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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.