1.

Lesson Title: Social Studies/ Transportation

Angela DiMaio, Courtney Enyedy, Bryn Lynch
Grade Level and Activity time: Kindergarten/50 Minutes
https://www.youtube.com/watch?v=Lrd0TiER_J0 - hot air balloon song

2. Academic Subject Objectives:

1. Students will be able to list verbally and identify three different types of air transportation
which are a hot air balloon, airplane, and helicopter using the ITC.
2. Students will be able to describe where each type of air transportation lands and departs
from; airplane is on the runway, helicopter is on the helipad, and hot air balloon is on the
ground.
3. Students will be able to demonstrate the tempo of the song “Up, Up, Up!” by patting their
laps.

3. Academic Subject Vocabulary:

1. Air Transportation - The movement through the air of living and non-living things for
both work and fun.
2. Ballooning - The sport or pastime of flying in a balloon.
3. Helipad - A private landing area specifically for helicopters.
4. Runway - The strip of land that an airplane takes-off and lands on.

4. National Standards:
1. MU: Cn11.0.2a: Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied contexts, and daily life.
2. MU:Pr4.3.Ka: With guidance, demonstrate awareness of expressive qualities (such as
voice quality, dynamics, and tempo) that support the creators’ expressive intent.

5. Music Elements and/or Principles:

1. Tempo - speed of music
2. Rhythm - Pattern of sound and silence

6. Arts Materials:
1. IPhone to play music
2. Helicopter and Plane Song! - https://www.youtube.com/watch?v=XLujpo8q84w
3. Up, Up, Up! - https://www.youtube.com/watch?v=Lrd0TiER_J0
4. Interactive Teaching Center (ITC)
7. Introduction of Lesson:
https://www.youtube.com/watch?v=XLujpo8q84w - helicopter and plane until 1:23
● T will play the above song, to review previous teaching content with the students.
 ● T will say to the ss, “We are going to listen to a quick song to review our lessons on
airplanes and helicopters from this week”.
● When the song is finished, T will ask the ss, “Who can tell me where an airplane goes to
take off and to land?”, the desired response is Runway.
● T says to ss, “Correct! Runway, and what letter does Runway start with, let’s think of the
beginning sound of the word, its’ an R”.
● T ask the student who responds to come up to the ITC and point to the word Runway.
● Next, T will ask the ss, “Who can tell me where a helicopter lands and takes off from?”,
the desired response is helipad.
● T says to ss, “Correct! Helipad, and what letter does Helipad start with, let’s think of the
beginning sound of the word, its’ an H”.
● T ask the student who responds to come up to the ITC and point to the word Helipad.
8. Lesson Activity:
● T will have students sit on the floor in a circle.
● T will have the lyrics for the chorus of “Up, Up, Up!” written on the board for the ss.
● T will introduce the song “Up, Up, Up!” to the ss and tell them that we are going to sing
it as a class to learn about hot air balloons.
● T will review verbally with students the Music elements of Tempo = speed of music and
rhythm = pattern of sound and silence by reminding ss to keep up with the speed of the
song, and make sure to pat their laps correctly to make sure there is only noise when there
should be and quiet when it should be. The rhythm will be used when we sing the song
with the lyrics as well.
● T will tell ss that we are going to listen to “Up, Up, Up!” first to practice keeping up with
the tempo and getting the correct rhythm to the song.
● T will teach the chorus of “Up, Up, Up!” through the chunking method, singing one line
at a time.
● T will then have the ss sing the whole chorus with the music.
● T will sing the other verses alone with the music, while the ss sing the chorus.
9. Follow Up Questions:
1. Where does a helicopter land and take off from?
2. Where does an airplane land and take off from?
3. What is it called when you ride in a hot air balloon?
10. Student Assessment: (Informal)

2 Completely 1 Somewhat 0 Inaccurate

Accurate Accurate

Objective 1
 Objective 2

Objective 3

Formal Assessment (written) will occur at the end of unit.

11. Grade Level Modifications:
1. To adapt to older grades, such as 3rd through 5th, T could have the students learn more of
the song than just the chorus. Also, T could have students add in the use of instruments
and/or motions for different words and lines of the song. T would need to adjust the
vocabulary accordingly.
2. To adapt to younger grades, ss may not learn the words to the song, instead they would
tap to the beat to keep the rhythm.

12. Adaptations for Students with Special Needs:

1. For students who may have a speech impairment, or is non-verbal, T could focus on
simply patting to the tempo as best as the student can. This would allow the student to
still be engaged in the song, while not focusing on the words.
2. For students who cannot tolerate loud noises, T could turn the song down just low enough
that everyone can hear. T can also have the students tap the floor with a pencil eraser, or
another soft product to keep the tempo, while minimizing the patting sounds. Noise
cancelling headphones may also be provided for students who are noise sensitive.
13. Interactive Teaching Center: