Description

How do objects move? Through this literature-based lesson, students review using illustrations and phonetic principles to understand words, that different things move at different speeds, and vocabulary as they explore how forms of transportation move.

Materials

- Beacon Online Story, [A Visit With Grandma] (see Weblinks)
- Computer with Internet connectivity
- A devise to display the monitor of the computer large enough for whole group viewing of words and illustrations (big screen television, projector, LCD panel, etc.)
- Hill, Lee Sullivan. [Get Around on Water]. Minneapolis. Carolrhoda Books. 2000.
- Vocabulary and matching picture cards previously used in this unit
- New vocabulary card labels for the actions slide, fly, roll, and step from the associated file
- Fast or Slow worksheets (from associated file)
- A low bulletin board for student use
- Previously used teacher made chart of the song, “The Wheels on the Bus”
- Six sticky notes with tractor written on them
- Two sticky notes with farmer written on them
- Four sticky notes with plow written on them
- Four sticky notes with my written on them
- Four sticky notes with land written on them
- Three sticky notes with farm written on them
- One tablespoon of water
- One tablespoon of sand
- One piece of string about a foot long
- Previously used Formative Assessment Checklists for each student
- One copy of Summative Assessment #1, Number Stories, from the unit’s associated files
- Assessment Records previously used to record the diagnostic assessment
- Centers

Procedures

Note: This is lesson four of seven for the Beacon Learning Center unit, Going to Grandma’s. A link to the unit is available in the top right corner of this online lesson.

This lesson reviews the seven standards taught previously and adds, knows the names of objects that roll, slide, or fly and knows that the motion of an object can be changed by a push or a pull.

Session 1 - Language Arts:

1. Gain students’ attention by singing the song, “The Wheels on the Bus.” Invite students to sing along. Point to the words on the chart as you sing. Suggest that the song be sung about a different kind of transportation.

2. Tell students that to sing about other forms of transportation, they need to learn new words for the song. Cover the word, bus, on the chart each time it appears, with sticky notes that have tractor written on them.

3. Ask if there are any other words that need to be changed now that you will be singing about a tractor. Guide the students to suggest changing driver to farmer, move on back to plow my land, and town to farm.

4. To review the new words, and to help students learn the new words added to the song, point to various words and have them identified by the students.

5. As this activity progresses, formatively assess students as to their ability to identify frequently used words and to construct meaning from the text and chart. Give affirmative and corrective feedback and mark the Formative Assessment Checklist.

6. Now sing the song using the new tractor related words. Point to the words as you sing. This song can also be sung anytime during the day that songs are normally included such as transitions between areas, during outside play, etc.

Session 2 - Language Arts:

7. Show the online book [A Visit With Grandma]. Three groups of students are already familiar with this book from their center activities. Because two groups of students are not yet familiar with the book, treat it as a new discovery. Ask students about their grandmas. When was the last time they talked to Grandma? When was the last time they hugged Grandma? When they visit with Grandma, how do they get to her house?

8. Ask students if they can read any of the words in the title of the story. Call on students to read. Ask how they knew the words. Remind students that the pictures can be used to help read the words. Point out the picture of the grandma and discuss how it helps us know the word grandma.

9. Using the text version of the story, do a picture walk through the pages. The purpose of the picture walk is to have student use the illustrations and phonetic principles to assist them in reading the words.

10. Model this procedure on the first page of the actual poem. Ask what is in the picture. Students should come to a consensus that the picture is of children. Then, say the word children, stressing the ch sound over and over as you point to each word in the text. Finally, point to the word children in the text. Verbally match the ch sound in children to the ch at the beginning of the word. It doesn’t matter if your students have not learned this digraph since it is the procedure you are modeling. Discuss how the picture helped you know that word. Don’t read the page at this time.

11. Continue with the book walk. From the students, elicit the responses that you will be looking for the word plane because the picture shows a plane. Follow the same procedure of saying the word stressing the phonemic sounds until you locate the word plane. Reinforce how the picture helped you know that word.

12. Continue the book walk. Again ask about the picture. Once it is decided that you will be looking for the word sled, select a student to point out the word for you. Guide the student to express what skills he/she used to find the word (phonemic skills). Stress that the pictures help us understand what we are looking for and the word sounds help us find the word.

13. Notice that you are not actually reading the story today, just taking the book walk and using phonetic principles to identifying the words that match the picture.

14. As the activity progresses, formatively assess students as to their ability to understand the concept of words and to construct meaning of words from shared text and illustrations). Can they look at the picture and tell what the page will be about? Formatively assess students’ ability to understand the basic phonetic principle of beginning sounds. Can they identify the beginning sound? Can they use their knowledge of phonics to find the word that matches the picture? Also, formatively assess students as to their ability to identify frequently used words. Can they identify the word that matches the picture?

15. Give both affirmative and corrective feedback. The purpose of formative feedback is to tell the students why they are right (affirmative) or to guide them towards the correct answer (corrective). Mark the Formative Assessment Checklist.

16. As you use the Formative Assessment Checklist, check to make sure that all students are receiving equal opportunity to contribute to discussions and answer questions. Don’t allow a few students to dominate.

Session 3 - Social Studies, Science, Language Arts:

17. Review the definition of transportation as movement of people, products, or ideas from one place to another. Wonder out loud as to how the different modes of transportation move.

18. Introduce the actions of slide, roll, fly and step as types of movements.

19. Show the label, Slide. Define slide as to move smoothly along a surface. Demonstrate sliding your hands across each other. Ask for students to demonstrate how to slide their feet as they move. Place Slide high enough on the bulletin board that a vertical list of modes of transportation that slide can be placed under the word.

20. Show the label, Roll. Define roll as movement by turning over and over. Discuss that to roll, the transportation has to have wheels. It is the wheels that roll and make the transportation move. Use a model of a car or truck to demonstrate the rolling of the wheels to make the vehicle move. Place Roll adjacent to Slide allowing for room for a vertical line of transportation words.

21. Show the label, Fly. Define fly as moving through the air without touching the ground. Ask for examples of things that fly. Examples may include birds, butterflies, kites, planes, helicopters, sand or paper in the wind. Place Fly adjacent to Slide and Roll. Now there should be the beginnings of three columns on the bulletin board.

22. Show the label, Step. Define step as to move by raising the foot and bringing it down elsewhere. Discuss various movements that are steps and have students demonstrate these movements. Examples are: march, skip, hop, jog, and tiptoe. Place Step adjacent to the other three words. Now there should be the beginnings of four columns on the bulletin board.

23. Tell students that they will be learning which modes of transportation slide, roll, fly, or step.

24. Model categorizing the transportation words presently on the bulletin board by reading a transportation word, thinking out loud about the type of movement it uses, and moving the word from the speed arrangement to the correct column that indicates the type of movement the transportation has. An example is: Think aloud, “A tractor doesn’t fly because it touches the ground. It has wheels so it must roll.” Then, move the word tractor to begin a column under Roll.

25. Repeat the procedure with another mode of transportation. Read a word, think aloud about its type of movement, and move the word.

26. Call on individual students to read a vocabulary word, tell whether it moves by sliding, rolling, flying, or stepping. Allow the student to place the word in the correct column. At this point you will need to assess your students’ needs to decide whether the pictures need to accompany the words in the new location. Hopefully, students are gaining in their ability to read the transportation words and leaving the pictures in their present location will give reminders but not actually tell the word. This is the beginning of weaning the pictures away from students.

27. To encourage use of phonic skills, discuss any clues the students can use to remember the word.

28. Continue in the manner until all transportation words have been moved.
* Note – Since radio waves travel through the air without touching the ground, place the radio in the column for fly. Since the phone and computer (Internet) both work by having impulses slide through cable, place phone and computer in the column for slide. Since mail is sent using trucks (roll), planes (fly), and delivered by mail carriers (step) who slide the mail into the mailbox, mail can be added to any or all of these columns depending on the discussion of the individual class.

29. As the activity progresses, formatively assess students as to their ability to identify the words and whether the student can name things that slide, roll, or fly. Mark the Formative Assessment Checklist.

30. Show students the book [Get Around on Water]. Ask students to specifically look for modes of transportation that have not been in any of the other books read as a class as you take a picture walk through the book. Since this book is about transporting on water, most of the modes of transportation will be kinds of boats.

31. The purpose of the picture walk is to discuss modes of transportation, whether they are used to move people, products (cargo), and/or ideas, their importance, advantages (a good about it), and disadvantages (a bad about it).

32. As you are viewing the first few pages of the book, ask students to name the mode of transportation. Discuss what kind of boat it is. Then, you model telling what the transportation carries, why it is important, and its advantages and disadvantages

33. After you have modeled these procedures several times, begin to have students fill in the information as to what is carried, why it is important, and its advantages and disadvantages.

34. As the activity progresses, formatively assess students as to their ability to understand basic modes of transportation and to discuss modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages. Can they identify modes of transportation? Can they discuss what is being transported? Can they discuss advantages such as how fast the mode moves or how much it carries? Can they discuss disadvantages such as lack of tracks or lack of drivers? Can they discuss importance such as boats are important for transporting across water because they float. Give affirmative and corrective feedback. Mark the Formative Assessment Checklist.

35. Check the Formative Assessment Checklist to see who has not yet mastered these standards and focus on giving opportunity and assistance to these individuals.

36. When the picture walk is complete, remind students that they have seen a lot of different kinds of boats in the book. Wonder out loud as to how fast the different modes of transportation are, comparing them to the speed of a car. (Since this book is about water transportation, you may compare the speeds to a canoe, or motorboat, etc. Just remember to pick one mode as the standard and then compare all other modes to the standard.

37. Read the book. As you read, ask students to classify each mode of transportation as to whether it is faster or slower than a car or the mode you have chosen as a standard. Also, reinforce that the boats are sliding through the water since they are moving smoothly across the surface.

38. On page 10 of the book, farmers are paddling a small boat. At this point introduce the idea of changing the motion of an object by using a push or a pull. Demonstrate pushing a piece of paper across a table, and pulling the paper across the table. Push is from the back and pull is from the front. Some things can be pushed but not pulled, for instance, pour a little water on the table. Now, push the water around with your finger. You can move the water by pushing it. Try to pull the water. Since there is nothing you can hold on to the water can’t be pulled. Model other examples of push and pull. You can push sand, but not pull it. You can pull a string and it will hold its shape, but not push it without it changing shape. Ask a child to push a pencil to you or to pull a book back to him/her. Use the push pull wording whenever possible in daily classroom activities such as: push your chair in, pull the box of crayons over in front of you, push your coat into your cubbie, pull the papers out of your backpack. Reinforce that the push or pull causes a change in motion by giving formative feedback when the action is completed such as: Good job! The paper moved because you pulled it. Remember to mark the Formative Assessment Checklist.

39. Ask if the paddles are pushing or pulling in the book on page 10. Allow for discussion. Guide students to the consensus that the paddles push the water out of the way so the boat can slide through the water.

40. Discuss changing the movement of objects by using a push or a pull anytime an example is presented in the book. Possible examples are the rope on page 12, the basket on page 13, the water on page 19, the wind in the sails on page 22, the paddles on page 24, and the skier on page 25.

41. Take every opportunity to have students construct meaning of words from the text. When an unfamiliar word or phrase appears in the text, model using the illustrations to construct meaning. Ask students to discuss the meaning of the word or phrase using the content and illustrations.

42. As the activity progresses, formatively assess students as to their ability to understand that different things move at different speeds and understands meaning of words and constructs meaning from text and illustrations. Ask the students how they know what they are discussing. Listen for an explanation of using the content, text, and/or illustrations to help the student comprehend. Also formatively assess students as to their ability to know that the motion of an object can be changed by a push or a pull. Can students tell how they know an object was pushed or pulled? Can they explain movement of objects using the words push and pull? Give formative feedback. Mark the Formative Assessment Checklist.

43. When reading page 20, revisit types of movement by asking students to name the object that slides, and the object that flies.

44. Pass out the worksheet, Fast or Slow. Read the directions to the students. As you read the directions, students complete the worksheet.

45. When students are finished, collect the worksheets and use them as an individual formative assessment. Mark the Formative Assessment Checklist.

46. Return the worksheets and go over them orally allowing students to tell the answers to each part. Give affirmative and corrective feedback.

Session 4 - Mathematics:

47. Review the class graph, How I Get To School, which was altered yesterday.

48. Ask a student to read the transportation words along the left side of the graph. Use this opportunity to review reading the words.

49. Remind students that this graph was made showing how each student came to school yesterday. Wonder out loud whether the graph would change if it were to show how each student came to school on rainy days.

50. Using your attendance sheet so you don’t miss any students, ask each student how he/she comes to school on rainy days.

51. If the student comes to school on rainy days the same way as he/she did yesterday, have the student touch the sticky note and verify that it is still in the proper place. If the student comes to school using a different mode of transportation on rainy days, have the student remove his/her sticky note and place it in the proper place according to his/her new mode of transportation on rainy days. This procedure allows each student to move or verify his/her sticky note encouraging students to take ownership of the graph and allows for movement as they touch or move the notes.

52. Use the new graph to demonstrate how to tell math stories. For example, tell this story, “Some of our students changed the way they come to school on rainy days. How many people changed the way they came to school?” To act out the story, have all the students stand. Next, ask students who kept their sticky note name in the same line on the graph to sit down. Count the students still standing. Then, end the story by saying, “(appropriate number) of students come to school a different way when it is rainy than they did yesterday.”

53. After you have modeled using the graph to tell math stories and how students can be the objects acting out the stories, ask volunteers to tell math stories. After each story is told, select students to act out the story.

54. As the activity progresses, formatively assess students as to their ability to create and act out number stories using objects. Can they create a number story? Can they act it out? Give formative feedback. Mark the Formative Assessment Checklist.

55. Many of your students will now be ready for Summative Assessment #1, Number Stories. Since this is an individually administered assessment, during center time may be the best opportunity to call students to you to administer the assessment. The assessment is available from the unit’s associated files.

Session 5 - Centers – Round 1, Day 4 of 5:
Group the students into five groups. Each group participates in one center per day for five days. Explanations of the various centers are available from the unit’s associated files.

Session 6 - Outdoor Activity:
During outdoor play, have students slide down a slide, roll a ball, and fly in a swing. This can be done as a follow the leader activity. Give formative feedback to reinforce the concept of movement as roll, slide, and fly.

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3852. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, (if any).
2. Any of these activities can be modified to accommodate whole groups or small groups.
3. ESOL students may need a peer tutor to assist in translations.
4. The list of vocabulary may be sent home for parental assistance in learning the words.
5. All sessions of this lesson can be adapted to whole group or small group to meet the needs of individual classes.
6. Procedure #38 may be done in small groups so everyone can see the demonstrations.
7. See the Effective Reading Instructions document from the unit plan's associated files for a correlation between strategies from this lesson and effective reading instruction.
8. If time permits, teachers may add more art projects.

Attached Files

Additional vocabulary words used to label types of movement     File Extension: pdf

Student worksheet, File Size: 118272 bytes (0.116 mb)      File Extension: pdf