Big, Medium, or Little?

Objective:

Given a size sorting activity on the Smartboard, the student will sort different sized trains into the big/medium/little corresponding boxes independently with 100% accuracy, for 5 consecutive data points.

Materials:
  • SmartBoard
  • Pre-made Smartboard train activity
  • Pointer stick
  • Step platform for Smartboard
  • The Little Train by Lois Lenski

Pre-Requisite Skills:
  • The student must be able to utilize the pointer on the Smartboard and manipulate objects on the Smartboard

Procedures (Model/Lead/Test):
Initial Instruction (Model):
  1. The teacher will introduce the lesson to the children. She will say “Today, friends, we will be continuing our unit on trains. We have already learned that trains are a type of transportation that ride on tracks and take heavy loads to faraway places. We are going to begin by reading the book, The Little Train by Lois Lenski. In this book, you will see all different types of trains, big, medium, and little.”
  2. Read the book. Throughout the book, the teacher will ask students to identify the trains that are big, medium, and little.
  3. When finished, the teacher will begin the small group lesson on the SmartBoard. The SmartBoard screen will have 3 colored boxes labeled Big, Medium, and Little on a graphic organizer. There will be 9 trains at the bottom of the screen including 3 big trains, 3 medium trains, and 3 little trains. The teacher will say, “Friends, take a look at our SmartBoard. We have 3 boxes. The first box says Big, the second box is medium, and the third box is little. We learned while reading the book, that trains come in all sizes, some are big, some are medium, and some are little. We need to organize our trains and decide whether they are big, medium, or little. Watch, I will go first. Hmm… which train should I pick? This engine is BIG. It needs to go in the big box… Where is it? Here is it! Watch, the engine is big, so I will put it in the big box.”

Guided Practice (Lead):
  1. “Now, it is your turn to practice. I want you to help me get the rest of the engines the train and decide whether it is big, medium, or little. Take a look friends, this is a medium sized engine. Where should it go? We know that this engine is big and goes in the big box… CJ, this train is medium, which box does it go in? Yes, you are right! It goes in the medium box. Help me move the engine to the medium box. I would then choose each of the children to have one opportunity to move a train to its corresponding box.

Independent Practice (Test):
  1. “Friends, you are doing so well at sorting the sizes! I want to see if each of you can organize the engines by size, big, medium, and little. I want each of you to drag the parts of the train into the right order. I know you can do it!” Each child would then have the opportunity to move each train part into its corresponding box. Data will be taken as the student completes the tasks.

Evaluation:
As the students are completing the final portion of the independent practice, I will be completing the data sheet that lists the three sizes, as well as a column for a check mark if they complete the task correctly and independently for each of the 9 engines. I expect that each student will sort all engines into their corresponding box correctly and independently.

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