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.
One way teachers can watch learning take place is by taking videos. For the dramatic play activity, teachers may record their students pretending to be workers to
assess individual performances. In addition, teachers can also record the students’ sound and movement activity to ensure that students are making the correct
sounds that correlate with each mode of transportation.

A second way teachers can watch learning take place is by using pictures. For the math activity, teachers can take photos of students measuring distance to ensure
various measuring tools are being used. In addition, teachers can take pictures of the art activity to monitor each student has a creative model of a mode of
transportation.

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

Teachers may use a checklist with each activity to ensure that each standard is being met. For example, with the block activity, a checklist may look like this:

Block Activity Checklist Assessment

Did the student Demonstrate understanding that symbols carry meaning and use symbols to represent thinking such as (drawing, construction or movement)?
Did the student seek new and varied experiences and challenges (takes risks)?
Did the student use language to communicate in a variety of ways with others to share observations, ideas, and experiences; problem-solve, reasons, predict and seek new
information?
Did the student regulate reactions to external sensory stimuli in order to focus on complex tasks and activities?

Did the student demonstrate socially competent behavior with peers?

How does your assessment connect to your objectives from science concept planner 2?

My objective from my science concept planner 2: Children will see how different amounts of force and mass will impact the movement of objects by
manipulating different toy cars and ramp positioning.

This assessment connects to this objective by ensuring that the student was able to meet the objective by reaching all of the standards in the assessment.
Without the standards, the student would not be able to accurately meet the objective.
LEARNING CENTER STANDARDS ADDRESSED
DRAMATIC PLAY: Have students take on the role of certain jobs in  Language and Literacy>Reading>Reading Comprehension: Demonstrate an understanding
transportation (i.e. train conductor, flight attendant, bus driver, etc). of the differences between fantasy and reality. [Anna Crowell]
[Anna Crowell]

ART: Can make personal mode of transportation with recyclables,  Approaches Towards Learning>Creativity>Innovation and Invention: Use imagination and
painting with wheels, toy cars following map and paint can show where creativity to interact with objects and materials. (Sophia Locker)
they drove (Sophia Locker)

WRITING: ​Navigation vocabulary (copying words), making road signs  Language and Literacy>Writing>Writing Process: With modeling and support, demonstrate
letter formation in “writing.” [Anna Crowell]

SCIENCE & DISCOVERY: Students will be going on a treasure hunt on the  Cognition and General Knowledge:
playground. Students will make predictions on where they think the Make predictions (Hanna Zernich)
treasure is located. Next, students will be given a treasure map that
With modeling and support, explore the position and motion of objects (this is with the
they will use on the outside playground. The map will tell students
compass and how placement of the compass changes the direction in which one is going;
where to start and from there the map will tell the students to take 5
north, south, east, and west). (Hanna Zernich)
steps north, then 10 steps west, etc. until the very last instruction
which will then land the students to where the treasure chest is
located. Students will use a compass to know which way is north, south, Approaches Toward Learning:
east, and west. Students will then see how close the treasure was to
Develop, initiate and carry out simple plans to obtain a goal. (Hanna Zernich)
their predicted location. (Hanna Zernich).

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

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

measurement tools. (Brigid Phelps)
BLOCKS: Using loose wheel parts, and seeing how they move onto the carpet.
Implementing learning specific blocks used for movement. Incorporating building
a medium size race track for students to place their cars to see how fast it will go.
Another idea with using blocks would be using letter blocks. Students will be able
to create specific words such as dog, cat, mouse etc. This idea would influence
letter recognition, vocabulary, and ways to learn how to spell with a purpose. One
of the books we could use with students is titled “Alphabet Under Construction”.
This book demonstrates a great way for students to learn about art with the
specific terminology and how it is used in the alphabet A-Z. (Brittany Cooper)
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. (Jack Malkoski)
READING/CLASSROOM LIBRARY: Read children’s literature such as Me on
the Map by Joan Sweeney to give an introduction to maps and their
purpose. (Jordan Martinez)
COMPUTERS: Students will use google images to create a map of a
place they are familiar with. For example a student might make a map
of their house. Students can include images of where their couch is,
their bedroom, and so on. Afterward all of the students will print off
their map and share it with the class. (Hanna Zernich)
SONGS/MUSIC/MOVEMENT: Students will discuss and explore various
modes of transportation and the sounds that go along with it. They will
Cognition and General Knowledge:Demonstrate understanding that symbols
carry meaning and use symbols to represent thinking such as (drawing, construction
or movement). (Brittany Cooper)
Approaches Toward Learning Knowledge: Seek new and varied experiences and
challenges (takes risks). (Brittany Cooper)
Language and Literacy Standard: Use language to communicate in a variety of
ways with others to share observations, ideas, and experiences; problem-solve,
reasons, predict and seek new information. (Brittany Cooper)
Physical Well-Being & Motor Development: Regulate reactions to external
sensory stimuli in order to focus on complex tasks and activities. (Brittany Cooper)
Social & Emotional Development. Demonstrate socially competent behavior with
peers. (Brittany Cooper)
 Cognitive and General Knowledge; Physical Science; Explorations of Energy; “With
modeling and support, explore the position and motion of objects.”
Physical Well-Being and Motor Development; Physical Well-Being; Safety Practices;
“Identify ways adults help to keep us safe.” (Jack Malkoski)
 Cognitive and General Knowledge: Social studies (geography): “Demonstrate a beginning
understanding of maps as actual representation of places.”
 Language and Literacy:
Describe familiar people, places, things and experiences. (Hanna Zernich)
Use drawings or other visuals to add detail to verbal descriptions (Hanna Zernich)
 Motor Development: Balance + Coordination (Locomotor skills with increasing
coordination and balance)
then navigate the different areas outside while acting out body Cognitive and General Knowledge: Symbolic thought (Participate cooperatively in complex
movements and making the sounds that go along with it (a car and its pretend play, involving assigned roles and an overall plan)
horn, a boat and its propeller, set of skis can be shown by mimicking
skiing, etc.) (Grace Gaspar and Mallorie Allan)
Mallorie Allan + Grace Gaspar
The students can listen to the song Wheels on the Bus and the students Cognitive and General Knowledge: Symbolic thought (Mary Castelli)
can follow along and do the correct movements. (Mary Castelli)

POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Pre-assessment and  Language and Literacy> Listening and Speaking> Expressive Language: Use language to
check in during middle of lesson, and assessment at the end (ex. What communicate in a variety of ways with others to share observations, ideas and experiences;
is navigation?), compare answers (Sophia Locker) problem-solve, reason, predict and seek new information. (Sophia Locker)