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Lesson Plan: Patterns Teacher: Kaitlin Basler Date: November 3 Activity: Concept of Patterns Grade: Kindergarten

The lesson plan aims to teach kindergarten students about patterns. Students will listen to a story with examples of patterns, then complete a worksheet identifying the next item in simple repeating patterns. They will also experiment creating their own patterns using shapes, colors, and other materials. The teacher will observe students to assess if they understand patterns and can identify, reproduce, and extend them. Adaptations include showing examples, checking for understanding, and providing early finishers with additional creative activities.

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Kaitlin Mary
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213 views

Lesson Plan: Patterns Teacher: Kaitlin Basler Date: November 3 Activity: Concept of Patterns Grade: Kindergarten

The lesson plan aims to teach kindergarten students about patterns. Students will listen to a story with examples of patterns, then complete a worksheet identifying the next item in simple repeating patterns. They will also experiment creating their own patterns using shapes, colors, and other materials. The teacher will observe students to assess if they understand patterns and can identify, reproduce, and extend them. Adaptations include showing examples, checking for understanding, and providing early finishers with additional creative activities.

Uploaded by

Kaitlin Mary
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Patterns

Teacher: Kaitlin Basler Date: November 3rd, 2010


Activity: Concept of Patterns Grade: Kindergarten

Activity Purpose:
 Engage students in a fun activity using shapes, objects and forms that are repeated over
and over again to help children learn about patterns.
Learning’s/Outcomes:
 Students will practice their listening skills
 Demonstrate an understanding of repeating patterns (two of three elements) by:
identifying, reproducing, extending, creating patterns using manipulatives, sounds, and
actions. (PK.1)
 Students will experiment with their creativity as they produce own patterns.

Cross Curricula Competencies:


 Developing Thinking: Building on what they already know, engaged in creative thinking.
 Developing Social Responsibility: How we contribute to the group, awareness of our gifts
and also challenges we might face but coming to terms with learning from that.
Equipment:
 Murphy, S. (2000). Beep Beep, Vroom, Vroom! New York, NY: Harper Collins
Publishers.
 Pattern hand out
 White paper
 Crayons/pencil crayons
Advanced Preparation:
 Collect pattern book
 Create list of patterns for students to make in person
 Create handout for students to work on
 Gather white paper for students who finish early to create own pattern.

Assessment:
 Observations:
 Were the students able to complete handout?
 Did students pay attention to instruction?
 Did students participate in discussion?
 Did students understand concept of patterns (could explain reasoning of why something
is a pattern)?
Adaptive Dimension:
 Showing students an example creation will give many of the students a clearer picture of
what you are looking for.
 Check for understanding by having students repeat back the directions for a task.
 Some students may need assistance. Make sure to walk around and assist students having
questions or difficulty.
 For students that finish quickly, have a white piece of paper ready for them to create their
own patterns do while other classmates finish.
 Procedure: Student Engagement/Classroom
 SET: Management Strategies
 Have students gather together on floor  Remind students that if they have any
in reading area. questions they can put their hand up
 Tell students that we are going to be and I will call upon them.
looking at patterns. Ask students what  Remind students that if they have any
patterns are and discuss. questions or comments to wait until the
 Introduce story “Beep Beep, Vroom end of the story unless I ask them
Vroom!” and read it to students. (Ask specifically.
questions as you go through story and
discuss aspects of patterns ex.describe
the pattern in which Molly places the
cars on the shelf).
 At end of story ask students what kind
of patterns they saw (ex. Colours,
shapes of cars, is there a pattern with
the sounds of the cars?
 DEVELOPMENT:
 Tell students that now we are going to
make some patterns ourselves.
 Place a pattern on the board and ask
one students to tell me the pattern they
see and then ask students what would
come next.  Remind students that only those quiet
with their hands up nicely will be
 Tell students you need a few volunteers
chose.
 Arrange students in particular line up
(ex. Boy, girl, boy girl etc). Ask
students if they see a pattern. Ask
students what would come next.
Arrange students in another order and
repeat.
 Ask students if they have any questions
about patterns?
 Check for understanding by having
 Tell students we are going to do an students repeat back the directions.
activity with patterns at our seats called
“What comes next?”
 Show the students the sheet and explain
what you want them to do. Get them to
say aloud the pattern and what comes
next. They can circle correct image and
color pictures (make sure you  Ask students to quiet go to their seats
remember to colour in a pattern too!) and begin.
 If some students get done quickly they
What Comes
can be given a white piece of paper and
are able to draw their own patterns
Next?
using images, colours, shapes etc.
 CLOSURE
 What did we learn today?
 Compare and talk about patterns that
arise from daily experiences
 Recognize patterns in the environment
ex) fence posts (short, tall, short, tall..)

EXTRA:
Patterns for students to make and repeat in
person:
 Patterns with shapes and colors at
various difficulty levels
 Copy patterns that others have made
 Extend patterns that others have started
 Tell what is missing if parts of a pattern
are hidden
 Clap patterns- fast, fast, slow, fast, fast,
slow
 Actions- hop, hop, clap, clap, hop, hop
 Boy, Girl, Boy, Girl, Boy
What Comes
Next?

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