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Christy Anderson, Clarissa Darnell, Melinda Woodruff

Presented: November 12, 2013


FCS 5112

Science Center: Center Design Assignment


Pre-Assessment of the Learning Center
Photos of the Science Center prior to changes made:

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Checklist from Creating Environments for LearningCriteria

Met

Not Met

Is the center in an enclosed quiet area of the classroom?


Located under a loft.

Is it large enough to accommodate several children?

Table space available for the


center but is not utilized. It
can be crowded under the
loft with all four children
working.

Is the center designed to encourage cooperation and communication?


Does the center allow for uninterrupted work?

Is the center near a sink, if possible?

Is there adequate work space?

Due to space limitations, this


cannot be changed.

The table is available but it is


only utilized by the children
if prompted.

Is the center organized and labeled?

Does the center have a space for posting information?

The area does have space for


posting information but is
not being used at the
moment.

Is there adequate lighting?


Under the loft is dark.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
Is the center near a window, if possible?

Is the center enticing and inviting?

Is the center designed for action rather than just looking?

Does the center encourage the children to develop What would happen if
statements?
Does the center stress process skills by providing materials needed to perform
these tasks?

Space limitations do not


permit change.

The materials are arranged in a


way that children want to
explore and manipulate them.

Children are able to explore at


any time.

Teachers model questioning.

Materials are available on a


daily basis.

Does the center stress specific content related to the topic being studied?

The class is currently finishing a


project about spiders. Spider
books/pictures are available for
the children to use.

Does the center tie into larger overriding concepts or big ideas?

In the center children and


teachers discuss how spiders
help us by eating insects.

Over a period of time does the center focus on life science, physical science, earth
and space science and engineering?
Does the center build on upon current childrens curiosity, interests, knowledge,
background and previous activities?

Does the center allow for individual differences by providing open-ended materials
or a variety of tasks at different levels?

But materials are not rotated


to keep children interested in
this center.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Does the center allow children to use the center independently?


All needed materials available
Materials are arranged in a logical order
There is a clearly defined space for each item
Materials are within the childrens reach
Directions for the center are provided in pictures or introduced at group
time

Does the center encourage children to represent their knowledge paper, graph
paper, tape recorders, journals, recording sheets, clipboards, pencils, markers)?

Does the center contain resource materials


(books, posters, videos, computer)?

Does the center contain inquiry tools (magnifying glasses, microscope, Petri
dishes, scales, eye droppers, pulleys, tweezers, twine, clay, specimen bags and
boxes, and nets) that are needed to complete activities in the center?

Clipboards and paper/pencils are


available for children to use.

Does not include journals,


graph paper or recording
sheets

Books are available on current


topic of study. Research is
completed using the Ipad or
desktop computer. Videos are
used on rare occasions to
explore a topic of interest.

Magnifying glasses and a scale


are available.

ECERS-R Checklist
ECERS indicators

Met

Collections of natural objects

The science center contains


sea shells, pinecones, and
rocks.

Living things

House plants are throughout


the classroom. The classroom

Not Met

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
also has a class fish.

Nature/Science books, games or toys


Books and nature puzzle are
located in this center
Nature/Science Activities offered every 2 weeks

Materials are available for substantial portion of the day

Nature/Science Materials are well organized and in good condition

Books, pictures, and/or audio/visual materials used to add


information/extend childrens experiences

This center is open as soon as


the children arrive at school.

Most materials are located in


wooden bowls or clear tubs.
Most materials are labeled.
Current topic of study
Spiders
Books and pictures are
available. Short videos are
used on occasion if relevant
to topic of study.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Pre-Assessment- Developmental skills related to Science Center


Childs Name:

Child A

Observation Note:

*Displays curiosity and inquiry skills often when outdoors


*Occasionally visited Science Center in the classroom but only engaged for brief periods of time

Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.

Young Toddlers

Older Toddlers

*Use all senses to examine the


environment carefully (reach out
to touch the rain, stop playing to
watch shadows, gaze at the
moon).

*Investigate differences between


materials (sand, water, goop,
moving air).

*Use toys and other objects to


make things happen (kick a ball,
push a button on a toy).
*Explore objects and materials by
handling them in many ways
(moving, carrying, filling,
dumping, smelling, putting in
mouth).

*Use simple tools to manipulate


and explore objects and materials,
with guidance and support
(containers for pouring, sand
mold, magnifying glass).
*Notice changes in materials
when mixing and manipulating
(paint, Play-Doh, food
ingredients).

Younger Preschoolers

Older Preschoolers

*Represent what they learn doing


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Represent what they learn during


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Observe objects, materials, and


phenomena and describe what they
notice (temperature, texture, size,
weight, color, etc.)

*Ask questions and identify ways


to find answers (look in a book, use
the computer, try something and
watch what happens).

*Ask questions to find out more


about the natural world.

*Compare objects, materials, and


phenomena by observing and
describing their physical
characteristics.

*Use simple tools to investigate


objects and materials, with
guidance and support (magnifying
glass, sifter, ramps for rolling balls
and cars).
*Describe and predict changes that
take place when mixing and
manipulating materials.

*Use an increasing variety of tools


to investigate the world around
them (measuring tools, balance,
prism, droppers).
*Make and check predictions
through observations and
experimentation, with adult support
and guidance.
*Manipulate the environment to
produce desired effects and invent
solutions to problems (attach a
piece of string to the light switch so
they can independently turn off the
lights).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).

Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).

*Participate in care of living


things with guidance and support
(water plants, help to feed
classroom pet).
*Show curiosity and investigate
the world of nature indoors and
outdoors (pick up rocks, scratch
frost on window, ask questions
about things seen outdoors).

* Participate in care of living things


with guidance and support (water
plants, help to feed classroom pet).
*Notice and react to the natural
world and the outdoor environment.
*Notice and describe characteristics
of plants and animals, such as
appearance, similarities,
differences, behavior, and habitat.
*Notice and describe current
weather conditions.
*Notice and describe properties of
materials and changes in substances
(water freezes into ice, pudding
thickens, clay hardens).
*Participates in activities that help
to care for the environment, with
guidance and support (pick up trash,
recycle paper).

*Collect items from nature (rocks,


leaves, insects) and classify them
using physical characteristics
(color, size, shape, texture).
* Notice and react to the natural
world and the outdoor environment.
*Describe some things plants and
animals need to live and grow
(sunlight, water, food).
*Takes responsibility for the care of
living things (independently feed
classroom pet as daily chore, water
plant when dry, weed vegetable
garden).
* Notice and describe current
weather conditions, position of the
sun and moon at different times,
and seasonal changes.
*Notice, describe, and attempt to
explain properties of materials and
changes in substances (metal railing
is hot because the sun shines on it;
ice melts when it gets warmer).
* Participates in activities that help
to care for the environment and
explain why they are important with
guidance and support (gathering
cans for recycling, planting trees).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
Childs Name:

Child B
*Frequently visits Science Center but repetitively selected same materials each visit
*Displays persistence and engagement

Observation Note:

Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.

Young Toddlers

Older Toddlers

*Use all senses to examine the


environment carefully (reach out
to touch the rain, stop playing to
watch shadows, gaze at the
moon).

*Investigate differences between


materials (sand, water, goop,
moving air).

*Use toys and other objects to


make things happen (kick a ball,
push a button on a toy).
*Explore objects and materials by
handling them in many ways
(moving, carrying, filling,
dumping, smelling, putting in
mouth).

*Use simple tools to manipulate


and explore objects and materials,
with guidance and support
(containers for pouring, sand
mold, magnifying glass).
*Notice changes in materials
when mixing and manipulating
(paint, Play-Doh, food
ingredients).

Younger Preschoolers

Older Preschoolers

*Represent what they learn doing


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Represent what they learn during


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Observe objects, materials, and


phenomena and describe what they
notice (temperature, texture, size,
weight, color, etc.)

*Ask questions and identify ways


to find answers (look in a book, use
the computer, try something and
watch what happens).

*Ask questions to find out more


about the natural world.

*Compare objects, materials, and


phenomena by observing and
describing their physical
characteristics.

*Use simple tools to investigate


objects and materials, with
guidance and support (magnifying
glass, sifter, ramps for rolling balls
and cars).
*Describe and predict changes that
take place when mixing and
manipulating materials.

*Use an increasing variety of tools


to investigate the world around
them (measuring tools, balance,
prism, droppers).
*Make and check predictions
through observations and
experimentation, with adult support
and guidance.
*Manipulate the environment to
produce desired effects and invent
solutions to problems (attach a
piece of string to the light switch so
they can independently turn off the
lights).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).

Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).

*Participate in care of living


things with guidance and support
(water plants, help to feed
classroom pet).
*Show curiosity and investigate
the world of nature indoors and
outdoors (pick up rocks, scratch
frost on window, ask questions
about things seen outdoors).

* Participate in care of living things


with guidance and support (water
plants, help to feed classroom pet).
*Notice and react to the natural
world and the outdoor environment.
*Notice and describe characteristics
of plants and animals, such as
appearance, similarities,
differences, behavior, and habitat.
*Notice and describe current
weather conditions.
*Notice and describe properties of
materials and changes in substances
(water freezes into ice, pudding
thickens, clay hardens).
*Participates in activities that help
to care for the environment, with
guidance and support (pick up trash,
recycle paper).

*Collect items from nature (rocks,


leaves, insects) and classify them
using physical characteristics
(color, size, shape, texture).
* Notice and react to the natural
world and the outdoor environment.
*Describe some things plants and
animals need to live and grow
(sunlight, water, food).
*Takes responsibility for the care of
living things (independently feed
classroom pet as daily chore, water
plant when dry, weed vegetable
garden).
* Notice and describe current
weather conditions, position of the
sun and moon at different times,
and seasonal changes.
*Notice, describe, and attempt to
explain properties of materials and
changes in substances (metal railing
is hot because the sun shines on it;
ice melts when it gets warmer).
* Participates in activities that help
to care for the environment and
explain why they are important with
guidance and support (gathering
cans for recycling, planting trees).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Pre-Assessment-Center Observation:

How many children use the center during center time?


Up to four children at one time.
What materials do they use?
Children mostly chose the magna-tiles for building.
What are childrens interests?
Class displays interest in spiders. The children that visited the center often enjoyed using the magnets and magna-tiles.
Do children appear engaged? Challenged? Are the materials too challenging?
The children that visited the area to use the magna-tiles remained for extended periods of time. The materials did not seem too
challenging as the children would demonstrate persistence in building but would not become overly frustrated with the task. Other
center materials were only selected for brief use on occasion.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

CENTER CHANGE PROPOSAL

Assessment results

Planned center change

What outcomes will children


achieve based on this change?

The carpeted area under the loft space


within the Science Center, most
commonly utilized by the children, is not
large enough to accommodate adequate
work space for the group size of four
children that is permitted to play in the
center at one time and the children do not
choose to move their play to the table
located adjacent to the center without
direct prompting from classroom teachers.

The shelves in the center will be transposed


in order to provoke the children to use the
table top space. The book shelf available in
the center will trade locations with a
material storage shelf under the loft space.

The anticipated outcome of this change will be that


the children utilize the table top as additional work
space for exploration, in addition to the carpeted
floor space in the center area.

The center has available wall space under


the loft for posting information of
scientific exploration/ interest of the
children; however, it is not being utilized
at the present time.

The Science Center is located under a


wooden loft, so adequate lighting would
not be met. The center is not located near
a window in the classroom as classroom
layout will not accommodate this change.

The center reflects current group curiosity


and interest about spider. However,
materials are not rotated consistently in
order to maintain level of interest.

How will you


assess the
outcomes?

Timeline for
making
change

Observations will be
conducted of how the
children respond to the
changes made to the
physical space.

Rearrangement of
shelving will be
done immediately.

Photos of the children engaged in


exploration and discovery, work samples,
and project documentation will be
displayed on the wall-space available in a
way that is aesthetically pleasing and
respectful to the children and encourages
them to revisit and reflect on aspects of the
present study.

The anticipated outcome of this change is the


children will often revisit the posted photos and
documentation to reflect on experiences.

Observations will be
conducted as to how the
children use the display
information and
photographs.

New photos and


information will
be posted after
completing
activities and
experiences
related to current
project.

An additional light source- a small table


lamp- will be added to the space under the
loft

The anticipated outcome of this change is that the


children will utilize the additional light to focus
attention to detail and closely observation of center
materials.

Observation will be
conducted, noting
whether or not the
children utilize the extra
light in the center.

Addition of small
lamp will be done
immediately.

The interest of the group switched to rocks


and magnets, so related materials will be
introduced, used during small group
activities, and then made available for use
by the children.
Magna-tiles will be relocated to another
center within the classroom to draw child

The anticipated outcome for this change is that


more children will visit the Science center and
purposefully explore and investigate materials.
The children will increase period of engagement to
task with available materials.

Observation will be
conducted of how
children use center
materials related to
study of interest. Time
will be noted during
observation of the time

Magna-tiles will
be relocated
immediately.
Additional
changes,
including addition

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
focus to the other available materials.

The Science center currently contains only


clipboards and paper and pencils. The
writing materials are not being used for an
investigative purpose.

Teacher-directed Nature and Science


Activities are currently only conducted
occasionally.

Journals for each child will be added to the


center along with pencils and colored
pencils. Teachers will encourage children
to represent their exploration using the
available journals.

Teacher-directed activities will be offered


at least once every two. weeks

spent engaged to task.

The anticipated outcome for this change will be for


the children to begin creating more purposeful
scientific representational recordings with and
without teacher prompting.

The anticipated outcome for this change will be


that child interest and use of Science Center will be
increased.

Observation will be
conducted as to how the
children use the writing
tools and journals.
Artifacts will be
collected and displayed
from the journals as
related to current study.
Lesson Plans will
reflect teacher-directed
Nature and Science
plans.
Observation will be
conducted of the way in
which the children
respond to planned
activities.

of related
materials will be
made over a two
week period.

Journals will be
introduced and
added
immediately.

At least two
Teacher-directed
Nature/Science
activities will be
conducted over
the period of this
project.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Describe how you plan to partner with families.


Initially, a letter was sent home with each child in his/her daily communication notebook, the MOOSE book, describing to parents the purpose and
process for the project in which our group was participating and the changes they could expect to see occurring within the classroom. The letter is
included below.
Dear Families,
As many of you know, I am a graduate student at Appalachian State University to obtain my Masters degree in Birth-Kindergarten: Child Development. As an early
childhood educator, I am always looking for ways to improve upon my practice to serve the children in my classroom better. Through coursework this semester, I have
been led to take a closer look at the materials available in our classroom centers, the childrens interactions, and how to enhance these centers.
For this specific project in my coursework, my group was to pick one classroom center and make changes based on an environmental assessment instrument. Our group
chose the science center in my classroom. We want the science center to be one of active exploring and investigating by the children. Therefore, after we closely observe
how the children use the available materials and interact with one another, we will begin to plan for and make appropriate changes to the center. Some expected changes
may include: rearranging shelves, adding light, putting out materials that children can actively explore and adding writing materials.
We will make changes only based on the childrens interests and experiences in this center. We invite your family to visit our classroom to take a look at the exciting
things that are happening in our new science center. The children are already very excited and want to share their experiences and their new knowledge with you!
On the back of this letter you will find a letter about from The Creative Curriculum for Preschoolers (4th ed.), our Pre-K curriculum, explaining the importance of the
science center and ways you can help children explore science at home.
Thank you,
Mrs. Woodruff
Mrs. Darnell
Mrs. Anderson

Pictured below is the letter from The Creative Curriculum for Preschoolers (4th edition) that was included with the letter from Melinda.
Dear Families,
Young children have many questions about the world around them. They ask:
Where did the puddle go? What do worms eat? How can I make my truck go faster? Do fish go to sleep?
In our classroom, the Discovery Area is a place where children can explore and investigate to answer their questions. They observe, experiment, measure, solve
problems, take things apart, and explore the materials and living things we put out. They guess what will happen as a result.
In the Discovery Area children do what scientists doask questions, plan and conduct investigations, gather information, construct an explanation, and communicate
findings. They also learn important concepts in science as they study plants, animals, magnets, properties of materials, light, shadows, how things work, rainbows, our
body, our senses, how things move and change, and more. In addition to learning science content, they learn how to solve problems together and how to communicate

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
with others.
What You Can Do at Home
Young children are curious and love to investigate. You dont need to be an expert to help your child learn about science. Science is all around usfrom making
bubbles in the bathtub to boiling water on the stove. Your enthusiasm and positive attitude about science will be
contagious. Get in the habit of wondering out loud (I wonder how that ant can carry that big piece of food. I wonder why your shadow is sometimes small and
sometimes big.). The kinds of questions you ask and statements you make when your child is exploring will
help develop his scientific thinking skills. Here are some examples:
What do you think will happen if. . . ?
I wonder why. . .
How do think we can find out. . . ?
Look for opportunities to develop your childs scientific thinking during everyday activities: while playing with toys, taking a bath, helping to bake cookies, playing in
the backyard, or going on an outing. Remember, you dont need to know all the answers! Its a good sign if your child is curious, wants to discover everything, asks lots
of questions, and wants more answers. We welcome you to come and visit our Discovery Area with your child.

Describe how you interacted with families. Attach any documentation that you have.
As the interests of the children continued to develop and a focus was directed toward studying rocks more closely, a second letter was created and
sent home with each child in Melindas class. This letter, shown below, encouraged parents to go on a rock hunt with their child to collect rocks.
As a way to encourage reciprocal communication about the experience, parents were asked to assist their child by describing the experience; the child
was to construct a representational drawings and the parent was to dictate a short sentence or story description of the event. One example of the
returned letter, noting the response of the child and parent, is pictured below. Additional methods utilized by teachers to communicate with families
included, posted documentation within the classroom relevant to study, as well as, the Daily Reflection sheet within the childrens MOOSE books
included daily information describing to parents activities or experiences conducted related to the rock study and how each child participated.
Dear Families:
The children have made an important discovery on our playground: there are rocks! Now they want to learn more about the different kinds of rocks, where rocks are
found, what they are made of, and how they are used.
We have begun collecting rocks from around our school and added them to our science area for further exploration by the children. We would like to invite you to
join our rock study by going on a rock hunt with your child. In your childs book bag you will find a labeled container with your childs picture please find at least
one rock that your child likes and place in the container. Return containers to school no later than Friday, November 8th. The rocks that are collected will be added to
our science center. As we study the rocks, we will be learning many important concepts and skills in literacy, math, science, social studies, the arts, and technology.
We will also be using thinking skills to make predictions, investigate and solve problems.
Thank you,

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
Mrs. Woodruff
_____________________________________________________________________________________________
Please have your child illustrate the rock they found. Then have your child describe the rock and write their words.
(Blank space was provided at the bottom of the letter)

Pictured below is one example response from letter sent to families encouraging participation in project.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Post-Assessment of the Learning Center


Photos of the Science Center after changes were made:

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Checklist from Creating Environments for LearningCenter Change


Planned Child Outcomes

The shelves in the center will be


transposed in order to provoke the
children to use the table top space. The
book shelf available in the center will
trade locations with a material storage
shelf under the loft space.

The center has available wall space


under the loft for posting information of
scientific exploration/ interest of the
children; however, it is not being
utilized at the present time.

The Science Center is located under a


wooden loft, so adequate lighting would
not be met. The center is not located
near a window in the classroom as
classroom layout will not accommodate
this change.

The center reflects current group


curiosity and interest about spiders.
However, materials are not rotated
consistently in order to maintain level
of interest.

How did you assess the


outcome?

Did children achieve the


planned outcome?

Observations will be conducted of


how the children respond to the
changes made to the physical space.

If an invitation to play from the center is


placed on the table top by the teacher, the
children will remain at the table to use the
materials. However, the children continue
to take all self-chosen materials to the
carpets space under the loft. The space does
not seem as crowded with the new furniture
arrangement.

The anticipated outcome of this change is


the children will often revisit the posted
photos and documentation to reflect on
experiences.

Observations will be conducted as to


how the children use the display
information and photographs.

The children have been observed visiting


the posted information and photographs on
the wall display. When more than one child
visits the display at once, the children have
been observed discussing what is taking
place in the photos.

The anticipated outcome of this change is


that the children will utilize the additional
light to focus attention to detail and
closely observation of center materials.

Observation will be conducted,


noting whether or not the children
utilize the extra light in the center.

The anticipated outcome of this change


will be that the children utilize the table
top as additional work space for
exploration, in addition to the carpeted
floor space in the center area.

The anticipated outcome for this change is


that more children will visit the Science
center and purposefully explore and
investigate materials.
The children will increase period of
engagement to task with available
materials.

Observation will be conducted of


how children use center materials
related to study of interest. Time
will be noted during observation of
the time spent engaged to task.

The small lamp does provide some


additional light under the loft.
The children have been observed looking at
the provided books more often.

More children have been observed visiting


the center; children that did not previously
visit the area prior to changes made.
The inquiry tools that were added have
assisted the child in remaining engaged to
task.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
The Science center currently contains
only clipboards and paper and pencils.
The writing materials are not being used
for an investigative purpose.

The anticipated outcome for this change


will be for the children to begin creating
more purposeful scientific
representational recordings with and
without teacher prompting.

Observation will be conducted as to


how the children use the writing
tools and journals.
Artifacts will be collected and
displayed from the journals as
related to current study.

At this time, the journals have not been


used very often by the children. Teacher
prompting is still required for children to
create representational scientific recordings.

Teacher-directed activities have been


planned and implemented. Three activities
related to the interest in rocks and one
activity about magnets.
Teacher-directed Nature and Science
Activities are currently only conducted
occasionally.

The anticipated outcome for this change


will be that child interest and use of
Science Center will be increased.

Lesson Plans will reflect teacherdirected Nature and Science plans.


Observation will be conducted of the
way in which the children respond to
planned activities.

The children have been observed visiting


the center with greater frequency and
replicating previous small group activities
independently.
Use of new vocabulary, previously
introduced during large and small group
activities, has been noted during childrens
conversations.

Checklists
Criteria

Met

Is the center in an enclosed quiet area of the classroom?


Located under a loft.

Is it large enough to accommodate several children?

Shelf location prompts use of


table without teacher providing
direction, providing more work
space for all children using the
center.

Not Met

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
Is the center designed to encourage cooperation and communication?
Does the center allow for uninterrupted work?

Is the center near a sink, if possible?

Due to space limitations, this


cannot be changed.

Is there adequate work space?


Is the center organized and labeled?

Does the center have a space for posting information?

Is there adequate lighting?

Available wall space under loft


was utilized for posting
documentation of the current
project.

A small desk lamp was added


for extra light.

Is the center near a window, if possible?

Is the center enticing and inviting?

Is the center designed for action rather than just looking?

Does the center encourage the children to develop What would happen if
statements?

Space limitations do not


permit change.

The materials are arranged in a


way that children want to
explore and manipulate them.

Children are able to explore at


any time.

Teachers model questioning.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
Does the center stress process skills by providing materials needed to perform
these tasks?

Materials are available on a


daily basis.

Does the center stress specific content related to the topic being studied?

The class is currently finishing a


project about spiders. Spider
books/pictures are available for
the children to use.

Does the center tie into larger overriding concepts or big ideas?

In the center children and


teachers discuss how spiders
help us by eating insects.

Over a period of time does the center focus on life science, physical science, earth
and space science and engineering?

Does the center build on upon current childrens curiosity, interests, knowledge,
background and previous activities?

Multiple materials related to the


interest of the children and the
current project(s) have been
added to the center.

Does the center allow for individual differences by providing open-ended materials
or a variety of tasks at different levels?
Does the center allow children to use the center independently?
All needed materials available
Materials are arranged in a logical order
There is a clearly defined space for each item
Materials are within the childrens reach
Directions for the center are provided in pictures or introduced at group
time

Does the center encourage children to represent their knowledge paper, graph
paper, tape recorders, journals, recording sheets, clipboards, pencils, markers)?

A science recording journal has


been added for each child in
addition to clipboards, paper,
and writing tools.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Does the center contain resource materials


(books, posters, videos, computer)?

Books are available on current


topic of study. Research is
completed using the Ipad or
desktop computer. Videos are
used on rare occasions to
explore a topic of interest.

Does the center contain inquiry tools (magnifying glasses, microscope, Petri
dishes, scales, eye droppers, pulleys, tweezers, twine, clay, specimen bags and
boxes, and nets) that are needed to complete activities in the center?

Magnifying glasses and a scale


are available.
Observation trays and tweezers
have also been added.

ECERS indicators

Met

Collections of natural objects

The science center contains


sea shells, pinecones, and
rocks.

Living things

House plants are throughout


the classroom. The classroom
also has a class fish.

Nature/Science books, games or toys


Books and nature puzzle are
located in this center

Nature/Science Activities offered every 2 weeks

Science Activities based


around the interest of the
children and the current
project/ focus of study has
been incorporated into the

Not Met

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
classroom lesson plans at
least once a week.
Materials are available for substantial portion of the day

Nature/Science Materials are well organized and in good condition

Books, pictures, and/or audio/visual materials used to add


information/extend childrens experiences

This center is open as soon as


the children arrive at school.

Most materials are located in


wooden bowls or clear tubs.
Most materials are labeled.
Current topic of study
Spiders
Books and pictures are
available. Short videos are
used on occasion if relevant
to topic of study.

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Post-Assessment- Developmental skills related to Science Center


Childs Name:

Child A
*Visits center more frequently
*Uses new vocabulary while playing (rough, smooth, heavy, light)
*Beginning to use/ explore inquiry tools (magnifying glass, balance)
time

Observation Note:

Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.

Young Toddlers

Older Toddlers

*Use all senses to examine the


environment carefully (reach out
to touch the rain, stop playing to
watch shadows, gaze at the
moon).

*Investigate differences between


materials (sand, water, goop,
moving air).

*Use toys and other objects to


make things happen (kick a ball,
push a button on a toy).
*Explore objects and materials by
handling them in many ways
(moving, carrying, filling,
dumping, smelling, putting in
mouth).

*Use simple tools to manipulate


and explore objects and materials,
with guidance and support
(containers for pouring, sand
mold, magnifying glass).
*Notice changes in materials
when mixing and manipulating
(paint, Play-Doh, food
ingredients).

Younger Preschoolers

Older Preschoolers

*Represent what they learn doing


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Represent what they learn during


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Observe objects, materials, and


phenomena and describe what they
notice (temperature, texture, size,
weight, color, etc.)

*Ask questions and identify ways


to find answers (look in a book, use
the computer, try something and
watch what happens).

*Ask questions to find out more


about the natural world.

*Compare objects, materials, and


phenomena by observing and
describing their physical
characteristics.

*Use simple tools to investigate


objects and materials, with
guidance and support (magnifying
glass, sifter, ramps for rolling balls
and cars).
*Describe and predict changes that
take place when mixing and
manipulating materials.

*Use an increasing variety of tools


to investigate the world around
them (measuring tools, balance,
prism, droppers).
*Make and check predictions
through observations and
experimentation, with adult support
and guidance.
*Manipulate the environment to
produce desired effects and invent
solutions to problems (attach a
piece of string to the light switch so
they can independently turn off the
lights).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).

Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).

*Participate in care of living


things with guidance and support
(water plants, help to feed
classroom pet).
*Show curiosity and investigate
the world of nature indoors and
outdoors (pick up rocks, scratch
frost on window, ask questions
about things seen outdoors).

* Participate in care of living things


with guidance and support (water
plants, help to feed classroom pet).
*Notice and react to the natural
world and the outdoor environment.
*Notice and describe characteristics
of plants and animals, such as
appearance, similarities,
differences, behavior, and habitat.
*Notice and describe current
weather conditions.
*Notice and describe properties of
materials and changes in substances
(water freezes into ice, pudding
thickens, clay hardens).
*Participates in activities that help
to care for the environment, with
guidance and support (pick up trash,
recycle paper).

*Collect items from nature (rocks,


leaves, insects) and classify them
using physical characteristics
(color, size, shape, texture).
* Notice and react to the natural
world and the outdoor environment.
*Describe some things plants and
animals need to live and grow
(sunlight, water, food).
*Takes responsibility for the care of
living things (independently feed
classroom pet as daily chore, water
plant when dry, weed vegetable
garden).
* Notice and describe current
weather conditions, position of the
sun and moon at different times,
and seasonal changes.
*Notice, describe, and attempt to
explain properties of materials and
changes in substances (metal railing
is hot because the sun shines on it;
ice melts when it gets warmer).
* Participates in activities that help
to care for the environment and
explain why they are important with
guidance and support (gathering
cans for recycling, planting trees).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112
Childs Name:

Child B
*Uses new vocabulary (rough, smooth, heavy, light)
*Beginning to ask questions (What if.. What makes)
*Uses tools for a purpose (Noticed it took 3 small rocks to weigh the same as one big rock)

Observation Note:

Goal CD-15: Children explore the world by observing, manipulating objects, asking questions, making predications, and developing generalizations.
Infants
*Gather information through
sight, hearing, taste, smell, and
touch.
*Use multiple senses to focus
intently on objects, displays,
materials, or events.

Young Toddlers

Older Toddlers

*Use all senses to examine the


environment carefully (reach out
to touch the rain, stop playing to
watch shadows, gaze at the
moon).

*Investigate differences between


materials (sand, water, goop,
moving air).

*Use toys and other objects to


make things happen (kick a ball,
push a button on a toy).
*Explore objects and materials by
handling them in many ways
(moving, carrying, filling,
dumping, smelling, putting in
mouth).

*Use simple tools to manipulate


and explore objects and materials,
with guidance and support
(containers for pouring, sand
mold, magnifying glass).
*Notice changes in materials
when mixing and manipulating
(paint, Play-Doh, food
ingredients).

Younger Preschoolers

Older Preschoolers

*Represent what they learn doing


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Represent what they learn during


scientific exploration through
drawing, modeling, building,
movement, or other methods.

*Observe objects, materials, and


phenomena and describe what they
notice (temperature, texture, size,
weight, color, etc.)

*Ask questions and identify ways


to find answers (look in a book, use
the computer, try something and
watch what happens).

*Ask questions to find out more


about the natural world.

*Compare objects, materials, and


phenomena by observing and
describing their physical
characteristics.

*Use simple tools to investigate


objects and materials, with
guidance and support (magnifying
glass, sifter, ramps for rolling balls
and cars).
*Describe and predict changes that
take place when mixing and
manipulating materials.

*Use an increasing variety of tools


to investigate the world around
them (measuring tools, balance,
prism, droppers).
*Make and check predictions
through observations and
experimentation, with adult support
and guidance.
*Manipulate the environment to
produce desired effects and invent
solutions to problems (attach a
piece of string to the light switch so
they can independently turn off the
lights).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

Infants
*Observe and explore natural
phenomena indoors and
outdoors, using all senses (rub
hands over grass, lift face to feel
wind, pet family dog, splash
water).

Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Young Toddlers
Older Toddlers
Younger Preschoolers
Older Preschoolers
*Use abilities to observe and
explore natural phenomena
indoors and outdoors with focus,
using all senses (notice and
interact with insect, smell
flowers, catch falling snow,
shuffle through leaves).

*Participate in care of living


things with guidance and support
(water plants, help to feed
classroom pet).
*Show curiosity and investigate
the world of nature indoors and
outdoors (pick up rocks, scratch
frost on window, ask questions
about things seen outdoors).

* Participate in care of living things


with guidance and support (water
plants, help to feed classroom pet).
*Notice and react to the natural
world and the outdoor environment.
*Notice and describe characteristics
of plants and animals, such as
appearance, similarities,
differences, behavior, and habitat.
*Notice and describe current
weather conditions.
*Notice and describe properties of
materials and changes in substances
(water freezes into ice, pudding
thickens, clay hardens).
*Participates in activities that help
to care for the environment, with
guidance and support (pick up trash,
recycle paper).

*Collect items from nature (rocks,


leaves, insects) and classify them
using physical characteristics
(color, size, shape, texture).
* Notice and react to the natural
world and the outdoor environment.
*Describe some things plants and
animals need to live and grow
(sunlight, water, food).
*Takes responsibility for the care of
living things (independently feed
classroom pet as daily chore, water
plant when dry, weed vegetable
garden).
* Notice and describe current
weather conditions, position of the
sun and moon at different times,
and seasonal changes.
*Notice, describe, and attempt to
explain properties of materials and
changes in substances (metal railing
is hot because the sun shines on it;
ice melts when it gets warmer).
* Participates in activities that help
to care for the environment and
explain why they are important with
guidance and support (gathering
cans for recycling, planting trees).

Christy Anderson, Clarissa Darnell, Melinda Woodruff


Presented: November 12, 2013
FCS 5112

References
Bullard, J. (2014). Creating environments for learning: Birth to age eight, 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc.
Cryer, D., Harms, T. & Riley, C. (2003). All about the ecers-r. New York, NY: Teachers College Press.
North Carolina Foundations Task Force. (2013). North carolina foundations for early learning and development. Raleigh: Author.
North Carlina Department of Public Instruction. (2009). North carolina guide for the early years, 2nd ed. Raleigh: Author.

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