ACCESS CURRICULUM

An ACCESS Authentic Assessment Checksheet

ACCESS Science Concept Planner 1
CONCEPT 1 CONCEPT 2

IMPRESSIONS
FRAMEWORK LIFE CYCLE OF A FOSSIL

 How they’re created  Explain how a fossil was once something alive that died and either… left an
 Impressions vs. actual bones and remains impression or its remains within the rock
 What’s “in them” o Key point: A fossil resembles/ represents something that once was
o Plants vs. animals alive.

SCIENCE TOPIC

FOSSILS

CONCEPT 3 CONCEPT 4

DIFFERENT TYPES LOCATION- where they’re found

 Explain how there are different types of  Explain where fossils are found in our world
fossils  Emphasis on how Ohio has a lot of fossils due to
o Corals the glaciers
o Mollusks
o Brachiopods
 Bring in actual fossils for the children to see and interact with

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS Integrated
CURRICULUM
An ACCESS Authentic Assessment Checksheet
ACCESS STANDARDS: Science Concept
FRAMEWORK
Planner 2
REFERENCE MATERIALS: Used to identify & inform the topic

 Internet resources/ research

https://www.fossilera.com/fossils
https://jurassiccoast.org/about/all-about-fossils/what-are-fossils/
https://www.dkfindout.com/us/dinosaurs-and-prehistoric-life/fossils/
http://www.oum.ox.ac.uk/thezone/fossils/intro/index.htm

 Call Boonshoft or other museums for more information

 Geology major/ friend
 Use books on fossils for information

“The Study of Fossils: A guide for the Younger Fossil Hunter” by Dr Rob Coram
“Everything You Need To Ace Science In One Big Fat Notebook” by Michael Geisen

FIELD WORK:

 Going to Caesar’s Creek to collect fossils

 Go to the Boonshoft Museum to learn more information
 Go outside to look for fossils and rocks
o Have students distinguish whether or not it’s a fossil or just a rock

EXPERTS:

 Use friend that is a Geology Major at Wright State to learn more information

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS Science Concept Planner 3
Experience* Distinguish the difference Experience* Make their own fossils using Experience* Read a book that explains the
between a plant and animal impression play dough life cycle of a fossils

Standard: Ask questions to seek explanations about Standard: Coordinate the use of hands, fingers and Standard: Collect data by categories to answer simple
phenomena of interest. wrists to manipulate objects and perform tasks requiring questions.
Developmental Domain: Cognitive, precise movements Developmental Domain: Cognitive,
social/emotional and motor development Developmental Domain: Motor social, and emotional development
development

Experience*Distinguish the difference CONCEPT CONCEPT Experience* Watch a short video that
between remains and impressions explains the cycle

Standard: Impressions Life Cycle

Make inferences, generalizations and Standard: With modeling and support,
explanations based on evidence. demonstrate an understanding that living things change over
time (e.g., life cycle).
Developmental Domain: Cognitive,
social/emotional and motor development Developmental Domain: Cognitive,
social/emotional development

Experience* Bringing in fossils and SCIENCE Experience* Create a game

allowing the students to interact with them TOPIC
Standard: Use language to communicate in a
Standard: Engage in simple investigations. variety of ways with others to share observations, ideas and
Reference materials are
experiences; problem-solve, reason, predict and seek new
used to identify/inform
Developmental Domain: information.
CONCEPT the topic. CONCEPT Developmental Domain: Cognitive,
Social/emotional development
motor, and social/emotional development

Experience* Have students distinguish the Experience* Show where fossils are found
fossils with animal vs plant remains Different Types Location around the world using a globe

Standard: Make careful observations. Standard: Demonstrate a beginning understanding

of maps as actual representations of places.
Developmental Domain: Cognitive Developmental Domain: Cognitive,
and social/emotional development social/emotional development

Experience* Matching game with the actual Experience* Treasure Hunt/ Seek and Find Experience* Go outside and look for fossils
fossil and a picture of it. with fossils vs. rocks

Standard: Demonstrate understanding that symbols Standard: Explore objects, materials and events in Standard: With modeling and support, recognize
carry meaning and use symbols to represent thinking (e.g., the environment. familiar elements of the natural environment and understand
drawings, construction or movement). Developmental Domain: Cognitive, that these may change over time
Developmental Domain: Cognitive, motor, and social development Developmental Domain: Cognitive,

ACCESS: Investigative Learning Centers Form 4

social/emotional, and motor development social/emotional, and motor development

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Investigation:
Innovative Educational ___________________ Learning
Solutions, LLC Copyright © 2009 ACCESS Curriculum. Centers:
All Rights Reserved.
LEARNING CENTER
DRAMATIC PLAY: Students act out/pretend to be the animal
that the fossil once was.
ART: Students create fossils using play dough (impressions),
or various other types of materials.
WRITING: Students write in a journal about fossils/ student
draws a picture and teacher labels the picture.
SCIENCE & DISCOVERY: Identify the different types of fossils
and interact with the different ones.
MATH: Sort the fossils by patterns (similarities, differences,
etc.), count the number of fossils
BLOCKS: Instruct students to build a cave, mountain, or
somewhere fossils may be found  add fossils to the
student’s creation “digging up the fossil”
SENSORY TABLE: Allow the students to play with the fossils at
the sensory table  add dirt, sand, water, etc.
READING/CLASSROOM LIBRARY: Read a book to the students
about fossils or something related to fossils (example:
dinosaurs).
COMPUTERS: All kids to look at pictures of fossils on the
computer.
LISTENING CENTER: Incorporate rainforest music, dinosaur,
and animal sounds
SONGS/MUSIC/MOVEMENT: Incorporate songs or jingles about
fossils or maybe dinosaurs  allow children to write/create
song
STANDARDS ADDRESSED
Cognitive Skills: Memory
STANDART STATEMENT Recreate complex ideas, events/ situations with personal
adaptations.
Listening and Speaking: Expressive Language
STANDARD STATEMENT Use drawings or other visuals to add details to verbal descriptions.
Writing: Writing Process
STANDARD STATEMENT With modeling and support, print letters of own name and other
meaningful words with mock letters and some actual letters.
Science Inquiry and Application: Inquiry
STANDARD STATEMENT Describe, compare, sort, classify, and order.
Algebra: Patterning
STANDARD STATEMENT Create patterns.
Creativity: Innovation and Invention
STANDARD STATEMENT: Science Inquiry and Application: Inquiry
Science Inquiry and Application: Inquiry
STANDARD STATEMENT: Engage in simple investigations.
Reading: Reading Comprehension
STANDARD STATEMENT Actively engage in group reading with purpose and understanding.
Writing: Writing Application and Composition
STANDARD STATEMENT With modeling and support, explore a variety of digital tools to
express ideas.
Writing: Writing Application and Composition
STANDARD STATEMENT With modeling and support, explore a variety of digital tools to
express ideas.
Listening and Speaking: Expressive Language
STANDARD STATEMENT Use drawings or other visuals to add details to verbal descriptions.
POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Lesson plan Listening and Speaking: Expressive Language
(matching game) STANDARD STATEMENT Use drawings or other visuals to add details to verbal descriptions.

ACCESS: Investigative Learning Centers Form 4

Discussions and fossil related instruction and activities

Investigation: ___________________ Learning Centers:

_______________________Date: ______

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.