different types of weather that could occur during the winter. Display the weather card cutouts in the middle of the circle. Discuss the variety of the weather cutouts and allow the students to choose which one they would like to be during this modified RAFT. For this modified RAFT (insert strategy link here). 

 

For this RAFT, students will do the following:

R – take on the role of the meteorologist

A – write/draw a sign for the viewing audience of the weather report today

F - the form is the weather station call number  (example: WWL-TV, WDSU, or your school name weather station)

T – the topic is the name drawing and/or fact about the weather (example- sunny, cloudy, rainy, snowy, foggy, stormy)

 


 

Hand each student a piece of white paper for their sign and have them write their names on the back. Have the students draw a picture of the symbol they chose on the front of the white paper. If the students are able, they may copy the weather name chosen from the word or picture cards, and if not have the students dictate the weather symbol and a fact to the teacher. The teacher will then write the descriptors as dictated by the students on their respective papers. Once all of the signs have been completed, have each student share their work with the other members of the group. Organize the completed work in a learning log and place it in the science center for further review.

 

Accommodations:  Assist students with organizing their RAFT.

 

 

Sample Assessments

 

General Guidelines

 

Documentation of student understanding will be recorded by the teacher through observation, notes, and anecdotal records as well as student-generated products. These items will be dated and kept in the form of portfolio assessment.

 

General Assessments

 

 

Activity-Specific Assessments

 

 

 

 


 

Resources

 

Children’s Books

 

Alexander, Liza.  Splish Splashy Day, ISBN: 0-307-10064-2

Asrdema, Verna.  Bringing Rain to the Kapiti Plain, ISBN: 0-590-42870-5

Barrett, Judi. Cloudy With a Chance of Meatballs, ISBN: 0-689-70749-5

Belanger, Claude. I Like the Rain, ISBN: 0-86867-641-1

Benjamin, Cynthia.  Footprints in the Snow, ISBN 10: 0590466631

Bennet, David.  Rain, ISBN: 0-89577-556-5

Berger, Gilda and Melvin.  A Rainy Day.

Berger, Gilda and Melvin.  A Cloudy Day.

Berger, Gilda and Melvin.  A Windy Day.

Berger, Gilda and Melvin. A Snowy Day, ISBN: 0439566-959

Berger, Gilda and Melvin.  A Stormy Day.

Berger, Gilda and Melvin.  A Sunny Day.

Berger, Gilda and Melvin. Snow. ISBN: 0-439-67904-4

Berger, Gilda and Melvin. Winter. ISBN: 0-439-67905-2

Borden, Louise.  Caps, Hats, Socks, and Mittens, ISBN: 0-590-44872-2

Bourgeois, Paulette. Big Sarah’s Little Boots, ISBN 10: 0590426230

Bourgeois, Paulette.  Franklin and the Thunderstorm, ISBN: 0590026350

Branley, Franklyn.  Snow is Falling, ISBN: 0-06-445186-0

Brett, Jan.  The Hat, ISBN: 0-399-23101-3

Brett, Jan.  The Mitten, ISBN: 0-399-219-20-X

Bridwell, Norman. Clifford and the Big Storm. ISBN: 0-590-92773-6

Carle, Eric.  Little Cloud, ISBN: 0-399-23034-3

Carruth, Jane.  Hoppity’s First Thunderstorm, ISBN 10: 999-524702-X

Cash, Megan. M.  What Makes the Seasons, ISBN 10: 067003598-X

Coleridge, Sarah.  January Brings Snow, ISBN 10: 0803703139

Cummings, Pat.  Shoveling Snow, ISBN: 0590275674

Disney, Walt.  Where Do Rainbows End?, ISBN: 1-56326-207-X

Ehlert, Lois.  Snowballs, ISBN: 0-15-200074-7

Evans, Lezlie.  Rain Song, ISBN: 0-439-13510-9

Feceko, Kathy, Umbrella Parade, ISBN: 9780816704361

Fowler, Allan. What’s the Weather Today. ISBN 0-516-44918-4

Gay, Sandy.  Raindrops, ISBN: 0-590-27370-1

 

Gibbons, Gail.  Sun Up, Sun Down, ISBN: 0-590-46047-1

Gibbons, Gail. Weather Forecasting, ISBN: 13-978-0-689-71683-6

Gibbons, Gail.  Weather Words and What They Mean, ISBN: 082340952-X

Hesse, Karen. Come On Rain!, ISBN: 0-439-06015-X

Hill, Eric.  Spot Looks at the Weather, ISBN: 0-399-21673-1

Hill, Eric.  Spot’s Windy Day, ISBN 10: 0448422164-X

Hutchins, Amy and Richard, When the Wind Blows, ISBN: 0-439-22355-5

Hutchins, Pat.  The Wind Blew, ISBN: 0-370-02031-6

Kalan, Robert.  Rain, ISBN: 0-590-46895-2

Keats, Ezra Jack. The Snowy Day, ISBN:  0590757709

Lewis, Kim.  First Snow, ISBN: 1-56402-194-7

London, Jonathan.  Puddles, ISBN: 0-14-056175-7

Martin, Bill, Jr. and Archambault, John.  Listen to the Rain, ISBN 10: 0805006826

Marzollo, Jean. I Am Snow, ISBN: 0-590-641743

Mayer, Mercer.  Just a Rainy Day, ISBN 10: 0307116824

Menschell, Mindy.  Here Comes the Rain!, ISBN: 0-8215-0743-5

Neitzel, Shirley.  The Jacket I Wear in the Storm, ISBN 10: 0688045871

Parker, Mary Jessie.  City Storm, ISBN: 0-590-42306-1

Pinwhell, What’s the Weather?, ISBN: 13-978-0545-025-997

Rebun, Alan M. What’s the Weather?, ISBN: 0-15-333112-7

Schwartz, Betty Ann.  What Makes a Rainbow?, ISBN: 158117134-X

Serfozo, Mary.  Rain Talk, ISBN: 0-15-300401-0

Shaw, Charles G.  It Looks Like Spilt Milk, ISBN 10: 0064433129

Tresselt, Alvin.  White Snow Bright Snow, ISBN: 0-590-40989-1

Vazquez, Sarah.  A Walk in the Rain, ISBN: 0-8172-8235-1

Vazquez, Sarah.  It’s Raining, ISBN: 0-8172-8236-X

Weinburger, Kimberly.  Winter is Here, ISBN 10: 0590115073

Wilhelm, Hans.  It’s Too Windy, ISBN: 0-439-10849-7

Williams, Rozanne Lanczak.  How’s the Weather?, ISBN 10: 0916119351

Wynn-Thomas, Nell. Snow is Cold, ISBN: 0-618-12557-4

 

Websites:

Louisiana Public Broadcasting (LPB) Cyberchannel:

·       Weather: A First Look

·       Weather Changes and Measurement

 

 

Recordings/CDs

 

Downing, Johnette; Music Time

Greg and Steve; Playing Favorites

Lakeshore Learning; Learn to Count Math Rhymes

Papillion; Cajun for Kids

Raffi; Singable Songs for the Very Young

The Learning Station; Rock n’ Roll Songs That Teach

Growing Minds with Music; Nature Sounds

Turn Up the Music; Jazz for a Rainy Day

 


Unit 8-1: Community

Study Focus:  Transportation (week 1 of 2)

Study Focus Description: The focus of this study is to explore the various forms of transportation and the concept of travel.

Student Understandings: Students will understand the meaning of transportation. Students will understand that people travel in different ways. Students will understand that transportation occurs via land, water, and air.

Guiding Questions:

  1. Can students identify transportation as a way to move from one place to another?
  2. Can students understand that transportation methods vary according to where people live?
  3. Can students recognize an array of transportation vehicles?
  4. Can students select the forms of transportation needed to travel by air, land, and water (example- air travel – airplane, hot air balloon; water—boat, ship, sailboat; land travel-bus, car, train, bike)

Guiding Vocabulary: transportation, travel, land, water, air, vehicle, map, far, near, vacation, destination, airport, train station, engine, motor, port, dock, transportation modes, such as car, bus, taxi, train, bicycle, boat, ship, airplane, helicopter, etc.

Grade-level Expectations

GLE#

GLE Text and Benchmarks

ELA-1a

Demonstrate understanding of phonological awareness by  manipulating endings of words and nonsense words to make rhyming sounds (PK-LL-L3) (ELA-1-E1)

ELA-1b

Demonstrate understanding of phonological awareness by  manipulating syllables in spoken words (segment/blend) (PK-LL-L3) (ELA-1-E1)

ELA-1d

Demonstrate understanding of phonological awareness by repeating each word in a simple sentence. (PK-LL-L3) (ELA-1-E1)

ELA-3a

Demonstrate understanding of alphabetic principle by identifying own first name in print  (PK-LL-L3) (ELA-1-E1)

ELA-3b

Demonstrate understanding of alphabetic principle by identifying at least eight uppercase or lowercase letters, focusing on those in the student’s name (PK-LL-L3) (ELA-1-E1)

ELA-4

Orally respond to questions using new vocabulary introduced in conversations, activities, stories, or books (PK-LL-L4) (ELA-1-E1)

ELA-5a

Demonstrate understanding of book and print concepts by recognizing that a book has a cover and identifying the cover and title of a book.  (PK-LL-R3) (ELA-1-E2)

ELA-5b

Demonstrate understanding of book and print concepts by holding a book right side up.  (PK-LL-R3) (ELA-1-E2)

ELA-5c

Demonstrate understanding of book and print concepts by differentiating between an illustration and printed text.  (PK-LL-R3) (ELA-1-E2)

ELA-5d

Demonstrate understanding of book and print concepts by recognizing that print is read left-to-right and top-to-bottom.  (PK-LL-R3) (ELA-1-E2)

ELA-6

Relate pictures to characters (PK-LL-R4) (ELA-1-E4)

ELA-7

Role-play using different voices to represent characters in familiar stories (PK-LL-S1) (ELA-1-E4)

ELA-8

Listen to a story and state orally what the story is about (PK-LL-R1) (PK-LL-R2) (PK-LL-L1) (ELA-1-E5)


 

ELA-9

Answer simple questions about a story read aloud (PK-LL-S3) (PK-LL-R4) (ELA-1-E5)

ELA-10

 Share related life experiences after stories are read aloud (PK-LL-L1) (PK-LL-S1) (ELA-1-E6)

ELA-11

Orally express thoughts about characters or events in a story (PK-LL-S1) (PK-LL-S2) (PKS-LL-R2) (ELA-1-E6)

ELA-12a

Demonstrate understanding of texts read aloud using a variety of strategies by sequencing two or three pictures to illustrate events in a story. (PK- LL-R2) (ELA-7-E1)

ELA-12b

Demonstrate understanding of texts read aloud using a variety of strategies by participating in a group discussion to predict what a book will be about. (PK- LL-R2) (ELA-7-E1)

ELA-12c

Demonstrate understanding of texts read aloud using a variety of strategies by determining whether the prediction was accurate. (PK- LL-R2) (ELA-7-E1)

ELA-13

Identify problems and solutions in stories that are read aloud (PK-LL-R2) (ELA-7-E2)

ELA-14a

Use simple reasoning skills by identifying reality and fantasy in texts read aloud.  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-14c

Use simple reasoning skills by asking simple questions about a story read aloud (e.g., who, where).  (PF-LL-R1) (PK-LL-R2) (PK-LL-S3) (ELA-7-E4)

ELA-15

 Use scribble writing, letter-like forms, dictation, or drawing to represent a word or concept (PK-LL-W1) (PK-LL-W2) (PK-LL-W3) (ELA-2-E1)

ELA-16

Orally generate words, ideas, and lists for group writing activities (PK-LL-W3) (ELA-2-E3)

ELA-17

Write informal notes, lists, and letters using scribble writing and/or pictures (PK-LL-W2) (PK-LL-W3) (PK-LL-W4) (ELA-2-E4)

ELA-18

Participate in group-shared writing activities that include rhyming and descriptive words (PK-LL-W3) (PK-LL-W4) (PK-LL-L3) (ELA-2-E5)

ELA-19

Scribble write or draw a picture of a life experience or response to a text read aloud (PK-LL-W2) (PK-LL-W4) (ELA-2-E6)

ELA-20

Demonstrate consistent top-to-bottom formation for letters or letter-like forms (PK-LL-W2) (ELA-3-E1)

ELA-21

Use words, phrases, and/or sentences to express feelings, ideas, needs, and wants (PK-LL-S1) (PK-LL-S2) (ELA-4-E1)

ELA-22

Carry on a conversation about a topic, thought, or idea from the classroom, home, or community (PK-LL-S1) (PK-LL-S3) (ELA-4-E1)

ELA-23

Repeat an instruction given orally (PK-LL-S1) (ELA-4-E2)

ELA-24

Follow one- and two-step verbal and nonverbal directions (PK-LL-L2) (ELA-4-E2)

ELA-25

Retell part of a favorite story (PK-LL-R2) (ELA-4-E3)

ELA-26

Speak about life experiences or topics of interest (PK-LL-S3) (ELA-4-E4)

ELA-27

Actively participate in role-playing, creative dramatics, finger plays, nursery rhymes and choral speaking (PK-LL-R1) (PK-LL-S2) (PK-LL-L3) (PK-LL-L4) (ELA-4-E5)

ELA-28

Listen and orally respond to questions about media, including music and videos (PK-LL-L5) (ELA-4-E6)

ELA-29

Recognize and follow agreed-upon rules for discussing, such as raising one's hand, waiting one's turn, and speaking one at a time (PK-LL-S1) (PK-SE-C1) (ELA-4-E7)

ELA-30

Identify a computer mouse and its purpose (i.e., to navigate the screen) (PK-LL-L5) (ELA-5-E1)


 

ELA-31

Identify and use information that is formatted in a chart or graph, such as a daily schedule (PK-LL-S1) (ELA-5-E6)

M-1

Count by ones to 10 (PK-CM-N3) (N-1-E) (N-3-E)

M-2

Count a set of 5 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (PK-CM-N2) (N-1-E)

M-3

Identify an object’s position as first or last (PK- -G3) (N-1-E)

M-4

Identify numerals 1 to 5 (PK-CM-N5) (N-1-E) (N-3-E)

M-5

Compare sets of objects using the words same/different and more/less/fewer (PK-CM-N1) CM (N-3-E) (N-7-E)

M-6

Use comparative vocabulary in measurement settings (e.g., long/longer, short/shorter, more/less, hotter/colder, heavier/lighter, bigger/smaller) (PK-CM-M3) (M-1-E) (M-2-E) (M-3-E)

M-7

Use words such as day, week, month, schedule, morning, noon, night (PK-CM-M1) (M-2-E)

M-8

Identify rectangles, squares, circles, and triangles using concrete models (G-2-E)

M-9

Sort concrete objects by an attribute (e.g., shape, size, color) (PK-CM-D1) (G-2-E) (D-1-E)

M-10

Use words that indicate direction and position of an object (e.g., up, down, over, under, above, below, beside, in, out, behind) (PK-CM-G3) (G-3-E)

M-11

Recognize and manipulate an object’s position in space (e.g., blocks, assembling puzzles) (PK-CM-G3) (G-3-E) (G-4-E)

M-12

Arrange objects or pictures of objects to make an object or picture graph (PK-CM-D2) (D-4-E)

M-13

Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P1) (PK-CM-P2) (P-1-E) (P-3-E)

SCI-1

Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (PK-CS-I1) (SI-E-A1)

SCI-2

Pose questions that can be answered by using students’ own observations and scientific knowledge (PK-CS-I1) (SI-E-A1)

SCI-3

Use the five senses to describe observations (PK-CS-P3) (SI-E-A3)

SCI-4

Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data (PK-CS-I4) (SI-E-A4)

SCI-5

Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate (PK-CS-I5) (SI-E-A5) (SI-E-B4)

SCI-6

Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios) (PK-CS-I5) (SI-E-A6)

SCI-7

Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties) (PK-CS-I4) (SI-E-A7)

SCI-8

Recognize that a variety of tools can be used to examine objects at different degrees of magnification (e.g., hand lens, microscope) (PK-CS-I4) (SI-E-B3)

SCI-9

Sort objects using one characteristic (PK-CS-P2) (PS-E-A1)

SCI-10

Determine whether objects float or sink through investigations (PK-CS-P1) (PS-E-A1)


 

SCI-11

Describe properties of materials by using observations made with the aid of equipment such as magnets, magnifying glasses, pan balances, and mirrors (PK-CS-P4) (PS-E-A2)

SCI-13

Compare the properties of different solids and liquids through observation (PK-CS-P1) (PS-E-A4)

SCI-14

Identify components of simple mixtures (e.g., salt/water, rice/beans, iron filings/sand) (PK-CS-P1) (PS-E-A5)

SCI-15

Demonstrate motion by using students’ own bodies (PK-CS-P3) (PS-E-B3)

SCI-16

Explore the motion of objects by using balls, toy cars, or spinning tops (PK-CS-I2) (PS-E-B3)

SCI-17

Identify different sounds as soft or loud (PK-CS-P3) (PS-E-C1)

SCI-18

Identify selected substances as hot or cold (PK-CS-P2) (PS-E-C3)

SCI-19

Identify parts of the body and how they move (PK-CS-L1) (LS-E-A3)

SCI-21

Distinguish food items from nonfood items (PK-CS-L1) (LS-E-A6)

SCI-22

Learn about animals and plants through nonfiction literature (PK-CS-L1) (LS-E-B1)

SCI-23

Observe and care for pets and plants (PK-CS-L1) (LS-E-B1)

SCI-24

Describe plants and animals in the schoolyard or home environments (PK-CS-L1) (LS-E-C1)

SCI-25

Explore and describe various properties of rocks, minerals, and soils (PK-CS-L2) (ESS-E-A1)

SCI-26

Describe the weather and its daily changes (PK-CS-ES2) (ESS-E-A4)

SCI-27

Describe different types of weather students have experienced and give examples of how daily activities and appropriate attire are affected by weather conditions (PK-CS-ES2) (ESS-E-A4)

SS-1

Identify representations of roads, bodies of water, and buildings in play activities  (PK-CSS-G1) (G-1A-E1)

SS-2

Demonstrate an awareness of the world around them (e.g., provide simple information about a trip the student has taken or where the student lives)  (PK-CSS-G3) (G-1A-E2)

SS-4

Discuss ways people can help each other (e.g., sharing, paying attention, taking turns)  (PK-SE-C1) (C-1D-E4)

SS-5

Participate in patriotic activities  (PK-CSS-C2) (C-1D-E4)

SS-6

Demonstrate an awareness of the uses of money in play activities  (PK-CSS-E1) (E-1A-E3)

SS-7

Demonstrate an awareness of time by using and responding to such words as yesterday, today, and tomorrow  (PK-CSS-H1) (H-1A-E1)


 

 Study Focus

 

 

Transportation

Cars and Trucks

Buses

Trains

Bikes

 

Whole Group Activities

Transportation Graphic Organizer

ELA 4, 8, 9, 16, 18, 21 ELA 4, 8, 9, 16, 18, 21

Car and Truck Measurement

M 3, 6, 11; SCI 4, 5, 6, 16

Students on the Bus

ELA 8, 9, 22, 27; M 13

Engine, Engine #9

ELA 8, 9, 10; M 1, 3, 4

Bike Chart

ELA 8, 9, 10, 11, 16, 17, 18; M 1, 4

 

Morning Circle Time

ELA 1d, 3a, 3b, 4, 21, 22, 26, 27, 28, 29, 31;

M 1, 3, 4, 5, 7, 13;

SCI 26, 27; SS 4, 5, 7

Did you ride to school in a car?

Do you have a truck?

Have you ridden on a school bus?

Have you ridden on a train?

Do you have a bike?

Do you have a truck?

Have you ridden on a school bus?

Have you ridden on a train?

Do you have a bike?

Storytime

Suggested

alternative story titles are listed in the bibliography.

ELA 1a, 1b, 1d, 4, 5a, 5b, 5c, 5d, 6, 7, 8,  9, 10, 11, 12b, 12c, 14c, 25,  29

Wheel Away

Wheels

 

Bus Stop Bop

Freight Train

Lulu on Her Bike

 

Small Group Activities

Car Sets

ELA 8, 9, 10; M 1, 4

Truck Geometry

ELA 8, 9, 10, 11, 19; M 8

Bumpy Bus Story Chain

ELA 8, 9, 10, 11, 12a, 13, 19, 21, 25; M 3

The Little Engine that Could

ELA 13, 19, 21, 25; M 3

Bike Rap

ELA 8, 9, 10, 12, 15, 19; SS 4

 

Music and Movement

Variety of horns and bells

 

 Experiences/

Guest Speakers

Auto Mechanic, Crossing Guard, Police Officer;  Riverboat or Tugboat Captain; Airline or Airport Worker

 


 

 Study Focus Activities for Learning Centers that can be incorporated into your existing center activities.  Remember any center activity that you can do indoors, could be done outdoors!

Language/Literacy

ELA 3, 15, 17, 20, 24

Introduce letters to students in various multi-sensory ways. Sample activities are indicated below. Adjust the activities by inserting the letter(s) that is (are) being introduced and changing the letter(s) as needed.

Can you find the letter?

Letter symbols

Sand Letters

Letter rubbings

Playdough letters

Letter jars

Dot letters

Letter puzzles

 

Gel board

Letter game

Math

M 1, 2, 4, 5, 6, 8, 9, 12, 13

 

Number Relations

Road sign number match: Cut out 2 sets of shapes of common road signs from construction paper and glue to craft sticks.  On one set write the numeral and on the other set draw dots to represent the number. Have students match the two sets.

 

 

Measurement

Have students roll two cars down a ramp and compare the distances each car rolled. Ask students how they can change the outcome and let them experiment to see if they can get the cars to travel a longer or shorter distance than before.

Geometry

Trace the outlines of road signs from the block area onto poster board. Have students match the sign shape to shape on poster board.

Data Collection

BLM Graph:

Have you ever ridden in a . . .?

Patterning

Have students use vehicles from the block area to create patterns.  Turn cars in different directions to create |—|—|— patterns.

Science

SCI 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 22, 23, 24, 25

ELA 5a, 5b, 5c, 5d, 17, 21, 22, 24, 26, 31

M 6, 9, 11,

SS 4

learning logs and writing tools, nonfiction books relating to current study

feely box with car/truck keys inside

license plates to feel and observe the letters and numbers

maps

horns

a variety of different sizes of cars and trucks with wheels of different sizes and types

brochures of cars/trucks

balance scale for weighing cars and trucks

 

 


 

Gross Motor

ELA 23, 24

M 11,13

SCI 15,16

SS 4

stop and go signs

car/truck/bicycle races

bicycle obstacle course

red light/green light game

airplane game or motorboat game using directional hand signals: up, down, left, right, high, low, stop, and go

Blocks

ELA 15, 17, 20, 23, 24

M 1,2,3,5,6,8,9,10,11

SCI 3, 9,16,

SS 1, 2, 4

writing tools, paper, and tape for making student-made signs and labels

atlas, maps, car wash implements, gas station logo signs, long boards/blocks for roadways, paper roadways, plastic garages, roadways, road rugs, a variety of transportation vehicles, blue bodies of water (created from paper or fabric), boats, airport names and photos, space stations, cotton batting for clouds, stop and go signs, local river, lake, or bayou names

Manipulative/

Table Games

ELA 23, 24

M 1,2,3,4,5,6,8, 9,10,11,13

SCI 9

SS 4

matching games using road signs created from clipart, boardmaker, or cutouts; gas station or oil company logos matching game; teacher-made license plate matching game (e.g.,. LBG 123 to LBG 123); rubber or plastic vehicle manipulatives to be used for patterning, sorting, or classifying; airplane-to-cloud number game (Cut out a cloud shaped out of a piece of paper. Write the numerals 1-10 on clouds. Place the corresponding number of airplanes on each cloud.);

transportation lotto or bingo - create a transportation or vehicle bingo or lotto game using boardmaker, diecuts, stickers, or clipart

small plastic airplanes and boats for sorting, pattering, or graphing

Computer

ELA 30

A variety of selected games/activities based on available technology and student needs

http://funschool.kaboose.com/globe-rider/space/index.html 

http://www.chevroncars.com/games/

Art

ELA 23, 24

M 5, 6, 8, 9, 10

SCI 3, 13, 14

SS 4

license plate rubbings, a variety of vehicle wheel sizes of toy cars and trucks available in the classroom which are rolled in paint then on paper, water colors, ship cookie cutter prints on blue painted “water,” train tracks made with popsicle sticks and a train stamped on the track, transportation stickers and stamps or pictures cut from travel brochures, clipart, or travel magazines for collage, boat and airplane stencils and stamps, cotton ball prints with white paint for clouds

Sensory

ELA 22, 23, 24

M 5, 6, 10

SCI 2, 3, 10, 13, 14

SS 1, 4

Sand:

cars and trucks in wet sand, dump trucks, road signs, popsicle sticks for train tracks

 

 

Water:

boats, sailboats, funnels, sponges, plastic cars, spray bottles, pieces of wood for floating, sailboats and rocks/marbles for displacement investigating


 

Music

ELA 27, 28

M 1,  2,  3,  4, 10, 11, 13

SCI 15, 17, 19

SS 4

CD player and CDs, previously introduced musical instruments

Some featured songs:

Riding in my Car, Bicycle Built for Two, Little Red Wagon - Raffi;

Bike - Johnette Downing; Chug-Lug- a-Choo-Choo - Gregg and Steve

Helicopter, Sail Away Sailboat, I’m a Little Airplane - High Reach Learning

Row, Row, Row Your Boat, I Saw Three Ships by Countdown Kids; A Sailor Went to Sea - Dr. Jean

The Silly Pirate Song - Jack Hartmann

Riding in an Airplane - Raffi

Dramatic Play

ELA 7, 21, 22, 23, 24, 27

M 1, 2, 5, 6, 7, 10, 11

SCI 3, 15, 17, 18, 21, 26, 27

SS 2, 4, 6, 7

In addition to the regular housekeeping center, add one or more of the following:

Transportation Prop Box: cars and trucks, car wash bucket, sponges, rags, soap bottle, maps, steering wheel, car magazines, funnel, hose, cash register, money, hat, uniform, gas pump, small plastic (unused) gasoline container

Travel Prop Box: travel destination brochures (obtained from hotel lobbies or state rest area welcome stations or a travel agency), head set, pilot hat/suit, steering wheel, seats, blankets, travel bag and/or suitcase, airplane, tickets, money, paper credit cards, clothes

Books and Listening Center

ELA 1a, 1d, 3a, 5a, 5b, 5c, 5d, 6, 7, 10, 11, 12a, 14a, 14c, 21, 22, 23, 24, 25, 26, 27, 29

SS 2, 4

A variety of books and recordings related to the study focus; puppets, flannel board and/or magnetic board figures; class-made books

Atlas, maps, travel destination brochures, destination word cards, car ads from the newspaper

Writing

ELA 3a, 3b, 15, 16, 17, 19, 20

M 11, 13

SS 4

blank books; paper in a variety of colors and sizes; student name cards; variety of writing tools, such as pencils, colored pencils, crayons, markers;

car, truck, and bus stamps, stencils, word cars; auto magazines; maps; gas station logos; car ads from newspaper, travel brochures, destination cards—mountains, ocean, Walt Disney World, New York City, beach, etc.

 

 


 

Whole Group Activities

                                          

Whole Group Activity 1:  Transportation Graphic Organizer (GLEs: ELA 4, 8, 9, 16, 18, 21)

 

Materials List: On The Go (book), chart paper, markers, picture of land with “land” written under it, picture of sea with “sea” written under it, picture of sky with “sky” written under it

 

Read the book and introduce the concept of transportation to the students.   Emphasize that transportation helps people and goods get from one place to another.  Using the chart paper write TRANSPORTATION (in big letters at the top) and place “land,” “sea,” and “air” as column headings underneath.  Ask the students to provide examples of each category and place them in the appropriate columns on the board.  When the graphic organizer (view literacy strategy descriptions) has been completed, review each entry identifying specific modes of transportation.  Post the chart in a place where it can be reviewed throughout the unit.

 

Accommodations:  None needed

 

 

Whole Group Activity 2: Car and Truck Measurement   (GLEs: M 3, 6, 11; SCI 4, 5, 6, 16)

 

Materials List: variety of blocks to make inclined planes, a selection of cars and trucks in various colors and shapes, yardstick or measuring tape, dry erase board, markers

 

Divide the students into teams of four providing them with blocks to build ramps and inclines.  Once the inclines have been built, allow the students to choose a car or truck.  Instruct them to manipulate the cars and trucks up, down, and around the course.  Once the students have played on the course, say “We’re now going to see which truck/car can go down the incline for the farthest distance.”  Instruct the students to hold the car at the top of the ramp until “All is ready,” then release the car to see how far it can travel.  Using the measuring tape, assist the students in measuring the distance from the top of the incline to the point where the car stops.  Record the distance on the dry erase board and discuss the differences in measurements, e.g., inches, feet. Discuss the concept words- first, last, long, longer. Question the students about which of the transportation items match the concept words given.

 

Accommodations:  Assist students who have difficulty working in groups and/or reading the measurement tools.

 

 


 

Whole Group Activity 3: Students on the Bus  (GLEs: ELA 8, 9, 22, 27; M 13)

 

Materials List: School Bus (book), steering wheel (cut-out, real), chairs organized like a bus, bus driver’s hat

 

Read the book and discuss the fact that some students in our school use a bus for transportation to school.  The teacher will choose a student to play the role of the driver and present them with the steering wheel and bus driver’s hat.  Have the open space in the classroom organized with chairs to simulate the passenger area in a bus.  Allow the students to sit on chairs in the bus while they sing Students on the Bus (to the tune of Wheels on the Bus).  Once the song has been sung all the way through, allow the students to change seats on the bus, choose a new driver, and repeat the song.

 

Students on the Bus

 

The students on the bus go up and down,

Up and Down,

Up and Down.

The students on the bus go up and down,

All the way to school.

 

The students on the bus sit in their seats,

In their seats,

In their seats.

The students on the bus sit in their seats,

All the way to school.

 

The students on the bus look out the window,

Out the window,

Out the window.

The students on the bus look out the window,

All the way to school.

 

The students on the bus talk to their friends,

To their friends,

To their friends.

The students on the bus talk to their friends,

All the way to school.

 

The students on the bus wave bye to the driver,

Bye to the driver,

Bye to the driver.

The children on the bus wave bye to the driver,

When they get to school.

 

Accommodations: None needed

 

 

Whole Group Activity 4: Engine, Engine #9       (GLEs: ELA 8, 9, 10; M 1, 3, 4)

 

Materials List: Engine, Engine Number 9 (book), ten number necklaces (numbered cards 1-10 that have a string strung through the middle of the card to be worn around the students’ necks)

 

Read the book and discuss the manner in which passenger trains take people from one place to another, and freight trains carry goods from one destination to another. Introduce students to the names and functions of the different types of railroad cars, i.e. tanker cars, flat beds, grain hoppers, box cars, etc.  Discuss the fact that train engines have an identification number painted on their side. Organize the students in a circle.  Then describe the following activity to the students.  First, everyone will all recite the rhyme together (see below).  Then, one student will start the game by choosing a number necklace (1-10).  He/she will then walk around the inside of the circle, moving his/her arms in a motion simulating that of the train engine’s wheels.  The class will recite the rhyme, inserting the number written on the necklace (1-10).  When the first student has completed his/her turn, he/she will choose the next student to play the role of the train engine.  Continue until all students have had their turn.

 

Engine, Engine, number nine,   (insert number word on the necklace that the student is wearing)

Going down Chicago line.

If the train should jump the track,

Will I get my money back?

 

Accommodations: Assist students who cannot identify the numbers or recite the rhyme.

 

 


 

Whole Group Activity 5: Bike Chart       (GLEs: ELA 8, 9, 10, 11, 16, 17, 18; M 1, 4)

 

Materials List: I Can Ride a Bike (book), a chart that has column headings of pictures of different colored bicycles drawn in their respective colors (ex. draw a blue bicycle with a blue marker), rectangular cut-outs on which students will write their names, markers

 

Read the book and discuss bike riding as an activity used for fun, sport, and health.  Inquire as to how many students have their own bikes or share a bike.  Have the students write their names on the rectangular cut-outs and place their name under the column that describes their bike or the bike they wish to own.  Count the number of names under each column and a total number at the bottom of the column.  Have the students identify which color of bike had the largest number or the least number of names under it.

 

Accommodations: Assist students who are unable to write their names.

 

 

Small Group Activities

 

 

Small Group Activity 1: Car Sets (GLEs: ELA 8, 9, 10; M 1, 4)

 

Materials List: Mister Little’s Noisy Car (book), 2 sets of teacher-made garages numbered 1-10, set of plastic or rubber cars or car counters,2 sets of 1-10 number cards

 

Read the book and discuss with students that engines provide the power for cars to work.  Introduce the game by showing the students the ten numbered garages and the car counters.  Indicate that all students will have a turn to pick a card to get a number.  Have the students identify the number shown on the number card.  Then, have them count out the correct number of cars and place them on the corresponding numbered garage.  Continue until all students have had a turn.

 

Accommodations:  Assist students who have difficulty counting or reading the numbers from the number cards

 

 

Small Group Activity 2: Truck Geometry (GLEs: ELA 8, 9, 10, 11, 19; M 8)

 

Materials List: Truck (book), geometric shapes cut from colored paper, markers, glue, examples of trucks with various purposes (e.g., bakery, florist, moving vans)

 

Read the book and discuss the manner in which trucks can move people and materials from place to place.  Discuss the parts of the truck (e.g., tires, cab, body, engine).  Introduce the concepts of triangles, squares, rectangles.  Indicate to the students that each of them will have the opportunity to build their own truck using the cut-out geometric shapes.  Once the students have created their trucks, provide them with markers so that they can write the job-related purpose on their truck.  Have each student show their truck to the class and describe what type of truck and the parts of the truck.  Compile the students’ work into a “Truck Book” and place it in the block center.

 

Accommodations:  Assist students who have difficulty naming their truck or writing.

 

 

Small Group Activity 3: Bumpy Bus Story Chain (GLEs: ELA 8, 9, 10, 11, 12a, 13, 19, 21, 25; M 3)

 

Materials List: The Very Bumpy Bus Ride (book), pictures of strawberries, a goose, a jug of cream, a bushel of apples, a cow, a fish bowl with a fish, paper, crayons, markers

 

Read the book and discuss the variety of people and products that were carried to the county fair on the bus. Have the students tell about the characters and events of the story. Using a story chain (view literacy strategy descriptions), have students give an oral sequence of the order in which the people and products entered the bus. Discuss the concepts of first, second, last as they correspond to the elements of the story.  Have the students draw their depiction of what a “bumpy bus ride” would look like.

 

Accommodations:  Assist students who have difficulty with the concepts associated with sequencing or depicting what a bumpy bus ride might look like.

 

 

Small Group Activity 4: The Little Engine that Could (GLEs: ELA 8, 9, 10, 12, 15, 19; SS 4)

 

Materials List: The Little Engine that Could (book), crayons, markers, twenty copies of paper with a title of  I Think I Can

 

Read the book and discuss the manner in which the little train was helpful to the broken-down engine when other engines drove by and chose not to be helpful.  Discuss the size of the engines in the book (e.g., little, large).  Emphasize how someone has the ability to be helpful even if they are small or do not fit the profile of someone who can.  Have the students identify situations with which they are capable of helping. Give examples as needed—“I think I can…”   Have the students draw a picture depicting their idea.  Record these situations on the bottom of the learning log (view literacy strategy descriptions) page and compile these drawings into the class book to be placed in the book center. 

 

Accommodations:  None needed

 

 

Small Group Activity 5: Bike Rap    (ELA  8, 9, 10, 11; SS 2)

 

Materials List: Curious George Rides a Bike (book), Professor Know-It-All hat, cut-outs or photographs of places around school (e.g., hardware store, library, park, buildings)

 

Read the book and discuss the manner in which Curious George rode his bike around the neighborhood.  Show the cut-outs/photographs of various places to the students.  In turn, have each student be professor know-it-all (view literacy strategy descriptions) while they identify each

place as they are shown.  Discuss the various places where children could ride a bike safely in their neighborhood.    Allow each student to wear the Professor Know-It-All hat while they perform the following rap:

 

Riding on my bike, bike, bike

Riding on my bike, bike, bike

Going to the (insert place), (insert place), (insert place)

Going to the (insert same place), (insert same place), (insert same place).

 

Repeat same verse.

 

This ends the turn of the first student.  This student then passes the Professor-Know-It-All Hat to the next student.  This student chooses a different place and repeats the process.

 

Riding on my bike, bike, bike

Riding on my bike, bike, bike

Going to the (insert different place), (insert different place), (insert different place)

Going to the (insert different place), (insert different place), (insert different place)

 

Repeat process until all students have their turn.

 

Accommodations: None needed

 


 

Sample Assessments

General Guidelines

 

Documentation of student understanding will be recorded by the teacher through observation, notes, and anecdotal records as well as student-generated products. These items will be dated and kept in the form of portfolio assessment.

 

General Assessments

·         Photos, audio tapes, or videotapes to record student behaviors

·         Student products

·         Checklists for recording student behaviors, understanding and skills

·         Teacher observations

·         Anecdotal records

 

 

Activity-Specific Assessments

 

·         Small Group Activity 1: The teacher will observe and document the student’s ability to count the numbers of cars and to match the correct number to the correct numbered garage.

 

·         Small Group Activity 4:  The teacher will observe and document the student’s response to the learning log.

 

 

Resources

 

Children’s Books

 

Allen, Pamela.  Who Sank the Boat?, ISBN:  0-440-84438-X

Baer, Edith.  This is the Way We Go to School, ISBN: 0-590-43162-5

Barbot, Daniel.  A Bicycle for Rosaura, ISBN: 0-395-78158-2

Barton, Byron.  Airport, ISBN: 0-06-443145-2

Benjamin, Cynthia.  I Am a Pilot, ISBN: 0-8120-6407-0

Berenstain, Stan and Jan.  Bears on Wheels, ISBN: 0-394-90967-4

Berenstain, Stan and Jan.  The Berenstain Bears and the Big Road Race, ISBN: 0-394-89134-1

Berger, Samantha and Pamela Chanko.  The Boat Book, ISBN: 0-439-08125-4

Boyd, Patti.  Oh, So Noisy!, ISBN:  0-448-40538-5

Bridwell, Norman.  Clifford Takes a Trip, ISBN: 0-590-44260-0

Brown, Janet Allison. Vehicles: A First Vehicles Book, ISBN: 1-40545-361-3

Brown, Margaret Wise.  Red Light, Green Light, ISBN: 0-590-44558-8

Bruna, Dick.  Miffy Goes Flying, ISBN: 0-8431-1535-1

Burton, Virginia Lee.  Choo Choo: The Runaway Engine, ISBN: 590-04436-2

Burton, Virginia Lee.  Choo Choo:  The Story of a Little Engine Who Ran Away, ISBN: 0-395-17684-0

Calmenson, Stephanie.  Engine, Engine, Number Nine, ISBN: 0-590-26820-1

Calmenson, Stephanie.  Roller Skates!, ISBN: 0-590-45716-0

Cammell, Sandra.  Row Your Boat, ISBN: 0-7901-0580-2

Canizares, Susan and Daniel Moreton.  Wheels, ISBN: 0-439-08123-8

Chewning, Randy.  You Can Name 100 Trucks, ISBN: 0-590-46302-0

Cobb, Annie.  Wheels!, ISBN: 0-679-86445-8

Conrad, Lynn.  All Aboard Trucks, ISBN: 0-448-19094-X

Cowley, Joy.  To Town,  ISBN: 1-55911-262-X

Crampton, Gertrude.  Scuffy The Tugboat, ISBN: 0-307-02046-0

Crews, Donald.  Flying, ISBN: 0-590-46364-0

Crews, Donald.  Sail Away, ISBN: 0-590-85911-0

Crews, Donald.  Truck, ISBN: 0-673-81693-1

Crews, Donald.  Freight Train, ISBN: 0-590-42694-X

Crews, Donald.  School Bus, ISBN: 0-590-44153-1

Crews, Donald.  Harbor, ISBN: 0-688-00861-5

Cutting, Jillian.  The School Bus, ISBN: 0-7802-6408-8

Delgado, Eduard and Francesc Rovira.  Alex’s Adventures at the Harbor, ISBN: 0-517-60673-9

Disney.  Things that Go, ISBN: 0-5008-60149-4

Dodds, Dayle Ann.  Wheel Away!, ISBN: 0-590-43831-X

Fowler, Richard. Mr. Little’s Noisy Car, ISBN: 0-448-18977-1

Gibbons, Gail. Bicycle Book, ISBN: 13-978-0-8234-1408-6

Graham, Margaret Bloy.  Benjy’s Boat Trip, ISBN: 0-06-022092-9

Gramatky, Hardie.  Little Toot, ISBN: 0-448-34301-0

Hooker, Yvonne.  Wheels Go Round, ISBN: 0-448-21030-4

Johnston, Faith.  Lion’s Limousine, ISBN: 0-7327-1953-4

Kingsland, Robin.  Bus Stop Bop, ISBN: 0-670-83919-1

Kovalski, Maryann.  The Wheels On the Bus, ISBN: 0-440-84409-6


 

Lippman, Peter.  Busy Trains, ISBN: 0-394-83747-9

Maestro, Betsy and Ellen DelVecchio.  Big City Port, ISBN: 0-590-41577-8

Mathieu, Joe.  Big Joe’s Trailer Truck, ISBN: 0-394-82925-5

McNaught, Harry.  The Truck Book, ISBN: 0-394-83621-9

McNeil, Florence and David McPhail.  Sail Away, ISBN: 1-55143-147-5

McPhail, David.  First Flight, ISBN: 0-316-56332-3

Merriam, Eve.  Train Leaves the Station, ISBN: 0-440-84939-X

Mitton, Tony and Ant Parker.  Terrific Trains, ISBN: 0-439-25420-5

Morris, Ann.  On the Go, ISBNN: 0-590-45995-3

Muntean, Michaela.  The Very Bumpy Bus Ride, ISBN: 0-8193-1079-4

Muntean, Michaela.  Bicycle Bear Rides Again, ISBN: 0-8193-1193-6

Murphy, Stuart J., Beep Beep, Vroom Vroom! ISBN: 0-06-446728-7

Neitzel, Shirley.  I’m Taking a Trip on My Train, ISBN: 0-439-16487-7

Piper, Watty.  The Little Engine That Could, ISBN: 0-448-40520-2

Potter, Marian.  The Little Red Caboose. ISBN: 978-0307021526

Priddy Books.  My Big Train Book, ISBN: 0-312-49186-7

Rey, Margret and H.A.  Curious George Takes a Train, ISBN: 0-618-06567-9

Rey, H.A.  Curious George Rides a Bike, ISBN: 0-395-16964-X

Rockwell, Anne.  Cars, ISBN: 0-8085-7279-2

Rogers, Fred.  Going on an Airplane, ISBN: 0-399-21633-2

Royston, Angela.  Ships and Boats, ISBN: 0-689-71566-8

Royston, Angela.  Diggers and DumpTrucks, ISBN: 0-689-71516-1

Scarry, Richard.  Things That Go, ISBN: 0-307-11817-7

Shaw, Nancy.  Sheep in a Jeep, ISBN: 0-395-41105-X

Shaw, Nancy.  Sheep on a Ship, ISBN: 0-440-84992-6

Siebert, Diane.  Train Song, ISBN: 0-06-443340-4

Slater, Teddy.  I Want to Be a Pilot, ISBN: 0-307-131254-4

Sloan, Peter and Sheryl.  The Car Ride, ISBN: 1-56801-983-1

Smith, Jessie.  Going Places, ISBN: 0-307-10057-X

Steers, Billy.  The Little Book of Planes, ISBN: 0-375-80219-3

Sturges, Philemon.  I Love Trains! ISBN: 0-439-41805-4

Sturges, Philemon.  I Love Trucks! ISBN: 0-06-443758-2

Wickstrom, Sylvie Kantorovitz.  Wheels on the Bus, ISBN: 0-517-57645-7

Wolcott, Patty.  Double-Decker, Double-Decker, Double-Decker Bus, ISBN: 0-679-81930-4

 

Recordings/CDs

 

The Countdown Kids.  Mommy and Me: Rock-a-Bye Baby

Downing, Johnette.  Fins and Grins

Downing, Johnette.  From the Gumbo Pot: Stirring Up Tasty Tunes

Downing, Johnette.  Music Time

Dr. Jean.  Rockin’ Rhymes and Good Ol’ Times.

Greg and Steve.  We all Live Together

Greg and Steve.  On the Move

Greg and Steve.  Playing Favorites

Hartman, Jack.  Language Play and Listening Fun for Everyone!

Hartman, Jack.  Rhyming To Read

Hartman, Jack.  Word Fiesta: It’s a Word Party!

Hartman, Jack.  Math All Around Me

High Reach Learning. Terrific Transportation Tunes

Raffi.  Bananaphone

Raffi.  Singable Songs for the Very Young.

Raffi.  More Singable Songs.

 

Website Resources

 

Louisiana Public Broadcasting (LPB) United Streaming- Cyberchannel; Away We Go: All About Transportation; http://streaming.discoveryeducation.com/