Brigid Phelps

Science Concept Planner 5

Consider how you will make learning visible. Identify the ways you will document learning (anecdotes,
photos, videos, audio recordings, work samples) and how it connects to at least 4 activities on page 2.
I can document the children’s learning by taking photos and videos/audio recordings of the children (with parent permission). I can take
pictures, audio recordings or videos of the children measuring when doing the math activity, exploring properties and characteristics of sound and
light for the sound activity, carry out tasks, activities, projects or experiences from beginning to end for science and seek new and varied
experiences and challenges (takes risks) for technology. I could collect work samples to document the student’s learning for demonstrating
understanding that symbols carry meaning and use symbols to represent thinking (e.g., drawings, construction or movement) in art, use drawings or
other visuals to add details to verbal description, demonstrate a beginning understanding of maps as actual representations of places for writing, and
with modeling and support, describe, categorize, and compare and contrast information in informational text for reading.

Create an assessment you will use for this investigation (t-chart, checklist, rubric, etc.). Put your
assessment here.
For my investigation, I used a t-chart to document how many planks each students thought the length of a tricycle, bicycle, car, and truck was. First,
I asked the students to give a random prediction, then I had the students measure it out.

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.
How does your assessment connect to your objectives from science concept planner 2?
My assessment connects to the objectives, explain the similarities and differences between different modes of transportation by observing various
vehicles and their size/shapes, and identify various modes of transportation and their intended uses by verbally listing different types and their
characteristics, from the lesson sketch because students must distinguish between the various types of vehicles by looking at the, as well as
predicting and measuring the different sizes/lengths of the different modes of trasportation.

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: Investigative Learning Centers Form
Investigation: _____Navigation_________ Learning
LEARNING CENTER Centers:
STANDARDS _______________________ ______
ADDRESSED
DRAMATIC PLAY: occupations- use dress up such as firefighter, use phone- what Cognition and General Knowledge:
information does your phone give you
Share findings, ideas and explanations (may be correct or incorrect) through a variety of
methods (e.g., pictures, words, dramatization).

ART: choose a mode of transportation and give them different supplies to use to make  Cognition and General Knowledge:
it, paint with wheels, draw on map
Demonstrate understanding that symbols carry meaning and use symbols to represent
thinking (e.g., drawings, construction or movement).
WRITING: navigation vocabulary, make road signs Language and Literacy:

Ask meaning of words.

Use drawings or other visuals to add details to verbal descriptions.

Demonstrate a beginning understanding of maps as actual representations of places.

SCIENCE & DISCOVERY: acceleration and friction (make different ramps) Approaches Towards Learning:

Carry out tasks, activities, projects or experiences from beginning to end.

Use imagination and creativity to interact with objects and materials.

MATH: measure distance or time vehicles travel with traditional and nontraditional Cognition and General Knowledge:
measuring tools
Describe and compare objects using measurable attributes (e.g., length, size, capacity and
weight).

Measure length and volume (capacity) using non-standard or standard measurement tools.

BLOCKS: make a runway on the playground, implement road signs  Cognition and General Knowledge:

Use simple tools to extend investigation.

SENSORY TABLE: different terrain (how do different vehicles drive on it), water with  Cognition and General Knowledge:
boats and other water vehicles move, different types of wheels
Use simple tools to extend investigation
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.
READING/CLASSROOM LIBRARY: put out a variety of books about subject Language and Literacy:
(nonfiction and fiction), teacher request from library, make a book
With modeling and support, describe, categorize, and compare and contrast information in
informational text.

TECHNOLOGY: use iPad, can be a treat for students, learning games, bear hunt story Cognition and General Knowledge:
song
Seek new and varied experiences and challenges (takes risks).
 

SONGS/MUSIC/MOVEMENT: train songs, finger plays, motion songs, research  Cognition and General Knowledge:
youtube videos, kids bop cupid shuffle
With modeling and support, explore the properties and characteristics of sound and light.

POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: ask what their prior  Cognition and General Knowledge:
knowledge is about navigation, ask engaging questions
Make predictions

Identify patterns and relationships

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.