Collaboration Train Station

Grade/Subject: Kindergarten/Grade 1 Math/Art Time: 12:45-1:25 Duration: 40 min.

Overview of lesson:

For this lesson, we will be doing the project all together as a group, step by step. This is to
develop students comprehension skills as well as patience. They will be cutting, folding, and
glueing to work on fine motor development. The final project will be numbered 1-6? So that
students can practice counting by placing the proper amount of toys in each car. Grade 1s will
be challenged with the task of creating the engine of the train and kindergartens should be
able to produce the carts that follow. We will all sit together in a circle, on the carpet, so that
all students can see the directions and I can watch that they are all on task. Putting the train
all together by joining each other’s creations will support unity and peer collaboration.

Program of studies (Goals and Objectives (Maximum 3 each) Be attentive to the terminology of the
Program of Study you are using.)

GLOs/GLEs SLOs/SLEs

1. Develop number sense 3. Relate a numeral, 1 to 10, to its respective

quantity.
4. Represent and describe numbers 2 to 10,
concretely and pictorially.

Critical and Lesson Guiding Questions

(These guide the lesson, can be used for formative assessment and are lead-ins for pedagogical
discussion with students) A lesson can have several guiding questions.

What does a steam engine train look like?

Can students collaborate to build a paper train?
Can students place the correct amount of toys in each car to display their understanding of
numbers?

Learning objectives Teaching Strategies

Students will… Modeling-How to creates the train

● Follow directions
● Cut/fold/glue Experiential learning-Students will follow
● Practice counting directions to create their own train cars
● Practice patience

Differentiation Accommodation Modification

(Example an alternative way for (Example: If a student has a (Example: Student has been
a student to receive information hearing impediment) identified with a learning
or engage with a lesson.) challenge such as dyslexia)

Sitting all together in a circle Grade 1s will be given the

on the carpet so that all more challenging task to
students can see encourage them to push/trust
instructions and I can watch in their abilities
all of them

Assessment

Formative (Example: Observation/Anecdotal, Student/Teacher conferencing, check list etc..)

Can students work together to create a train

Are students paying attention? On task?

Summative

Preparation

● Create a practice eversion of the train to show the students

● Print out templates
● Bring glue and scissors over to the carpet
● Make sure to add line to number 3 on grade 1s part
● https://www.youtube.com/watch?v=nyujtjhfdP0
Material and equipment (Art supplies, manipulatives, smartboard, online whiteboard etc…)

● Construction paper
● Glue sticks
● Scissors
● Marker to write the number?
● Different toy counters to place inside cars

Lesson Procedure

Introduction (~10 min.) (Description of Hook/Attention Grabber; Expectations for Learning and
Behavior; Transition to Body, etc.)

What we’re doing (5-7 min.)

● Today were going to work together to create our own strains that we can use as
counters later on in math class
● Tell students that today were going to do a listening challenge
● I’m going to give you directions and you’ll all have to follow the steps one by one to
create your own train car.
● Stress importance of listening closely and paying attention so that you don’t miss any
steps
● Show them the train template and explain that
○ Dotted lines mean you cut them and
○ Normal lines mean you fold on them
○ The shapes just get cut out
● Tell the students that the grade 1s have a more difficult task than the kindergarteners,
because they are older and they need to be challenged.
● It is their job too make the engine part that pulls the train along.

● Pass out templates

● Remind on importance to not cut until I tell them to
● Tell them not to touch the materials in the middle until they need them
● Everyone will need their own scissors and glue stick

Body (~30 min.)

(Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each
section. Identify teaching strategies, organization of class etc. How and when are you using formative
assessment in your lesson?)

Following instructions (~20 min.)

● The trick to cutting the right lines first is following the numbers
● Who can tell me where number one is? (Kindergarteners)
● So we start by cutting the line that is labeled #1
● Put the wheels off to the side so you can count them off at the end
● What do you think we do next?
 ● Fold lines 2 and 3 then 4 and 5
● Cut 6,7 , 8 and 9
● Then put glue on flaps 10, 11, 12 and 13.
● Can someone tell me what that little word says?
● Fold over front of end pieces to create a small box
● Hold tightly to dry the glue
● Then use scrap paper to cut out a square

● Have each student write a different number on their car

● Go around and number them off and make sure they all know their number
● Write your number with a pen
● Glue your number onto the side of your train car

● Then glue on the connecter piece (help to make sure it's in the right spot)
● Hold to let dry
● Cut out wheels one by one
● Glue them on the sides of your car

Grade 1s (extra 5-10 min. ?)

● Grade ones need to cut out the other piece they were given
● Cut dotted lines and fold straight lines
● Engine car goes on the top of the back of the car
● Smoke stack goes in front of it
● Glue other pieces on to top of car and smoke stack
● Glue on windows

Counting with the train (5-10 min.)

● When everyone is done, check to make sure connectors are glued on properly
● Then, ask students to put their cars on their trains one by one
● Let them all drive the train.
● Ask them all to choose the right amount of counters to put in their train car
● Add them in one by one
● Ask different students to put the right amount of counters in each box
● In their groups, they can practice putting different kinds of counters in each box
● Place different bowls of counters in the middle
● Ask questions like : Put 3 dinosaurs in the 3 car, put 5 bugs in the 5 car

Closure (5-7 min.) )(~2:00)

(Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.)
Clean up (5 min.)
● Ask students to collect all the little scraps of paper and put them in the recycle
● Put away scissors and glue
● Put away counters
● Place train on the side cupboard

Reflection : How did it go? What should you change? What did you forget?