teaching mighty movers - · pdf file2 teaching mighty movers standards technology †...
TRANSCRIPT
T E A C H I N G M I G H T Y M O V E R S2
StandardsTechnology • Understands the nature and uses of different forms of technology.
• Understands the relationships among science, technology, society, and the individual.
Language Arts— • Demonstrates competence in the stylistic and rhetorical aspects of writing.Writing • Uses grammatical and mechanical conventions in written compositions.
• Gathers and uses information for research purposes.
Language Arts— • Demonstrates competence in the general skills and strategies of the reading process.Reading • Demonstrates competence in the general skills and strategies for reading a variety of
informational texts.
Language Arts— • Demonstrates competence in speaking and listening as tools for learning.Listening and Speaking
Visual Arts • Understands the characteristics and merits of one’s own artwork and the artwork ofothers.
Multiple Intelligences Utilized• Spatial, linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, and
intrapersonal
Copyright © 2004 by Lerner Publications Company
All rights reserved. International copyright secured. Student pages may bereproduced by the classroom teacher for classroom use only, not for commercialresale. No other part of this teaching guide may be reproduced, stored in aretrieval system, or transmitted in any form or by any means—electronic,mechanical, photocopying, recording, or otherwise—without the prior writtenpermission of Lerner Publishing Group, except for the inclusion of briefquotations in an acknowledged review.
LernerClassroom A division of Lerner Publishing Group241 First Avenue NorthMinneapolis, MN 55401 U.S.A.800-328-4929Website address: www.lernerclassroom.com
Manufactured in the United States of America2 3 4 5 6 7 — IG — 11 10 09 08 07 06 ISBN 0-8225-1932-1 PMS Blue 286U
Go to www.lernerclassroom.comfor a complete list of titles in theMighty Movers series.
Explain to students that this is the glossary. Tellstudents that the glossary has a list of importantwords from the book and explains what the wordsmean.
• Point out the boldfaced words. Tell students thatyou know these are important words because theyare thicker and darker than the other words on thepage.
• Demonstrate how to use the glossary:Step 1 While reading the text, stop at a
boldfaced word. Step 2 Ask the class what they think the word
means.Step 3 Look at the first letter of the boldfaced
word.Step 4 Turn to the glossary on page 30. Step 5 In the glossary, find a boldfaced word
that begins with the same letter as theboldfaced word from the text. Thenlook for the word from the text.
Step 6 Read the definition to the class anddiscuss it.
Read(student, partner)• Read one book from the Mighty Movers series.
Practice(student, partner)• Complete All About Words p. 8.• After completing All About Words p. 8, work with a
partner to quiz one another on the vocabularywords.
Discuss(teacher, class)• What did you learn?• What words from the book had a different definition
than you had previously learned? (e.g. bucket—aplace at the end of a fire truck’s ladder wherefirefighters stand to spray a fire)
Evaluate (teacher)• Use the Reading Skills Checklist p. 9 to evaluate each
student’s reading proficiency.
Lesson 1What Is A . . . ?Purpose: Students will preview and complete skillslessons involving vocabulary words from the MightyMovers books.
Objectives• Recall information.• Restate facts.• Apply prior knowledge while reading.• Practice using a glossary.• Identify boldfaced words in a text.• Explain the meaning of a word.
Activity Procedures
Prepare(teacher)• Copy All About Words p. 8 for each student.• Copy Reading Skills Checklist p. 9 for the class.
(A number of skills are listed on the reproducible.You may fill in the blank spaces with additionalreading skills. Use the checklist throughout the entireunit.)
Pretest(student, class)• Choose one Mighty Movers book to read.• Preview the text independently.• What do you think you will learn from the book?
Model(teacher)• Turn to page 30 in the chosen Mighty Movers book.
Materials• Mighty Movers series• All About Words p. 8
• Reading SkillsChecklist p. 9
• pencils
T E A C H I N G M I G H T Y M O V E R S 3
Read(student)• Read one or several books from the Mighty Movers
series.
Model(teacher)• Define the terms transportation, farming,
construction, excavation, and protection. • Give examples of vehicles and their uses.• Demonstrate how to fill out the Technology Helps Us
worksheet pp. 10–11.
Practice(student)• Complete Technology Helps Us worksheet
pp. 10–11.• Cut out magazine pictures of vehicles.• Group pictures and objects by their uses.• Glue the pictures onto paper and label the uses for
the vehicles in each group.
Discuss(student, class)• Discuss the importance of the various forms of
technology found in the Mighty Movers books.• Share information found in the books.• Explain how the types of vehicles were grouped and
why.
Evaluate(teacher, class)• Construct a class chart or bulletin board that displays
the pictures and categories of vehicles collected bythe students.
T E A C H I N G M I G H T Y M O V E R S4
Lesson 2Technology HelpsUs . . .Purpose: Students will research information in theMighty Movers books to learn how humans usedifferent types of equipment to fulfill basic needs.Students will sort and categorize pictures found inperiodicals or other sources.
Objectives• Define the word technology.• Identify vehicles that are useful for human welfare.• Collect pictures of vehicles.• Organize and arrange pictures of vehicles by use.• Construct a diagram showing how vehicles are used.• Determine which vehicles are most useful to people.
Activity Procedures
Prepare(teacher)• Copy Technology Helps Us pp. 10–11 for each
student.• Collect magazines with pictures of vehicles.
Pretest(class)• List vehicles and how humans use them (e.g. for
transportation, construction, entertainment, farming,excavation, etc.).
Materials• Mighty Movers books• paper• scissors• pencils• glue • magazines withpictures of vehicles
• Technology Helps Uspp. 10–11
• whiteboard orchalkboard
• dry erase marker orchalk
Pretest(teacher, class)• What is a model?• Show an example of a model of one Mighty Movers
vehicle.
Read(class)• Read one of the Mighty Movers books.
Model(teacher)• Demonstrate how to use craft items to represent
different parts of a Mighty Movers vehicle (e.g. roundbuttons could be used to represent wheels).
Practice(student)Day 1• Take the Make a Model Shopping List p. 12 to the
craft item display and write a list of the items you willneed for your model.
Day 2• Use your Make a Model Shopping List p. 12 to select
the items you will need to make your model. • Build your model in class. (This could take several
class periods, depending on the intricacy of themodels.)
• (Optional) Write a fictional story about your model.Name your model and write a story with abeginning, middle, and end.
Discuss(class)• Why were some models possibly easier to build than
others?• Why did you choose the objects you did to represent
the different parts of the models?
Evaluate(class, teacher)• Share completed models and stories with the class.• Teacher evaluates models and presentations using the
Make a Model Rubric p.13.
T E A C H I N G M I G H T Y M O V E R S 5
Lesson 3 Make a ModelPurpose: Students will make a nonworking model torepresent the subject of a Mighty Movers book.
Objectives• Select a vehicle from the Mighty Movers series to
study.• Identify the different parts of a vehicle.• Collect the materials needed to construct a model of
a vehicle.• Organize the materials needed to make a model.• Construct a nonworking model of a vehicle.• Evaluate how well a model represents an actual
vehicle.
Activity Procedures
Prepare(teacher)• Copy Make a Model Shopping List p. 12 and Make a
Model Rubric p. 13 for each student.• Collect and display craft materials.• Create a model of a vehicle from one of the Mighty
Movers books.
Materials• Mighty Movers books• Make a ModelShopping List p. 12
• Make a ModelRubric p. 13
• pencils
• Various craft items,such as colored clay,cardboard, pipecleaners, colorednoodles, Popsiclesticks, beads, buttons,yarn, constructionpaper, etc.
Model(teacher, class)• Show students how to complete Fantastic Machine
Ideas p. 14.• Draw a new and improved machine and present it to
the class as an example.• Demonstrate how to label the illustration.
Practice(student)• Individually complete Fantastic Machine Ideas p. 14.• Complete an illustration of your new and improved
machine using All About My Machine p. 15. • Label your illustration with a short caption.
Discuss(class)
• How might engineers or inventors think up or designnew types of machinery, equipment, ortransportation?
• How will the machine you improved be more usefulthan the existing machine it was based on?
Evaluate(student, teacher)• Complete Project Thoughts p. 16.
T E A C H I N G M I G H T Y M O V E R S6
Lesson 4In SummaryPurpose: Students will design and draw a futuristic ornovel kind of transportation.
Objectives• Recall information from Mighty Movers books.• Identify a problem that could be solved by modifying
an existing machine.• Illustrate a new or improved machine.• Explain and label an illustration. • Plan how a new machine would be used.• Predict how a machine will fulfill a need.
Activity Procedures
Prepare(teacher)• Copy Fantastic Machine Ideas p. 14, All About My
Machine p. 15, and Project Thoughts p. 16 for eachstudent.
Pretest(class)• Brainstorm machines in your home or school that
make a job easier.
Read(class)• Read one Mighty Movers book.
Materials • Mighty Movers books• Fantastic MachineIdeas p. 14
• All About MyMachine p. 15
• Project Thoughts p. 16
• pencils• crayons or coloredpencils
equipment they contain.Gibbons, Gail. New Road. New York: Harpercrest,
1987. This book explains how roads are built and thekinds of machines used to build them.
Jennings, Terry. Cranes, Dump Trucks, Bulldozers andOther Building Machines. New York: KingfisherBooks. 1993.This book describes machines that are used forbuilding.
Levin, Freddie. 1-2-3 Draw Cars, Trucks and OtherVehicles. Columbus, NC: Peel Productions, Inc.,2001.This illustrated book teaches kids how to draw avariety of vehicles.
Maynard, Christopher. I Wonder Why Planes HaveWings and Other Questions About Transportation.Boston: Houghton Mifflin Company, 2003.This book answers all kinds of questions kids haveabout transportation and vehicles.
Mayo, Margaret. Emergency. Minneapolis: LernerPublishing Group, 2002.This colorful board book introduces students tothe various vehicles used to respond toemergencies.
Nelson, Robin. Transportation Then and Now.Minneapolis: Lerner Publishing Group, 2003.Students compare modes of transportation fromlong ago with those of the modern age.Photographs accompany the simple text.
Soloff-Levy, Barbara. How to Draw Planes, Trains andBoats. New York: Dover Publications, 2004.This book gives easy-to-follow instructions fordrawing a variety of vehicles using geometricshapes.
Stille, Darlene R. Big Rigs. Minneapolis, MN:Compass Point Books, 2001.This book explores a variety of trucks and theirfunctions.
T E A C H I N G M I G H T Y M O V E R S 7
Additional ResourcesWEBSITESDLTK’s Crafts for Kids: Transportation Activities
http://www.dltk-kids.com/crafts/transportation/This site offers a variety of transportation craftideas and coloring pages.
John Deere Kids’ Cornerhttp://deere.com/en_US/compinfo/kidscorner/home.htmlLearn about farm equipment safety.
TxDOT Expressway: Transportationhttp://www.dot.state.tx.us/kidsonly/TransPg/Transport.htmThis kids’ site by the Texas Department ofTransportation has photos and facts about avariety of common vehicles. It includes printablecoloring pages of each vehicle type.
BOOKSBingham, Caroline. Rescue-Mania! (Vehicle-Mania!
Series). New York: World Almanac Books, 2003.Students will learn all about rescue vehicles andhow they work.
Boucher, Jerry. Fire Trucks Nuts and Bolts.Minneapolis: Lerner Publishing Group, 1993.This colorful book shows the process of buildinga fire truck.
Brown, Craig McFarland. Tractor, Vol. 1. New York:HarperCollins, 1995.This picture book details the different purposesfor which a farm tractor can be used.
Collins, David R. Pioneer Plowmaker: A Story aboutJohn Deere. Minneapolis: Lerner PublishingGroup, 1990.This biography tells the story of John Deere, aninventor who created farming equipment.
Eick, Jean. Garbage Trucks. Chanhassen, MN: TheChild’s World, Inc., 1998.The author uses simple text to describe garbagetrucks and their functions.
Ethan, Eric. Helicopters. Milwaukee, WI: GarethStevens Audio, 2002.This book describes how helicopters can be usedas emergency vehicles.
___. Police Cars. Milwaukee, WI: Gareth StevensAudio, 2002.This book describes police cars and the
8
Teaching Mighty Movers
All About Words
Name ______________________________________ Date________________________
Directions: Write boldfaced words from your Mighty Movers book in the boxes on theleft. Use the glossary on p. 30 of your Mighty Movers book to find each word’s definition.
Write the definitions on the lines. Draw a picture to represent each word in thesquare to the right of its definition.
Word Definition Picture
9
Teaching Mighty Movers
Reading Skills Checklist
Mastered Developing Needs Improvement
A B C D F
Skill
Name
➤
➤
prev
iews
pict
ures
prev
iews
capt
ions
uses
prio
r kno
wled
ge
iden
tifie
s main
idea
glossa
ry u
sein
dex u
seco
mpr
ehen
ds w
ritte
n di
recti
ons
10
Technology Helps Us
Name ______________________________________ Date________________________
Directions: Look for facts about how humans use vehicles. Write each fact under the word that describes its purpose. Example: A fire truck carries firefighters to a fire.You could write this fact under TRANSPORTATION or PROTECTION. Write the facts thatdon’t fit any category under OTHER.
TRANSPORTATION
FARMING
CONSTRUCTION
Teaching Mighty Movers
12
Teaching Mighty Movers
Make a Model Shopping List
Name ______________________________________ Date________________________
Part of Vehicle Craft Item Needed
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_________________________________ _________________________________
13
Teaching Mighty Movers
Make a Model Rubric
Name ______________________________________ Date________________________
Score Elements
4 -Model was well constructed.
-Parts of model were easily identified.
-Used a loud, clear speaking voice when presenting model.
-Provided complete and correct information about the vehicle chosen.
3 -Model was well constructed.
-Most parts of the model were easily identified.
-Used semi-loud, clear speaking voice when presenting model.
-Provided correct information about the vehicle chosen.
2 -Model was completed.
-Some parts of the model were easily identified.
-Speaking voice was not loud and clear when presenting model.
-Provided some incorrect information about the vehicle chosen.
1 -Model was not completely done.
-Parts of model were not easily identified.
-Was not able to be heard while presenting model.
-Provided very little correct information about the chosen vehicle.
Score _________
14
Teaching Mighty Movers
Fantastic Machine Ideas
Name ______________________________________ Date________________________
Directions: Read a Mighty Movers book. Plan your new machine by answering thequestions below.
What machine will you improve? ___________________________________
1. What are three things that the machine doesn’t do that you think it should do?
2. How will your new and improved machine work better than the real machine?
3. What changes will you make to improve this machine?
4. Answer the questions below before you draw your picture. Circle Y (yes) or N (no).
a. Is my solution a new idea? Y N
b. Is it useful or fun? Y N
c. Can I draw it? Y N
d. Would people really use it? Y N
If most of your answers are yes, go ahead and draw your idea.
15
Teaching Mighty Movers
All About My Machine
Name ______________________________________ Date________________________
Directions: Read a Mighty Movers book. Draw a picture of your new, improved machine. Write a caption below the picture explaining how you improvedthe machine.
16
Teaching Mighty Movers
Project Thoughts
Name ______________________________________ Date________________________
Directions: Read a Mighty Movers book. Complete each of the statementsbelow.
The machine I chose to improve was
I chose this machine because
The hardest part about drawing my improvement was
The thing I like best about my drawing is
Something I learned from reading about the real machine is
I would say that my improved machine idea and drawing (circle one):1 = need more work2 = are mostly the way I planned3 = are okay4 = are good5 = are really great
Teacher Comments