Identify, describe, copy, and extend patterns (such as by using objects, letters, numbers, etc.).  (KPF1-2)

Transfer a pattern from one medium to another.  (KPF1-3)

Create an original pattern.  (KPF1-4)

GRADE LEVEL: Kindergarten        SUBJECT(S): Patterns

2) OVERVIEW

Young children who are taught to look for and recognize patterns in their world acquire a mathematical skill, which is the foundation for critical thinking and problem solving. Patterns can easily be integrated across the early childhood curriculum, particularly in the areas of language arts, science, art, music and movement.

Children will use a variety of sensory modalities to identify patterns. They will have many opportunities to describe and create pattern units and repeating patterns. They will read and act out the book, Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr. and work with word patterns in literature. Musical patterns and rhythm will be explored by playing keyboards and water glass xylophones. Students will examine bird feathers, snake skins, and seashells to find patterns in nature. They will create shape and color patterns that repeat to make wrapping paper. The senses of sight and taste will be used to explore patterns with fruit shish kabobs that are created and eaten.

3) FOCUS/ESSENTIAL QUESTION(S):

Do you see a pattern here?

Can you describe the pattern unit that you see?

Does the pattern unit repeat itself? Does the repetition make it a pattern?

Can you see, hear, taste, smell and feel a pattern?

Where in our environment can you find patterns?

Can you copy a pattern?

Can you repeat the pattern in another way?

Can you create a pattern of your own?

4) Time Frame:

The unit should take one week to complete.

Resources and Materials:

Teacher:

Large masks (teacher-made) for main characters in Polar Bear, Polar Bear, What Do You Hear? (polar bear, lion, hippopotamus, flamingo, zebra, boa constrictor, elephant, leopard, peacock, walrus, zookeeper)

Writing Center:

Chart with common word endings or word families
White unlined paper
Pencils

Art Center:

Variety of sponge shapes (hearts, stars, dinosaurs, etc.)
Tempera paint (3-5 colors)
A large sheet of paper for each child (app. 36" x 20")
A piece of unlined paper for each child (app. 12" x 5")
Yarn about 18 inches in length for each child
Variety of beads, pieces of straw, uncooked pasta

Listening Center:

12 water glasses with varying amounts of colored water
Xylophone mallet
Labels for glasses
Keyboards

Math Center:

Bowls of pieces of fruit and marshmallows
Shish kabob skewer with blunt end for each child (activity done in small group with teacher)
paper, crayons, and clay

Science Center:

24 - 36 plastic eggs of different colors
6 ice cube trays
Collection of snake skins, seashells, bird feathers, etc. which show patterns
Charts with pictures of butterflies, snakes, birds, etc.

Reading Center:

Books:

Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr.

Brown Bear, Brown Bear, What Do You See? By Bill Martin, Jr.

The Three Little Pigs

The Little Red Hen

The Very Busy Spider

The House That Jack Built

The Three Billy Goats Gruff

Software:

"Patterns" (MECC Program)

Print Shop Deluxe

Kid Pix

Songs and Games:

"Hokey Pokey"

"Farmer in the Dell"

"Miss Mary Mack"

"What's My Pattern?" line game

Internet Connections:

Community:

Person to demonstrate weaving of patterns in hair design

Brick layer to demonstrate patterns in bricklaying and/or tile work

Landscaper to demonstrate patterns used in landscaping

Quiltmaker to bring and show quilt creations

6) CULMINATING ASSESSMENT:

Teacher observation and checklist of core curriculum objectives

Finished products of children's work (sponge patterns, shish kabobs, etc.)

Instructional Activities:

Introduction Activity:

Send a letter home asking parents to help children find a piece of old clothing or any object in their house with a repeating pattern that the child can bring to school to share. Discuss the meaning of the word "pattern" with the group. As children where patterns might be found? Ask children if patterns can be heard, tasted, felt, and/or smelled? Display items that children have brought in a common place. Complete an assessment with children of what they already know and what they would like to find out about patterns.

Patterns in Literature:

Introduce the book, Polar Bear, Polar Bear, What Do You Hear? by Bill Martin, Jr. This book uses repeating phrases to capture the children's interest. Have the children read the book in unison. When finished, ask the children to identify patterns that they noticed. They should identify the phrases, "What do you hear?" and "I hear a ___________in my ear."

Small Group Language Arts Instruction:

The children will identify rhyming words and group them into word families. Explore with the children the pattern that can be identified in various word families.

Learning Centers:

Math Center:

Creating, extending, and tasting patterns with fruit shish kabobs

Transferring a created pattern of manipulatives to another medium (children draw or model with clay their shish kabobs

Science Center:

Observing patterns in snake skins, seashells, turtle shells, bird feathers, butterflies, etc.

Arranging colored eggs into patterns in ice cube trays

Art Center:

Creating and extending patterns with sponge cut-outs

Creating necklaces with a repeating pattern from straws, beads, macaroni, etc.

Writing Center:

Copying and extending patterns of word families (rhyming words)

Computer Center:

Using software to create and extend patterns

Listening Center:

Using letter coded water glasses to create and listen to various tone and pitch patterns - label glasses with A,B, and C. Pour the same amount of water into each glass with the same letter. Use three glasses for each letter. Students will arrange the glasses in various orders to form repeating patterns.

Using color coded keyboards to create tone and pitch patterns

Family Living Center:

Dressing up in articles of clothing which have patterns and the addition of paper napkins, towels, etc. with patterns

Culminating Activities:

Discuss the assessment of what the children already knew and what they wanted to find out which was done at the beginning of the unit. Add new knowledge about patterns that they have gained. Find out if there are any unanswered questions about patterns. Take a "pattern walk" with the children. Use a camera to capture patterns discovered on the walk. Add the pictures taken to the original display of clothing and articles that the children brought from home.

Practice and Enrichment:

To give the students further practice in identifying and repeating a given pattern, show the students a pattern using your hands by clapping three times and then snapping your fingers twice. Ask students to repeat the pattern. Make the pattern more complicated as the children show readiness.

Play the game, "What's My Pattern?" Choose students to stand in front of the group and arrange them in a particular pattern (i.e. blue eyes, brown eyes or long pants, short pants). Have the children identify and describe the pattern that has been created. Have the children extend the pattern.