Unit Plan #2

Bashaer Al harbi

Theme: Transportation

Grade Level: Kindergarten

Rationale: In this unit, the students will learn more about transportation through assimilated math, science and problem solving lessons.

Motivation/Classroom Management: For this unit, I will create a large chart of paper that has all the student’s names. Whenever a student completes an activity correctly they get a star. I will also give checkmarks throughout the lessons to students who are staying on task. At the end of the unit, the students will be having at last three stars.

Goals:

1. The students will be able to identify shapes and their names.2. The students will be able to create at least one vehicle by using sorts of shapes in

different sizes and colors. 3. Students will be able to count numbers from 1 to 100.4. Students will be able to add numbers to solve problem 5. students will work in groups to explore what types of

transportations items sink and float6. Students will be able to create a few types of boats by

using different material.7. Students will be able to record the findings of their

experiment

Standards:

CCSS.MATH.CONTENT.K.CC.B.4.A

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.MATH.CONTENT.K.G.A.2

Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.B.5

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

CCSS.MATH.CONTENT.K.CC.B.5Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Instructional Strategies:

1. Cooperative Learning--Cooperative learning is a way of instruction that has students working together in groups, usually with the goal of completing a specific task.

2. Make a prediction—to motivate student interest in a topic and to exercise student’ ability to think a head.

3. Number Sense — number sense involves understanding numbers; knowing how to write and represent numbers in different ways; recognizing the quantity represented by numerals and other number forms; and discovering how a number relates to another number or group of numbers

4. Guided Practice — Guided Practice offers adequate practice of all content that students will be asked to do independently.

5. Problem Solving: Guess and Check — “Guess and Check" is a problem-solving strategy that students can use to solve mathematical problems by guessing the answer and then checking that with other students.

Technology: For this unit, the students will use a smart board to share their group answers. They will watch a video about how to use shapes to create different kinds of transportations.

Real World Transfer: The students will learn when they ride a boat as type of transportation use in the water that it can sink.

Mathematics Lesson Plan #1

Objectives:

1. The students will be able to identify shapes and their names.2. The students will be able to create at least one vehicle by using sorts of shapes in

different sizes and colors.

Academic Language:

Shape, Triangle, Square, Circle, Oval, Rectangle

Activities and Procedures:

Hook: I will put all different shapes in the box. Mix up the shapes and ask students to pull a shape from the box and find a similar object in the classroom. Each student will take one shape that is different to the other students. All of the students will be able to give a guess what the name of this shape is.

Introduction:

Show the students’ flashcards have different type of shape and their name. Introduce the shape and their name to the students. Repeat the name of the shapes with their name to the students and make them discuss the shapes with the other students. Tell them how we can create different kinds of transportation by using these types of shapes.

Show students video about how create school bus by using shape.

http://www.youtube.com/watch?v=8YT-mtWfPJc.

Body:

Give each student a worksheet that has basic types of shapes and has different colors. Have students cut out shapes from their worksheet. All students will cut out all sorts of shapes in different size and color. Ask them to create vehicles with wheels like cars, trucks, buses, and trains. Have students share their vehicle with other students when they finish. Each student will tell what kind of shape they use to make his/her vehicle and how they use them to create wheels, windows, and doors.

Next, have students share their vehicle when they finish make it with other students. Each student will tell what kind of shape they use to make his/her vehicle and how they use them to create wheels, windows, and door.

Closing

Go back to the flashcards that have different shapes and their name. Review them with the students. Ask the students about shapes and their name after I review them.

Evaluation:

The students will tell the name of the shape independently. The students will create independently their own vehicles. They will have to describe what they create to other students and what shapes they used. For instance, they could tell that they use circles when they make wheels.

Differentiation

For student with a Learning Disability:

I differiented my lesson by allowing the students to create their vehicles by using different types of shapes, In this way, if the student cannot cut out the shapes to create their vehicles, the teacher can give them shapes that have been cut for them.

For student with ADHD:

This lesson has different activities so the students have a chance to move around to find the similar shape object around the classroom, so they are not just sitting at a desk. I also allowed the students to create their own kind of transportation.This engages the students in a greater way.

Extension Activities:

Create big squares and make students work in small group. Give each group one square and different pictures of transportation such as trains, cars, buses, Arabian, and trucks. Give each group one square and pictures, ask them to put different transportation pictures on the four sides of the square.

Science Lesson Plan #2

Objectives:

1. Students will work in groups to explore what types of transportations items sink float

2. Students will be able to create a few types of boats by using different material.

3. Students will be able to record the findings of their experiment.

Academic Language:

Sink, float, ball, clay, plastic, bottle

Activities and Procedures:

Hook:

I will bring different types of transportation. Ask students to make a guess what types of transportation we use on land, on water, and in air. After the students make a guess, the students will make three categories on a tree map. Ask students to put all these types on the correct categories on a tree map.

Introduction:

Ask the students questions about sinking and floating. What does it mean to sink?  What does it mean to float?   Ask students to look at tree map’s categories. What kind of transportation do you think sink or float? What else might you see sink or float?  For example, can people float? Make a brainstorming on the board everything that students know about sinking and floating. Body:

The teacher will explain to the students what sinking and floating mean. The teacher will bring a big basin of water. The teacher will drop a few kinds of transportation on the water and show the students what types of transportation sink and float. After the teacher show them, have students drop other types of transportation and predict whether they will sink or float on top of the water.

After the students make prediction by dropping different kinds of transportation, ask them to drop a ball of clay on the water to see if it will sink or float. Ask students to build a boat from

the clay and try to make a boat that will float. The students will try to put animal counters in the boat to see how many the boat will hold without sinking.

Next, in this lesson the teacher will use several materials to create a boat that will float. The teacher will ask students to make a boat from an empty plastic bottle by cutting 2-inch by 4-inch section off one side of the bottle. Place it in the water and see it if it sinks or float.

Closing:

In the end of all above activities, the teacher will give each student a large chart of paper. Ask the students to circle the kind of object they used under object column and record their findings from the experiment by writing the word “float” or “sink.”

Evaluation:

In this lesson, the teacher will evaluate students by completing a sink and float activities independently. By creating boats that can sink and record their experiment results by writing the word “float” or “sink” under each object that was used.

Differentiation

For student with a Learning Disability:

This unit allowing student with a learning disability to give them plastic bottle has been cut. In this way, if the student cannot cut their bottle he or she can still participate in the activity.

For student with ADHD:

This lesson has interesting activities for student with ADHD to put transportation items on the water and create boats that can sink. Moreover, this lesson gives student with ADHD chance to write their experiment result. All these activities engage the students in a greater way.

Extension Activities:

The teacher will give students paper to make a boat to see it if can sink or float. The teacher will design a paper boat to show the students how to make it. Each student will take one paper,

colors, and stickers to create their own boat style. After the students design their paper and fold it, the teacher will count from 1 to 3 all students will put their paper boat on the water. Any paper boat that can sink the teacher will give the student a star because he/ she can create a sink boat. The teacher will give checkmark for students whose boat does not sink.

Solve problem Lesson Plan #3

Objectives:

1. Students will be able to count numbers from 1 to 100 by using transportation toys.

2. Student will be able to add numbers to solve problem.

Academic Language:

Numbers, cars, red, blue, rode, add

Activities and Procedures:

Hook:

I will divide students into two small groups. I will put 100 pictures of transportation around the room. Ask each group to find these pictures and write how many pictures they get. When one group get more pictures than the other group and count their pictures they will win.

Introduction:

Ask students in two groups to count all the transportation pictures. Ask them how many pictures we get from the room? After sharing what they count, ask students to write their counting numbers on the smart board.

Body:

In this lesson, the teacher will explain to the students how to add two numbers to solve a problem question.

Give each student a worksheet that has a problem question. Ask students answer this question.

“On Friday, some students rode their parent’s cars to school: there were 1 red car and 3 blue cars.

How many cars did these students ride to school?”

When their answering is complete, ask volunteers to share their work with class. The teacher will tell them if the answer is correct or not.

Next, the teacher will divide students to small group. The teacher will give each group one large chart of paper that has sea background, three boats, and different numbers around these boats. Each boat has two adding numbers. The students will add these numbers and match the correct number that is around these boats.

Closing:

The teacher will review the transportation pictures with students and count how many pictures they are.

Evaluation:

By the end of this lesson the teacher will evaluate the students understanding by working independently to solve problem questions and share their answer with other students. The teacher will evaluate the students by working in small activity to solve problem adding numbers.

Differentiation

For student with a Learning Disability:

This lesson allows student with a Learning Disability to answer problem questions by using an abacus tool to add two numbers and answer the problem question independently. The can use them when they work with other friends in small group.

For student with ADHD:

This lesson includes different activities that make student with ADHD participate during the lesson. Have the students go around the room to find the transportation pictures, count them, and write their counting number on the smart board. Also, having the student work with a small group gives a chance for students with ADHD to share his/her answer or idea with his friends in the group.

Extension Activities:

The teacher will give the students “what’s missing” activity. In small group give students patterns with different types of transportations. Each student in the group will fill the missing part by using the correct number. For instance, the students will count a car, a train, a boat on the patterns, these are 3 different kinds, and then they will find number four is missing.