ACCESS Science Concept Planner 1

CONCEPT 1 CONCEPT 2

Strength Characteristics

SCIENCE TOPIC

Building
Building Materials
Materials

CONCEPT 3 CONCEPT 4

Size and Shape Parts of a Building

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 STANDARDS: Integrated Science Concept Planner 2
REFERENCE MATERIALS: Used to identify & inform the topic

1. “Look at that Building!” story about a book of structures by Scot Ritchie.

2. Pictures with the different parts of buildings labeled.

FIELD WORK:

1. Take the students on a walk inside and outside the school to look at all the different parts of buildings (Floors,
windows, doors, walls, ceilings, roof).
2. In the process of the walk inside and outside the school, the students will learn various building material purposes.

EXPERTS: Construction workers.

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*: Using building tools.
Standard: Physical Well-being and Motor
Development: Small Muscle: Touch, grasp,
reach.
Developmental Domain: Motor
Experience*: Using tools.
Standard: Use classroom and household tools
independently with hand-eye coordination to
carry out activities.
Developmental Domain: Motor (Fine)
Experience*: Building using blocks.
Standard: Understand and use names of
shapes when identifying objects.
Developmental Domain: Cognition
Experience* Identifying larger and smaller.
Standard: Compare 2 dimensional shapes
in different sizes and orientations, using
informal language.
Developmental Domain:
Experience*: Identify more complex shapes in
building.
Standard: Combine simple shapes to form larger
shapes.
Developmental Domain: Cognition
Experience*: Pretend play items in dress up center. Experience*: Finding characteristics of buildings.
Standard: Interact with peers in more complex Standard: Use prior knowledge and information to
pretend play including planning, coordination of assess, inform, and plan for future learning and
roles and cooperation. actions.
Developmental Domain: Approaches toward
Developmental Domain: Social Emotional learning.
Experience*: Making predictions and
CONCEPT CONCEPT observations about materials needed for
building.
Strength Characteristics
Standard: Use language to communicate in a
variety of ways with others to share observations,
ideas, and experiences. Predict and seek new
information.
Developmental Domain: Language and literacy.
Experience*: Interacting with sensory
Building Materials materials.
Developmental Domain: Language and Literacy.
Standard: Regulate reactions to external
CONCEPT CONCEPT sensory stimuli in order to focus on complex
tasks.
CONCEPT 3 CONCEPT 3 Developmental Domain: Motor
Experience*: Identifying parts of a building.
Size and Shape Parts of a Building
Standard: Demonstrate understanding that
symbols carry meaning and use symbols to
represent thinking.
Developmental Domain: Cognition
Experience*: Creating a building as a class.
Experience*: Identify what’s missing on a
Standard: Solve problems by planning and building.
CONCEPT 3
carrying out a sequence of actions.
Standard: Demonstrate ability to solve everyday
CONCEPT 3
Developmental Domain: Cognition problems based upon past experience.
Developmental Domain: Cognition
 ACCESS: Investigative Learning Centers Form 4
Investigation: Building Materials Date: 4/16/19
LEARNING CENTER STANDARDS ADDRESSED
DRAMATIC PLAY: Hard hats, goggles, gloves, trucks that are used to 1. Interact with peers in more complex pretend play including planning,
transport building materials. coordination of roles, and cooperation.
2. Create shapes during play by building, drawing, etc.

ART: Pictures of famous buildings. Random art supplies to let the students 1. Create shapes during play by building, drawing, etc.
be creative. 2. Express interest in and show appreciation for the creative work of others.

WRITING: Write stories about their favorite part of a building. 1. With modeling and support, use a combination of drawing, dictating, and
emergent writing to tell a story, express ideas, and to share information about an
experience or topic of interest.

SCIENCE & DISCOVERY: Bricks, metal, wood, straw. See which material is 1. Engage in simple investigations.
the strongest for a building. 2. Make careful observations.

MATH: Rulers, tape measurers, yard stick, stopwatch. 1. Describe and compare objects using measurable attributes (examples: length,
size, capacity, and weight).

BLOCKS: Different sized blocks that have shapes of building foundations. 1. Use imagination and creativity to interact with objects and materials.

SENSORY TABLE: Pipe cleaners, popsicle sticks, yarn, paper, plastic. 1. Regulate reactions to external sensory stimuli in order to focus on complex tasks
or activities.

READING/CLASSROOM LIBRARY: Books about building materials. 1. With modeling and support, identify the topic of an informational text that has
been read aloud.

COMPUTERS: Interactive games about building materials. 1. Use imagination and creativity to interact with objects and materials.

LISTENING CENTER: audio books on tape about building materials. 1. With modeling and support, use words acquired through conversations and
shared reading experiences.

SONGS/MUSIC/MOVEMENT: Songs about building materials and buildings. 1. Use non-locomotor skills with control, balance, and coordination during active
play (Examples: Bending, twisting, and stretching).
2. Demonstrate spatial awareness in physical movement or activity.

POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Students share what 1. With modeling and support, continue a conversation through multiple exchanges.
materials they built with and what kind of building they made.
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.