| Teacher Name-: Marshall |
Date-: September,
2005 |
| Grade Level-: 1 |
Subject-: Math |
| Title-: Leaf
Patterns |
Unit-: Patterning |
| Period-: 2 |
|
| Title--: |
Math |
| Content-:
| Students will learn to create
patterns through the use of leaves common to their local area. This
will be interdisciplinary in approach, using a science lesson in leaf
identification to teach patterning in mathematics. They will also
be able to read word cards containing the names of each of the leaves.
RATIONALE: The ability to recognize, compare, and manipulate patterns
is the basis for understanding much of mathematics. Patterns include
the linear Ababa patterns that we generally think of first, as well
as nonlinear patterns, such as concentric, grid, and branching patterns.
Understanding the concept of patterns and being able to recognize
and repeat them helps children understand such things as why a computation
method works (or doesn't work) with all numbers in the same way and
why one side of a triangle always has a relationship to the other
two. In problem solving, facility with patterns enables children to
see the important information in a real-world math problem, how the
various pieces of information relate to each other, and the possibilities
for predicting the outcome. |
| Curriculum Standards-:
| Standard 3 Mathematics Students
will: understand mathematics and become mathematically confident by
communicating and reasoning mathematically, by applying mathematics
in real-world settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis, probability,
and trigonometry. Performance Indicators: • use models, facts, and
relationships to draw conclusions about mathematics and explain their
thinking • use patterns and relationships to analyze mathematical
situations • justify their answers and solution processes • use logical
reasoning to reach simple conclusions Standard 4 Science Students
will: understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize
the historical development of ideas in science. Language Arts Standard
Students will read, write, listen, and speak for information and understanding.
As listeners and readers, students will collect data, facts, and ideas,
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts. As
speakers and writers, they will use oral and written language to acquire,
interpret, apply, and transmit information. • gather and interpret
information from children’s reference books, magazines, textbooks,
electronic bulletin boards, audio and media presentations, oral interviews,
and from such sources as charts, graphs, maps, and diagrams • select
information appropriate to the purpose of their investigation and
relate ideas from one text to another. |
| Instructional/Objectives/Performance-:
| Given four baggies, each
containing a different type of leaf, students will create four different
patterns. Students will be given word cards with the names of the
leaves. Students will match the leaf and name after pattern is completed. |
| Instructional Procedures-:
| Using literature to introduce
this lesson, the teacher will read, And The Doorbell Rang, by Pat
Hutchins. This is one of those picture books that must be included
in the math program. There are patterns, problem solving, computation
and data gathering for starters. The book is full of visual and verbal
patterns. The children seem well conditioned to share their bounty
so the computing of how many cookies apiece changes as the other children
enter the picture and that, of course, involves problem solving. Since
the number of cookies and the number of children is left to the reader,
data gathering becomes necessary. |
| Beginning Review-:
| After reading, And the Doorbell
Rang, as an introduction to patterning, the teacher will review the
previous Science lesson about leaf identification. |
| Presentation/Demo-:
| The teacher will use the
overhead projector to demonstrate patterning. Teacher will use fruit
loops cereal while the students follow at their seats. Using the colors
of the fruit loops, teacher will create patterns. Children can eat
the cereal after each pattern has been created. |
| Ending Review-:
| Students will be directed
to the baggies on their desks. They will be asked to create four patterns
of their own by using the leaves in the baggies. Then they will add
the word cards with leaf names, placing them next to each leaf. |
| Materials/Equipment-:
| Baggies with four different
types of leaves. Word cards with leaf names Fruit Loop Cereal And
the Doorbell Rang, by Pat Hutchins Overhead projector Placemats for
students to create patterns and for cereal patterns. |
| Accommodations Needs-:
| The teacher will observe
the students as they work on their own patterns, assisting where needed.
Those who need to be challenged can illustrate their patterns on a
chart to display. They can also create other patterns of their own. |
| Assessment/Evaluation-:
| Students will be expected
to correctly create the four leaf patterns. Students should also be
able to match the word cards to the correct leaves. |
| Follow-up Activities-:
| Students will be placed
in centers to practice patterning. They will work with a partner,
which will include work on the computer. They will design original
patterns being uniquely creative. Teacher will assist where needed.
If a students or small number of students are having difficulty, the
teacher will assist this group through further demonstration. |
| Teacher Reflection-:
| Was the demonstration sufficient
to guide students through patterning explanation? By connecting Science
and Math and Reading in this lesson, did the students understand that
all skills are valuable in learning? Did the students enjoy this approach
and will I use it again? Teacher will be aware of time involved in
this activity. If attention spans of students are short, this may
take two lessons to complete. |
|
