Transportation Seven Strands Kindergarten

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TransportationSeven StrandsKindergarten

• Ashley Christian
• Jennifer Schaeffer

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Table of Contents

• History
• People in Societies
• Geography
• Economics
• Government
• Citizenship Rights and Responsibilities
• Social Studies Skills and Methods

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History

• Students use materials drawn from the diversity
  of human experience to analyze and interpret
  significant events, patterns, and themes in
  history of Ohio, the United States, and the
  world. -ODE

4
Activities

• Students will learn about the Wright brothers by
  watching The Wright Brothers at Kittyhawk A
  Charlie Brown Video
• Create a timeline for transportation.
• Allow the students to play Oregon Trail and
  discover the modes of transportation used.

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Activities

• Ask the students how long they think that people
  have been flying airplanes and allow them to
  share their ideas. Then, ask the students how
  they think airplanes fly and again let them offer
  their theories. With the students' attention
  still focused on the television monitor, display
  the Web sites listed below and read the text to
  the students as they view the images.
• To understand what life was like as a pioneer,
  ask the students to imagine that they were going
  on a four month trip in your family van. You will
  be traveling through remote wilderness with no
  place to stop for food or supplies. What would
  you take along. Make a list. How is your list
  similar to or different from the pioneers.

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Websites

• http//www.nasm.si.edu/
• Information about the Wright Brothers and
  different types of planes
• http//www.saskschools.ca/gregory/transport.html
• Pictures of early mode of transportation
• http//www.transitpeople.org/lesson/trancovr.shtml
  
• Online lesson about early transportation

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Websites

• http//travel.howstuffworks.com/airplane.htm
• http//www.glc.k12.ga.us/BuilderV03/LPTools/LPShar
  ed/lpdisplay.asp?Session_StampLPID53346

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People in Societies

• Students use knowledge of perspectives,
  practices, and products of cultural, ethnic, and
  social groups to analyze the impact of their
  commonality and diversity within local, national,
  regional, and global settings. -ODE

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Activities

• The teacher will begin a class discussion
  explaining the various positions of the workers
  on a canal boat. Each boat had a captain. There
  was a steersman, a mule boy and a cook. Each had
  an important job to do, in order to keep the
  canal boat moving. Ask the students to define
  each persons role on the boat.

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Activities

• There are many people who work in the community.
  Let's name some of those people. (Write the
  responses on the chalkboard.) Typical answers may
  include police officer, firefighters, garbage
  collectors, mail carrier, and bus driver. After
  children have compiled a list, go back to each
  person listed and discuss what modes of
  transportation they use to travel to do their
  community jobs.

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Activities

• Introduce the book Tap-Tap. Ask the students to
  identify the vehicle on the cover of the book.
  Read the book. Then explain to the students that
  in Haiti people use various methods of
  transportation including tap-taps. Tell the
  students that a tap-tap is a form of a bus that
  is colorfully painted and used to transfer
  people, luggage and animals. This vehicle is
  called a tap-tap because when you want to leave
  the vehicle, you tap the outside and the driver
  stops.

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Activities

• Begin the lesson about life of the pioneers who
  traveled west by reviewing the westward movement
  of the pioneers during the time of Johnny
  Appleseed. Use pictures from books and a large,
  simple physical map of the United States (ideally
  a primary physical map with only the state
  boundaries) to review how the early pioneers
  traveled, where they traveled and why. Review the
  concept that a pioneer is someone who leads the
  way into a land not known to them.

13
Activities

• Locate on a map possibilities of where the
  students ancestors live(d). Describe how these
  people made their trip to America.

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Websites

• www.lessonplanspage.com/SSK1.htm
• http//www.reacheverychild.com/feature/transportat
  ion.html
• http//www.cstone.net/bcp/K/KDGeo.htm
• http//www.eduref.org/Virtual/Lessons/crossroads/s
  ec3/k2/unit7/u7kinl1.htm

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Geography

• Students use knowledge of geographic locations,
  patterns, and processes to show the
  interrelationship between the physical
  environment and human activity, and to explain
  the interactions that occur in an increasingly
  interdependent world. -ODE

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Activities

• Read the book Dumbo on Land on Sea in the Air to
  the class. Have the students place objects onto a
  felt board according to their category land,
  air, sea- as indicated.
• Have 3 big pieces of paper, green for land, blue
  for the water and white for the sky and place
  them on floor around the room. Using the same
  principle as above have students place pictures
  on the appropriate paper. This activity is larger
  and more hands on if you have the space and time.

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Activities

• Explain that in today's lesson, they are going to
  learn how various forms of transportation are
  used to move people from one place to another.
  Draw a word web on the board. Discuss the three
  types of transportation (i.e. public, emergency
  and basic). Explain that public transportation is
  used when many people ride on vehicles together
  in order to arrive at a specific destination.
  Then state that emergency transportation is used
  when people need help and basic transportation is
  used by everyone in order to complete daily tasks
  such as going to school, work, etc. Ask the
  students to identify specific vehicles for each
  category.

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Activities

• Challenge the students to brainstorm some
  different forms of air travel and record their
  suggestions as well as an illustration of the
  mode on a sheet of chart paper. As the students
  are offering possible means of air travel,
  challenge them to be creative but realistic in
  their replies. Remind the students that not all
  types of transport are motorized and offer
  suggestions such as hot air balloons, hang
  gliders, and parachutes if necessary.

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Activities

• Show students maps of the major transportation
  networks in the United States. Locate major
  interstates on a road atlas, major plane routes
  in an airline timetable, and railroad routes.
  Have them explain how specific products might get
  from place to place. Ask students to discuss
  and/or list what they think would be the best and
  worst things about each method of transportation.
  For example, an airplane is fast but can't carry
  as much weight as a train.

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Websites

• www.glc.k12.ga.us/seqlps/sudspres.asp?SUID284SSU
  ID269SSTitleKindergartenSocialStudies
• http//www.nationalgeographic.com/xpeditions/lesso
  ns/11/gk2/belongings.html

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Economics

• Students use economic reasoning skills and
  knowledge of major economic concepts, issues, and
  systems in order to make informed choices as
  producers, consumers, savers, investors, workers,
  and citizens in an interdependent world. -ODE

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Activities

• Read a book about assembly line and how vehicles
  were made originally. Have student make a mock
  assembly line using candy and food.
• It is important to know that these methods of
  transportation are produced in a factory.
  Students will learn that the various
  transportation methods each use a different
  number of wheels. Next, ask the students to sort
  pictures of transportation by how many wheels
  they have.

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Activities

• Introduce the lesson by asking the students to
  think about why people need transportation and
  allow them to respond. After students share their
  ideas, explain that there are two primary reasons
  why transportation is necessary to move people
  from one place to another and to deliver goods
  (or things that people use) to where they need to
  go. Tell the students that today they will learn
  some different ways that goods are transported.

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Activities

• Each child will be given a picture of a canal
  boat and a paper with different things the canal
  carried. They will cut and paste five things they
  want the canal boat to carry for them.
• Begin by having students reach into the feeling
  box (a cardboard box with a hole cut in it and a
  piece of material acting as a curtain) one at a
  time. The box contains a toy car, a toy plane,
  and a toy boat. As the students reach into the
  box, the teacher states that the box contains
  three items and asks the students to think about
  what these three things have in common. Write and
  draw a picture to create a list of the students'
  ideas on chart paper.

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Websites

• www.pbs.org/harriman/education/lessonplans/transpo
  rtation.html
• http//www.lessonplanspage.com/SSMDOTransportation
  UnitK.htm
• http//www.glc.k12.ga.us/BuilderV03/LPTools/LPShar
  ed/displayunit.asp?UnitID1372

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Government

• Students use knowledge of the purposes,
  structures and processes of political systems at
  the local, state, national and international
  levels to understand that people create systems
  of government as structures of power and
  authority to provide order, maintain stability
  and promote the general welfare. - ODE

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Activities

• Students will work in small groups. The teacher
  will give each group a list of rules that have
  been broken while riding on a school bus. The
  group will collaborate and decide what
  consequences should be given and why
• The students will work in small groups. Each
  group will choose a state. The students in each
  group have to decide what the speed limit is for
  the state, what forms of transportation
  (including airplanes) can be used throughout the
  state and why. The group can choose how they
  would like to present it to the class.

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Activities

• Have the students explain and demonstrate the
  purpose of rules for the airport.
• Provide a list of signs and rules that you must
  use while traveling. Have students look for and
  report back about what signs they saw while out
  of school.

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Websites

• http//www.bts.gov/
• http//www.iron.k12.ut.us/schools/BUS/rules.htm
• http//www.dot.state.mn.us/speed/speedbrochure.htm
  l
• http//www.bmv.ohio.gov/TraffRul.html

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Citizenship Rights and Responsibilities

• Students use knowledge of the rights and
  responsibilities of citizenship in order to
  examine and evaluate civic ideals and to
  participate in community life and the American
  democratic system. -ODE

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Activities

• If it is nice outside, set up a roadway with road
  signs outside. Have students learn what the
  different signs mean and role play using the
  bikes and tricycles.
• Compare the rights that a driver has verses a
  pedestrian sharing the same roadway.

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Activities

• There is a traffic jam in the community, the
  students will decide how to solve the problem
  while maintaining order and explain why.
• The students will demonstrate how a citizen can
  show their patriotism when using different modes
  of transportation or when traveling abroad.

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Activities

• The students will compare the rights they have in
  America verses their rights and responsibilities
  when traveling to another country.

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Websites

• http//travel.state.gov/
• http//www.robsherman.com/information/liberalnews/
  2002/godbus/home.htm
• http//www.csaa.com/global/articledetail/0,1398,10
  04040000257C225,00.html
• http//kidshealth.org/kid/watch/out/bike_safety.ht
  ml

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Social Studies Skills and Methods

• Students collects, organize, evaluate and
  synthesize information from multiple sources to
  draw logical conclusions. Students communicate
  this information using appropriate social studies
  terminology in oral, written or multimedia form
  and apply what they have learned to societal
  issues simulated or real-world setting. -ODE

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Activities

• Divide the children into 4 groups. Give each
  group a type of transportation. (bus, boat,
  plane, train) Have each group decide what they
  would need for their type of transportation and
  have them role play a trip to wherever they want
  based on their type of transportation.

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Activities

• Poll the students about how they get to school in
  the morning, and how they leave in the afternoon.
  Make a bar graph for morning and afternoon.
  Compare each graph with itself and the other
  graph.
• Using a map of Ohio, find Dayton, Columbus, and
  Cincinnati. Report your findings to the class.

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Activities

• The students will sort fact and fiction cards
  about travel and transportation.
• The students will predict what they think the
  next type of transportation will be.

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Websites

• http//ww2.aaa.com/scripts/WebObjects.dll/AAAOnlin
  e?associationaaaclub133
• http//science.nasa.gov/
• http//inventors.about.com/library/inventors/blrai
  lroad.htm
• http//www.enchantedlearning.com/inventors/transpo
  rtation.shtml