A Project-Based Learning Unit

on Transportation*Kathleen Crowe*

*Here We Go!

*Unit Summary*This unit will focus on the various modes of

transportation people use to move from one place to another. Students will be introduced to a variety of transport styles ranging from on the land, in the air, and on the water. They will learn why transportation is important relating to every day life as well as to the community as a whole.

*Students will also continue to develop their communication skills using alternative forms of communication to participate in language-based learning activities & contribute to a student-made informational book about a form of transportation of their choosing.

*Curriculum-Framing Questions

*Essential Question: How do people & things get moved from place to place?

*Unit Question: Why is transportation important?

*Content Questions:

*What is transportation?

*Where do we see transportation?

*What is transportation used for?

*Student Objectives &

Learning Outcomes

*Students will identify various forms of transportation that are common to every-day life.

*Students will understand the important functions of various modes of transportation that play important roles in every day life and in the community as a whole.

*Students will apply knowledge of various modes of transportation to life-like scenarios presented in a social story.

*Assessment TimelineBefore Project Work

Begins:Students Work On Projects & Complete Tasks:

After Project Work is Complete:

QuestioningIdentify various vehicles as named and their functions by an adult.Graphic Organizer-Double T-Chart:Sort modes of transportation into given categories- where they move or “work” (land, water, air)

Checklists

Baseline Assessment of each of these learning objectives:

-ID modes of transportation by name

-ID modes of transportation based on function

-ID where various modes of transportation move or “work”

Observation of unstructured play with toy vehicles- note how student uses various vehicles & if appropriate to true function.

Questioning:

Daily anecdotal notes on each student’s ability to answer questions embedded in learning activities, discussions, shared readings, & presentations.

Checklists

Progress Monitoring:Data collection from once weekly direct assessment of student knowledge of target skills (identify vehicles by name; identify vehicles by function; sort vehicles into groups based on where they work)

Checklist

Final Summative Assessment of main learning objectives

-Students will identify modes of transportation by name & function as named by an adult.

-Students will apply knowledge by determining what mode of transportation is appropriate for a given common scenario relating to its function.

Graphic Organizer- Double T Chart

Students will sort modes of transportation based on where they move or “work”- land, air, or water

*Our Project: Student-Made Informational Book

*Students will learn about transportation through direct instruction in one-on-one and small group settings; audio/video files; various books and materials.

*After introduction to various transport modes, students will be able to choose one type of transportation & create one page of a class book containing basic information about their chosen vehicle.

*Students will use alternative forms of communication to create their page of the class book. Alternative communication may include picture symbols and voice output devices as shown on the next slide!

*Expectations for each student are individualized based on specific ability levels.

* Information included on each page may include: physical attributes, function, where it is seen, who uses it, etc.

*Students will enjoy being able to look at a book they took part in creating & sharing their knowledge with peers and teachers!

*Alternative Forms of Communication

GoTalk 9+GoTalk 4Big Mac single switch

Example of Boardmaker

Picture Symbols