Busy Buses and Taxis - Alberta Distance Learning …...88 Early Learning Day 3 † Busy Buses and Taxis Module 4 Activities Teaching Tip While singing the following song, adapt the

Busy Buses and Taxis • Day 3

83 Module 4Early Learning

Day 3Busy Buses and Taxis

Buses and taxis keep busy transporting passengers to where they want to go, just like you and your learner keep busy learning everyday in everyway.

A bus is a large vehicle with a powerful engine and many seats for passengers. Buses carry people around cities and towns, into cities from the countryside, or from one city to another. Buses are an effective, inexpensive way to get around, especially for people who do not have a car and live far from a railroad or subway. Buses carry lots of people all at once, and they help to keep the roads from getting too crowded.

A taxi is a car with a driver whom you pay to take you where you want to go.

It’s time to get on board this day’s learning bus or hail a learning cab. There will be many exciting and interesting stops along the way.

84 Early Learning

Day 3 • Busy Buses and Taxis

Module 4

Calendar Time • novelty pointer • calendar resources as

required

Math Time • clipboard with blank paper

and pencil

Music and Movement • Music and Movement in the

Classroom resource

Sharing Time • several large pieces of poster

paper

Letter and Word Time • My Transportation Book (from Day 1)

Project TimeProject Choice 1 • Safety Bus by Donald Crew • clipboard with paper and

pencil • various colours of

construction paper

Project Choice 2 • ingredients for baking a

cake • round and square cookies • icing sugar, food colouring,

and candies

Learning Centre Time • chosen resources as required

Story Sharing Time • variety of chosen books • The Adventures of the Taxi

Dog by Debra and Sal Barracca

• The Wheels on the Bus by Paul Zelinsky

• Taxi: A Book of City Words by Betsy and Giulio Maestro

• Big Yellow Taxi by Ken Wilson-Max

What You Need Today



ActivitiesTeaching Tip

Calendar Time

Time recommended: fl exible

After identifying the month and season, record today’s date, the weather, and any upcoming events on the calendar.

Review the important dates your learner placed on his or her calendar. Point to a special date and ask your learner the following questions.

What special event is happening on this day?

On what day does this event happen?

On what date (calendar number) is this event?

How many days until this event?

Be sure to wait after each question for your student’s response. If your student experiences diffi culty answering a question, guide him or her with more questions or clues rather than giving the answer too quickly.

ActivitiesCalendar Time

S M T W T F S1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

November 20XX

24

Winter

13 4 5

26 7 8

5

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Module 4

Using a novelty pointer, have your student point to each day of the week across the top of the calendar and say its name.

Next, shuffl e the Days of the Week Cards and ask your learner to place the cards in order, beginning with Sunday. After the cards are in order, take turns switching the position of two Days of the Week Cards; for example, move Wednesday’s Card to Monday’s position and vice versa. While one of you is switching the cards, the other partner turns away from the cards.

Continue with this game for a few rounds.

Review what the day was yesterday by completing the sentence starter, “Yesterday was”. Have your learner place the correct card in the space to complete the sentence.

Ask your learner what day comes after the one placed in the yesterday sentence starter.

Encourage checking the calendar for this information.

Complete the sentence starters “Today is” and “Tomorrow will be”.

Sunday

MondayTuesday

Wednesday

Thursday

Friday

Saturday

Thursday

Today is

Yesterday was

Tomorrow will be



Math Time


Today your learner will explore more patterns, but rather than using objects or pictures to create a pattern, your student will follow a routine or pattern of body movements.

Let’s

• perform several body movements a chosen number of times from one to ten

• observe and tally various kinds of vehicles in your neigbourhood

To explore a chosen number of body movements, your learner will play a game called, “The People on the Bus Can….”

Begin by modelling movements that use the hands such as tapping your shoulders three times or tapping your head twice.

Continue to take turns doing other chosen number of movements to 10, including clapping, sitting, jumping, and hopping.

ActivitiesMath Time

6 542

1

3

...reach up high three times ...

... reach up high three times ...

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Module 4

ActivitiesTeaching Tip

While singing the following song, adapt the words to match the movement, body part, and number. It may be necessary to model the movements slowly for your student to follow.

The People on the Bus Can …(Sung to the tune of the “Wheels on the Bus”)

The people on the bus can tap their shoulders three times,

Tap their shoulder three times,

Tap their shoulders three times.

The people on the bus can tap their shoulders three times,

As they ride down the road.

Movement is a kind of communication, a combination language of the body, the senses, and the emotions.

Educators of young children have suggested that movement is a child’s sixth sense and that it plays a vital role in his or her sensory explorations. Including movement with the other fi ve senses enhances your child’s ability to learn.



Continue with the following Home Instructor’s Script.

When we were playing the game, did we need to watch each other carefully to follow the numbered movements correctly?

We were being very observant.

Why is it important to notice things carefully?

Discuss why paying attention to the world around you is important.

Weather permitting, go on a neighbourhood walk. Take a clipboard with blank paper and a pencil attached for tallying the different kinds of vehicles that you see on your walk. An example is shown below.

If the weather is not suitable, postpone this activity for another day, or you may be able to look out your window at the traffi c.

When you return from your walk, discuss your observations and review why being observant is important, especially when crossing the road.

Cars

Trucks

Buses

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Module 4

Print this page.

Music and Movement


Sing the song “The Wheels on the Bus” and do the accompanying actions. Have fun creating other verses and actions. Encourage family and friends to join in the fun.

You will

• sing, in tune, many action songs • experience singing alone and with others

ActivitiesMusic and

Movement Time

The Wheels on the Bus

The wheels on the bus go round and roundRound and round , round and round

The wheels on the bus go round and roundAll around the town.

Other possible verses could be as follows:

The horn on the bus goes beep, beep, beep…The doors on the bus open and close…

The windows on the bus go up and down…KINGSBU

RY



Print this page.

Noted below are a few other songs that your student may be interested in learning and acting. Sing the songs a few times substituting other actions, sounds, places, and vehicles such as taxi, car, and truck as necessary.

Stop and Go(sung to the tune of “Mary Had a Little Lamb”)

The bus is going down the street,

Down the street, down the street.

The bus is going down the street,

But now it has to STOP!

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Module 4

Taxi Cab(sung to the tune of “Twinkle, Twinkle Little Star”)

Taxi cab goes down the street.

Hear its horn go, “Beep, beep, beep.”

Driving fast and driving slow,

Takes us where we want to go.

Taxi cab goes down the street.

Hear its horn go, “Beep, beep, beep.”

Print this page.



Bus, Bus

Bus, bus will you stop for me?

Bus, bus will you stop for me?

I have money just for you.

Will you take me to the zoo?

Bus, bus, will you stop for me?

Turn to Lesson 20, “Listen and Move”, in the Music and Movement in the Classroom resource. This lesson helps reinforce today’s math activity when your learner needed to be observant and follow modelled movements.

This resource has been written for a classroom environment. As the Home Instructor, adapt the activities to accommodate your learning situation.

Print this page.

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Module 4

ActivitiesSharing Time

Sharing Time


Talk about different types of buses such as city buses, school buses, church buses, tour buses, and cross-country buses.

It’s time to talk about and list different kinds of buses.

Record information about each kind of bus. Explain any unknown words (such as route). Sample lists are shown below.

Post the list of various kinds of buses at the Block/Transportation Centre.

City Buses

- travel regular routes in the city

- passengers pay the fare

- stop at various locations where people can get on and off

School Buses

- take children to school and back

- stop close to each child’s house

Cross-country Buses

- carry people from city to city

- passengers must buy a ticket

- passengers go to a bus station to catch a bus



If you live in an area that has buses, you and your learner may want to ride a specifi c numbered bus to and from a chosen restaurant or place where you can eat a nutritious bag lunch.

Focus your young passenger’s attention on the time when the bus will arrive at the bus stop, the number of the bus, the cost of the fare, and the time it takes to travel to the chosen spot.

Whatever you decide to do for lunch,

eat healthy foods and enjoy your lunch together.

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Module 4

Letter and Word Time

Time recommended: 30 minutes

On Day 1, your learner completed the title page for a My Transportation Book. Today, you will guide your student to illustrate and label a car, a truck, and a bus page. Talk about the spelling of each word as you help your learner label each picture.

You will learn to be the author and illustrator of a book about various kinds of vehicles.

Place the My Transportation Book in the Celebration Folder for the addition of other labelled vehicle pictures on another day.

ActivitiesLetter and Word Time

A FBE

C D

catdo

can

MaterialsCelebration Folder



Project Time


Your student may choose to do one or both of the following projects.

Project 1: Bus Safety

From your local library, share with your youngster the book Safety Bus by Donald Crew. Then, guide your learner to arrange for a bus trip. Together with your learner, check his or her personal calendar for possible dates and discuss a suitable time. Also, check the bus schedule, route, and ticket cost. On your bus trip, take a clipboard with blank paper and a pencil attached to record special things.

While on the bus trip, point out some interesting features of a bus and talk about safety rules.

Upon returning home, encourage your student to cut out the bus stencil on the following page.

Next, provide your learner with sheets of various colours of construction paper.

ActivitiesProject Time

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Module 4

Instruct your learner to use the bus stencil to trace a few bus shapes on the coloured construction paper.

Provide your young safety inspector with safety scissors to cut out the bus shapes. Help your student as necessary. Then, guide your learner to cut out doors, several windows, and wheels from coloured construction paper.

Review the bus safety rules and print one rule on each bus shape.


99 Module 4Early LearningPrint several copies of this page.

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Module 4



Project 2: Bus Cake

Use your favourite recipe or mix to guide your young baker in the making and baking of a loaf cake.

After the cake has had time to cool, have fun decorating it to resemble a bus. First, let your young cake decorator use a dull plastic knife to spread frosting on the top and sides of the cake.

Provide round chocolate sandwich cookies and small square cookies. Ask your youngster to arrange the round cookies along the base of the cake for wheels. Attach the square cookies along the sides for windows. Other details could be added with various colours of decorator icing and candies.

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Module 4

Learning Centre Time


As in previous days, be sure your youngster signs into his or her chosen centre(s).

Centre time is fun-fi lled learning through play activities. During this time, your learner has the opportunity to make choices, refl ect and practice what he or she has learned, explore topics of interest, and set learning goals.

Block/Transportation Centre

Today you, your learner, other family members, and friends may want to role-play a bus ride. This activity is fun for any child, but it is even more fun when family members and friends join in.

Together with your learner, arrange two rows of chairs and set an additional chair in the front of one of the rows for the driver’s seat.

Place a small box or a coffee can near the driver’s seat. Use plastic lids for bus tokens. Set up a bus stop sign near the door of the bus and attach a number sign for the number of the bus.

ActivitiesLearning Centre Time

Sign-In

___________________________

Mascot



Have each rider drop a token into the box or coffee can when boarding the bus. You may want to have some transfer tickets available as well.

Take turns role-playing the bus driver and singing several verses of the song “The Wheels on the Bus”.

Encourage each rider to talk about where the bus is taking him or her, what landmarks will be seen along the way, and what will happen when the rider gets to the chosen location.

Art and Craft Centre

At this centre, your young artist may want to continue use various materials to complete a vehicle or create other chosen vehicles.

Your student may also be interested in drawing or painting a transportation picture.

1

Bus5

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Module 4

Letter and Word Centre

Your learner may want to continue to record stories about imaginary trips in a special vehicle. Where would your learner like to go? Having a globe or atlas handy would enhance the experience. Who would come along? What supplies would your young writer like to bring? Have your student illustrate the stories with drawings, travel brochures, or magazine pictures.

Another option is to continue creating licence plates from shoe boxes for other vehicles or doing other chosen writing activities.

The licence plate could have random letters or numbers or be personalized with your learner’s name or a cute saying. If your student is not yet ready to print, he or she could use letter or number sponges to make prints on the box lid. Your

child could also cut large letters or numbers from magazines or newspapers and glue the letters or numbers to the lid. Just for fun, attach the fi nished licence plate to a riding toy.MY CAR



Library Centre

Display and store books from the list of Additional Resources at the front of this module along with your emerging reader’s favourites or special interest books.

Encourage your student to choose from this selection of books at Story Sharing Time.

Math Centre

Your student may be interested in pursuing some personal mathematical goals, or he or she may be interested in playing a Pay the Fare Game.

To make the game, locate an empty margarine tub or coffee can with a lid. Cut a slit in the centre of the lid and snap it onto the container. Make numbered cards from 1 to 10. Provide real pennies to fi t through the slit in the

top of the container.

To play the game, explain to your young player that when a person gets on a bus or takes a taxi, he or she

must pay a fare. Show your learner the container, the pennies, and the numbered cards. Place the cards face down on the table. Take turns choosing a card, counting out the corresponding number of pennies, and placing them in the container to pay the fare.

1

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Module 4

Story Sharing Time


Buses transport many passengers to and from places in cities or towns. Taxis transport only a few people from one urban location to another.

If you have not already done so, travel to your favourite library or bookstore and pick up some of the following books to share. • The Adventures of the Taxi Dog by Debra and Sal

Barracca • Big Yellow Taxi by Ken Wilson-Max • The Wheels on the Bus by Maryann Kovalski • The Wheels on the Bus by Paul Zelinsky • Taxi: A Book of City Words by Betsy and Giulio

Maestro

ActivitiesStory Sharing Time

You did it, you have completed Day 3!

Documents

Busy Buses and Taxis - Alberta Distance Learning …...88 Early Learning Day 3 † Busy Buses and Taxis Module 4 Activities Teaching Tip While singing the following song, adapt the