curriculum

 

 My Unit plan in progress 

Unit Title: Transportation around the World. 

Grade:  Pre-K 

Purpose: In this unit Pre-K students will learn about transportation and by what medium they move land, sea, or air.  The students will explore and make models of transportation. Students will observe the different types of transportation.

Unit Outcomes   

1.  Students will Identify and label different transportation. 

2. Students will Categorize transportation by land, sea, and air 

3. Students will Make connections with the type of transportation they use each day. 

Standards:  

PKW2: Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a familiar topic and supply information in child-centered, authentic, play-based learning. 

PKW7: Engage in a discussion using gathered information from experiences or provided resources. 

PKSL5: Create a visual display. 

PKL5a: Sort common objects into categories (e.g., shapes, foods) for understanding of the concepts the categories represent. 

 

Daily Activities 

Day 1: Children will talk about the diverse types of transportation they know, then do a virtual field trip and discuss the transportation used in other countries.  

Day one pre-Assessment

Teacher will introduce the unit as children view sing and dance to the transportation alphabet song and then initiate a discussion as children talk about the different types of transportation and start create a KWL chart.

K -What I know

W – What I want to know

L – What I learned

Questions for discussion

1. What did you use to come to school today?

2. How do you travel from one country to another?

3. What other transportation you see everyday

  Day 2: Children will sort land, sea, air transportation through an interactive computer game.

Progress monitoring Assessment

Children will identify the different types of transportation and the medium by which they move Land Sea or air.

Children will then use the video game to sort transportation into group land sea or air.

Day 3:

  Day 4: Children will create their favorite transportation using play dough, crayons, and paper to draw and or paper to transportation origami then create a pictograph to determine which transportation is most favorite

End on Unit Assessment

After reviewing and discussing the different types of transportation children will put together the pages they made each day to create transportation book

Children will read the book to teacher and classmate as they talk about the different transportation in their book.

   Day 5: Children will create a book by drawing or painting pictures of different transportation to read to the class

Day 3 - Progress Monitoring Assessment

As children identify the different transportation as they play the interactive video game.

Day 5 - End on Unit Assessment

After reviewing and discussing the different types of transportation children will put together the pages, they made each day to create transportation book

Children will read the book to teacher and classmate as they talk about the different transportation in their book.

Assignment

Please add and activity and progress monitoring assessment for day three above based on the unit theme.

Detail at least 3 technology (2 page each) activities from the unit plan above -. (If you're looking for inspiration, you can review the  Interactive Technology - A Resource Sheet page to see what is available.)

Carefully and clearly write out all instructions. Your assignments should give a complete picture of what the students will do, step by step. Include : Use the attach example to write the plan based on the information provided above “MY UNIT PLAN IN PROGRESS’ So the technology is for day 1 and day 2 and you are to suggest one for day 3 that is age appropriate.

· What the students will be doing,

· What the objectives are and the standards being met with the technology activity, The objectives and standards for the unit is outline above please align with the activities

· How the technology activity relates to your overall unit plan,

· What technology you are specifically using.

· The technology aspect requires more detail than "the students will research on their ipads/chrome books/go to the computer lab."

· You are expected to detail:

· The application and/or program the children will be using.

· How it will further students towards the lesson and unit's objectives.

· Please include a hyperlink to the page of the program or the app you are using.

Part II 2 pages

In addition to the activities, your assignment must contain a reflection of the readings and Ted Talk video (250-500 words). In addition to your reflection answer the following:

· What chapter (case study) did you read in Estes & Mintz, 2016? We choose chpt 13 and have attached

· Why did you chose this chapter (case study)?because my lesson plan is with kindergarten

· What stood out to you from this chapter (case study

Part 3 1 ½ pages

I would like to tap into your creativity!  While this module deals with writing student outcomes and creating three activities that utilize technology, it's also important to be able to use every day items for activities.  Sometimes as teachers, we can't find the materials we'd planned on and have to use a last-minute substitute.  Other times, objects themselves can spawn entire units that cross multiple content areas.  It is my hope that this activity will spur you to be creative with the activities you design for your unit.  

I'm challenging you to look around your work space, desk, office, house, apartment, car, even the recycling bin for two objects:

1. The first object is one that can be used for an activity in the current unit you are designing.  Tell us what the object is and how you would use it in your current unit.  

2. The second object is the one from which an entire unit can be born.  This unit doesn't have to be in your content area or in your grade level.  You may find a wrench and say that a whole physics unit can be derived from this one object and give as many details as you can for activity ideas and lessons.

Here's an example to get you started:

1. Object for an activity in my current college level teaching unit: a children's book.  I will challenge the students in my Teaching Critical Literacy class to deconstruct the text or rewrite the text.  They can do this as a solo activity, in pairs, or better, in groups of 3 -4 students.

2. Object for an entire unit: a bird's nest.  I will bring in the nest for pre-K-?? grades (this one can really span a number of grade levels).  Students will notice the structure of the nest and consider how a bird could build such a thing (science).  Students will research different birds in the area to discover which one most likely built the nest.  We can research what things birds need to build their nests and what they take into consideration (safety, food, water).  This can lead into a discussion about what areas in our community contain these necessities for nest building.  We can learn how much time it takes a bird to build a nest. We can collect materials birds could use for nests.  We could do an experiment and place our items where we think a bird would be likely to find them and see if they disappear.  

If you can't think of anything, play off my ideas here and add on.  Sometimes when we write, we come up with much more than we thought! You can even give your child, student, cousin, neighbor, etc. your object and watch them play with it and inspect it.  You can report on what happened when you did this and how that inspired you and your lesson planning.  Think outside the box and have fun!