THE TRUCK PROJECT

By: Jennifer Heaton

Beech Hill Elementary School, Summerville, SC

A class of 5-year-old kindergartners undertook this project in February and March of 1999. Our class began a unit on transportation, during which my students became interested in "big trucks".

PHASE ONE 

Since we had already started a unit on transportation, our class had created a transportation web, generated some questions, and shared our experiences. As part of our studies, we were investigating tires. I was able to bring in a tire from a Mack truck. This was the turning point for our students. The size of the truck tire captured the students’ attention and served as a spark for our truck project. Because we had already scheduled visits from a fire truck and a motorcycle as a part of our unit, we used them to teach our children about questioning, sketching, and investigating. In the meantime, I scheduled a field experience at a trucking company where my Mother works in the Payroll Office.

Taylor W. inside the tire.

Our display of the tire

PHASE TWO

Before we visited the trucking company, we had researched trucks using books from the library and pulled from the children and teachers’ previous knowledge. The students came up with some interview questions to ask the president of the company. The questions ranged from "How do you hook the truck and the trailer?" to "How do you pay for the trucks?" The students’ interests were not only in the truck but also in the company too. Because of my connection to the trucking company, I was able to communicate to them the types of questions my children would have and the types of experiences they wished to encounter on their trip. This was very beneficial in making the field experience one that was full for the children.

During our field experience, the children were able to tour the grounds of the trucking company which included the fueling lane, the tire shop, the shop, the tank washing area, the office, and a truck. We were fortunate to have one truck cleaned and parked in an area where the children could investigate it thoroughly. The president of the company, a safety specialist, and the comptroller accompanied us on the tour and then answered all of their questions.

The president showing the children the truck’s computer print out.

  The children sketching the truck.

Even under it!

The students had chosen specific areas of the truck and the company that they wished to investigate. Some of the students sketched inside the truck, some sketched the tires, and some sketched the tank they saw being washed. A few students tallied how many trucks they saw on the yard. A small group of students were able to go into the office area and investigate the dispatch office.

Taylor A. blowing the horn in the truck.

The students and myself inside the office.

The first thing the kids did was to make a basic frame for the truck. Then they drew lines for the doors and windows. They also made sure that the hood was able to open. It took several discussions about how it would open. They referred to pictures and finally decided where I should cut so that it would open correctly. The next step for the kids was to paint the truck. Meanwhile, a few students were working on making the tires for the truck. They figured out how to trace a circle on the cardboard, then they worked on painting them. The hardest thing was to decide what to use for the lug nuts!

Once they made the tires, they wanted to attach them to the truck so that they would actually turn. They tried 4 different ways and then picked the one that they could do by themselves!

As work continued on the truck, the children also worked on setting up the trucking company within the centers. The children used various materials that were in the classroom to make the things needed for their area. They made items such as a toolbox, fan belts, bumpers, windshield wipers, tools, forms, money, a fuel tank, and a fuel pump. Three boys worked on the fuel tank and pump. They wanted to make sure that the fuel pump had numbers that really turned. It took them several attempts, but they finally achieved what they had envisioned.

The children paid great attention to details of the truck. They were careful to include the grill, an engine, a steering wheel that turned, a driver’s seat that bounced, a bed behind the seats, a fifth wheel, mud flaps, tail lights, side mirrors, and a horn that worked (a bicycle horn!). The truck became so large that we moved it into the hall to complete work on it. It eventually was about 6 feet long and stood 4 feet tall. Along with constructing the truck and the trucking company, the children wrote a poem about trucks and made books about trucks.

 

The Finished Product!

These are photographs of the truck the students investigated and the one they constructed in the classroom.

PHASE THREE

For our culminating activity, the class decided to make a presentation of their truck and give a tour of the trucking company. The children wanted to invite everyone at school! We instead gave our presentation to four classes ranging from kindergarten to fourth grade, a special education class and several administrators and office personnel. We also made a video of the presentation for the parents to view at home. Each child had a part in sharing their knowledge of trucks.

These are photographs of the truck the students investigated and the one they constructed in the classroom.

This was our display behind the constructed truck. It displayed the students' sketches from our field experience as well as pictures of the area the student had sketched. This eventually became our working area for the truck. The truck tire that we had investigated was also a part of the display.

FINAL THOUGHTS

While this was the first project I had seen all the way through, I felt as if it was a great success. I saw the students carry on with the way they were learning and representing what they had learned in other units of study. I was amazed at the skills the students were applying as well as the variety of levels the project presented. Some students grew by leaps and bounds. Others were able to extend their knowledge beyond their "so called" capabilities. The students were solving problems, measuring, cooperating, using the scientific method, copying, writing, counting, using more vocabulary, appreciating others’ work and ideas, learning about circumference and diameter, using addition, tallying, graphing, and increasing their speaking skills.

If you would like to know more information or have questions please contact me at jheaton@gateway.net. 

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Last revised: November 8, 1999