KG1 UNIT PLAN Transport

Literacy:

KLPA2 listen to and generate rhyming words

KLSP1, 2 recognize and use simple -at and -an , -ay VC
pattern phonograms
KRRT2 read recurring language patterns in text
KLP1 generate beginning consonant sounds in words and
match sounds to a letter when reading writing
KLP2 say the first sound of a word when reading
KLPA5 listen to and identify the ending phoneme in words
KLLK2 recognize the sequence of letters in words
KLTC6 share personal information and recount simple personal

March 6 March 24, 2016

Possible Focus Books:
We Can go PDF Book
We all go travelling by musical on youtube video
Trucker Rhymes Library Book
I love Trucks by Philemon Sturgess
Busy Boats by Tony Mitton
I love Trains
Airport
Freight Train by Donald Crews
Chugga Chugga Choo Choo by Kevin Lewis
Trucks by Donald Crews
School Bus by Donald Crews
Duck in a Truck by Jez Alborough

experiences through creative play

KLTC9 ask questions related to a topic

KLTC5 describe familiar objects with detail
KRRT1 read known words in texts
KRV1 identify and use high frequency words with five or
more letters
KLLK3 use efficient and consistent motion to form letters
KWC4 forms most letters correctly using sand, play dough
or foam
KWWP1 generate and expand ideas through shared and
guided prewriting
KWWP2 share their writing with teacher
and peers

Suggested activities:

Phonics Letters and Sounds

Review phonemes /s/ /a/ /t/ /p/ /i//n/ introduce /k/ /e/ /h//r/ /m/ /d/
Unit words: animals, zoo, farm, desert, jungle, ocean, forest, names of
animals (such as camel, falcon, fox, rabbit, snake, mouse, gazelle, giraffe,
elephant, lion, tiger, monkey, zebra, crocodile, fish, octopus, shark, turtle,
whale, jellyfish, duck, cow, dog, horse, goat, sheep, chicken, etc)
KLLK3, KWC4: During shared writing ask students to watch how you
form the letter/ letters of the week. Provide opportunities for practice
using a range of writing tools including play dough, sand, foam, pencils
and paper, white boards and markers, paint water on tiles outside, etc.
Create road letters and have children trace them using toys with
wheels. http://www.playdoughtoplato.com/wpcontent/uploads/2014/11/ROAD-ABCs-LOWERCASE.pdf
KLP1, KLKK 2, KLPA5 Create a class book of transport. Have students
say the letters in their chosen transport in sequence. Repeat for the
names of animals and other familiar words. Have children match letters to
the names of transport using cut/paste, letter tiles/ blocks, magnetic
letters or pegs, etc.
Encourage students to think of the beginning consonant or ending sound
for the names of the transport they like and write/ trace it in the class
book.

KLP2, KLPA5 During shared and guided reading or circle time, or,
when introducing a key word from the story, have students identify the
beginning or ending sound of the word.
Match beginning or ending sounds using names of the types of
transport.
KLTC9, 5 Mystery Box Model to students using a toy vehicle in a
mystery box ask questions such as what is inside? Is it Big/ small?
How many wheels does it have? Does it go on the land, sea or air?
What sound does it make? Etc. Repeat several times and ask students
to join in asking questions.
Extend by having students ask questions about the stories they read.
Or have the students with the object describe it and other students
guess what it is. Guess the transport.

KLYC6 - Dramatic Play: Airport have children stamp/ write in

passports and create boarding passes. Port have children practice
writing tickets to board the ship/ ferry
Bus Station: Have children write tickets to get on the bus. Teacher can
observe and ask questions to see what students are doing, where are
they going, etc.

KRV1 Practice reading, identifying and writing

sight words. During circle time practice reading the
sight words and model sentences that use those
words. Have children circle them. Have children
practice writing them
in
sentences.

KRRT1: During shared and guided reading introduce the sight words we,
go, you, he/ she. Call upon the special helper to point to the words. Have
children come up with other sentences orally using the word. Make some
word cards and have children play memory match and read the words
they match.

WWP1,2 opportunities for students to generate ideas for writing

teacher to model in shared writing Provide time (such as: What did you do
on the weekend What color is your car? Etc.) Allow students to respond to
such questions or stories that you read by writing in their journals.
Encourage students to write letters/ words to accompany their drawings.
Teacher to scribe their responses. Encourage students to share their work
with the peers. Children love writing for meaning like in these activities
above.
At the writing center, always encourage different kinds of writing a letter
to mummy or a classroom friend or teacher. If you scribe for them and
they draw the picture, its still achieving the goal!
KLPA1, KLSP1, KRRT2:
Provide daily opportunities to songs, rhymes and poems, call upon
students as they learn to identify rhyming words in text. This will lead
students to developing the skill of generating some simple rhyming words
e.g., hot/pot.
Exposure to books that contain rhymes can lead students to begin to
invent their own rhymes. Teachers should encourage students to partake
in word play by inventing new rhymes with them such as Im a little
airplane, The Wheels on the Bus, Vroom Vroom, etc...
During guided reading continue to ask children to locate rhyming words.
Model how you could come up with words to rhyme with the words in the
book
Use words with at and an to generate rhyming words. Have them
displayed in the class (with pictures to match) have children sort the cards
into at and an.

Math:
K1NS6 use the ordinal number words first, second, and
last to describe the order of objects, people or events
K1PA1 explore patterns in a range of familiar environments
K1MDD2 place a representation of themselves to answer
yes/no questions
K1SGD1 manipulate familiar 2D and 3D shapes in exploration
and play and recognize them in everyday contexts
Suggested Activities:
K1MDD2 - Ask a question such as: Do you go home by bus?
or Can you ride a bike?
Extend by creating transport color graphs, or land, sea, air graphs.
etc.

K1NS6 - Practice daily when lining up, etc.

Use toys with wheels to push them in a race and see which toy was
first, second or last.
Sports hall races (running, hoping, skipping students will say
who was first, second and last)
Act out a bus trip, or a plane journey who gets on/off the plane
first, second or last. Invite children to discuss.

K1PA1 make patterns with shapes, colors, sounds and movement.

Such as square, circle, square, circle or jump jump clap, jump jump
clap. Students identify patterns in everyday objects, songs, stories,
poems, geometric patterns in fabrics and paint, in the calendar etc.
In KG1 it is appropriate for the exploration to be teacher led. The
teacher can guide this process by asking students to look at
objects, discuss patterns in pictures, etc.
Provide opportunities for students to explore transport patterns like
zebra crossings, road markings, etc. Have them use toys/ pictures
of transport to create patterns.
Collins Big Cat Reader Shapes
Collins Big Cat Reader Stripes
At math center provide little transport pictures, and a My Pattern
Book template (usually wide like a strip, with a few pages stapled
and a Title Page) Tell them to choose two types of transport and
glue the pictures into a pattern. Higher
students, G&T can be challenged to do
an A/A/B pattern, etc.
K1SGD1 use tangrams or pattern blocks
to copy or design pictures of transport.
Children can begin to create designs with or
without templates. Give students tactile or
paper cut outs of simple shapes and
ask them to create a type of transport with their shapes. Give
students household/ classroom objects and have them do some
paint stamping, discuss what shape the stamp made (e.g. paper
cup = circle)
Find shapes in the classroom / Shape walk around the school
Sing a
Shapes
song

Science:
KPW1 identify actions on objects as pushes or pulls

1. BULLETIN BOARD ACTIVITY: Students can collect images of

different types of transportation and add them to a bulletin
board that has been divided into Land, Sea and Air.
2. TRANSPORTATION MURAL: Students can work together to
create a transportation mural (one for land, one for sea and
one for air).
3. SOUND PICTURES: What sounds do the various modes of
transportation make? (train whistle, truck horn, police car
siren) How would these sounds appear if we were to draw
them? Provide crayons and paper for students to experiment
with the colors and shapes of transportation sounds.
4. TOY CAR PRINTMAKING: Using old toy cars and tempera
paint, allow students to dip the cars into paint and "drive"
them across paper to see what kinds of marks the tires make.
5. LICENSE PLATE RUBBINGS: Using old license plates (or plate
on cars in the parking lot) allow students to do rubbings of
the plates. Provide paper and crayons for the rubbings.
6. SHAPE VEHICLES: See how many types of transportation
vehicles can be created using the basic geometric shapes
(triangles, squares, circles, rectangles). Have students cut
their shapes out of construction paper and arrange them to
create vehicles.
7. PAPER BOATS: Make paper boats using the directions found
HERE. Decorate them with bright crayon colors.
8. PAPER AIRPLANES: Make paper airplanes using the directions
found HERE. Decorate them with bright crayon colors.

Lesson 1: Ways That Things Move

Students brainstorm words for how things move
Homework: students bring 1 toy with wheels to school for
scientific experiments for the next 2 lessons
Lesson 2: Pushes and Pulls
Experiment with pushes and pulls on their wheeled toy
Game: students, in pairs, push or pull their toy; partner needs to
identify whether it was a push or pull
Lesson 3: Position and Gravity
Simon Says position game with your toy
Introduce gravity concept and test it out on a slope with their
toy
(no pushes or pulls involved) last time they will need their toy
with wheels (Link to Math: K1SGP1)
Lesson 4: Speeding Up, Adding Weight
adding a push or pull when moving
Adding weights to toy cars
Lesson 5: Shapes in Motion
Geometric shapes sorted by ability to roll
Sit in group circle and test shapes to roll across floor
Draw which shape rolled best in student journals
Lesson 7: What Would Happen If Game
Drop, push, pull, etc. and students have to guess what will happen
before you do the action you described
Encourage scientific language when describing what will happen

Approaches to Learning

Music

Social: friendly and helpful to peers, adults and other children within the
school setting; interact easily with familiar adults and develop positive
relationships with peers
Emotional: respond appropriately to significant experiences; express and
manage how they feel when experiencing a variety of emotions
Attitudinal: sustain good attention in teacher-directed activities;
demonstrate increasing involvement in learning opportunities provided;
satisfied with their best efforts when completing a task; show curiosity in
an increasing variety of activities and tasks
Creative: experiment, invent and engage in extensive pretend play;
experiment with materials to enhance their learning
Problem Solving: inquisitive and ask questions as they engage in both
structured and spontaneous learning experiences; demonstrate
satisfaction or delight when solving a problem or completing a task

The Wheels on the Bus

We all go travelling by
Row Row Row your boat.
Twinkle Twinkle Traffic Light

21ST Century Strategy

Creativity and Innovation:
Design a boat ask children to use foil, paper, sticks, and tape (or other
craft materials)
Ask them to look at pictures of boats and design a boat in a group that
can float. Ask them to test it and redesign as necessary.
Extension ask them to carry toy animals/ coins etc to weight their boat.
Time to see whose boat can go the longest.
What happens if the blow it or push it?
Make paper airplanes and see whose plane can fly the farthest count
how many steps or measure with tape.
Design different transports using cardboard boxes have children paint
and decorate the boxes an d act out how to drive/ fly/ sit in the transport.

ADEC suggested activities:

KPW1

Car Song
(Tune: BINGO)
Look at my bright shiny car
Im driving it today-o.
C A R (BEEP! BEEP!)
C A R (BEEP! BEEP!) (We put on our seat belts, put the
C A R (BEEP! BEEP!) key in the ignition, got gas etc.
Im driving it today o!
(Before we sang our song. Then we pretended we were driving and
turning the steering wheel while we sang and of course we BEEPED
our horns!)
http://www.nuttinbutpreschool.com/transportation-theme-2-weeks/
Have children clap to the beat, dance or do actions to act out the
songs and rhymes.
Use the lyrics for shared writing/ pointing out rhyming words, etc.

Provide real examples or pictures to students of objects that are pushed or pulled in everyday life e.g., a baby stroller, a vacuum
cleaner, suitcases, a ball, different types of toys, a scooter, a door, swings. Have students sort the objects as objects that are
either pushed or pulled.
Plan group inquiries in learning corners (science corner, water table, outside area) where students investigate objects falling. For
example, students can pour water into different cups and containers in order to observe the water falling. Ask questions such as,
What happened to the water?, Which way did the water fall? Why did the water fall downwards and not sideways?, Has
anyone ever seen a waterfall?
Set up the water table with different items that will float and sink (marbles, plastic toys, paper clips, rubber ducks, keys, straws,
aluminium foil, shallow plastic bowls). Ask students to predict which objects they think will either float or sink. Provide time for
groups of students to explore playing with the objects. Ask questions such as, Were your predictions correct?, How are the
objects that sink similar to one another? How are the objects that float similar to one another? Have students sort objects
according to those that sink and those that float.
Create experiments where students can test objects rolling down inclines (ramps). Provide a variety of balls for students to test as
they roll the balls down the ramp. Ask students to first make predictions of which balls will roll the fastest, slowest, easiest and
hardest. Help students mark the distance each ball rolled on the ground. Ask students to check if their predictions were correct.
Discuss conclusions as a class. Ask students to illustrate or write their observations in their science notebooks/journals.

Open day suggested activities:

See Open Day Plan for stations.

:Assessment

Structured continuous assessment

Performance Tasks
Group/individual projects or presentations
Careful record keeping (kid-watching)
School based summative assessment