Transportation

SOCIAL STUDIES:
TRANSPORTATION
T.E.K.S. 113.2 (K.14) The student understands ways in which technology has changed
how people live.
Area: Transportation
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OBJECTIVE TEACHING ACTIVITIES
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1. Student will identify modes of 1. Ask a student to take a book from one place
transportation for moving people in the classroom to another. Then ask the
from place to place. class what the student did (carried a book).
Explain that another way to describe the
action is to say, “The book was transported”.
Write “transportation” on the chalkboard
and tell the students that they will be
learning many things about transportation.
Ask them to think how they were
transported today. Name ways that people
move about the community.
2. Locate pictures of a bicycle, car, bus, taxi,
van, and people walking. Place pictures in
front of the class and ask:
a. How are a car and taxi alike? How are
they different?
b. Which forms of transportation have
motors? Which do not have motors?
c. Why do schools use buses instead of
cars for transporting children?
d. Tell advantages/disadvantages of
different forms of transportation for
carrying people and products.
3. Make a mural of the school and children
arriving using different forms of
transportation.
4. Use pasta wheels and create vehicles as an
art project.
5. Read the story, Big Red Bus.
6. Arrange for students to ride in a taxi during
Community Based Instruction.
7. See attached activities.
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RESOURCES/MATERIALS
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Kessler, Ethel. Big Red Bus,
Doubleday, 1957
“Community Awareness”,
McMillan Early Skills Program
E-1
how people live.
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2. Student will identify and describe 1. Make a picture, collage or mobile of

walking, bicycles, automobiles, different types of land transportation.
trucks, trains, and buses as forms 2. Repeat activity #1 for water and air
of land travel. transportation.
3. Make a list of all the items that are delivered
to the school and find out how they are
delivered.
a. Mail
b. Food
c. Cleaning supplies
d. Library books, films
e. Bandages, medical supplies
f. Paper and pencils
g. Gym equipment
h. Musical instruments
i. Textbooks
4. Take a walk or observe traffic as it passes
the school. Identify as many different trucks
or vans as possible. Examples are:
a. Gas truck
b. Laundry van
c. Mail truck
d. Dump truck
e. Pick-up truck
f. Cattle truck
g. Semi-truck
h. Cement truck
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RESOURCES/MATERIALS
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Pictures of land vehicles
E-2
how people live.
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3. Student will identify and describe 1. Make a paper glider plane and have the
airplanes and helicopters as air travel. students watch as it glides in the air across
the classroom. Ask the students to think
about other objects that fly.
2. Display model airplanes (use pictures, if no
models are available).
a. Private airplanes
b. Jets
c. Ski planes
d. Sea planes
e. Cargo planes
f. Passenger planes
g. Gliders
h. Helicopters
3. Have the students locate pictures of different
planes and place them on a collage.
4. Read books relating to air transportation,
i.e., The Big Red Book of Planes and The
Big Book of Helicopters.
5. Think about the differences between
airplanes and helicopters. Look at the
propellers (rotors). Note that on most there
are two sets, one overhead and one on the
tail, to balance the helicopter. Ask students
why it would be easier to use a helicopter to
lift people from a life raft? Think about the
advantages of flying straight up and down.
Explain that helicopters do not need
runways.
6. Visit an airport.
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RESOURCES/MATERIALS
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Model airplanes
Pictures of forms of air transportation
Zaffo, George. The Big Book of Planes,
New York: Grosset and Dunlap, 1966
Knight, Clayton. The Big Book of Helicopters,
New York: Grosset and Dunlap, 1963
E-3
how people live.
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4. Student will identify and describe 1. Place a pan of water and a box of objects
boats and ships as means of water (some of which will float) on a table in front
transportation. of the class. (This also could be used in a
learning center.) Ask the students to sort
objects into two piles, those that float and
those that sink.
2. Discuss how air makes objects float.
Demonstrate by using a small bottle with the
lid screwed on tightly. Show that the bottle
contains air which is lighter than water. The
bottle should float. Take the lid off the
bottle and watch what happens as the bottle
fills with water. Demonstrate with a piece
of aluminum foil. Wad a piece in a ball so
tight that it won’t hold air and the ball will
sink. Then take a piece of aluminum foil
and turn the edges up to make a tray-like
piece. This will hold air and stay afloat.
3. Discuss ways people can stay afloat and
travel across the water. Examples are
swimming, air-filled rafts or crafts designed
to stay afloat (boats, ships). Display
pictures of various boats or ships (e.g.,
----------------------------------------------------------- rowboats, canoe, tugboat, fishing boat,
RESOURCES/MATERIALS lifeboat, sailboat, ferryboat, cargo ship,
----------------------------------------------------------- submarine, warship, houseboat, barge,
Lewis, Edward V. and O’Brian, Robert aircraft carrier, tanker, luxury liner and
Ships, Life, June 1970 motorboat. Show students the book, Ships.
Shortall, Leonard, Davey’s First Boat Encourage vocabulary development by
Morrow, 1963 labeling and describing each of the crafts.
Young, Marian, If I Sailed a Boat 4. Read a story:
Lothrop, 1971 a. Davey’s First Boat
Lenski, Lois. The Little Sailboat b. If I Sailed a Boar
Walch, 1973 c. The Little Sailboat
Molarsky, Osmond, Piper, the Sailboat d. Piper, the Sailboat That Came Back
That Came Back 5. Think about how boats move and list the
N. Y. Graphic, 1965 ways. Examples are wind, paddling,
Items as specified in activities rowing, motors and engines.
4. Teach songs related to boats:
a. “Row, Row, Row Your Boat”
b. “Michael Row the Boat Ashore”
E-4
T.E.K.S. 110 (K.5) The student demonstrates knowledge of concepts of print.
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5. Student will learn the meaning Refer to Personal Health Care-Safety

of basic traffic signs in the
community. 1. Develop flash cards showing basic traffic
signs and explain each one. Tell where the
sign might be located and the message it
conveys.
2. Through dramatic play, set up a community
and have students hold up traffic signs at
various locations. Walk through the
“community”, stopping at each sign and
telling the message of the sign.
3. Encourage discussion about the ways signs
keep people safe.
4. Involve the students at a “safety town”
exhibit, such as “Safety City”.
5. Invite a safety officer to the classroom to
discuss traffic safety. Show a safety video.
6. During Community Based Instruction, walk
to several destinations in which the students
must use traffic lights and signs. Repeat
what each color/sign means as students
listen and observe. After several times,
begin to ask the students what each means.
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RESOURCES/MATERIALS
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Basic traffic sign flash cards
Safety officer
Safety video
“Safety Town” exhibit
E-5
T.E.K.S. 115.5 (3.2) The student recognizes and performs behaviors that reduce
health risks throughout the life span.
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6. Student will become familiar with Refer to Personal Health Care-Safety

pedestrian safety rules.
The following rules/procedures should be discussed,
demonstrated and practiced:
1. How to walk on sidewalks, rather than on

yards.
2. How to walk over barriers (i.e., puddles,
curbs, etc.).
3. How to maneuver a wheelchair safely.
4. How to cross streets, driveways, and parking
lots by stopping and looking both ways
before crossing.
5. How to observe and respond to safety signs
( “Walk”, “Don’t Walk”, traffic lights)
6. How to maneuver a supervised/unsupervised
crosswalk.
7. The importance of walking with someone
else.
8. The importance of walking specific routes
regularly.
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RESOURCES/MATERIALS
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E-6
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7. Student will become familiar with Refer to Personal Health Care-Safety

traveling by bicycle.
1. Discuss some of the hazards a bike rider is
likely to encounter (i.e., automobile traffic,
curbs, sewer grates in the road, loose gravel,
low hanging branches and potholes).
Discuss how a careful rider can avoid these
dangers.
2. Contact the local law enforcement agency to
obtain pamphlets that stress bicycle travel
and information on bike registration. The
American Automobile Association also has
excellent brochures on this subject.
3. For any students capable of riding bikes,
ride with them to various instruction sites
(e.g., library, park, post office, etc.).
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RESOURCES/MATERIALS
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American Automobile Association
Safety pamphlets
E-7
T.E.K.S. 115.4 (2.2) The student understands that safe, unsafe, and/or harmful behaviors
result in positive and negative consequences throughout the life span.
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8. Student will identify and follow 1. Invite the district’s transportation supervisor
school bus rules. to speak to the class about school bus
regulations. Explain that the students need
to know why specific rules are necessary.
2. Review the information provided by the
speaker. List the important facts on the
chalkboard.
3. Arrange for the use of an empty school bus
in the parking lot. Have the students
practice the following procedures:
a. How to board the bus.
b. How to use an emergency exit.
c. How to behave appropriately.
d. How to utilize seat belts appropriately.
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RESOURCES/MATERIALS
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E-8
SOCIAL STUDIES:
TRANSPORTATION
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1. Student will expand his/her knowledge Activities or experiences within the community
of pedestrian safety rules. should include:
1. Continued practice with “Walk”, “Don’t

Walk” signs.
2. Experience with double lanes, boulevards,
median strips, busy intersections.
3. Experience walking through parking lots.
4. Refining traffic judgement skills ( how far
away does a car have to be before it is safe
to cross, etc.).
5. Experience with crossing driveways and
alleys
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RESOURCES/MATERIALS
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M-1
T.E.K.S. 110.2 (K.5) The student demonstrates knowledge of concepts of print.
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2. Student will identify traffic signs Provide students with information regarding the
by shape. identification of traffic signs.
1. Diamond-shaped signs signify warning.

2. Rectangular signs control drivers’
movement or contain guidance information.
3. Octagon signs mean “STOP”.
4. Inverted triangle signs mean “YIELD”.
5. Pennant-shaped signs mean “NO
PASSING”.
6. Round signs warn of a railroad crossing.
7. Pentagon signs show the presence of a
school.
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RESOURCES/MATERIALS
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Traffic signs
M-2
T.E.K.S. 113.2 (K.17) The student uses problem-solving and decision-making skills,
working independently and with others, in a variety of settings.
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3. Student will receive exposure to During Community Based Instruction, students

public transportation. should be taught to:
1. Assume responsibility for having money or

bus ticket before leaving school.
2. Locate a bus stop, wait patiently, and enter
through the front of the bus.
3. Have specific change or bus pass readily
available to deposit in the machine upon
boarding the bus or to show the driver; ask
for a transfer, if necessary.
4. Locate a seat and sit with belongings on lap.
5. Recognize specific stop or destination and
pull the bell or touch the bar at the correct
time.
6. Demonstrate departure skills (i.e., exiting
quickly through the rear door).
7. Demonstrate socially appropriate bus
behaviors.
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RESOURCES/MATERIALS
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M-3
T.E.K.S. 113.4 (2.16) The student understands how science and technology have
affected life, past and present.
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4. Student will use public transportation 1. Obtain a city bus schedule and determine
to travel to a specific, predetermined an appropriate route relative to each
destination. student’s needs.
2. Construct a Bus Cue Card (3” X 5”,
laminated) indicating bus number and
destination to show in case of confusion.
3. Identify permanent landmarks to assist
students in knowing when to get off the bus.
4. Have students develop a walking route from
the bus stop to the designated location.
5. As more independence is developed,
decrease the prompts and proximity of the
instructor. Eventually, the instructor may
follow the bus in his/her car or meet students
at the point of destination.
6. As the last step, if students are going from
school to work, have them call the school
when they arrive at work.
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RESOURCES/MATERIALS
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City bus schedule
Bus Cue Card
M-4
SOCIAL STUDIES:
TRANSPORTATION
T.E.K.S. 113.2 (K.11) The student uses problem-solving and decision-making skills
working independently and with others in a variety of setting.
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1. Student will utilize bus, train, and 1. Prepare for the lesson by obtaining samples
plane schedules appropriately. of plane, bus and train schedules. Allow
students to examine the material.
2. Define the terms “arrival” and “departure”
(e.g., “When does the first train leave for
Los Angeles?” “When will it arrive?”
“How much time will you spend on the
train?”).
3. Identify each part of each schedule. Have
students practice locating arrival and
departure times on the schedules.
4. Define the terms “on time”, “delayed”,
“early”, and “cancelled”.
5. Give each student the opportunity to
demonstrate an understanding of
transportation schedules by responding to a
prepared list of questions.
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RESOURCES/MATERIALS
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Bus, train and plan schedules
Airline schedules on World Wide Web
H-1
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2. Student will develop transportation 1. Student should be able to recognize when

problem-solving strategies when he/she is lost.
riding public transportation. 2. Student should also be able to communicate
any needs for assistance when unable to
locate a bus stop.
3. Student needs to determine what to do if
he/she misses the bus stop (if the stop is
“long gone”, he/she should tell the driver
and ask for directions; or if the stop has
“just” passed, he/she should immediately
pull bell or touch the buzzer).
4. If the bus is not on scheduled time, student
should learn to return to their original
location and inform someone or wait for the
next bus.
5. Student should quickly recognize if he/she
has boarded a wrong bus and should notify
the driver immediately.
6. Student should wait for the next bus or
attempt to seek help from a nearby store, gas
station or restaurant.
7. Student should carry a back-up
communication system (card listing
pertinent bus schedule information and
points of destination).
8. Encourage student to have phone money
and phone numbers in his/her possession at
all times in case he/she becomes lost.
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RESOURCES/MATERIALS
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H-2
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3. Student will utilize a taxicab. Students should be instructed to:
1. Locate a phone number for a local cab

company in a phone directory.
2. Call for a cab and provide the address for
pick up.
3. Be aware of the time factor involved in
waiting for a cab to arrive. Ask for the cab
at an approximate time.
4. Ask for an approximate cost of the trip to
the destination.
5. Wait for the taxi where he/she can see the
cab, with all belongings, money and
destination information.
6. Signal the cab on arrival.
7. Enter the back seat of the cab.
8. Close/lock door and fasten the seatbelt.
9. Put belongings on the lap or seat.
10. Give the driver the destination information.
11. Converse politely, but not personally.
12. Pay cab fare. Include a 10% tip for the
driver.
13. Depart the cab with all belongings.
14. Close the door.
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RESOURCES/MATERIALS
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Telephone book
H-3
T.E.K.S. 122.62 (6) The student utilizes effective environmental resources
management practices.
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4. Student will become familiar with 1. Invite persons who share transportation to
car-pooling. discuss the advantages and disadvantages of
car-pooling with the class.
2. Discuss how car-pooling can be arranged
(i.e., calling the phone number at car-pool
parking lots, making arrangements with a
fellow worker, etc.).
3. Have students practice making arrangements
by considering necessary information, i.e.
a. Work location
b. Work hours
c. Expense involved
d. Compatibility
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RESOURCES/MATERIALS
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H-4
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5. Student will make reservations 1. Make a list of necessary information in

for and obtain an airline ticket. order to obtain an airline ticket. This can
include:
a. Destination.
b. Date of departure.
c. Date of return.
d. Time of departure.
e. Time of return.
f. Number of people traveling.
g. Cost of the flight.
h. Flight number
2. Have each student plan an airplane trip. Ask
each to write down pertinent information on
a check sheet.
3. Pretend that the class will take a weekend
trip to a distant location. Obtain travel
posters, schedules, and other materials from
a travel agency. Discuss the procedures one
would follow to complete trip arrangements:
a. Obtain information about schedules and
the cost of a ticket.
b. Buy a ticket.
c. Travel to the airport at the correct time.
d. Carry luggage to the ticket counter.
e. Give the ticket and luggage to the
airline agent and listen for the gate
departure number. Look at the seat
number the agent put on the ticket.
f. Walk to the gate through the security
checkpoint.
g. Wait until the flight is called.
h. Board the plane, go to the assigned seat,
and fasten the seatbelt.
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RESOURCES/MATERIALS
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Items as specified in activities
H-5
T.E.K.S. 122.62 (C.1) The student utilizes the decision-making process to enhance
the quality of life.
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6. Student will demonstrate knowledge 1. Make a list of procedures to follow if one

of procedures to follow after witnesses an accident.
witnessing or being involved in a. Stop.
an accident. b. Take action to avoid further damage by
setting up flares or signals.
c. Render only that first aid which one is
qualified to administer.
d. Call for help (i.e., police, ambulance).
e. Cooperate with the authorities.
f. Exchange the information on
registration and driver’s license, license
plate number, and name of insurance
company.
g. Obtain the names, addresses, and phone
numbers of drivers, persons injured,
passengers and witnesses of the
accident.
h. Do not leave the scene of the accident,
other than to secure emergency help,
until given permission.
i. Report time and location of accident,
year, make and model of cars involved,
extent of damage to both cars, extent of
injuries, detailed description of the
accident, and other pertinent
information to the insurance company
and police, if they have not already
investigated.
2. Review these procedures frequently.
Provide students with a series of
hypothetical situations and ask them to
identify the procedures to follow in each
different situation.
3. Contact the Department of Public Safety to
get videos or ideas related to witnessing an
accident.
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RESOURCES/MATERIALS
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Department of Public Safety
H-6

Transportation

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SOCIAL STUDIES:

2. Student will identify and describe 1. Make a picture, collage or mobile of

5. Student will learn the meaning Refer to Personal Health Care-Safety

6. Student will become familiar with Refer to Personal Health Care-Safety

1. How to walk on sidewalks, rather than on

7. Student will become familiar with Refer to Personal Health Care-Safety

1. Continued practice with “Walk”, “Don’t

1. Diamond-shaped signs signify warning.

3. Student will receive exposure to During Community Based Instruction, students

1. Assume responsibility for having money or

2. Student will develop transportation 1. Student should be able to recognize when

3. Student will utilize a taxicab. Students should be instructed to:

1. Locate a phone number for a local cab

5. Student will make reservations 1. Make a list of necessary information in

6. Student will demonstrate knowledge 1. Make a list of procedures to follow if one

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