School Bus Project Approach

Project Background

Are the children interested (invitation)?

Open up opportunities for them to be attracted to school buses.
Had them play near a bunch of buses to see if they were interested.
Students were asking questions about the bus which gives reason to investigate and the
project was launched

Project Goals

Problem solve together

Develop skill representing ideas of what they saw
Strengthen social skills
Learn how to investigate, ask questions, and gain a greater understanding of their chosen
part of the bus
Learn to act safely in and around school buses

Phase I: Activities

Told a personal story about a time on a bus. On a school bus, city bus, etc. (Parents
taking her on a bus because they had no car, then later being taken on special trips on
school buses by the teacher
Then, had the students tell of their bus stories.
Gathered information on the students different experiences
Kids drew, painted, or constructed a school bus (multiple choices)
o Buses were different in size, shape, color, number of wheels, etc.
o Kids discussed their buses and commented on each others
Day two consisted of constructing buses with clay
o The buses took many forms (flat w/5 wheels, 3-D with 4 wheels, no color, one
used cardboard and didnt finish painting, one didnt make a bus)
Another day they made a web of what they associated with a school bus, what objects
belonged together, made a list of questions, and selected what they wanted to investigate
Discussed making an appointment with the bus maintenance supervisor to visit the bus
barn
Asked for parent volunteers and sixth grade student helpers

Reflections on Phase I

Videotaping may lead to discomfort for the teacher (may feel uneasy and
pushed into doing or not doing something for the sake of the video and may
feel unnatural)
Make sure the story focuses on experiences with school buses instead of just
going places
 Think about doing the webbing in one short lesson instead of dragging it on
Ask them what parts of the bus they wanted individually instead of during the
webbing

Phase II: Field Experience

First visit

The Bus Yard

o Two moms and five 6th grade volunteers
o One child asked if they could have a ride and the supervisor said yes so they
went and found bus 18
Children asked questions and sketched their part of the bus
Each child was assigned with a volunteer who helped guide them in their learning
They explored their part of the bus by either sitting in the drivers seat pretending to
drive, counting each seat, counted windows, etc.

Second Visit

They visited the bus yard again

Some children did Time I drawings (drew the same part of the bus they had before)
and others did Time II drawings(drew a different part of the bus Time I and Time II
drawings are terms used to designate drawing the same object in sequence over time
One child was given an outline, another went by herself and drew the lights again,
another drew an easier, different part of the bus, etc.

Reflections on Phase II

Helpers worked out really well. They were humorous and fun but helped the kids and
guided them in their learning
o They took it very seriously
Talk to helpers and parents beforehand without the children present
Discuss planning, teaching and schedules with other teachers

Representation
Students used different kinds of materials to present their drawings of their part of the bus
o Paint
o Pencils
o Cardboard boxes
The Children decided they wanted to use wood and nails to make a bus
Measured how long theyd like it
The high school Industrial arts teacher designed the bus and a high school student went in
and helped the students put it together
Children helped each other solve problems with their creations
Reflection on Representation
The teacher was able to know what each child succeeded or struggled in by observing the
students while they made their representations of their part of the bus
o Visual motor coordination, a careful worker, asked questions, helped others,
preferred working alone, lost interest, etc.
Rewarded by excitement of the children and teachers waiting for completion of the bus
Preschool classes visited the bus

Phase III: Planning a Celebration

Agreed on a bus party with their families

They served milk and cookies shaped like wheels (lug nuts were suggested to put on the
wheels)
Discussed number of cookies
o Different numbers were shouted (100, 10 15, etc.)
o Counted how many children, then teachers
Went home and asked their parents how many family members would be coming
Informal poll of how many and what date
Reviewed and sang wheels on the bus
Parents and children interacted by asking questions, showing their creations, and got in
the bus
Memory Book (Documented the project with pictures and descriptions)
o Great for children to look and learn from\

Reflections on Phase III

Celebration Preparation was enjoyable

They practiced counting and being responsible by sending notes to parents
Memory book was expense (easier, less expensive route?)
Pleased with the number of parents and siblings on a Monday night
Only one family didnt show up