EDUC 2220

Patterns
Marcella Havener
Kindergarten/ Cognitive

Ohio Early Learning Standards:

Domain: Cognition and General Knowledge

Strand: Algebra
Topic: Patterning
Standard Statement: Recognize, duplicate and extend simple patterns using
attributes such as color, shape, or size. Create patterns.
Domain: Physical Well-Being and Motor Development
Strand: Motor Development
Topic: Small muscle: Touch, Grasp, Reach, Manipulate
Standard Statement: Coordinate the use of hands, fingers and wrists to
manipulate objects and perform tasks requiring precise movements.
Lesson Summary:

This lesson plan is designed to teach students about patterns and motor
development. Students will be asked to explain what a pattern is and the
various ways you can spot a pattern. Students will create a pattern with sequence
jewels on CDs and glue; students will go on a Scavenger Hunt around the school
(using iPad) to find QR codes that are of various patterns; and students will
make a pattern on contact paper using tissue paper. Photos of the students
engaged in these activities will be taken. As a class, students will be able to
identify patterns and being able to explain to others what patterns are.
Estimated Duration:

Four 25-minute class durations.

Commentary:

To begin this lesson, we will do an exercise that shows various patterns. To

hook or engage students, I will be shown various pictures on the iPad that are
of patterns that I have found. Students will be encouraged to point out patterns
that they see around the classroom (pants, shirts, socks, something hanging up in

the classroom). I will then read the book Pattern Fish by Trudy Harris and
Anne Canevari Greenwhich is about my subject, patterns. These activities
will then transition into my main lesson plan.
Instructional Procedures: **Teacher will take pictures of the students with the teacher iPad
to document students engaged in the activitiesALL ACTIVITIES (pictures will be used for
students portfolios and assessments)
Day 1:

First 5 minutes:
I will ask students Do you know what a pattern is? Do patterns look alike?
I will listen to the students responses then begin pictures of various patterns that
are on the iPadI will ask students open-ended questions about the pictures
How would you tell me about this pattern? What do you think would happen
if the pattern changed? What would it look like then What is the pattern that
you see in the picture? What comes next in this pattern?
20 minutes:
At their designated tables:
CDs
Sequence jewels
Glue in bowls
Paint brushes
Will be placed at each table (enough for each child). Students will be asked to
glue the sequence jewels on the CDs (using a paint brush) to create a pattern,
which will be made into sun catchers. Students will be given a chance to explain
to their classmates the pattern they have created on their sun catcher. During this
activity, teacher will be walking around answering students questions (texture
of the glue and sequence jewels), making sure students have enough materials to
complete their idea, asking students open-ended questions about the pattern that
they are creating. When students finish their sun catchers, they will be put to
dry.
Day 2:

First 5 minutes:

Recap on the sun catcher activity that was done the day before
acknowledge where they were hung once the dried in the classroom.

Go what a pattern is (for students who were not there the day before and
for students who just need a recap in general).

Break students up into groups of 2 or 3 by their birthday month.

Pass out one iPad to each group.

Recap on what QR Codes are.

Make sure each group has the QR Code app open on their iPad.

20 minutes:
Explain to the students that they will be going on a Scavenger Hunt around the
school, classroom, and playground to find QR Codes that are of various patterns
(10 patterns total). Teachers and teachers assistant will be observing the
students, answering students questions, asking open-ended questions, and
making scaffolding comments. As teams have completed the Scavenger Hunt,
reward themeveryone is a winner.
Day 3:

First 5 minutes:
Recap on the Scavenger Huntdifficulties teams faced, what they liked most,
have students describe the various patterns that they found. Write down what the
children are saying on butcher paper in the correct columns (difficulties, most
liked, patterns found). Write the childs name next their comment. Smartboard
will be left up for when families come to pick-up their children at the end of the
day.
**Make sure every child is called on
20 minutes:
At their designated tables:
Contact paper cut into squarestaped down with the sticky side up
Various colors of tissue papers cut and placed in bowls red, blue,
purple, orange, yellow, green, and pink.
Students are to make a pattern on the contact paper using the tissue paper.
Teachers will go around and ask students about the pattern they are creating,
what the contact paper feels like, what the tissue paper feels like, and what
colors they are using to create their pattern. As students finish, stick patterns on
the classroom windows.
Day 4:

First 10 minutes:
Recap all the activities that were done over the last 3 days.
Have students explain what a pattern isit should be very clear to them
now.

 Have children stand up, and with their bodies make patternsboy, girl;
girl, boy; boy, boy, girl; girl, girl, boy, etc.
Make sure there is enough room for children. Be cautious about students
running into each other.
20 minutes:
Set up a beading activity:
4 bowls of various beadsdifferent shapes, sizes, and colors
Enough string for each students to make a necklace or a bracelet
** Ask children open-ended questions about their necklace or bracelet that
they are creatingwhat pattern they are making, who is it for, ask them to tell
you the pattern.
Pre-Assessment:

Prior to do any activities or reading the story with the children, teacher will ask
the students a series of open-ended questions to gather what they already know
about patterns. As students begin to answer open-ended questions about
patterns, teacher will then have a better feel on who needs a better understanding
and who fully understands the subject.
Scoring Guidelines:

Teacher will use their own judgment on how well the students understand
patterns individually.
With each activity that the students are involved in, teacher will assess the
children. Teacher will be able to see the students knowledge of patterns by them
making patterns, explaining patterns (to other students and teachers), and well
they work together on the Scavenger Hunt with their fellow students.
Post-Assessment:

The information about the knowledge of patterns that the students already have,
will give teacher the information they need to look out for with the students
(who is going to need more help, how groups should be set up).
Students will be given a quiz5 questions
The quiz will consist of 3 patterns, 2 that are not patternsstudents will have to
indicate which 3 are patterns and which 2 are not patterns.

Scoring Guidelines:

Students that receive an 80% or higher will be considered of having full

understanding and knowledge of patterns. Students that have missed two
questions on the quiz will be given pattern activitieshomework and in-class
activities. Students that have missed more than two questions, will be given oneon-one time with teacher to gain more understanding and knowledge of patterns.
Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted
or accelerated students:

How instruction can be differentiated to meet needs of gifted or accelerated

students is by placing these students in groups where they can help struggling
students. Gifted or accelerated students will be able to show those struggling
students a better understanding of patternswhat makes a pattern and how
patterns can be made. Students will scaffold to help others. As students finish
activities, they will be encouraged to get their iPad out, and play on the apps
available to them.
Discuss additional activities you could do to meet the needs of students who might be
struggling with the material:

Additional activities I could do to meet the needs of students who might be

struggling with understanding patterns is by making puzzles, that have pattern
matching; have children make patterns with their foodsort their cereal into a
pattern; movement patternshave children mimic sounds you are making (clap,
clap, stomp, clap); have children make patterns with blocks or Legos. As
students finish activities, they will be encouraged to get their iPad out, and play
on the Pattern Recognition app.
Extension

This is website to help students with understanding patterns through activities

that can be done at home or in the classroom:
http://www.education.com/worksheets/preschool/patterns/
This is a website that has several printable worksheets that can done in the
classroom and for students to take home:
http://www.education.com/worksheets/preschool/patterns/
This is an app that is offered on Android devices and through the iTunes store.
The app for Android devices it is $1.79; for Apple devices it is $1.99:
https://itunes.apple.com/us/app/kids-pattern-recognition-

beginner/id554892660?mt=8
Homework Options and Home Connections

Students will be encouraged to do worksheets and do pattern problems on their

tablet or iPad (if accessible to them) at home with their family members.
Interdisciplinary Connections

Cognition and General Knowledge

During this lesson of the students learning about patterns, students will be able
to match patterns that are alike through various activities.
Physical Well-Being and Motor Development
Students will be using their motor skills for the various activitiescoordinating
hands, fingers, and wrists to use the iPad, do beading activity, making CD sun
catcher, and placing tissue paper on contact paper.
Materials and Resources:

For teachers

iPad, jewel sequence, glue, paint brushes, tissue paper, contact paper, string, beads,
scissors, masking tape, QR Codes, smartboard, color printer, old/used CDs, bowls.
Teacher will make sure all iPads are charged for the students.
Teacher will make sure all OR Codes are set-up and working properly.
Teacher will gather all materials necessary for the different activities.

For students

iPad, CDs, glue, paint brush.

Key Vocabulary

Match(ing), pattern, QR Codes, smartbaord, different, pairs, iPad, contact paper,

sequence
Additional Notes