Shard’e Carter
ECE 251- Fall
November 19, 2019
Curriculum Planning Map
Age Group: 30 months
Theme: Transportation
Math
 Matching Driver with
the Car (Number the
people to the car and they
will match the numbers)
 Matching colored
marked cars to the
colored spot
 Arranging cars with
numbers in
chronological order
Reading/Writing
 Picture books of
transportation
 Finish the story (Ex. On
a white board, write: We
can on a plane & have a
picture of a plane after
the sentence)
 Memory card game
with picture of
vehicle & title
Art
 Decorate airplane
wings with cardboard
pieces
 Painting with a
vehicle
 Design a box for a
garage
Science Manipulatives
 Construction Sensory  Wooden Vehicles &
bin with sand traffic signs
 Beans, cotton balls,  Large, plastic train
and water beads connectors
(Explore cars in beans,  Transportation lacing
planes in cottons balls,
and boats in water beads)
cards
 Send various vehicles
down a ramp and
compare
Physical Dramatic Play
 Red, green, yellow  Working at a car wash
light bean bag toss  Create their own
 Simon says be a town with roads &
*name vehicle* vehicles
 Driving/flying/steering  Driving down the
through an obstacle street, what do you
course see? (Use recycled
moving boxes as cars to
go on)
Large Group Small Group
 Airport Game (Turn  Create a small town
classroom into an airport, (people, makers, poster
make runway, & use wings boards, cars, etc.)
to take off by number)  Felt Board (sky, ground,
 Set up an area with and ocean with
chairs to be a vehicle transportation)
(take turns being a driver
 of a transportation  Playdough with
vehicle)
transportation cutters
 I spy (Place
transportations pictures
around the play area)
P.K. Standards:

Math

 Arranging cars with numbers in chronological order - 1.PK.4b Count to 10 by demonstrating one
to one correspondence using objects.

Science

 Sending various vehicles down a ramp - P.PK.3 Explore what happens to objects in relation to
other forces (e.g., magnets, gravity, and water).

Manipulatives

 Large plastic train connectors - 4.PK.2 Identify positions (e.g., in front, behind, next to, up, down,
inside, outside, on top, ordinal positions).

Art

 Painting with a vehicle - 1.PK.3 Use a variety of media, techniques, and processes in art activities
that are of the child’s creation without a model.

Reading/Writing

 Picture of transportation books - 3.PK.9 Listen to age-appropriate material that makes

connections to self and the world around them.

Large Group

 Set up chairs to be a vehicle - 3.PK.9 Listen to age-appropriate material that makes connections
to self and the world around them.

Small Group

 Playdough with transportation cutters- 2.PK.4 Identify color, shape, and texture through art
experiences.

Physical

 Driving/flying/steering in an obstacle course - 3.PK.2 Demonstrate the ability to follow basic

movements (e.g., over, under, in, out, in between).

Dramatic Play

 Create their own town - 3.PK.9 Listen to age-appropriate material that makes connections to self
and the world around them.
 Writing a Lesson Plan

Choice Activity: Create a Small Town

Age: 30 months
Domain: Small Group
Theme: Transportation

1. Objectives and Goals

 3.PK.1 Compare objects by size to determine smaller and larger
 4.PK.1a Identify circles, triangles, and squares.
 4.PK.1b Begin to recognize two and three dimensional shapes in the environment.
 4.PK.2 Identify positions (e.g., in front, behind, next to, up, down, inside, outside, on
top, ordinal positions).
 2.PK.3 Identify pictures to aid in comprehension.
 3.PK.1 Retell a story with the aid of pictures, props, or a book
 4.PK.1 Demonstrate and understand that printed material contains information (e.g.,
illustrations, graphs, and charts).
 4.PK.5a Recall information from an event, text, or picture related to self and the
world around them.
 G5.PK.1 Identify direction and location (e.g., up/down and above/below).
 5.PK.1b Play in pairs and small groups.
 5.PK.1c Engage in dramatic play.
 5.PK.1d Initiate play, or enter into play with a group of children already playing.
 5.PK.2a Participate in cooperative groups to complete a task.
 5.PK.2b Take turns with teacher support.
 3.PK.1 Combine objects in a variety of ways.
 3.PK.2 Categorize experiences, people and ideas in a variety of ways.
 3.PK.3 Create stories and scenarios by combining experiences and ideas.
 3.PK.1 Recognize various art forms (e.g., photographs, statues, paintings, and
drawings)
 5.PK.3 Describe or respond to their own creative work or the creative work of others

2. Anticipatory Set
 Ask them if they know what a town is. Add they live in a city called Las Vegas but
is going to create a town.
 Define town: A town is smaller than a city. It’s a central part of a neighborhood,
with its business or shopping area.
  Provide the children with real pictures, magazines, and books that shows visuals
of a town.
 Point out things they can relate from a town their own personal experiences
such as a grocery store, houses, traffic, etc.
 How are people getting around (bikes, cars, horses, buses, etc.) and relate the
experience to how they transport around and where they go.

3. Required Materials for Activity

 Poster board
 Markers
 Vehicles
 People
 Wooden signals

4. Direct Instruction (Define lesson step by step) 15 pts

 Show the class the materials.
 Ask them what do they think they’re going to create?
 Ask them if they know what a town is. Add they live in a city called Las Vegas but
is going to create a town.
 Define town: A town is smaller than a city. It’s a central part of a neighborhood,
with its business or shopping area.
 Model how to draw a street and squares for buildings.
 Give each child a marker and let them create visual art for the town.
 As they draw, dictate and label their drawings.
 Once the board is filled, hand out vehicles and people and let them explore.
 Ask open ended questions.

5. Guided Practice
 Where do streets take you?
 What places do you see driving down the street?
 What do you say to people at the store?
 What do you say to someone walking on the street?
 If you were to walk on a sidewalk, what would you like to see?
 What kind of vehicles are on the road?
 If we get on the bus together, where can we go?
 Why do vehicles have to drive in the street?
 Why can’t you walk in the street like a car drives?

6. What will you assess during this lesson?

  Give the child opportunities to express their views and understanding of how
they see the uses and benefits of transportation in communities. For example:
How a bus, train, and airplane carries a large group of people to multiple places
all day long. They use a car for families, to get to school, for parents to get to
work, and to go shopping. Bikes are used to get places and for exercise.

7. Closing:
List DAP principles that relate to this lesson.
 Interactions – Satisfy their natural curiosity, giving brief, accurate and simples
responses
 Communication- Gives children ample time to respond to questions
 Play and Development – Caregivers do everything they can to support toddlers
play so they can stay interested. They play with toddlers to expand their play
possibilities.
 Objects to Manipulate- Toddlers are given appropriate art materials

Have you looked at inclusion? Culture? Is it planned well?

 The activity is inclusive. The children are able to express their own personal
experiences as it relates to others. The children were able to draw their
preferences in the town of what experience daily as in transportation and
destinations. There were no limits as what could be added to the town. Children
were excited to drive their car and people to theirs friends drawing because they
wanted to go where they have never been. There was a lot of socializing going
on, back and forth conversation with both peers and me. I would call the activity
a success because they did not want to stop engaging with each other. Children
that had difficulty sustaining engagement for a short amount of town was able to
spend a little more time in this area. It was intriguing to hear the similar stories
and imaginative stories and that’s what made the activity exciting.