- roller coaster
Speaking and Listening/SL.PK.MA.2: Recall information for short periods of time and retell, act out, or represent information from a text read aloud, a recording, or a video (e.g., watch a video about birds and their habitats and make drawings or constructions of birds and their nests).
MA Draft STE Standards:
Physical Sciences/Motion and Stability; Forces and Interaction /PS2.B: Using evidence, discuss ideas about what is making something move the way it does and how some movements can be controlled. [Cause and Effect, Stability and Change]
Head Start Outcomes:
Language Development/Receptive Language: Attends to language during conversations, songs, stories, or other learning experiences.
Social Emotional Development/Self-Concept and Self-Efficacy: Identifies personal characteristics, preferences, thoughts, and feelings.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 12: Listen to, recite, sing, and dramatize a variety of age-appropriate literature.
Science and Technology/Physical Sciences 21: Explore and describe various actions that can change an object’s motion such as pulling, pushing, twisting, rolling, and throwing.
Watch Together: “Roller Coaster” #1 (BTL show)
STEM Key Concepts: A ramp or an inclined plane, is a surface with one end higher than the other; An object placed on an inclined plane will roll, slide, or stay put
ELA Focus Skills: Active Viewing, Speaking and Listening, Story Comprehension, Vocabulary
Before You Watch
Begin by having children imagine they are on a roller coaster. Say,
- Close your eyes and imagine you are zipping and zooming around on a roller coaster.
- Ask children to describe what it was like riding the roller coaster.
Then tell children that they are going to watch the video Between the Lions “Roller Coaster.” Say, Yesterday we read the book. Today we are going to watch a video of the same story.
- Explain to children that when they watch the video they will be able to hear how some of the words sound as the roller coaster zips and zooms around.
- Set a viewing focus for children by asking them to watch for and listen to the different ways the roller coaster moves along the tracks. Say, I wonder if the sounds you hear in the video will be the same as the ones you imagine a roller coaster makes.
As You Watch
Model active viewing by describing and acting out the actions and repeating featured words that describe the movements of the roller coaster.
- Pause the video and point out when the roller coaster is going fast and when it is going slow. Ask, Why do you think the cars are going fast here? (going down a hill) Why do you think the cars are going slow? (climbing up a hill) Why do you think the roller coaster is making the clickity, clackity sound going up the hill? (car was being pulled up the hill)
- Pause and remind children of the words zips, zooms, dips, and dives. Ask children to use these words as they describe what they see in the video.
After You Watch
Ask questions such as:
- What was your favorite part of the story? Let children act out their favorite parts of the story. Encourage them to use vocabulary from the story.
- Play back the scene where the operator releases the brakes and the cars jerk forward. Ask, Did you notice how the cars starting moving when the operator takes off the brake? What do you think a brake is? (something that makes a thing stop or slow down) Ask, Can you think of something else that has a brake to slow down or stop it? (bike, car, bus)
- Do you think you would like to ride on this roller coaster? Why or why not?
Adaptation: If young children have trouble concentrating during the video, show one part and return later to view the rest. Discuss what has happened thus far to refresh memories.