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.

Work samples—I will collect students writing activity at the beginning and end of year to see how their drawings and interpretations have progressed.

Photos—I will take photos of points of interests I want to the students to find and compare them to see whether the students have found the correct locations.

Videos–I will video the students acting out their occupation and will compare it to a description of what that occupation does.

Audio recordings–I will audio record students reading books about navigation at the beginning of the year and record them reading the same book at the end of
the year to compare their language comprehension progress.

Create an assessment you will use for this investigation (t-chart, checklist, rubric, etc.). Put your
assessment here.

What I Know What I Wonder What I Learned

How does your assessment connect to your objectives from science concept planner 2?
Children will be recording what they already know about navigation, what they wonder about navigation, and what they learned about navigation.

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 Centers: Dramatic play, art, blocks
LEARNING CENTER
DRAMATIC PLAY: Using their cardboard box vehicles, students will act
out their occupation (e.g., mailman for mail truck).
ART: Based on their favorite type of vehicle, students will create it using
cardboard boxes, scissors, and paint.
WRITING: Students will copy down transportation vocabulary in their
journal, then draw their interpretation of that vocabulary.
SCIENCE & DISCOVERY: Explore the relationship between vehicles and
the sounds they make, in relation to their speed.
MATH: Measure distance or time vehicle travels with traditional and non-
traditional measuring tools.
BLOCKS: Incorporate building a medium-sized racetrack for students to
place their cars on and see how fast they go.
SENSORY TABLE: Use cars and outside materials in the sensory area to
compare a toy car’s speed and accuracy when going over different
materials.
READING/CLASSROOM LIBRARY: Students will read books such as “My
Map Book” by Sara Fanelli to introduce maps.
COMPUTERS: Students will watch videos on how compasses work and
how to use them.
OUTDOOR ACTIVITES: Students will access prior knowledge to use a
compass to locate points of interest within the outdoor area.
SONGS/MUSIC/MOVEMENT: Listen to and move along with the song
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.
STANDARDS ADDRESSED
Use imagination and creativity to interact with objects and materials.
Coordinate the use of hands, fingers and wrists to manipulate objects and
perform tasks requiring precise movements.
With modeling and support, use a combination of drawing, dictating, and
emergent writing for a variety of purposes.
With modeling and support, explore the properties and characteristics of
sound and light.
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.
Seek new and varies experiences and challenges (take risks).
With modeling and support, explore the position and motion of objects.
Identify ways adults help to keep us safe.
With modeling and support, identify the topic of an informational text that
has been read aloud.
With modeling and support, participate in shared research and writing
projects using a variety of resources to gather information or to answer a
question.
Use prior knowledge and information to assess, inform, and plan for future
actions and learning.
Demonstrate locomotor skills with control, coordination and balance during
 
 

“Here We Go” by Jack Hartmann. active play.

POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Open a discussion Demonstrate socially competent behavior with peers.
for activities the students did over the weekend and how they got there
(e.g., soccer practice—how did you get there?)

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.