Basal UnitTransportation

4th GradeEmily Ketron and Katie Brobst

Schedule

Theme: Transportation

4th Grade

Monday:

Introduction Lesson – 8:30am – 9:00am

Whole group

Tuesday:

Vocabulary Lesson – 8:30am – 9:30am

Small groups (20 minutes in each group) – Students will be split into groups based on their reading groups. The “Cars” are the above-level reading group. The “Trains” are the on-level reading group and the “Boats” are the below-level reading group. During rotation 1, the Cars will come to the teacher led reading area, the Trains will go to the journal activity and the Boats will go to the computer activity.

Wednesday:

Comprehension Lesson – 8:30am – 9:30amSmall groups (20 minutes in each group)

Rotations will be the same as they were on Tuesday, but this day we will start with Rotation 2.

Thursday:

Skills Lesson – 8:30am-9:00amWhole group

Friday:

Centers – 8:30am-9:30amSmall groups (There will be 4 centers with 5 activities at each center)

Students will spend 15 minutes at each center. They will each be given a passport that they can decorate. Their passports will be stamped at each center. The students will be broken into groups based on the picture on the front of their passports.

Transportation Lesson

Centers

Rotation 1 Rotation 2 Rotation 3Cars Boats Trains

Trains Cars BoatsBoats Trains Cars

Writing Center:

Writing 1 – Journal entryStandards- GLE: 0404.3.2 Write in a variety of modes and genres (e.g., narration, description,

personal expression, imaginative writing, response to literature, response to subject matter content).

Objectives - TSWBAT write a journal entry from the perspective of one of the Wright brothers.Materials - The Wright Brothers for Kids book- Pencil - PaperActivity- Read the book The Wright Brothers for Kids. The Wright Brothers wrote many

journal and diary entries. Write a journal entry pretending you are one of the Wright Brothers. Include any hopes or fears they might have had.

Writing 2 – Newspaper articleStandards- GLE: 0404.3.2 Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject matter content).- 0401.3.1 Determine an audience and a purpose for writing.Objectives- TSWBAT create a news story based on transportation by completing a newspaper

form. *See attachment.Materials:- Newspaper form- PencilActivity- Pretend you are a writer for a newspaper. Come up with a news story based on one

type of transportation. This could be set in present day or it could be from the past OR future. You can make your story something factual that may have already happened or you can make it fictional. BE CREATIVE!

Writing 3- Traveling ManStandards

- 0401.3.11 Develop a topic sentence with supporting details and a concluding sentence to form a paragraph.

Objectives- TSWBAT construct a story in correct paragraph form given the “Traveling Man”

illustration. *See Attachment.Materials:- “Traveling Man” worksheet- PencilActivity- Take one of the “Traveling Man” worksheets and write a short story about him.

Where is he going? What is he going to do when he gets there? How is he going to get there? Make sure you write your story in paragraph form using complete sentences. Remember, a paragraph should have a topic sentence, supporting details and a concluding sentence!

Writing 4 – Friendly letterStandards- SS 4.5.04 Recognize the role that desire for freedom played in the settlement of the New World.- 0401.3.5 Write friendly and business letters.Objective- TSWBAT imagine that they are a new immigrant to the New World by writing a

friendly letter about their experience.- TSWBAT construct a letter using friendly letter format.Materials:- Friendly letter worksheet- Paper- PencilActivity- Imagine that you are an immigrant who has just traveled to the New World by boat.

Write a letter to a family member or friend back home describing your journey and what the New World is like. Use friendly letter format.

Writing 5 – Deserted Island

Standards- 0401.1.4 Use correct punctuation at the ends of sentences.- 0401.1.13 Use complete sentences in writing.Objectives

- TSWBAT select 5 items that they would take with them on a deserted island.- TSWBAT write their response using complete sentences in paragraph form.Materials:- Paper- PencilActivity- Pretend you are going to be taken to a deserted tropical island. This island has fruit to

eat, but it hangs high up in the trees. There are plenty of fish in the sea that you could eat if you could catch them. You have to think about where you will sleep and what you will drink. You are allowed to bring 5 items with you. What items would you bring with you and why? Write your response in full sentences and in paragraph form.

Geography Center:

Geography 1 – Aerial mapStandards- 4.3.01 Understand how to use maps, globes and other geographic representations,

tools and technologies to acquire, process and report information from a spatial perspective.

Objectives- TSWBAT create an aerial map of their neighborhood.Materials- Construction paper- Crayons, markers, colored pencilsActivity- What would your neighborhood look like if you were looking at it from an airplane?

Draw an aerial view of your neighborhood. Include buildings, roads, bodies of water and any other significant landmarks. Make sure you label your map with cardinal directions (North, South, East and West)

Geography 2 – Article summary

Standards- 4.1.20 c. Recognize different forms of text.- 4.1.08 Use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

- Check for understanding after reading by selecting main idea and supporting details from text.

Objectives - TSWBAT write a summary of an article from a newspaper.

Activity- Look through the newspapers and find an article that has something to do with

transportation. Read the article and then write a summary of what the article is about.

Geography 3- DistanceStandards- SPI 0403.4.8 Convert measurements within a single system that are common in daily

life.- GLD 0406.4.3 Solve problems that involve estimating and measuring length, area,

capacity and weight.Objectives - TSWBAT measure the distance between two cities by using a ruler and a map scale.Activity- Looking at the map of the United States (*See attachment), use your ruler to

approximate the distance between the following capital cities: Nashville to Washington, D.C. Baton Rouge to St. Paul Boise to Austin Salem to Olympia Charleston to Sacramento

Geography 4 - MapmakingStandards- 3.01 Understand how to use maps, globes, and other geographic representations, tools and technologies to acquire, process and report information from a spatial perspective.- 3.03 Understand how to identify and locate major physical and political features on globes and maps.Objectives - TSWBAT create a map of the United States.- TSWBAT label the various physical regions of the United States.- TSWBAT label three places in the United States that they feel are important to know.Materials- Construction paper- Physical map of the United States- Scissors- Glue sticksActivity- Create a map of the United States using construction paper. Label the different

physical regions of the country (Mountains, main rivers, desert, Great Plains) and then label 3 regions or areas that you think are important to know.

Geography 5- Explorer Maps

Standards- 4.3.03 Understand how to identify and locate major physical and political features on

globes and maps. Objectives- TSWBAT identify the routes of the explorers of the Americas on a map.Materials- Computer- Blank map of the United States- Colored Pencils or Markers- PencilActivity- Take one of the blank maps of the United States (*See attachment) and go to the

following website: http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u2/index.html. Using a different colored pencil or marker for each explorer, draw the route that each explorer took. You can find the route by clicking on their name in the Legend. Make a legend or key of your own so that I know what routes you drew.

Creating Center

Creating 1- BookmarkStandards- 4.1.12 h Summarize selected passages- 4.1.02 Demonstrate knowledge of concepts of print- 4.1.02 a Use parts of text (e.g., title, title page, table of contents, chapter title, glossary)Objectives- TSWBAT summarize the main idea(s) of a book.- TSWBAT locate the title and author of a book.Materials- Blank bookmarks- 3 books- All Aboard!: A True Train Story, All Aboard Airplanes, or All Aboard!: The Story ofPassenger Trains in America.- Crayons, markers or colored pencilsActivity- You will read one of the stories on the table; All Aboard!: A True Train Story, All AboardAirplanes, or All Aboard!: The Story of Passenger Trains in America. After you have read thebook you will make a bookmark about your book. On the front of the bookmark you need towrite the title of the book and the author. You will also draw a picture that represents the book.On the back side of the bookmark you will write a summary of the book. Make sure on the backyou write your name so you will get credit for it.

Creating 2- TimelineStandards

- 0401.5.6 Indicate the sequence of events in text- 4.1.09 g Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms,tables, timelines)Objectives- TSWBAT sequence events by creating a timeline.Materials- Transportation timeline- Construction paper- Markers, crayons, colored pencilsActivity- You will look at the timeline in front of you and choose 10 dates that you feel are the mostimportant in the history of transportation. After you choose your 10 dates you will make atimeline of your own. On your timeline make sure that they are in order from past to present.After you have written done the dates and the events you can draw a picture on your timeline torepresent your events.

Creating 3- PoemStandards- 0401.3.4 Write poems, stories, and essays based upon personal reflections, observations, andexperiences.Objectives- TSWBAT compose a poem about a mode of transportation.Materials- Poem exampleActivity- You will write a poem about any mode of transportation you would like. You can write thepoem anyway you like. Be creative. There is an example of a poem about a train on your tableto give you inspiration. If you want you can try to incorporate your vocabulary words into thepoem.

Creating 4- Picture BookStandards- 1.06 Expand reading vocabulary- 4.1.06 Build vocabulary by reading from a wide variety of text and literary genresObjectives- TSWBAT draw pictures of vocabulary words from a book they have read.Materials- Vocabulary words for each group- Picture book example- Blank paper for the picture book- Markers, colored pencils or crayonsActivity- You will make a picture book using the vocabulary words from the story you read in yourreading groups. There is an example of how to make the picture book on your table. Make sure

in each square that you include the vocabulary word (spelled correctly) and a picture of word.

Creating 5- Scavenger HuntStandards- 0401.6.10 Arrange and follow multi-tasked instructions in informational and technical texts(e.g., follow directions for a scavenger hunt, complete assembly instructions)Objectives- TSWBAT create a book scavenger hunt.Materials- Book- The Big Book of Transportation.- PaperActivity- You will use the book, The Big Book of Transportation to make a book scavenger hunt. Youneed 10 different questions/statements for your scavenger hunt. An example of a question youcould use could be- Count how many letters are in the title and turn to that number page (26). Onthat page draw a picture of the first transportation item you see.

Math Station

Math 1- AnglesStandards-- 0406.4.3 Classify angles and triangles as obtuse, acute or right.Objective- TSWBAT locate obtuse, acute and right angles on transportation pictures.- TSWBAT classify angles on transportation pictures as obtuse, acute or right.Materials- Markers, crayons or colored pencils, transportation picturesActivity- You will look at pictures of different types of transportation. On these pictures you willtake your markers, crayons or colored pencils and outline the different angles you see on thesepictures. After you have outlined the angles you will write the type of angle it is beside it(acute,obtuse or right). Remember a right angle is 90 degrees, an acute angle is less than 90 degreesand an obtuse angle is greater than 90 degrees. Be careful, some of these pictures can be alittle tricky. If you feel that you have found all the angles and classified them you can work onpictures that are a little trickier. These pictures are the pictures of a real boat and two cars. Donot work on these unless you have completed the other pictures.

Math 2- Develop a Story ProblemStandards- 0406.1.9 Develop a story problem that illustrated a given multiplication or division numbersentenceObjective- TSWBAT to create story problems that use either use multiplication of division sentences.Materials

- Multiplication and division sentencesActivity- You will make up your own story problems using multiplication or division sentences. Youneed to make up 5 different story problems. An example of a multiplication sentence is 4 x 5.A story you could write about 4 x 5 may be something like this- Susie and three other friendsdecided that they wanted to go to a movie. To get to the movie they needed to use some type oftransportation. They decided that going on the bus would be cheapest since it cost $5. In totalhow much money would they all spend on the bus? ____20____

Math 3- Converting DistancesStandards- 0406.4.8 Convert measurements within a single system that are common in daily life (e.g.,hours and minutes, inches and feet, centimeters and meters, quarts and gallons, liters andmilliliters)Objective- TSWBAT change feet to inches and inches to feet on a map.Materials- Worksheets- Blank papersActivity- You will be doing some converting of measurements. On the map wherever you see ameasurement you will convert it to either inches or feet. If there is something that is measured infeet you will convert it to inches. If it is measured in inches you will convert it to feet. You canwrite your answers beside the measurements on the paper. Use a scratch piece of paper to showyour work. Have fun converting.

Math 4- Play MoneyStandards- 0406.1.3 Determine the correct change from a transactionObjective- TSWBAT identify correct change on a worksheet.Materials- Play Money- WorksheetActivity- You will complete the worksheet about going on a trip. You will have $18 to spend on yourtrip. You must choose a mode of transportation, an activity and a food that doesn’t make you goover $18. If you go over $18 you must rework your trip. You can use the play money to help youplan your trip. Make sure you show your work. If you have extra time you can plan another trip.

Math 5- GraphStandards- 0406.1.5 Use mathematical ideas and processes in different settings to formulate patterns,analyze graphs, set up and solve problems and interpret solutions.

Objective- TSWBAT analyze bar graphs to answer questions on a worksheet.- TSWBAT create their own bar graph.Materials- Worksheet- Graphs- Crayons, markers or colored pencilsActivity- You will look at three different bar graphs. You will use these bar graphs to answer thequestions on the worksheet. Make sure you read each question carefully. You will also make abar graph on your own. You can make the bar graph about anything you would like. Be creative.

Transportation Lesson Plan

Skills

Standards:

04.01.1.16 Define and recognize synonyms, antonyms, and homonyms.

Objectives:

TSWBAT verbally recall the definition of an antonym. TSWBAT identify antonym pairs by playing an antonym game. TSWBAT explain to the class why certain words are antonyms. TSWBAT produce an antonym pair on their own.

Materials:

Dry erase board/Chalk board Dry erase markers/chalk Index cards with an antonym on them - *Antonym pairs listed below. (Make sure each

antonym has a match) Paper Pencil Thesaurus

Set:

ABK: Last week we talked about synonyms. Can someone tell me what a synonym is? Can someone give me an example of a synonym?

RRL: Put the word “Antonym” up on the board. If a synonym is a word that means the same thing as another word, what do you think antonym means?

IA: Now share your thoughts about antonyms with your neighbor.

LL: Today we are going to work with antonyms and figure out what they are.

Instruction:

1. Pass out an index card to each student.2. Students should figure out what their word is. If they need to they can use a thesaurus to

figure out what some possible antonyms would be. 3. After all the students have figured out what their word means, tell them that each

antonym has a pair somewhere in the room.

4. “When I say GO, I want you to start looking around the room for someone who might have the pair to your antonym.”

5. Explain to students that once they find their antonym partner, the two of them need to figure out why their two words are antonyms.

6. After everyone has found their partner, go around the room and have each pair stand up and tell what their words are and explain why they are antonyms.

Closure:

Thumbs up or Thumbs down – “An antonym is a word that means the opposite of another word.” “A synonym is a word that means the same thing.”

Assessment – Before you leave, I want you to take out a piece of paper and write down a couple things for me. First, write down 2 words that are synonyms so that I know you still understand what they are. Then write down 2 words that are antonyms.

Can you think of a word that doesn’t have an antonym? If you can, write it down too. An example would be “Mirror” or “Scissors.” These words don’t really have an opposite.

Antonym Pairs

Dangerous/Safe

Clever/Foolish

Beautiful/Ugly

Dark/Light

Abundant/Scarce

Wide/Narrow

Lazy/Industrious

Miserable/Happy

Violent/Gentle

Reckless/Cautious

Luxury/Squalor

Sweet/Bitter

Joy/Sorrow

Frequently/Rarely

Harsh/Lenient

Humble/Vain

Simple/Complex

Transportation Lesson Plan

Vocabulary

TN Licensure Standards:

4.1.06 Expand reading vocabulary 4.1.07 Employ pre-reading strategies to facilitate comprehension SPI 0401.1.13 Recognize and use grade appropriate vocabulary within context. 0404.3.3 Practice writing to a prompt within a specified time limit. 0401.3.4 Write poems, stories, and essays based upon personal reflections, observations,

and experiences. 4.1.tpi.24 Use library media sources to access information (e.g., encyclopedias, Internet,

electronic catalog).

Objectives:

TSWBAT recognize vocabulary words when given the definition. TSWBAT use vocabulary words correctly in a sentence. TSWBAT predict the plot of the story by filling out a prediction sheet. TSWBAT describe a time they travelled by completing a journal entry. TSWBAT identify three facts about a type of transportation in American history by using

a website.

Materials:

Index cards for each student with a vocabulary word written on each one. Definitions of vocabulary words for the teacher’s use Prediction sheets Pencils or pens White board Dry erase markers

*Note – Before beginning the lesson, write on the board the rotation schedule for the reading groups.

Rotation 1 Rotation 2 Rotation 3

Cars (Reading Circle) Boats Trains

Trains (Journal) Cars Boats

Boats (Computer) Trains Cars

Set:

ABK: “Yesterday we talked about traveling and the different types of transportation that helps us get from one place to another. Then each of you wrote down your definition of transportation.”

RRL: “Think about how you got to school today. Most of us probably did not come to school in a boat or a train.”

IA: “Raise your hand if you came to school today on a bus. What about a car? Walking? Bicycle?”

LL: “Today we are going to break up into our reading groups and do a couple different activities.”

Instruction:

Teacher Led Reading Group:

Tell the students that they are going to play a game using the vocabulary words from the story.

o “Cars” vocabulary words: Adventure Navigate Region Walruses Glaciers

o “Trains” vocabulary words: Adopt Misery Platform Atlas Carriage Couple

o “Boats” vocabulary words: Compasses Engine Flight Instruments Route Soars

They might not know exactly what each of the words means, but they will be given a definition.

Each student is given a stack or 5 or 6 (depending on the story) cards each with a vocabulary word on it.

They are to spread them out in front of them so they can see each word. The teacher then reads off a definition. (Definitions provided below) The first student to locate the correct vocabulary word holds their card up in the

air. That student then is asked to use the word in a sentence. There are no points to this game but the teacher will keep tally of the students

who answer the definition. After the game is over, the teacher will ask the students what they think the story

will be about based on the vocabulary terms that they have in front of them.

Closure: Each student will be given a prediction paper where they will write down what they think will happen in the story. (Prediction sheets provided below.)

The students will turn in their journal entries and their interesting facts about transportation.

Journaling:

Student will write a journal entry with the prompt:

“Think about a time that you travelled somewhere. How did you get there? Where did you go? What did you do while you were there? Write a journal entry using complete sentences.”

Technology:

Students will go to the following website:http://americanhistory.si.edu/onthemove/exhibition/

Once at this website, the students will navigate their way around searching for a type of transportation that interests them and report 3 interesting facts on that type of transportation.

o These facts could include who invented it, where the idea came from, how was this type of transportation used in the past and how is it used today.

What is your prediction?

What is your prediction?

What is your prediction?

What is your prediction?

What is your prediction?

Definitions

Adventure – an unusual or exciting experience.

Navigate – to travel by water; to make one’s way about over or through.

Region – a part, portion or area having no fixed boundaries; a broad geographic area.

Walruses – large mammals of cold northern seas that are related to the seals and have large ivory tusks, a tough wrinkled hide with a thick layer of blubber below, stiff whiskers and flippers used in swimming, diving and moving about on land.

Glacier – a large body of ice moving slowly down a slope or valley or spreading outward on a land surface.

Adopt – to take legally as one’s own child.

Misery – a state of great suffering and want due to poverty or misfortune.

Platform – a level, usually raised surface.

Atlas – book of maps.

Carriage – a horse-drawn wheeled vehicle designed for carrying persons.

Couple – two persons romantically paired or associated together (as by marriage or on a date)

Compasses – A device for determining directions by means of a magnetic needle pointing to the magnetic north.

Engine – a machine that changes energy (as heat from burning fuel) into mechanical motion.

Flight – an act or instance of passing through the air by the use of wings.

Instruments – a tool or implement designed especially for precision work.

Route – an established, selected, or assigned course of travel.

Soar – to fly aloft or about; to sail or hover in the air often at a great height.