Parts of a Car or Truck
The students will be given a handout with the major parts of the car or truck labeled. The students will be asked to color each major part a different color. The students will then be given a handout of the same car or truck without the labels. The students will be asked to fill in the labels of each major part of a truck or car. Teachers, ask your automotive technology teacher for a simple car and truck handout with and without labeled parts. Click here to view an animated picture of a car with labeled parts.
For more advanced students, a handout of a simple engine could be used. The students will be given a handout with the engine parts labeled. They will be asked to color each major part a different color. The students will then be given a handout without the labels. The students will be asked to fill in the labels of each major part of the engine. Teachers, ask your automotive technology for a simple engine handout with labeled parts.
Click here to view an animated V-8 engine and links to more (be patient while loading).
Measuring the size of different vehicles.
The students will be asked to measure the length, width, and height of a car and a truck using both metric and English instruments and record their data. They will be asked to graph the data to compare results. The following questions could be asked to summarize the activities:
1. List reasons for knowing the size of a vehicle. Answers could include everything from the size of a garage to the width of interstate and highway lanes.
2. Which is larger--the car or the truck? Why?
3. Do more people own cars or trucks? Why?
4. Did your grandparents own a car or a truck or both? Why?
5. Could you compare the size of your grandparents' car or truck to the size of your family car or truck? If there is a difference in size, please explain the reasoning behind the change.
Click here to experience a vehicle observation checklist.
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The Car and Truck in Your State's History From 1900-2000
This activity involves comparing the time line of automobiles in American history to a time line of your state's historical events. Hopefully, the students can see the impact of the automobile and transportation on the history of your state after completing the activity. After the students have completed the time line activity, the interview activity would reinforce the concept that the advent of the automobile and truck had a powerful impact on the history of your state.
Teachers, please click here to see the automobile time line. Teachers could present the automobile time line in numerous ways which might include:
Project the time line onto a projector screen.
Print the time line.
Print the time line. Have the students choose the dates they like and create their own time line on bulletin board paper.
After studying the historical events of your state, ask the students to list the most important events that they remember in the period between 1900 and 2000. The students will create their own state history time line by putting their chosen important events in chronological order on bulletin board paper. Click here for Nebraska History Resources from NDE.
Next have the students choose coloring pictures of cars or trucks that match the historical event on their time line. Color and attach the car or truck on the time line. Students can research the make of that particular car.
Click here for car and truck coloring pictures.
Once the students have matched the make of car to the historical event, ask them to analyze the possible effect the car or truck might have had on the event.
Teachers should click here to find an interview activity that could be adapted to fourth grade. INTERVIEW - Students will interview a parent, grandparent, or senior citizen. The student will ask questions about his/her family's transportation. Each student will want to tape record this interview.
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Higher level activity option: Students could compare taking a trip to various historical sites in your state using an early model car or truck to taking the same trip in their own family vehicle.
Higher level activity option: Design an automobile for the future that would impact both transportation and communication in your state. Present both the design and justification to the class.
Higher level activity option: Research women in the automobile and truck industry. Try the following web sites for women and the automobile industry:
http://www.autoguide.net/index.html
http://bguide.com/webguide/cars/
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