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LEARNING CENTER STANDARDS ADDRESSED

DRAMATIC PLAY: Have students take on the role of certain jobs in  Language and Literacy>Reading>Reading Comprehension: Demonstrate
transportation (i.e. train conductor, flight attendant, bus driver, etc). an understanding of the differences between fantasy and reality. [Anna
[Anna Crowell] Crowell]

Set up an area where students can pretend they are pilots or other
important roles that would be necessary within an airport. Use phones
as tools for communication. (Melisssa Leiden)

ART: Can make personal mode of transportation with recyclables,  Approaches Towards Learning>Creativity>Innovation and Invention: Use
painting with wheels, toy cars following map and paint can show imagination and creativity to interact with objects and materials. (Sophia
where they drove (Sophia Locker) Locker)

Make different trail signs that indicate direction using sticks or rocks.
Use different recyclables to have students create their own vehicles.
Draw on maps using different materials (Melissa Leiden)

WRITING: ​Navigation vocabulary (copying words), making road signs,  Language and Literacy>Writing>Writing Process: With modeling and
“Modes of Travel” journals (Melissa Stroebel) support, demonstrate letter formation in “writing.” [Anna Crowell]

SCIENCE & DISCOVERY: Students will be going on a treasure hunt on
the playground. Students will make predictions on where they think
the treasure is located. Next, students will be given a treasure map
that they will use on the outside playground. The map will tell
students where to start and from there the map will tell the students
to take 5 steps north, then 10 steps west, etc. until the very last
instruction which will then land the students to where the treasure
chest is located. Students will use a compass to know which way is
north, south, east, and west. Students will then see how close the
treasure was to their predicted location. (Hanna Zernich).
Cognition and General Knowledge:
Make predictions (Hanna Zernich)
With modeling and support, explore the position and motion of objects
(this is with the compass and how placement of the compass changes the
direction in which one is going; north, south, east, and west). (Hanna
Zernich)
Approaches Toward Learning:
Develop, initiate and carry out simple plans to obtain a goal. (Hanna
Making different ramps with materials that will affect the car's
acceleration and friction. (Melissa Leiden)
MATH: Measure distance or time vehicles travel with traditional and
nontraditional measuring tools (Brigid Phelps)
Compare the speed and distance times of different modes of
transportation. (Anna Calvaruso)
BLOCKS: Using loose wheel parts, and seeing how they move onto the
carpet. Implementing learning specific blocks used for movement.
Incorporating building a medium size race track for students to place
their cars to see how fast it will go. Another idea with using blocks
would be using letter blocks. Students will be able to create specific
words such as dog, cat, mouse etc. This idea would influence letter
recognition, vocabulary, and ways to learn how to spell with a purpose.
One of the books we could use with students is titled “Alphabet Under
Construction”. This book demonstrates a great way for students to
learn about art with the specific terminology and how it is used in the
alphabet A-Z. (Brittany Cooper)
SENSORY TABLE: Use cars and outside materials in the sensory area to
compare a toy car's speed and accuracy when going over different
materials. (Jack Malkoski)
Fill the sensory table with different materials for students to
experience how vehicles move over different terrains. (Grace Butler)
Provide different terrain within the sensory table such as dirt, sand,
rocks, and water to have students investigate how these materials
Zernich)
Cognition and General Knowledge:
Describe and compare objects using measurable attributes (e.g., length,
size, capacity and weight). (Brigid Phelps)
Measure length and volume (capacity) using non-standard or standard
measurement tools. (Brigid Phelps)
Cognition and General Knowledge:Demonstrate understanding that
symbols carry meaning and use symbols to represent thinking such as
(drawing, construction or movement). (Brittany Cooper)
Approaches Toward Learning Knowledge: Seek new and varied experiences
and challenges (takes risks). (Brittany Cooper)
Language and Literacy Standard: Use language to communicate in a
variety of ways with others to share observations, ideas, and experiences;
problem-solve, reasons, predict and seek new information. (Brittany
Cooper)
Physical Well-Being & Motor Development: Regulate reactions to external
sensory stimuli in order to focus on complex tasks and activities. (Brittany
Cooper)
Social & Emotional Development. Demonstrate socially competent
behavior with peers. (Brittany Cooper)
Cognitive and General Knowledge; Physical Science; Explorations of
Energy; “With modeling and support, explore the position and motion of
objects.”
Physical Well-Being and Motor Development; Physical Well-Being; Safety
Practices; “Identify ways adults help to keep us safe.” (Jack Malkoski)
Strand: Motor Development Topic: Sensory Motor Standard: Use sensory
information to guide movement to accomplish tasks. (Grae Butler)
would react together. (Melissa Leiden)
READING/CLASSROOM LIBRARY: Read children’s literature such as Me
on the Map by Joan Sweeney to give an introduction to maps and their
purpose. (Jordan Martinez)
Have students read a book about cars, trains, planes, or other vehicles
that have to deal with navigation (Melissa Leiden)
COMPUTERS: Students will use google images to create a map of a
place they are familiar with. For example a student might make a map
of their house. Students can include images of where their couch is,
their bedroom, and so on. Afterward all of the students will print off
their map and share it with the class. (Hanna Zernich)
LISTENING CENTER OUTDOOR ACTIVITIES: Airplane runway, road/trail
signs to make a path, sand toy vehicles, laminated playground map,
making an obstacle course (Melissa Stroebel)
SONGS/MUSIC/MOVEMENT: Students will discuss and explore various
modes of transportation and the sounds that go along with it. They
will then navigate the different areas outside while acting out body
movements and making the sounds that go along with it (a car and its
horn, a boat and its propeller, set of skis can be shown by mimicking
skiing, etc.) (Grace Gaspar and Mallorie Allan)
The students can listen to the song Wheels on the Bus and the
students can follow along and do the correct movements. (Mary
Castelli)
Students can listen to songs that require them to perform actions like
Cognitive and General Knowledge: Social studies (geography):
“Demonstrate a beginning understanding of maps as actual representation
of places.”
Language and Literacy:
Describe familiar people, places, things and experiences. (Hanna Zernich)
Use drawings or other visuals to add detail to verbal descriptions (Hanna
Zernich)
Physical Well Being → Motor Development: Demonstrate locomotor skills
with control, coordination and balance during active play (e.g., running,
hopping, skipping). (Melissa Stroebel)
Cognition → Geometry: Demonstrate understanding of the relative
position of objects using terms such as in/on/under, up/down,
inside/outside, above/below, beside/between, in front of/ behind and next
to. (Melissa Stroebel)
Cognition → Geography: Demonstrate a beginning understanding of maps
as actual representations of places. (Melissa Stroebel)
Motor Development: Balance + Coordination (Locomotor skills with
increasing coordination and balance)
Cognitive and General Knowledge: Symbolic thought (Participate
cooperatively in complex pretend play, involving assigned roles and an
overall plan)
Mallorie Allan + Grace Gaspar
Cognitive and General Knowledge: Symbolic thought (Mary Castelli)
The Cupid Shuffle or The Cha Cha Slide. This will allow students to
Strand: Creativity Topic: Expression of Ideas and Feelings Through the Arts
become more familiar with directional words and phrases. (Grace
Standard: Use self-selected materials and media to express ideas and
Butler)
feelings (Grace Butler)

Students can play Red Light, Green Light to help them learn more
Physical Well Being → Motor Development: Demonstrate locomotor skills
about traffic lights and how it is used in transportation. I will
with control, coordination and balance during active play (e.g., running,
introduce the topic and ask them what they already know. Play the
hopping, skipping) (Anna Calvaruso)
game where they are cars and I am the traffic light calling out either
red light, yellow light, or green light. After playing I will ask them
again what each light means. (Anna Calvaruso)

POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Pre-assessment and Language and Literacy> Listening and Speaking> Expressive Language:
check in during middle of lesson, and assessment at the end (ex. What Use language to communicate in a variety of ways with others to share
is navigation?), compare answers (Sophia Locker) observations, ideas and experiences; problem-solve, reason, predict and
seek new information. (Sophia Locker)