introduction and preparation for the focus area – on the...

Introduction and Preparation for the Focus Area –

On the Go

Introduction

During the first 18 months of life, children are usually referred to as young infants (birth to 8 months) and mobile infants (8 to 18 months). Children between the ages of 18 and 36 months are usually called toddlers. In Focus Areas 1, 2, 3, 4, and 5, toddlers were involved in experiences that focused on themselves, their families, their communities, their favorite things for play and learning, the clothes we wear, and things that grow. Focus Area #6 was Animals in Our World and Focus Area #7 was More Animals. In this Focus Area, On the Go, the experiences will primarily support the following Development Strand:

5. To learn to think – Cognitive Development As in all of the Focus Areas, there are experiences that support all of the Developmental Strands with a strong emphasis on

6. To learn to communicate – Language Development As noted in the Focus Area #1 introduction, The Arkansas Framework for Infant and Toddler Care contains information about each developmental strand and how the strands intertwine with each other. It is suggested that you review the Framework as a foundation for using the Adventures for Toddlers curriculum with your children. Toddlers are very much involved with the concept of being on the go, whether it be with their toys with wheels and their ride-on vehicles, or with vehicles in which they travel with their families. They are also fascinated with vehicles used by construction workers and by community helpers. Through both planned and spontaneous experiences, caregivers can provide opportunities for toddlers to discover many things about being on the go. _________________________________________________________________________ Note that many of the experiences in this Focus Area have an age designation of either Younger Toddler (YT) or Older Toddler (OT) and that these two age designations do not specify age in months. Weekly plan sheets that focus on one or more of the big ideas in a Focus Area are included. One plan sheet for each week will be designated for Younger Toddlers and one for Older Toddlers. There will be several weeks of plan sheets for each Focus Area. Some of the same experiences will be included for more than one week because toddlers need many opportunities to develop and reinforce skills and begin to understand concepts. Developers of Adventures for Toddlers suggest that caregivers use their knowledge of individual children to determine which experiences are appropriate for which children in their care. Feel free to adapt the weekly plan sheets or to develop new plan sheets to meet the needs of each child and of the group. Consider adding additional experiences from the many that are a part of this Focus Area.

Adventures for Toddlers – Focus Area #8 – On the Go #8.0 - Introduction and Preparation

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Resources

• Children’s books can be purchased online, from school supply catalogs or local

book stores. • Check with your local library for the availability of children’s books. • The Infant /Toddler Photo Activity Library, A Pam Schiller Resource, published

by Gryphon House (52 photos & activity cards focusing on the following topics: Me and My Body, Families, Things I Wear, Toys, Pets, Big Animals, Transportation, Construction.)

• CDs which can be ordered online or from school supply catalogs:

o Baby Beluga by Raffi o Songs for I Love You Rituals and Songs for I Love You Rituals 2 with songs

by Dr. Becky Bailey and music by Mar Harman o Start Smart Songs for 1s, 2s & 3s – Brain-Building Activities by Pam

Schiller, KIMBO Educational o Toddlers on Parade, KIMBO Educational o 50 Toddler Sing-Along Songs (2 CDs with 50 activities), Twin Sisters.

Picture File

• Collect pictures that relate to this Focus Area – On the Go. Examples of pictures

to collect include: o pictures of all types of transportation such as: tricycles, bicycles, 4-

wheelers, motorcycles, cars, trucks, SUVs, vans, buses, boats, airplanes o pictures of vehicles used by construction workers and by community

helpers: cement truck, dump truck, backhoe, bulldozer, pickup truck, ambulance, tow truck, red fire truck, police car, mail truck, garbage truck

Include small (index card size) as well as larger pictures. Consider mounting the small pictures on index cards. Laminate or cover all of the pictures with clear, self-adhesive paper for durability.

• Post some of the pictures on the wall at toddler’s eye level. Observe to see if toddlers look at the pictures and point to and/or name the objects or people in the pictures. Join them and expand on what they say. For example, say to Megan who is looking at a picture of a school bus, “Megan, you’re looking at a school bus. Your sister, Ellen, rides a yellow bus like this one to school.”

• Put some of the small pictures in a container and place it in the library area so that it is accessible to children. Observe a child as he takes the pictures out of the box. Should the child bring a picture to you, involve him in discussing what he sees in the picture. “That’s a picture of a fire fighter and his red fire truck. Do you remember when we heard a fire truck and we all watched it go by the window?”

• Keep some of the pictures in a basket or tote bag within easy reach. Use the pictures with an individual child or a small group of children. Invite them to name the animals and to talk about what is happening in the pictures. Allow children to look at the pictures on their own. Model and talk with them about the proper way to handle the pictures.

• Determine if funds are available to purchase The Infant /Toddler Photo Activity Library, a Pam Schiller resource published by Gryphon House.

• Note: Refer to Curriculum Tips and Techniques – Picture File, for additional information about how to organize a picture file.


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Toddler Environment

The toddler environment should always provide equipment and materials for language experiences, manipulative exploration, gross motor and block play, sensory exploration, pretend play and outdoor exploration. The following additions to the environment are intended for the entire Focus Area: On the Go. Each Weekly Plan Sheet will specify which materials to add for that week. Language Area

• Add the following books: o Vehicles to Ride On o Vehicles for Community Helpers o Vehicles for Construction Workers

• Add container of pictures that have been laminated or covered with clear self-adhesive paper. (See Picture File, page 2 for examples of types of pictures to collect.)

• Add Vehicle Shoebox Kit (3 different sets of vehicles) Manipulative Exploration

• Add puzzles for all types of vehicles: ride on, travel in, construction and community helper vehicles

• Add divided utensil holders and small cars (such as Matchbox cars) that can roll in different sections

Gross Motor & Blocks

• Add shoeboxes or medium-size boxes to serve as garages (cut an opening in the box large enough for vehicles to enter)

• Add various small vehicles with wheels • Add cardboard boxes decorated like a train or bus; boxes large enough for an older

toddler to sit inside. • Post pictures of construction and community helper vehicles in the block area. • Create a highway by selecting a large piece of vinyl or linoleum. Use black

electrical tape to create a long road that is wide and straight with only a few curves. • Create two highways with the vinyl and tape; highways that are far enough apart so

that toddlers have space as they play beside each other. • Add automobile and truck magazines and sales books from auto dealers

Sensory Exploration

• Add sensory tub with sand and small vehicles • Add sensory tub with water and small vehicles • Add bubble wrap, corrugated cardboard and large sheets of sandpaper to block

center

Pretend Play • Add a construction worker prop box: hard hat, lunch boxes, tool belt and work

gloves • Add a shopping cart and/ or a doll buggy to the pretend play area • Add empty boxes of popular food items: pasta boxes, cracker and cookie boxes,

small cereal boxes. Stuff boxes with newspaper and tape down ends for durability. • Create a train or bus by lining up three or four chairs

Outdoor Exploration

• Create a carwash outdoors: ride-on vehicles, bucket, sponges, rags for drying vehicles.

• Create an obstacle course for children to push, pull, or ride their vehicles through


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• Create an automobile paint shop: wheel toys, bucket and paint brushes • Use colored chalk to create highways on the sidewalk

Safety Note: It is the responsibility of the child care program and each employee to ensure the safety of toddlers in the program. This includes the materials and equipment provided for children’s use. Should you have safety questions, the developers of this curriculum suggest that you consult with your Child Care Licensing Specialist for technical assistance. Curriculum books such as The Creative Curriculum for Infants, Toddlers & 2s, 2nd Edition, contain safety information. See Curriculum Tips and Techniques, References and Resources, for additional resources. .

Family Experiences

Send home a note to families stating that for the next few weeks the children will be involved in the focus area: On the Go. They will participate in experiences that focus on vehicles they see at home, on the highway and in their community. How families can be involved in this focus area will depend on the situation of each child and his or her family. Consider some of the following ways to involve the families:

• Invite families to send pictures of vehicles. Specify the vehicles that the children will be learning about.

• Invite families to send pictures of family or work vehicles. • Suggest that families call their child’s attention to the family vehicles, to the vehicles

they see as they are driving around, and to vehicles they see on construction sites. .


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#8.1- Toys and Ride-on Vehicles with Wheels

Big Ideas

Here are two big ideas about toys and ride-on vehicles with wheels that you can help toddlers explore:

I like to play with toys with wheels. We can ride on vehicles with wheels: tricycle, bicycle, motorcycle and 4-wheeler.

Materials to Collect and

Make

Featured Books I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick (BB) Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See the Book List section for additional books that can be used if some of the featured books are unavailable and as supplemental books to read with children. Book to Make

• Vehicles to Ride On (See Attachment: Vehicles to Ride On) Additional Materials

• Small cars and trucks (some washable) • Child-size shopping cart • Bubble wrap • Ride-on wheel toys (no pedals) • 8 to10 inch tricycles (for older toddlers) • Child-size wheelbarrow • Push toys • Pictures of ride-on and push and pull wheel toys: tricycles, wagons, wheelbarrows,

motorcycles, 4-wheelers, lawnmowers (ride on and push), tractors • Pictures of wheelchairs, preferably with people in them • Vehicle Shoebox Kit

Book List

*Featured Books

*I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick Curious George Rides a Bike by H. A. Rey

Adventures for Toddlers – Focus Area #8 – On the Go #8.1 – Toys and Ride-on Vehicles with Wheels

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Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.4.C Communicates through language 4.5.C Shows enjoyment of books and stories Book: I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick First Reading of I Spy Little Wheels (YT & OT)

• Read the book with one child or a small group of children, two or three, for example. • Point to each of the items that are mentioned on a page. For example, on the first

page point to the school bus, sailboat with duck, yellow taxi and orange dump truck. • Follow up by showing a page and inviting children to point to an object as you name it.

. Note: This very small book is best read with one, two, or no more than three children. ____________________________________________________________________________ Second Reading of I Spy Little Wheels

• Read the book with one child or a small group of children, two or three, for example. • Read a page and invite children to point to the objects as you name them. • Follow up by showing a page and inviting children to name the objects they see.

Note: Consider placing this book in your book area for children to look at independently. . Observe to see if they select the book to “read” and if they point to and name the different objects. ____________________________________________________________________________ Book: Vehicles to Ride On (YT & OT) First Reading of Vehicles to Ride On (See Attachment: Vehicles to Ride On)

• Show cover and invite children to name the vehicles they see. • Read each page. • Follow up by showing each page and inviting children to discuss each vehicle.

Encourage them to talk about their experiences with the various vehicles. ____________________________________________________________________________ Second Reading of Vehicles to Ride On

• Show cover and invite children to name the vehicles they see. • Read each page. • Follow up by reading the first page as follows: “Riding on a ________(pause and point

to tricycle and encourage children to say the word, then finish the sentence) • Follow this procedure with the next three pages. • Read the last page as follows: “Riding on a _____, _____, _____ and _____is fun.”

pausing as you point to each picture and encourage children to say the words. ____________________________________________________________________________ Third Reading of Vehicles to Ride On (OT)

• Show cover and invite children to name the vehicles they see. • Ask each child to name his or her favorite vehicle. Ask, “Which do you like best?” and

encourage him or her to tell you why. • Read each page. • Follow up by showing the last page and invite children to help you count the wheels on

each vehicle. • Conclude by pointing to each vehicle as you say, “The tricycle has three wheels, the

bicycle and the motorcycle have two wheels and the four-wheeler has four wheels. The four-wheeler has the most wheels.”


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Additional Benchmark: 5.1.C Gains an understanding of basic concepts and relationships

Language and

Cognitive Materials

and Experiences

Benchmark: 4.4.C Communicates through language

My Bicycle

One wheel, two wheels on the ground (Revolve hands in forward circle to form each wheel) My feet make the pedals go round and round (Move feet in pedaling motion) Handle bars help me steer so straight (Pretend to steer bicycle) Down the sidewalk and through the gate. _______________________________________________________________________

My Tricycle

One, two, three wheels on the ground. (Hold up one, two and three fingers) My feet make the pedals go round and round. (Move feet in pedaling motion) Handle bars help me steer so straight, (Pretend to steer tricycle) Down the sidewalk and through the gate. ____________________________________________________________________________

This Is the Way (Sing to tune of “Here We Go ‘Round the Mulberry Bush”)

This is the way we ride a tricycle, (Children on backs on floor and make pedaling Ride a tricycle, ride a tricycle. motion with legs and feet) This is the way we ride a tricycle, Early in the morning. This is the way we pull our wagon, (Children make pulling motions with hand) Pull our wagon, pull our wagon. This is the way we pull our wagon, Early in the morning. This is the way we push the mower, (Children make pushing motion with hands) Push the mower, push the mower. This is the way we push the mower, Early in the morning. ___________________________________________________________________________

Little Red Wagon

(Sing to tune of Paw Paw Patch)

Bumping along in my little red wagon, Bumping along in my little red wagon. Bumping along in my little red wagon,

All over town.

The wheels fell off of my little red wagon, The wheels fell of my little red wagon.

The wheels fell off of my little red wagon, And dumped me to the ground.

Note: You and children bump up and down during first verse and at the end of the second verse, fall to the ground.


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Benchmarks: 4.4.C Communicates through language Planned Experience: Vehicle Shoebox Kit (OT) Materials: Shoebox with lid, felt, scissors, glue How to begin:

• Cut felt to fit the inside of the shoebox lid and glue in place. • Decorate the outside of the box with pictures of wheeled vehicles. • Cut felt wheeled vehicles from different colors of felt. • Place the felt vehicles inside the shoe box. • Show children how the shapes will stick to the felt on the inside of the lid. • Place the box in the library area. Observe children as they play with the shapes.

Extension:

• Join a child and select a vehicle of a certain color and place it on the felt lid. Invite the child to “find another red car just like this one.”

• Continue this activity with other colors if child seems interested. Additional Benchmark: 6.1.C Gains an understanding of basic concepts and understandings ___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.3.C Develops strategies for solving problems Planned Experience: Sorting Cars and Animals (YT & OT) Materials: two containers, two picture labels and a collection of small cars and a collection of small animals How to begin:

• Make two picture labels and put one on each container; one label with a picture of a car and one label with a picture of animals.

• Sit the containers and the small cars and small animals on a table or on the floor in an area that is out of the flow of traffic.

• Observe to see if children sort the animals and cars into the appropriate containers. • Say to children if they do not begin the sorting on their own, “These toys are all mixed

up. Can you put the cars in this container and the animals in this one?” as you show the labels on each container.

Extension:

• Have set of cars and set of trucks, three to five in each set. • Make picture labels and put one on each container: one label with a picture of a car

and one label with a picture of a truck. • Observe to see if children sort the cars and trucks into the appropriate containers. • Say to children if they do not begin sorting on their own, “These cars and trucks are all

mixed up. Can you put the cars in this container and the trucks in this one?” as you show the labels on each container.

Note: Allow children to play with the toys before and after encouraging them to sort like toys.


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Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Mystery Bag (OT) Materials: cloth drawstring bag, a variety of types of small wheeled vehicles, small animals How to begin:

• Invite a small group of children to join you in the library area to play a game. • Take the bag and the vehicles and animals with you, keeping them out of sight of the

children. • Turn your back to the children, place one of the vehicles in the bag, show the bag to

the children and say, “This is a mystery bag.” • Say to the children, “I have something in my mystery bag. I’m going to tell you about it

and ask you to guess what it is.” • Begin to describe the vehicle. For example, say, “In my mystery bag is something that

has four wheels, it is red and we can ride in it to go to the store or to come to the center. What is it?”

• Pull the vehicle out of the car and respond to what the children say. For example, “You were right. It’s a red car.” If children say, “truck”, respond by saying, “Yes, a truck can be red and we can ride it. But this is a car. Maybe we’ll find a truck later.”

• Add a truck and say, “In my mystery bag is something that has four wheels, it is green, sometimes we haul things in the back of it. Sometimes the dog rides in the back of it. What is it?”

• Continue with the same procedure as before. • Add an animal and say, “In my mystery bag is something that has four legs, it is brown,

and it barks. What is it?” • Continue the game as long as children remain interested.

Extension:

• Allow the children to play with the vehicles and animals. • Explain to them that you are going to put some of the vehicles and animals in the bag

and let them reach in and see if they can tell what it is by touching it. • Show the children the objects you are going to place in the bag. • Invite one child at a time to reach into the bag, select one object to hold, guess what it

is, pull the object out of the bag and say if he or she guessed correctly. Note: When selecting objects to place in the bag, choose the ones that are different from each other in shape and texture, if possible.

Self, Social and

Emotional Experiences

Benchmarks: 1.2.C Becomes aware of self as a unique individual 1.3.C Demonstrates increasing sense of competence and confidence in growing abilities 3.2.C Shows interest in peers Planned Experience: Our Favorite Toys with Wheels (YT & OT) Materials: photo of each child with a toy with wheels, photo album, index cards How to begin:

• Have a collection of three or four toys with wheels that are children’s favorites. • Explain to children that you are going to take a picture of each one of them with their


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favorite toy with wheels. • Invite each child, one at a time, to select his or her favorite toy with wheels and take a

photo of the child. • Place the photos in an album, one per page. • Include a card with each photo. On the card, print a description of the photo; for

example: This is Ricci and his red pick-up truck or This is Geneva and her black car. • Read the book with one or two children at a time. Invite children to name the child and

the vehicle in each photo. • Suggest that children share the book with their families.

___________________________________________________________________________ Benchmarks: 1.2.C Becomes aware of self as a unique individual 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Five Red Tricycles (YT & OT) Materials: pictures of red tricycles, felt or magnetic board How to begin:

• Have pictures of tricycles. Laminate or cover with clear self-adhesive paper and place either a strip of magnetic tape or felt on the back of each one.

• Place the pictures on a felt or magnetic board and remove them one by one as you say the following rhyme:

Five Red Tricycles

Five red tricycles (hold up five fingers) All in a row. (Child’s name) jumped on one (point to child) And away he did go. (make up and down pedaling motion with hands) Four red tricycles (hold up four fingers) All in a row. (Child’s name) jumped on one (point to child) And away she did go. (make up and down pedaling motion with hands) Three red tricycles….. Two red tricycles….. One red tricycle….. No red tricycles All in a row. No one to jump on one And nowhere to go. Note: Allow each child in the group to remove a tricycle as his or her name is called. Note: If more than five children in the group increase the number of tricycles to match the number of children. Make sure each child has a turn.


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Benchmarks: 3.2.C Shows interest in peers 3.3.C Demonstrates caring and cooperation Planned Experience: Roll the Car to a Friend (YT & OT) Materials: one or two small cars or other toy vehicles with wheels that roll How to begin:

• Sit on the floor with one young toddler. • Roll the car to the child as you say, “I’m rolling the car to Eric. Eric, roll the car back to

me.” • Continue this game as long as the child remains interested. • Allow other children a turn.

Extension:

• Seat two or three older toddlers in a circle. • Push a car toward one of the children in the circle as you say, “I’m rolling the car to

Cindy. Cindy, roll the car back to me.” • Repeat this experience with each child in the circle. • Invite a child to roll the car to another child by saying, “Cindy, roll the car to Caden.” • Continue this game by encouraging children to roll the car to each other.

Note: If a toddler refuses to give up the car, continue the game with a second car.

Sensory and Art

Materials and

Experiences

Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Wash the Vehicles (YT & OT) Materials: small container such as a dish pan or a water table, 3 or 4 small washable vehicles with wheels, sponges, small towel How to begin:

• Place the vehicles and the sponges on the table beside the water play container. • Observe to see if children place the vehicles in the tub and begin to wash them with the

sponges. If not, say, “I see some really dirty cars and trucks that need to be washed.” • Take a small towel to the area and say, “I think we need a towel to dry off the vehicles.” • Comment on what children are doing. For example, “Nikki, you’re washing the red

car.” “Samuel, you’re drying off the black truck.” Note: Limit the number of children in the water play area. Provide one sponge per child in the area. Note: Have children wear aprons to protect their clothing. Note: Have children wash and dry hands before and after playing in the water play area. Note: Pour out the water and sanitize the container after the water play experience.


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Benchmark: 5.2.C Develops fine motor skills Planned Experience: Sand Vehicles (YT & OT) Materials: clean sand in a small dish pan or sand table, small vehicles with wheels, including dump trucks, small people figures or small animals How to begin:

• Place two to three inches of clean sand in a container. • Add several small vehicles and small people figures or small animals. • Invite children to play with the vehicles and figures in the sand.

Note: Have children wash and dry hands before and after playing in the sand area. ___________________________________________________________________________ Benchmarks: 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Painting with Wheels (OT) Materials: butcher paper or white roll paper, tape, washable toys with wheels of different sizes, tempera paint mixed with liquid dish detergent, small roller or sponge paintbrush How to begin:

• Mix the tempera paint and liquid dish detergent. • Cover the table with butcher paper, taping it down to keep it stable. • Allow toddlers to paint the wheels of the vehicles with the paint using a small roller or

sponge brush. • Invite children to move their vehicles with painted wheels across the paper. • Listen to and respond to their comments. For example, say, “Manuel, you made green

tracks on the paper.” • Wash the wheels after the painting experience.

Extensions:

• Spread a thin layer of paint in a baking pan, cookie sheet, or tray. • Invite children to roll the wheels of the vehicle in the paint, then drive it over the paper. • Put out four smaller trays, each with a different color of paint. Put a car in each tray. • Be prepared for cars ending up in all the trays, colors mixing in many ways.

Note: Limit the number of children in this painting activity to two or three at one time. Allow each child who wants a turn to have one. Note: Have children wear paint shirts or aprons to protect their clothing. ___________________________________________________________________________ Benchmarks: 3.3.C Demonstrates caring and cooperation 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements Planned Experience: On the Go Mural (YT & OT) Materials: large sheet of butcher paper, pictures of all types of vehicles: tricycles, bicycles, 4- wheelers, motor scooters, wagons, lawn mowers, tractors, cars, trucks, SUVs vans, buses, airplanes, boats, construction vehicles, ambulances, tow trucks, fire trucks, glue, small craft sticks for spreading glue


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How to begin:

• Cut out pictures of the different vehicles. • Sort the pictures by the three toddler topics: Toys and Ride-on Vehicles with Wheels,

Going Places, and Construction and Community Helper Vehicles • Place the containers for Toddler Topic 1 on the art table. Store the other containers for

use during the next two topics. • Label the mural “On the Go.” • Invite children to glue pictures of the vehicles to the mural. • Attach the mural to the wall. • Invite a child to join you and point to various vehicles as you name them. Or ask a

child to name the vehicles on the mural. Note: Children will have an opportunity to add the additional vehicles to the mural as they are involved in experiences for the next two Topics: Going Places and Construction and Community Helper Vehicles.

Movement, Music and

Gross Motor

Experiences

Benchmark: 5.1.C Develops gross motor skills Planned Experience: Driving Range (OT) Materials: cones or two liter bottles weighted with sand or rocks, wheeled toys to pull, to push, push with feet, or ride How to begin:

• Use the cones or weighted liter bottles to create an obstacle course on the playground for toddlers to travel through.

• Invite children to move through the obstacle course with their vehicles, trying not to touch the cones or bottles.

___________________________________________________________________________ Benchmarks: 5.1.C Develops gross motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Take a Bubble Trip (YT & OT) Materials: large pieces of bubble wrap, wheeled toys to pull, push, push with feet, or ride How to begin:

• Place the bubble wrap on the wheeled toy path or another area of the playground. • Invite a child to pull, push or ride a toy over the bubble wrap. • Observe to see if the child notices and/or comments about the noise made when the

bubbles pop. Ask a question such as, “Ben, what happened when you pushed that cart over the bubble wrap?”

Extension:

• Place bubble wrap on the floor in the block area. • Observe to see if children roll the small vehicles over the bubble wrap.


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Transition Times

What’s in the Bag?

• Place a collection of small vehicles in a feely bag or box. • Invite each child to reach into the bag, pull out a vehicle, name it, and transition to the

next experience. Riding My Tricycle

• Place pictures of tricycles, one per child, on felt or magnetic board. • Begin to say the rhyme, “Five Red Tricycles”, changing the number to the number of

children in the group. Use a child’s name in each verse, counting down to zero. • Remove a tricycle from the board as the child transitions to the next experience. • Continue until all children have transitioned to the next experience.

Note: Adapt other finger plays previously listed as transitions to move children from one activity or place to another.

Family Experiences

Here are some ways to involve families in this toddler topic:

• Ask families to collect and bring to you magazine pictures of vehicles. Give them a list of the vehicles that the children will be learning about for the next few weeks.

• Invite families to send photos of family owned vehicles for riding on: tricycle, bicycle, motorcycle, four-wheeler, tractor, for example. If photos show family members on the vehicles, ask that the names be written on the back. Post the photos on the wall and invite children to find their vehicle and tell you something about it; for example, who owns the vehicle and who rides on the vehicle.

• Give each family an index card on which you have written the word “Wheels” and their child’s name and ask them to list on the card everything at home that has wheels. Give them suggestions if they seem unsure of what to include.

• Use the information on the completed card in individual conversation with children. For example, as you talk with the child whose family has listed riding lawn mower on the card, invite the child to tell you who rides on the lawn mower.


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Weekly Plan Sheet

Week of _______________ Topic #8.1 - Toys and Ride-on Vehicles with Wheels______

Caregiver(s) ______________________

Big Ideas I like to play with toys with wheels. We can ride on vehicles with wheels: tricycle, bicycle, motorcycle and 4-wheeler.

Changes to the Environment

Language Materials / Books

Manipulative Exploration

Gross Motor Materials & Equipment / Blocks Sensory Exploration Pretend Play Outdoor Exploration

Add pictures of toys with wheels; Vehicle Shoebox Kit Add book: Vehicles to Ride On

Add puzzles for all types of vehicles; small cars

Add shoeboxes to serve as garages; small vehicles with wheels; create highways; add automobile and truck magazines

Add sensory tub with sand and small vehicles

Create a carwash outdoors; Create an obstacle course; Create an automobile paint shop; Create highways with colored chalk

Experiences for the Week Day Books Fingerplays, Language and

Cognitive Self, Social and

Emotional Sensory, Art,

Nutrition Movement, Music, and Gross Motor Transition Times

Monday First Reading of: Vehicles to Ride On –p. 2

FP or Song: This Is the Way – p. 3 Planned Experience: Sorting Cars and Animals - p. 4

Our Favorite Toys with Wheels – p. 5

Wash the Vehicles – p. 7

Take a Bubble Trip – p. 9

What’s in the Bag? – p. 10

Tuesday First Reading of: I Spy Little Wheels – p. 2

FP or Song: My Tricycle – p. 3 Planned Experience: Sorting Cars and Animals – p. 4

Five Red Tricycles – p. 6

Sand Vehicles – p. 8


Riding My Tricycle – p. 10

Wednesday Second Reading of: Vehicles to Ride On –p. 2

FP or Song: This Is the Way – p. 3 Planned Experience: Sorting Cars and Animals – p. 4

Roll the Car to a Friend – p. 7

On the Go Mural – p. 8



Thursday Second Reading of: I Spy Little Wheels – p. 2

FP or Song: Little Red Wagon – p. 3 Planned Experience: Sorting Cars and Animals – p. 4





Friday First Reading of: Vehicles to Ride On –p. 2

FP or Song: My Bicycle – p. 3 Planned Experience: Sorting Cars and Animals – p. 4





Younger Toddler

Weekly Plan Sheet

Week of _______________ Topic #8.1 - Toys and Ride-on Vehicles with Wheels

Caregiver(s) ______________________

Big Ideas I like to play with toys with wheels. We can ride on vehicles with wheels: tricycle, bicycle, motorcycle and 4-wheeler.





Add pictures of toys with wheels; Vehicle Shoebox Kit Add book: Vehicles to Ride On


Add shoeboxes to serve as garages; small vehicles with wheels; create highways; add automobile and truck magazines

Add sensory tub with sand and small vehicles

Create a carwash outdoors; Create an obstacle course; Create an automobile paint shop: create highways with colored chalk





Monday First Reading of: Vehicles to Ride On –p. 2

FP or Song: This Is the Way – p. 3 Planned Experience: Vehicle Shoebox Kit – p. 4



Driving Range – p. 9


Tuesday First Reading of: I Spy Little Wheels – p. 2

FP or Song: My Tricycle – p. 3 Planned Experience: Sorting Cars and Animals – p. 4

Five Red Tricycles – p. 6




Wednesday Second Reading of: Vehicles to Ride On –p. 2

FP or Song: This Is the Way – p. 3 Planned Experience: Mystery Bag – p. 5


Painting with Wheels – p. 8



Thursday Second Reading of: I Spy Little Wheels – p. 2

FP or Song: Little Red Wagon – p. 3 Planned Experience: Sorting Cars and Animals – p. 4





Friday Third Reading of: Vehicles to Ride On –p. 2

FP or Song: My Bicycle – p. 3 Planned Experience: Mystery Bag – p. 5


Painting with Wheels – p. 8



Older Toddler

Vehicles to Ride On

Riding on a tricycle is fun.

Riding on a bicycle is fun.

Riding on a four-wheeler is fun.

Riding on a motorcycle is fun.

Riding on tricycles, bicycles, four-wheelers and motorcycles is fun.

#8.2 - Going Places

Big Ideas

Here are some big ideas about going places that you can help toddlers explore:

We can go places in cars and trucks. We can go places in SUVs, vans and buses.

We can go places in boats.

We can go places in airplanes and on trains


Make

Featured Books The Wheels on the Bus illustrated by Annie Kubler (BB) My Car by Byron Barton (+BB) Who Sank the Boat? by Pamela Allen Flying by Donald Crews Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See the Book List section for additional books that can be used if some of the featured books are unavailable and as supplemental books to read with children. Storytelling Figures

• Storytelling figures (felt or magnetic) for the book, Who Sank the Boat? by Pamela Allen (See Attachment Who Sank the Boat?)

Additional Materials

• Small vehicles • Bubble wrap • Push toys • Pictures of cars, trucks, SUVs, vans, buses, boats, airplanes, trains • Automobile and truck magazines • Advertising materials from auto dealers • Vehicle Shoebox Kit

Book List

*Featured Books

*The Wheels on the Bus illustrated by Annie Kubler *My Car by Byron Barton *Who Sank the Boat? by Pamela Allen *Flying by Donald Crews Can You See What I See? Trucks & Cars by Walter Wick Cars by Anne Rockwell Down by the Station illustrated by Jess Stockham

Adventures for Toddlers – Focus Area #8 – On the Go #8.2 – Going Places

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I Spy Little Vehicles by Jean Marzollo, photographs by Walter Wick Row, Row, Row Your Boat illustrated by Annie Kubler School Bus by Donald Crews The Wheels on the Bus by Raffi, illustrated by Sylvie Kantorvitz Wickstrom

Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.4.C Communicates through language 4.5.C Shows enjoyment of books and stories Book: My Car by Byron Barton First Reading of My Car (YT & OT)

• Take the book and a collection of small cars in a container to the library area and say, “I’m going to read a book about a car.”

• Invite the children who join you to select a car from the container and play with it. • Call attention to features of the car such as its color and the wheels. • Collect the cars and put them out of the sight of the children. Explain that they will be

able to play with them after reading a book about a car. • Show the cover and read the title. • Ask children who they think is in the car. Respond to their answers. For example, if

they say, “A man” is in the car, say, “Yes, a man is in the car. Let’s see what the man’s name is.”

• Read the first page and say, “The man’s name is Sam.” • Continue to read the story, showing the illustrations and encouraging children’s

comments. • Respond to their comments. For example, if they saw the car is broken when they see

the page with the many parts of the car, agree that it does seem broken and say, “I wonder if it can be put back together.”

• Follow up by showing the pages in which the children really seem to be interested and inviting children to talk about what they see.

• Bring back the container with the cars and allow children to play with them. • Explain to children that the cars will be in the block area.

____________________________________________________________________________ Second Reading of My Car

• Take the book to the library area and begin to sing “This is the way I drive my car” as you pretend to drive a car.

• Show the cover and read the title. • Ask children if they remember the name of the man who owns the car. Respond to

what they say. For example, “Yes, his name is Sam” or “Let’s read the story and see what the man’s name is.”

• Continue to read the story, showing the illustrations and encouraging children’s comments.

• Follow up by showing children selected pages which you feel the children understand. Invite them to complete the sentence on the page. For example, read “I am ___.” “This is my _____.” “I love my _____.” “I keep my car _____.”

• Allow children to describe what is happening on pages where Sam is changing the oil and filling the tank, for example.


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Book: The Wheels on the Bus illustrated by Annie Kubler First Reading of The Wheels on the Bus (YT & OT)

• Take the book to the library area as you begin to sing, “The Wheels on the Bus.” • Show the cover of the book to the children who join you and say, “We’re going to read

a book about the wheels on the bus.” • Read the title. • Invite children to look at the cover and tell you what they see. What animals do they

see? Who do they see on the bus? • Show the title page and invite children to look at all of the people and the animals who

are waiting for the bus. • Read or sing the story with the children. • Follow up the reading by showing each page and inviting children to talk about who is

running to catch the bus. Accept their comments. ___________________________________________________________________________ Second Reading of The Wheels on the Bus

• Take the book to the library area as you begin to sing, “The Wheels on the Bus.” Invite children to sing along with you.

• Show the cover of the book and invite the children to say the title with you. • Read or sing the story with the children. • Encourage their comments about what they notice in the illustrations. Ask them to

identify the animals they see. • Invite them to discuss what is happening on the last page. Agree that it is a birthday

party and ask, “I wonder whose birthday it is?” • Follow up by showing each page and providing a name for the various people who are

running to catch the bus: clown, magician, face painter, skater, musician or drummer, man who makes animals from balloons, lady who baked a cake.

• Return to the last page and name the different people and invite children to find them in the illustration. Can they find the bus driver?

____________________________________________________________________________ Third Reading of The Wheels on the Bus (OT)

• Read the book with one child. • Show the cover of the book and invite the child to say the title with you. • Read each page and involve the child in discussing the various happenings in the

illustrations on that page. • Call attention to the concentric wheels. Invite them to notice the people on the bus and

what they are doing. ____________________________________________________________________________ Book: Who Sank the Boat? by Pamela Allen First Reading of Who Sank the Boat? (OT)

• Begin to sing “Row, Row, Row Your Boat” as you take the book to the library area. • Show the cover of the book to the children who join you and state the title. • Invite children to name the animals they see on the cover. If children say they see a

cow and a horse, reply, “Yes, that looks like a horse, but it’s a donkey.” • Show the first page with no words. Call attention to the tiny boat. • Read the next two pages, pointing to each animal as it is named. • Continue to read the story, encouraging comments by children. • Follow up by showing the pages where each animal is getting in the boat and ask, “Did

the cow sink the boat?” (No) “Did the donkey sink the boat?” (No) “Did the pig sink the boat?” (No) “Did the sheep sink the boat?” (No) “Did the little mouse sink the boat?” (Yes)


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Second Reading of Who Sank the Boat?

• Read the book with one or two children, encouraging them to comment on what is happening in the illustrations.

• Follow up by reminding children that it was a little mouse that sank the boat and that you need their help in finding the mouse.

• Show the pages with the mouse in the illustration and invite a child to find the little mouse.

• Show the next to last page where all of the animals are walking one behind the other with the mouse in the rear. Ask the children if they think the little mouse got wet.

___________________________________________________________________________ Book: Flying by Donald Crews First Reading of Flying (YT & OT)

• Pretend to be an airplane as you take the book to the library area. • Show the cover to children who join you and ask them what they see. • State the title. • Show a page and describe in complete sentences what is happening in the illustrations

rather than reading the script. For example, on the first page, say, “The people are boarding the airplane. This means they’re getting on the plane. Can you see the boy waving to his mother? He’s going on a trip.” Continue with the next two pages as you say, “The plane is taxiing to the runway and now it’s ready to take off.”

• Continue to expand on the script on each page. • Follow up by showing each page and inviting children to tell you what is happening in

the illustrations. Note: Call children’s attention to airplanes that are flying overhead when you are on the playground. ____________________________________________________________________________ Second Reading of Flying

• Read the book with a child who is really interested in airplanes, especially an older toddler who has flown on an airplane.

• Show each page and read the script or tell in complete sentences what is happening in the illustrations.

• Place the book in a basket with a small airplane and put the basket in the library area. • Observe to see if children look at the book and play with the airplane.

Language and

Cognitive Materials

and Experiences

Benchmark: 4.5.C Shows enjoyment of books and stories Planned Experience: Storytelling (YT & OT) Who Sank the Boat? (See Attachment: Who Sank the Boat?) How to begin:

• Make either felt or magnetic storytelling figures for the story. • Read the book with children several times so that they are familiar with the characters

and the order of events. • Use the storytelling figures to tell the story. • Involve children in placing figures on the storyboard when you feel they can do this.


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The Wheels on the Bus (Make appropriate motions as you sing the song)

The wheels on the bus go round and round,

Round and round, round and round. The wheels on the bus go round and round

All around the town.

The wipers on the bus go swish, swish, swish, Swish, swish, swish, swish, swish, swish.

The wipers on the bus go swish, swish, swish, All around the town.

The driver on the bus goes, “Move on back!”

Move on back, move on back!” The driver on the bus goes “Move on back!”


The people on the bus go up and down, Up and down, up and down.

The people on the bus go up and down, All around the town.

The horn on the bus goes beep, beep, beep,

Beep, beep, beep, beep, beep, beep. The horn on the bus goes beep beep beep,


The baby on the bus goes “Wah wah wah, Wah wah wah.”

The baby on the bues goes “wah wah was,” All around the town.

The parents on the bus go “shh shh shh,

Shh shh shh, shh shh shh.” The parents on the bus go “shh shh shh,”


The wheels on the bus go round and round, Round and round, round and round.

The wheels on the bus go round and round, All around the town.

Note: If you have the Raffi CD or tape with the song, Wheels on the Bus, play the song and invite the children to sing along and make the motions. At another time, show the pages of the book as the song is played. ___________________________________________________________________________

Row, Row, Row Your Boat (Suit actions to words)

Row, row, row your boat Gently down the stream. Merrily, merrily, merrily,

Life is but a dream


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This Is the Way

(Sing to tune of “Here We Go ‘Round the Mulberry Bush”)

This is the way we drive our car (Children pretend to drive a car) Drive our car, drive our car. This is the way we drive our car, Early in the morning. This is the way we row our boat, (Children pretend to row boat) Row our boat, row our boat. This is the way we row our boat, Early in the morning. This is the way we fly our airplane, (Children make flying motions with arms ) Fly our airplane, fly our airplane. This is the way we fly our airplane, Early in the morning. ___________________________________________________________________________

Helping Daddy Drive (Suit actions to words)

Open the car door,

Climb inside. I get to help my daddy drive!

Fasten the seat belt,

Shut the door. Start the engine,

Hear it roar! Brrr! Brrr! Brrr!

Off we go,

Down the street, Waving to people

We happen to meet.

Note: Change the family members from daddy to others such as mother, grandmother, auntie, brother or sister, for example. ___________________________________________________________________________

I Went Driving (YT &OT)

(See Note) As I was driving down the street (pretend to drive a car) Here is the vehicle I did meet. I met a great big bus so yellow (place yellow bus on board) I saw the driver. He was a great big fellow. As I was driving down the street (pretend to drive a car) Here is the vehicle I did meet. I met a shiny blue mini-van. (place blue mini-van on board) I saw the driver. He was a very tall man.


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As I was driving down the street (pretend to drive a car) Here is the vehicle I did meet. I met an itty bitty purple car. (place small purple car on board) I don’t think the driver was going very far. As I was driving down the street, (pretend to drive a car) Here is the vehicle I did meet. I met a truck. It was as black as night. (place black truck on board) The driver stopped when she saw a red light. As I was driving down the street (pretend to drive a car) Here is the vehicle I did meet. I met a white police car coming my way. (place police car on board) So I went home. I’ll drive another day. Extension:

• Allow each child to select one of the vehicles. • Say a verse of the rhyme and invite the child with that color vehicle to hold it up or to

place it on the board. Note: You will need a story board and vehicle figures for this rhyme. Make vehicles of different colors of construction paper as identified in the rhyme. Laminate the vehicles or cover with clear self-adhesive paper for durability. Place a magnetic strip or a strip of felt on the back of each picture. An alternative is to make vehicles of different colors of felt. Note: For younger toddlers, consider singing fewer verses. ________________________________________________________________________

Benchmark: 4.4.C Communicates through language Planned Experience: Wheels (YT & OT) Materials: Pictures of wheeled vehicles such as bus, car, bicycle, truck and train, magnetic tape or felt strips, felt or magnetic boards How to begin:

• Collect pictures of wheeled vehicles such as bus, car, bicycle, truck, train • Laminate the pictures or cover with clear self-adhesive paper. • Attach a strip of magnetic tape or a felt strip to the back of each picture. • Begin to sing the song, “The Wheels on the Bus” as you place a picture of a bus on the

board. • Add additional verses about the other vehicles as you place the appropriate pictures on

the board.

Wheels Go Round and Round (Sing to the tune of “The Wheels on the Bus”)

The wheels on the bus go round and round,

Round and round, round and round. The wheels on the bus go round and round,

All through the town.


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The wheels on the car…..

The wheels on the truck….

The wheels on the bicycle….

The wheels on the train….

• Invite older toddlers to name other vehicles with wheels and sing about them.

Extension:

• Substitute small wheeled vehicles for the pictures. • Place the vehicles in a pocket of your apron, smock, or in a bag. • Take a vehicle out of the bag and begin to sing about that vehicle.

___________________________________________________________________________ Benchmarks: 4.3.C Communicates through language 6.3.C Develops strategies for solving problems Planned Experience: Name It – Lazy Susan (YT & OT) Materials: Plastic lazy Susan spice rack, paper, clear self-adhesive paper, five or six pictures related to ways to travel: car, pickup truck, bus, boat, airplane and train How to begin:

• Cut out a circle of paper that will fit inside the lazy Susan.

• Use tape on the back of the “travel” pictures to secure them to outer edges of circle. Space the pictures so there is equal distance between them.

• Cut out a piece of self-adhesive paper and place over the pictures for durability.

• Use tape on back of the circle to secure it to the lazy Susan.

• Place the lazy Susan in front of a young toddler and allow him to experiment with it.

• Show him how to turn it around if he does not discover this on his own.

• When the lazy Susan stops turning, point to the picture appearing upright and say to the younger toddler, “Can you show me the car?” For the older toddler, ask, “Can you tell me what is in that picture?” and invite child to tell you something about each of the pictures.

• Repeat this experience so that toddlers can identify all of the pictures. Note: Create other circles of pictures with a theme and involve children in identifying, naming and talking about the pictures.


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Benchmarks: 4.4.C Communicates through language 6.3.C Develops strategies for solving problems Planned Experience: Surprise Picture (OT) Materials: letter-size file folder, clear plastic page protector, pictures that relate to ways to travel (car, pickup truck, bus, airplane, train, for example), tape How to begin:

• Tape the back of a clear plastic page protector to the inside of the folder. • Cut the cover of the folder into strips that are 3” to 4” wide. Cut from the edge of the

cover to the center fold. • Insert an 8 ½ x 11 inch picture into the page protector and close the folder. • Invite one or two children to join you in looking at the “surprise” picture. • Fold back one strip at a time to reveal a part of the picture and invite children to predict

what it is. • Continue folding back one strip at a time until the entire picture is revealed. If children

have not figured out what the picture is, say “Surprise!” as you fold back the last strip. Extensions:

• Allow all children who are interested a turn with this experience. • Change out the pictures in the plastic page protector to keep children interested.

___________________________________________________________________________ Benchmarks: 4.4.C Communicates through language Planned Experience: Vehicle Shoebox Kit (OT) Materials: Vehicle shoebox kit from Topic 1: Toys and Ride-on Vehicles with Wheels (p.4), additional felt figures of vehicles such as boats, airplanes, trains, and buses How to begin:

• Make additional felt figures of vehicles and add to the shoebox. • Place the kit in the library area. • Observe to see if children notice, play with and name the vehicles that have been

added. Note: Consider removing some of the original vehicles if there seems to be too many for the children to play with. Note: If children seem interested in this experience, make two shoebox kits and divide the felt vehicles between the two kits.

This side of Letter Size Folder has sections cut

This side of Letter Size Folder has

page protector taped to folder

and picture inserted


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Self, Social and


Benchmarks: 1.1.C Feels valued and attached to others 1.2.C Becomes aware of self as a unique individual 3.2.C Shows interest in peers Planned Experience: Family Vehicles (YT & OT) How to begin:

• Ask families to send a photo of their family vehicle, either with or without family members in it. Explain to them that the photo will be used to make a classroom book.

• Place each child’s family vehicle photo in a clear plastic sleeve. Include with the photo an index card on which you have written information about the photo. For example: Jack and his family have a yellow pickup truck. Or: Jill and her family have a red SUV.

• Create a cover for the book and connect the cover and the pages by placing in a 3-ring binder or connecting with yarn. Title the book: Family Vehicles.

• Place the book in the book area. Observe to see if children look at the book and listen to their comments. Join them and involve them in finding the picture of their family vehicle as well as the vehicles of other families.

Note: If a child does not bring a photo, have a collection of pictures and invite the child to choose a picture to place on his or her special page. ___________________________________________________________________________ Benchmarks: 1.2.C Becomes aware of self as a unique individual 2.1.C Displays a wide range of feelings and emotions 4.4.C Communicates through language Planned Experience: I’m Happy When (OT) Materials: pictures of several different types of vehicles, felt or magnetic board How to begin:

• Laminate or cover pictures of vehicles with clear self-adhesive paper for durability. Attach a piece of magnetic tape or felt on the back of each picture

• Place the pictures on a felt or magnetic board. • Begin the experience by inviting two or three children to join you. • Model for the children by selecting one of the vehicles from the board and saying, “I’m

happy when I go riding in my black van.” • Invite a verbal child to select a vehicle that makes him happy when he is riding in it.

Ask the child to name the vehicle and tell where he likes to go in it.” Prompt the child if he or she needs encouragement. For example, to the child who has chosen a picture of a pickup truck, say “You must be happy when you and your Grandpa go to the store in his pickup.”

• Allow each child a turn to select a vehicle and tell why riding in the vehicle makes him or her happy.

Note: Be familiar with the vehicles driven by the families and choose pictures that reflect those vehicles.


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Sensory and Art

Materials and

Experiences

Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Float Your Boat (YT & OT) Materials: small container such as a dish pan or a water table, small boats, clean butter tubs How to begin:

• Place two to three inches of water in a container. • Place the boats and tubs next to the container. • Observe to see if children place the objects in the water. Make comments such as,

“Charlotte, your boat is floating. George, your tub boat is floating.” Extension:

• Add small washable people figures or animals to the area. • Observe to see if children place the figures in the floating containers. If they do not,

say, “Justin, the dog wants to go riding in your tub boat. Do you think the dog will sink the boat?”

Note: Limit the number of children in the water play area. Note: Have children wash and dry hands before and after playing in the water play area. Note: Pour out the water and sanitize the container after the water play experience. ____________________________________________________________________________ Benchmarks: 5.1.C Develops fine motor skills 6.3.C Develops strategies for solving problems Planned Experience: What’s Hiding in the Sand? (YT & OT) Materials: clean sand, container such as a small dish pan, small vehicles, boat, airplane How to begin:

• Place about three inches of clean sand in a container. • Hide four or five small vehicles in the sand. • Place the container on a low table. • Observe a child who is playing in the sand. If the child finds the vehicle invite the child

to tell you about the experience. Respond to what they tell you. For example, if a child shows you an airplane and says, “Airplane,” say, “Isabella, you found an airplane buried in the sand. I wonder what else is buried in the sand.”

Note: Have children wash and dry hands before and after playing in the sand area. ____________________________________________________________________________ Benchmarks: 3.3.C Demonstrates caring and cooperation 5.2.C Develops fine motor skills 5.3.C Coordinates eye and hand movements Planned Experience: On the Go Mural (YT & OT) Materials: Mural that was begun in Topic 1, container with pictures for this topic, glue, small craft sticks for spreading glue


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How to begin:

• Remove the mural from the wall and place it on the art table. • Place the container of pictures for Topic 2 on the table. • Invite children to glue pictures of the vehicles to the mural. • Reattach the mural to the wall • Invite a child to join you and point to various vehicles as you name them. Or ask a

child to name the vehicles on the mural.

Note: Children will have an opportunity to add additional vehicles to the mural as they are involved with experiences for the next Topic: Construction and Community Helper Vehicles.

Movement, Music and

Gross Motor

Experiences

Benchmark: 5.1.C Develops gross motor skills Planned Experience: Animal Train (YT & OT)) Materials: 3 shoeboxes, strong tape, string or rope, markers or crayons, stuffed animals How to begin:

• Draw windows and wheels on the boxes to make the cars of the train • Punch a hole in the end of each box and thread the string through all of the boxes. • Leave a piece of string long enough for toddlers to pull the train. • Tie a knot at the beginning and at the end of the train. • Place the train and two or three stuffed animals in the block area. • Observe to see if children put the animals in the train and begin to pull it. If they do not

put animals in the train, say, “I think the animals want to go on a train ride. Alexandra, which animals do you want to put on the train?”

Note: Careful supervision is needed to help children take turns pulling the train and to make sure they only use the string to pull the train. ___________________________________________________________________________ Benchmarks: 3.4.C Tries out roles and relationships through imitation and pretend play 5.1.C Develops gross motor skills Planned Experience: Driving My Teddy (OT) Materials: stuffed animal for you and for each child How to begin:

• Say to children, “I’m going for a drive in my pickup truck” and walk around the room pretending to drive a truck.

• Invite toddlers to join you as you continue to walk around the room. Extension:

• Hold a stuffed animal in your hands and say to children, “I think Teddy wants to drive the truck.” Hold the animals in front of you and move the arms as though the animal is driving the truck.

• Show children how to move the animal’s arms if they seem to be having problems understanding what to do.

• Walk around the room with children behind you. Make truck sounds, pretend to beep the horn, and stop for a traffic light.


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Benchmarks: 3.4.C Tries out roles and relationships through imitation and pretend play 5.1.C Develops gross motor skills Planned Experience: Be an Airplane (YT & OT) Materials: you, the children and a safe space for running How to begin:

• Show toddlers how to stretch their arms out as wide as possible and then run fast like an airplane, holding their arms straight and stiff.

• Suggest that they make airplane noises as they fly. • Observe children and when it appears that they have had enough running, say, “The

airplane as ready for a landing” and sit on the ground with the children. Note: Make sure the children have enough space to safely run without bumping into each other and that the surface is safe for them to run on. A large green grassy area is suggested.

Transition Times

Drive or Fly?

• Have a picture of a car or pickup truck and an airplane that have been laminated or covered with clear self-adhesive paper. Place a magnetic strip or a piece of felt on the back of each picture.

• Place the two pictures on a felt or magnetic board. • Ask the children one at a time if they want to be a pickup truck or an airplane as they

go to the next activity. Encourage children to either pretend to drive the truck or fly the airplane as they make the transition.

Name the Vehicle

• Place a collection of small vehicles in a feely bag or box. • Invite each child to reach into the bag, pull out a vehicle, name it, and transition to the

next experience. Note: Adapt other finger plays previously listed as transitions to move children from one activity or place to another.

Family Experiences

Here are some way to involve families in this toddler topic:

• Ask families to send a photo of the family vehicle, with or without family members as part of the picture. Explain that the photo will be used to make a classroom book.

• Send home a list of some of the books about vehicles. Suggest that families visit their local library, check out some of the books, and read them with their child.

• Suggest that families involve their children in discussing the various vehicles they see as they are going places. They can talk about the names and colors of the vehicles, who is in the vehicles and where they might be going.


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Weekly Plan Sheet

Week of _______________ Topic #8.2 – Going Places

_ Caregiver(s) ______________________

Big Ideas We can go places in cars and trucks. We can go places in SUV’s, vans, and buses. We can go places in boats. We can go places in airplanes and on trains.





Add pictures of toys with wheels; Add book: Vehicles to Ride On


Add shoeboxes to serve as garages; small vehicles with wheels; create highways; add automobile and truck magazines; Add bubble wrap, corrugated cardboard and sandpaper to block area

Add sensory tub with sand and small vehicles; Add sensory tub with water and small vehicles;

Create a bus; Add a shopping cart or doll buggy; Add empty boxes of popular food items


Experiences for the Week

Day Books Fingerplays, Language and Cognitive

Self, Social and Emotional Sensory, Art, Nutrition Movement, Music,

and Gross Motor Transition Times

Monday First Reading of: My Car – p. 2

FP or Song: Helping Daddy Drive – p. 6 Planned Experience: Wheels – p. 7

Family Vehicles – p. 10

Float Your Boat – p. 11

Animal Train – p. 12

Drive or Fly? – p. 13

Tuesday First Reading of: The Wheels on the Bus – p. 3

FP or Song: The Wheels on the Bus – p. 5 Planned Experience: Name It – Lazy Susan – p. 8


What’s Hiding in the Sand? – p. 11

Be An Airplane – p. 13

Name the Vehicle – p. 13

Wednesday Second Reading of: My Car – p. 2

FP or Song: I Went Driving – p. 6 Planned Experience: Wheels – p. 7





Thursday Second Reading of: The Wheels on the Bus – p. 3

FP or Song: This Is the Way – p. 6 Planned Experience: Name It – Lazy Susan – p. 8



Be an Airplane – p. 13


Friday First Reading of: Flying - p. 4

FP or Song: Row, Row, Row Your Boat – p. 5 Storytelling: Who Sank the Boat? – p. 4





Younger Toddler

Weekly Plan Sheet

Week of _______________ Topic #8.2 – Going Places

_ Caregiver(s) ______________________

Big Ideas We can go places in cars and trucks. We can go places in SUV’s, vans, and buses. We can go places in boats. We can go places in airplanes and on trains.





Add pictures of toys with wheels; Add book: Vehicles to Ride On


Add shoeboxes to serve as garages; small vehicles with wheels; create highways; add automobile and truck magazines; Add bubble wrap, corrugated cardboard and sandpaper to block area


Create a bus; Add a shopping cart or doll buggy; Add empty boxes of popular food items


Experiences for the Week

Day Books Fingerplays, Language and Cognitive

Self, Social and Emotional

Sensory, Art, Nutrition

Movement, Music, and Gross Motor Transition Times

Monday First Reading of: My Car – p. 2

FP or Song: Helping Daddy Drive – p. 6 Planned Experience: Wheels – p. 7





Tuesday First Reading of: The Wheels on the Bus – p. 3

FP or Song: The Wheels on the Bus – p. 5 Planned Experience: Name It – Lazy Susan – p. 8

I’m Happy When – p. 10


Driving My Teddy – p. 12


Wednesday First Reading of: Who Sank the Boat? – p. 3

FP or Song: Row, Row, Row Your Boat – p. 5 Planned Experience: Surprise Picture- p. 9





Thursday First Reading of: Flying – p. 4

FP or Song: I Went Driving – p. 6 Planned Experience: Vehicle Shoebox Kit – p. 9

I’m Happy When – p. 10


Be an Airplane – p. 13


Friday Second Reading of: Who Sank the Boat? – p. 4

FP or Song: This Is the Way – p. 6 Storytelling: Who Sank the Boat? – p. 4



Driving My Teddy – p. 12


Older Toddler

#8.3 - Construction and Community Helper Vehicles

Big Ideas

Here are some big ideas about construction and community helper vehicles that you can help toddlers explore:

Construction workers drive big vehicles for their work. Community helpers drive special vehicles for their work.


Make

Featured Books I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick (BB) Key: (BB) – Available in Board Book only (+BB) – Also available in Board Book Note: See the Book List section for additional books that can be used if some of the featured books are unavailable and as supplemental books to read with children. Book to Make

• Vehicles for Construction Workers (See Attachment: Vehicles for Construction Workers) • Vehicles for Community Helpers (See Attachment: Vehicles for Community Helpers)

Additional Materials

• Pictures of vehicles driven by construction workers and by community helpers • Toy vehicles driven by construction workers and by community helpers: dump trucks,

bulldozers, front-end loaders, cement mixer truck, pickup trucks • Two containers, one larger than the other for sorting large and small vehicles • Bubble wrap, corrugated cardboard, sand paper

Book List

*Featured Books

*I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick Can You See What I See? Trucks & Cars by Walter Wick Digger Man by Andrea Zimmerman & David Clemesha Fire Engines by Anne Rockwell

Adventures for Toddlers – Focus Area #8 – On the Go #8.3 - Construction and Community Helper Vehicles

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Reading Books with

Toddlers

Note: Review the section in Curriculum Tips and Techniques on Reading Books with Children, for suggestions on how to use books with children. Benchmarks: 4.4.C Communicates through language 4.5.C Shows enjoyment of books and stories Book: Vehicles for Construction Workers (See Attachment: Vehicles for Construction Workers) First Reading of Vehicles for Construction Workers (YT & OT)

• Take the book to the library area and begin to sing, “This is the way we dig up the dirt, dig up the dirt, dig up the dirt.”

• Show cover of the book and invite children to name the construction vehicles they know. Encourage their comments about the vehicles.

• Read each page, allowing time for children to look at the pictures and add their comments.

• Follow up by showing each page and inviting children to name the vehicle on the page. ____________________________________________________________________________ Second Reading of Vehicles for Construction Workers

• Take the book to the library area and begin to sing, “This is the way we dump the dirt, dump the dirt, dump the dirt.”

• Show cover of the book and invite children to name the construction vehicles. • Read each page, allowing time for children to look at the pictures and add their

comments. • Follow up by involving the children in answering the question in the story, “Which would

you like to drive?” Show the cover (or last page) with all of the vehicles and ask each child in turn which he or she would like to drive.

Additional Benchmark: 1.4.C Asserts independence Note: Know your families. If some of them are in construction and drive any of the vehicles mentioned in the book, incorporate this into the story. Note: Some children may say they would like to drive all of the vehicles. Accept this. ____________________________________________________________________________ Book: Vehicles for Community Helpers (See Attachment: Vehicles for Community Helpers) First Reading of Vehicles for Community Helpers (YT & OT)

• Take the book to the library area and begin to say, “Five Red Fire Engines”, (p.6).

Include in the rhyme the names of the children who join you in the area. • Show cover of the book and invite children to name the vehicles they know. Encourage

their comments about the vehicles. • Read each page, allowing time for children to look at the pictures and add their

comments. • Follow up by showing each page and inviting children to name the vehicle on the page.

____________________________________________________________________________ Second Reading of Vehicles for Community Helpers

• Take the book to the library area and begin to say the following:

As I was walking down the street, Down the street, down the street.

A big garbage truck I happened to meet. Hi ho, hi ho, hi ho.


2

• Show cover of the book and invite children to name the vehicles. Encourage their

comments about the vehicles. • Read each page, allowing time for children to look at the vehicles and add their

comments. • Follow up by involving the children in answering the question in the book “Which would

you like to drive?” Show the cover (or last page) and ask each child in turn which he or she would like to drive.

Additional Benchmark: 1.4.C Asserts independence Note: Know your families. If any of them are community helpers and drive any of the vehicles mentioned in the book, incorporate this information into the story. Note: Some children may say they would like to drive all of the vehicles. Accept this. _____________________________________________________________________________ Book: I Spy Little Wheels by Jean Marzollo, photographs by Walter Wick First Reading of I Spy Little Wheels (YT & OT)

• Invite from one to three children to join you as you read the book together. • Show the cover and read the title. • Read the words on each page and invite children to locate the objects described. • Call special attention to the vehicles included in the three On the Go topics: dump

truck, red fire truck, train, bike, airplane, police car, truck, motorcycle, grocery cart and cement truck.

• Explain to children that the book will be in the library area if any of them want to look at it later.

Note: This book has vehicles from all three topics in this Focus Area: Toys and Ride-on Vehicles with Wheels, Going Places and Construction and Community Helper Vehicles.

Language and

Cognitive Materials

and Experiences


As I Was Walking

As I was walking down the street, (make up and down walking motions with hands) Down the street, down the street. A big dump truck I happened to meet. Hi ho, hi ho, hi ho. (clap hands to the beat of “hi ho, hi ho, hi ho.” As I was walking down the street, (make up and down walking motions with hands) Down the street, down the street. A big cement truck I happened to meet. Hi ho, hi ho, hi ho. (clap hands to the beat of “hi ho, hi ho, hi ho.” ____________________________________________________________________________

As I Was Driving

As I was driving down the street, (pretend to drive a vehicle) Down the street, down the street. An ambulance I happened to meet. Hi ho, hi ho, hi ho. (clap hands to the beat of “hi ho, hi ho, hi ho”


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As I was driving down the street, (pretend to drive a vehicle) Down the street, down the street. A red fire truck I happened to meet. Hi ho, hi ho, hi ho. (clap hands to beat of “hi ho, hi ho, hi ho) A fast police car….. A slow mail truck…. An emergency vehicle… A big garbage truck…. ____________________________________________________________________________

Scooping and Dumping the Dirt (Sing to tune of “Here We Go ‘Round the Mulberry Bush”)

This is the way we scoop up the dirt (make scooping motion with hand) Scoop up the dirt, scoop up the dirt This is the way we scoop up the dirt Early in the morning. This is the way we dump the dirt, (flip hand back as though dumping dirt) Dump the dirt, dump the dirt. This is the way we dump the dirt, Early in the morning. ___________________________________________________________________________ Benchmarks: 6.1.C Gains an understanding of basic concepts and relationships 6.3.C Develops strategies for solving problems Planned Experience: Sort Big and Small Vehicles (YT & OT) Materials: two containers, one larger than the other, two picture labels and a collection of small and large vehicles How to begin:

• Make a picture label of a large vehicle and place it on the larger of the two containers and a picture of a small vehicle and place it on the smaller of the two containers.

• Sit the containers and the vehicles on a table or on the floor in an area that is out of the flow of traffic.

• Allow children to play with the vehicles. • Observe to see if they put the vehicles in the containers, especially if they sort them by

small and large. • Say to children, “These vehicles are all mixed up. Can you put the large (or big) ones in

this container and the small (or little) ones in this container” as you show the labels on each container.

____________________________________________________________________________ Planned Experience: Name This Vehicle (YT & OT) Materials: large pictures of vehicles driven by construction workers and community helpers, letter size file folder, plastic page protector How to begin:

• Tape the back of a clean plastic page protector to the inside of the folder. • Cut the cover of the folder into strips that are 3” by 4” wide. Cut from the edge of the


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cover to the center fold. • Insert an 8 ½ x 11 inch picture into the page protector and close the folder. • Invite one or two children to join you in looking at the “surprise” picture. • Fold back one strip at a time to reveal a part of the picture and invite children to predict

what it is. • Continue folding back one strip at a time until the entire picture is revealed. If children

have not figured out what the picture is, say “Surprise!” as you fold back the last strip.

Extensions: • Allow all children who are interested a turn with this experience. • Change out the pictures in the plastic page protector to keep children interested.

____________________________________________________________________________ Benchmarks: 4.3.C Responds to verbal and non-verbal communication 4.4.C Communicates through language Planned Experience: Can You Name It – Lazy Susan (YT & OT) Materials: Plastic lazy Susan spice rack, paper, clear self-adhesive paper, five or six pictures related to vehicles for construction workers and community helpers How to begin:

• Cut out a circle of paper that will fit inside the lazy Susan.

• Use tape on the back of the construction vehicles to secure them to outer edges of the circle. Space the pictures so there is equal distance between them.

• Cut out a piece of self-adhesive paper and place over the pictures for durability.

• Use tape on back of the circle to secure it to the lazy Susan.

• Place the lazy Susan in front of a young toddler and allow him to experiment with it.

• Show him how to turn it if he does not discover this on his own.

• When the lazy Susan stops turning, point to the picture appearing upright and say to the

This side of Letter Size Folder has sections cut

This side of Letter Size Folder has

page protector taped to folder

and picture inserted


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younger toddler, “Phillip, can you show me the dump truck?” For the older toddler, ask, “Can you tell what is in that picture?” and invite child to tell you something about each of the vehicles.

• Repeat this activity so that toddler can identify all of the pictures. Extensions:

• Use the same procedure to create a circle of vehicles for community helpers and involve young toddlers in identifying the pictures in the circle.

• Vary the activity by asking children to name the vehicles in the circle. • Involve older toddlers in telling you something about each of the vehicles.

____________________________________________________________________________ Benchmark: 4.4.C Communicates through language Planned Experience: Vehicle Shoebox Kit (OT) Materials: Vehicle shoebox kit from Topic 1: Toys and Ride-on Vehicles with Wheels (p. 4), and Topic 2: Going Places, additional felt figures of vehicles such as fire truck, ambulance, tow truck, police car, mail truck, garbage truck, cement truck, bulldozer, backhoe, dump truck How to begin:

• Make additional felt figures of vehicles and add to the shoebox. • Place the kit in the library area. • Observe to see if children notice, play with and name the vehicles that have been

added. Note: Consider removing some of the original vehicles if there seems to be too many for the children to play with. Note: If children seem interested in this experience, make two or three shoebox kits and divide the felt figures between the kits.

Self, Social and


Benchmarks: 1.2.C Becomes aware of self as a unique individual 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: Five Red Fire Trucks (YT &OT) Materials: pictures of fire trucks, felt or magnetic board How to begin:

• Have pictures of fire trucks. Laminate or cover with clear self-adhesive paper and place either a strip of magnetic tape or felt on the back of each one.

• Place the pictures on a felt or magnetic board and remove them one by one as you say the following rhyme:

Five Red Fire Trucks

Five red fire trucks All in a row. (Child’s name) jumped in one (point to child) And away he did go. (remove one fire truck from the board)


6

Four red fire trucks All in a row. (Child’s name) jumped in one (point to child) And away she did go. (remove one fire truck from the board) Three red fire trucks…. Two red fire trucks…. One red fire truck…. No red fire trucks All in a row. No one to jump in one And nowhere to go. Extension:

• Have pictures of other community helper vehicles or construction vehicles. Insert the names of these vehicles for “fire truck” in the rhyme.

• Allow each child in the group to remove a vehicle as his or name is called. Note: If more than five children are in the group increase the number of fire trucks or other vehicles to match the number of children. Make sure each child has a turn.

Sensory and Art

Materials and

Experiences

Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 6.2.C Applies knowledge to new situations 6.3.C Develops strategies for solving problems Planned Experience: Fingerpainting (YT & OT) Materials: old plastic tablecloth or newspaper, white paper, masking tape, red and yellow fingerpaint. See following insert for fingerpaint recipes. How to begin:

• Cover a table with plastic tablecloth or newspaper. • Tape a piece of white paper to the covered work surface. • Assist a child in dropping a puddle of paint in the middle of a piece of paper. • Invite the child to use fingers and hands to spread the paint around. • Place the fingerpainting on an open sheet of newspaper to transfer to a drying area and

allow it to dry completely. Extension:

• Start with one color such as red and say to the children, “This is red paint. It’s the color of a fire truck.” Then assist child to drop yellow fingerpaint into the red, saying “This is yellow paint. It’s the color of…” (name a yellow construction vehicle, for example).

• Observe as the two colors are mixed. Does the child notice the change in color? Note: Have children wear a paint smock or shirt to protect clothing. Note: Plan ahead for washing and drying children’s hands and arms after fingerpainting. Note: Encourage children who hesitate to cover their hands with paint to explore the paint with their fingertips first.


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_____________________________________________________________________________ Benchmarks: 5.2.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships Planned Experience: On the Go Mural (continued) (YT & OT) Materials: Pictures of construction and community helper vehicles, glue, small craft sticks for spreading glue How to begin:

• Remove the mural from the wall and place it on the art table. • Place the container with pictures for this topic, Construction and Community Helper

Vehicles, on the table. • Invite children to glue pictures of the vehicles to the mural. • Reattach the mural to the wall. • Invite a child to join you and point to various vehicles as you name them. Or ask a child

to name the vehicles on the mural. Encourage verbal children to talk about the pictures. ____________________________________________________________________________ Benchmarks: 5.1.C Develops fine motor skills 6.1.C Gains an understanding of basic concepts and relationships 6.3.C Develops strategies for solving problems Planned Experience: Bubble Wrap Road (YT & OT) Materials: strips of bubble wrap, small construction and/or community helper vehicles How to begin:

• Place the bubble wrap on the floor in the block area. • Add the vehicles. • Observe children to see if they roll the vehicles over the bubble wrap and if they make

any comments about the experience. • Invite children to touch the bubble wrap with their fingers and to touch the regular floor

covering. Make comments such as, “This bubble wrap feels all bumpy and the floor is smooth.”

Fingerpaint Recipes Pre-Mixed Liquid Starch and Tempera Paint Premix ½ cup liquid starch and ½ cup liquid tempera paint in a cup. Spoon the mixture onto the paper. Child-made Fingerpaint Pour a puddle of liquid starch on a piece of paper. Squirt one or two tablespoons of liquid tempera paint onto the puddle of starch. Encourage the child to mix the paint with his or her hands and to fingerpaint with it. Easy Clean-up Fingerpaint Mix ¼ cup tempera paint with 1/8 cup liquid soap. Spoon mixture onto a piece of paper for fingerpainting. Note: Recipes for fingerpaint adapted from First Art – Art Experiences for Toddlers and Twos by MaryAnn F. Kohl with Renee Ramsey and Dana Bowman, illustrated by Katy Dobbs, published by Gryphon House, Inc., Beltsville, MD (2002)


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Extension:

• Add other surfaces such as a large strip of corrugated cardboard or a large piece of sand paper.

Movement, Music and

Gross Motor

Experiences

Benchmark: 5.1.C Develops gross motor skills Planned Experience: Driving to Work (YT & OT) Materials: colored chalk and small construction worker and community helper vehicles How to begin:

• Use colored chalk to draw roadways on the sidewalk. • Provide vehicles for children to drive on the roadways. • Suggest that children drive their vehicles to work.

Note: Draw the roadways out of the path of ride-on wheeled toys and other active play. Note: If no sidewalk is available on the playground, take out an old plastic or vinyl tablecloth on which you have drawn roadways. Place it and the vehicles in a protected area of the playground so that it is out of the path of other activities.

Transition Times

Tell Me • Place small toy construction vehicles in the pocket of your apron or smock. • Invite a child to pull a vehicle out of the pocket, name the vehicle and tell you something

about it. Child then transitions to the next experience. Riding in My Fire Truck

• Place pictures of fire trucks, one per child, on felt or magnetic board. • Begin to say the rhyme, “Five Red Fire Trucks”, changing the number to the number of

children in the group. Use a child’s name in each verse, counting down to zero. • Remove a fire truck from the board as the child transitions to the next experience. • Continue until all children have transitioned to the next experience.

Name the Vehicle

• Place pictures of vehicles used by construction workers and community helpers on a felt or magnetic board.

• Invite children, one at a time, to select a vehicle from the board, name it and transition to the next experience.

Note: Adapt other finger plays previously listed as transitions to move children from one activity or place to another.

Family Experiences

Here are some ways to involve families in this toddler topic:

• Ask families to collect and bring to you pictures of vehicles driven by construction workers and by community helpers. Give them a list of the vehicles that the children will be learning about. If any of your families are in construction or are community helpers, ask them to take pictures of some of their vehicles to share with the children.


9

Weekly Plan Sheet

Week of _______________ Topic #8.3 – Construction and Community Helper Vehicles

_ Caregiver(s) ______________________

Big Ideas Construction workers drive big vehicles for their work. Community helpers drive special vehicles for their work.





Add pictures of toys with wheels; Add book: Vehicles for Community Helpers and Vehicles for Construction Workers


Post pictures of construction and community helper vehicles in the block area; create highways; Add bubble wrap, corrugated cardboard and sandpaper to block area


Add a construction worker prop box

Create a carwash outdoors; Create an obstacle course; Create highways with colored chalk





Monday First Reading of: Vehicles for Construction Workers – p. 2

FP or Song: Scooping and Dumping the Dirt – p. 4 Planned Experience: Sort Big and Small Vehicles – p. 4

Five Red Fire Trucks – p. 6

Fingerpainting – p. 7

Driving to Work – p. 9

Tell Me – p. 9

Tuesday Second Reading of: Vehicles for Construction Workers – p. 2

FP or Song: As I Was Walking – p. 3 Planned Experience: Can You Name It? – Lazy Susan – p. 5


Bubble Wrap Road – p. 8


Riding in My Fire Truck – p. 9

Wednesday First Reading of: Vehicles for Community Helpers –p. 2

FP or Song: As I Was Driving – p. 3 Planned Experience: Name This Vehicle – p. 4





Thursday Second Reading of: Vehicles for Community Helpers –p. 2

FP or Song: As I Was Driving – p. 3 Planned Experience: Sort Big and Small Vehicles – p. 4




Tell Me – p. 9

Friday First Reading of: I Spy Little Wheels – p. 3

FP or Song: As I Was Walking – p. 3 Planned Experience: Name This Vehicle – p. 4





Younger Toddler

Weekly Plan Sheet

Week of _______________ Topic #8.3 – Construction and Community Helper Vehicles

_ Caregiver(s) ______________________

Big Ideas Construction workers drive big vehicles for their work. Community helpers drive special vehicles for their work.





Add pictures of toys with wheels; Add book: Vehicles for Community Helpers and Vehicles for Construction Workers


Post pictures of construction and community helper vehicles in the block area; create highways; Add bubble wrap, corrugated cardboard and sandpaper to block area


Add a construction worker prop box

Create a carwash outdoors; Create an obstacle course; Create highways with colored chalk





Monday First Reading of: Vehicles for Construction Workers – p. 2

FP or Song: Scooping and Dumping the Dirt – p. 4 Planned Experience: Sort Big and Small Vehicles – p. 4




Tell Me – p. 9

Tuesday Second Reading of: Vehicles for Construction Workers – p. 2

FP or Song: As I Was Walking – p. 3 Planned Experience: Can You Name It? – Lazy Susan – p. 5





Wednesday First Reading of: Vehicles for Community Helpers –p. 2

FP or Song: As I Was Driving – p. 3 Planned Experience: Name This Vehicle – p. 4





Thursday Second Reading of: Vehicles for Community Helpers –p. 2

FP or Song: As I Was Driving – p. 3 Planned Experience: Vehicle Shoebox Kit – p. 6




Tell Me – p. 9

Friday First Reading of: I Spy Little Wheels – p. 3

FP or Song: As I Was Walking – p. 3 Planned Experience: Vehicle Shoebox Kit – p. 6





Older Toddler

Vehicles for Construction

Workers

2

I’d like to drive a cement truck. I’d mix cement to make a sidewalk in my neighborhood. I’d ride my tricycle on the sidewalk.

3

I’d like to drive a dump truck. I’d

haul sand and dump it in a

sandbox. I’d build roads in the sandbox.

4

I’d like to drive a backhoe. I’d dig a big hole and make a pond. I’d go fishing in the pond.

5

I’d like to drive a bulldozer. I’d move the dirt to build a new road. I’d ride in a car on the new road.

6

I’d like to drive a red pickup

truck. I’d haul my ladder, my hammer and my saw in the back of the truck. I’d build a bird house and hang it in a tree.

7

Which would you like to drive? A cement truck A dump truck

A backhoe A bulldozer

A red pickup truck

I’d like to drive them all.

Vehicles for Community Helpers

2

I’d like to drive an ambulance. I’d take sick or hurt people to the hospital.

3

I’d like to drive a tow truck. I’d take people’s cars to the repair shop.

4

I’d like to drive a red fire truck. I’d help put out fires.

5

I’d like to drive a police car. I’d help keep people safe.

6

I’d like to drive a mail truck. I’d deliver people’s mail to their houses.

7

I’d like to drive a garbage truck. I’d pick up garbage at people’s houses.

8

Which would you like to drive? An ambulance A tow truck A red fire truck A police car A mail truck A garbage truck

I’d like to drive them all.

introduction and preparation for the focus area – on the...

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