OBJECTIVES:
The student should be able to:
• Develop a pattern using various tools. (Application)
TIME: 60 minutes
MATERIALS
Appendices A and B
Computer
Television
Construction Paper
Markers
Crayons
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will jump around in a pattern. For example, the teacher will jump in a figure eight, and to the front, back, right, and left. She will then ask the students what they observed.
ACTIVITY:
Teaching Model: The teacher will explain that the objects from the PowerPoint are made using basic shapes. The teacher will tell students that the basic shapes are the following: square, rectangle, circle, and triangle. The teacher will then refer back to the PowerPoint used in the set induction and ask students to identify the basic shape that make up each object. For example, the teacher will show students the sun and ask them what basic shape represents the sun (a circle).
The teacher will show students another PowerPoint that explains the attributes of each basic shape (Appendix B). During the presentation, the teacher will explain the following terms line, curved, straight, length, and corner.
Guided Practice: The teacher will show students the Patterns Day 1 PowerPoint (Appendix A). Students will be instructed to identify the pattern, and state how they would extend the pattern.
The teacher will instruct students that they will demonstrate a pattern through movement, rhythm, or both. The teacher will first model the activity. She will demonstrate a pattern through movement and rhythm. The teacher will clap three times, stomp her foot once, and touch her toes. The teacher will repeat the pattern several times. She will explain that she developed a pattern using movement and rhythm because she repeated the above several times and in the same order. The teacher will explain that students are to come up with movements and rhythms that would create a pattern. The teacher will explain that after group members have come up with a pattern, they are to stand in a formation of their choice and practice their pattern The teacher will inform students that they may practice their pattern in a formation of their choice. For example, students may want to form a square, circle, or stand in a straight line to practice the movements and rhythms used to create their pattern.
The teacher will inform students that after she calls time, each group will demonstrate their pattern in front of the class. After a group demonstrates their pattern, the teacher will ask the class to identify it verbally. The teacher will inform students that they will have fifteen minutes to do this. After the teacher explains the activity, students will be instructed to assemble in their groups. (Students have already been assigned to a group for the nine weeks according to a heterogeneous mixing.) The teacher will monitor by spot-checking.
Independent Practice: Students will demonstrate their knowledge of patterns by developing their own. The teacher will instruct students that they will have to develop at least four patterns by drawing them on construction paper. Students will be given about 10-15 to complete this activity. The teacher will monitor by spot-checking. Early finishers will complete a worksheet (Appendix B).
Closure: The teacher will ask students to name patterns that they have seen. Examples: wallpaper, tiles, pictures, etc.
EVALUATION/ASSESSMENT:
The teacher will assess students through observation and spot-checking during guided and independent practice. The teacher will also collect and check the activity completed during the independent practice.
ART CONTENT/CONCEPTS:
D-CE-E1 Use kinesthetic awareness, proper use of space and the ability to move safely;
(1, 2, 5)
D-CE-E5 Execute improvised and set movement patterns with concentration and focus individually and in groups; (1, 4, 5)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 31: Recognize, extend, create, and explain patterns that involve simple rotations or size changes with geometric objects (P-1-E) (P-2-E)
GLE 38: Adjust speaking tone and volume to suit purpose, audience, and setting (ELA- 4-E1)
GLE 39: Give/relate multi-step directions to classmates (ELA-4-E2)
GLE 42: Deliver informal presenta
GLE 32: Recognize and apply patterns in problem-solving in other content areas and real-life situations (P-3-E) (N-9-E)
MODIFICATIONS | ACCOMODATIONS:
The teacher will give repeated directions.
The teacher will allow extra time for completing assignments.
The teacher will provide one-on-one assistance if necessary.
The teacher will provide calculators and number lines.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
During the lesson I observed many academic behaviors. Students were very attentive throughout the lesson. A big part of this was due to the level of involvement in which students were engaged. I planned the lesson keeping in mind to keep students as actively engaged in the lesson as possible. During the guided practice, I had students come up and circle answers on the television screen. They were very eager to come up and write on the television. This resulted in students remaining on task and participating in the lesson.
Students exceeded my expectations for the group activity. For the most part, all groups worked cooperatively in creating a pattern using movements. One group did have difficulty getting along. I caught this group off task when they were trying to agree on movements. The problem was that the members of this group wanted to do the same movement. They were using a game called rock/paper/scissors as a strategy to decide who gets what movement. I simply instructed them to work it out or they would not be allowed to participate in the activity. This resulted in them quickly getting back on task. I did have to stop about three times and correct the class about their voice levels. I thought that at times they tended to get a little loud. Considering the activity, I knew that this was going to happen and as a result, I developed a cuing system to redirect this issue. When students were loud it was not because they were off task, they were simply enthusiastic about the activity. Students were also a little loud when they practiced their patterns. This was expected because anytime that you have nineteen students moving around, it is bound to get a little noisy. When this occurred, I simply used my cue and the class noise level came down.
Students did not only learn about patterns during this activity, they had fun participating in the learning process. I know that students enjoyed this lesson because several of them told me, “Miss Sherri watch our group practice our moves.” Some students also said, Miss Sherri this is so much fun!”
Overall, this lesson went really well. Students understood the concept that a pattern repeats itself and were actively engaged in the lesson. I was taught in college that students learn best when they are interested and actively involved in the learning process. When planning my lesson, I kept this theory in mind. I also learned that an effective teacher teaches the curriculum so that it meets the different learning styles of students. This lesson appealed to visual, auditory, tactile, and kinesthetic learners.
As a reflective decision maker, I think that if I would do this lesson again, I would play some kind of music when students present their pattern of movement to the class. I would do this because then I can take the lesson a step further and talk about how rhythms, beats, and music we hear can also have a pattern. I would play a different type of music for each group. The music would not have lyrics.
REFERENCES:
Louisiana Math Standards and GLE’s
INTECH\pwrpoint\m&mpatterns.htm
Harcourt Math. Teacher Ed., Vol. 3. 2005
DOWNLOAD CLASS VIDEO
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
