Finalized Unit

Table of Contents
Thematic Statement Essay.. 2

Sequential Implementation Calendar.. 5
Essential Questions & Enduring Understandings... 6
Corresponding State Standards... 7
Required Materials List (Sorted by Lesson)... 10
Parent Letter Home. 12
Anticipatory Lesson: Beginning and Connecting! .. 14
Science Lessons: Next Generation Science Standards
Science Lesson #1: How do I send my Data?. 29
Science Lesson #2: Making Waves!42
Mathematics Lessons: Common Core Standards
Mathematics Lesson #1: Smaller can be great!...54
Mathematics Lesson #2: M&M Fractions...68
Social Studies Lesson: Common Core Standards
Social Studies Lesson #1: Driving to the Future.80
Social Studies Lesson #2: Mighty Mac...91
Culminating Activity.105
Field Trip Permission Form..109
Additional Resource List.110
Patterns of your Living

This Standard Based Unit, Patterns of your Living, is intentionally built to represent the
importance of various forms of patterns in learning, and in life. In the Merriam-Webster
dictionary, the definition of the word pattern is: The regular and repeated way something
happens or is done. Throughout this unit, there are Math, Science, and Social studies lesson
plans that represent how patterns impact the learning of a child. These particular patterns are
derived from 3 essential questions which will be explained specifically in this essay. While
forming an understanding about this unit, feel free to question and wonder just as a student
would. Why are patterns important to me? Let this essay present an answer to these various
questions, and allow the child-like creativity to awaken from a previously dormant slumber.
The first question that drives this unit is: How do Math, Science, and Social Studies
display patterns? For each subject, there are multiple ways in which a trend can be established,
or for a pattern to be presented in the lesson. During this unit, the students must derive an
understanding for how Math, Science, and Social Studies can show patterns, and also how these
patterns can impact daily learning as well as everyday life. For example, the children will be
instructed to find a routine to solving fractions, notice tendencies in the movement of waves, and
recognize trends of advancement in economic development. Each of these categories
distinguishes patterns as an essential element to the overall success of the childs learning. If the
student does not understand that patterns, trends, and tendencies are important, than the
importance of the Unit is being overlooked. .
The second question that is presented for the students is: How do patterns exist in your
daily lives? This essential question is meant to spark a wonderment that hopefully will build
itself into a daily observation. To dig deeper into the reasoning behind this question, take a look
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at the Mighty Mac! lesson in the Social Studies portion of the Standard Based Unit. This lesson
shares a comparison of the Mackinaw Bridge from the 1950s to the bridge today. The bridge
was constructed because of a trend in development that realized a bridge to be more sufficient
than a ferry liner for passage across the straits. After the initial construction, the productivity and
usage of the bridge has increased at a substantial rate throughout the century! The reasoning for
this advancement is because of the human incapability of standing too still for too long.
Throughout the unit, the individual student is to comprehend what patterns of their learning can
be related to the patterns that naturally exist in their daily life.
The final essential question for the Unit reads: How do patterns in history help us learn,
and plan for the future? The enticing aspect about this question is that to learn for the future,
students must be willing to derive information from the past. Of course, history is a subject that
obviously delves into the past, but every theme contains content that is derived from previous
events and experiences. To gain understanding for this question, the students have the
opportunity to research, ask questions to teachers and parents, and view videos, articles, and even
venues which offer knowledge based off of experience. Through this Unit, students will
understand that the trends of the past were developed into patterned building blocks for the
future.
The Patterns of your Learning Unit is meant to offer children the vision to see how trends
and tendencies of the world will forever impact their daily lives. Taking examples from the past,
present, and even future, the students will recognize the importance of patterns by deriving
information from the interim and summative assessments. This Unit is both informational, and
interactive for the students to have the highest potential for effective learning. Each lesson is
cohesive to the lessons that come before it, and after it. The Standard Based Unit is on patterns
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after all. For students to properly learn about the importance of patterns, it is crucial for the
organization of this Unit to set the trend.
BLAHAHAHAHAHAHAHAHAHHAHHAH
Essential Questions:
How do Math, Science, and Social Studies display

patterns?
How do patterns exist in your daily lives?
How do patterns in history help us learn, and plan for the
future?
State Mandated Expectations

Content Standards: Common Core Language Arts Standards
Anticipatory Language Arts Lesson: Beginning and Connecting
SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one in

groups and teacher-led). With diverse partners on grade 4 topics and texts,
building on others ideas and expressing their own clearly.
This Anticipatory lesson introduces the Patterns of Your Learning! Standard
Based Unit. There are multiple discussions about what patterns are as they relate
to the future lessons throughout this Unit. This lesson is to serve as preparation
for student learning, and create an understanding of what patterns can look like.
Content Standards: Next Generation Science Standards

Science Lesson #1: How Do I send My Data?
4-Ps4-3: Generate and compare multiple solutions that use patterns to transfer
information. [Clarification Statement: Examples of solutions could include drums
sending coded information through sound waves, using a grid of 1s and 0s
representing black and white to send information about a picture, and using Morse
code to send text.]
This lesson is intended to teach students that communication can be passed along
through the usage of light patterns, and sound frequency patterns. This lesson
relates to the introduction by relating back to one of the classroom discussion
topics. Students will experience these unique trends by working with models and
examples first-hand.
Science Lesson #2: Making Waves!
4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude

and wavelength and that waves can cause objects to move. [Clarification
Statement: Examples of models could include diagrams, analogies, and physical
models using wire to illustrate wavelength and amplitude of waves].
The previous lesson is instructing upon the usage of light and sound wave
patterns. The Making Waves! lesson appropriately relates because it presents
information about the movement of patterns in various waves (sound, wind, and
water).
Content Standards: Common Core Mathematics Standards

Mathematics Lesson #1: Smaller Can be Great!
CCSS.Math.Content.4.NF.C.5- Express a fraction with denominator 10 as an
equivalent fraction with denominator 100, and use this technique to add two
fractions with respective denominators 10 and 100.2 For example, express 3/10 as
30/100, and add 3/10 + 4/100 = 34/100.
This Math lesson begins the mathematic portion of the Unit. It fits into the pattern
theme because of the process it takes to add fractions with denominators of 10
together with fractions with denominators of 100. The process is the same, no
matter what the numerator may be. The students will recognize the trends and
tendencies.
Mathematics Lesson #2: M&M Fractions
CCSS.Math.Content.4.NF.B.3- Understandadditionandsubtractionoffractions
asjoiningandseparatingpartsreferringtothesamewhole.
Thislessoncoincideswiththepreviouslessonbecauseittakesadifferentlook
intotheusageoffractions.Insmallercanbegreattheclassworkedwithadding
fractionswithdifferentdenominators.Now,withthislesson,theclassisadding
andsubtractingfractionswiththesamedenominators.
ContentStandards:SocialStudiesGLCEs
SocialStudiesLesson#1:DrivingintotheFuture
4 H3.0.4- Draw upon stories, photos, artifacts, and other primary sources to
compare the life of people in towns and cities in Michigan and in the Great Lakes
region during a variety of time periods from 1837 to the present (e.g., 1837-1900,
1900-1950, 1950-2000)
This lesson teaches about the life of people in Michigan from 1908 to 1957 as
they witnessed a patterned increase in vehicle production.
Social Studies Lesson #2: The Mighty Mac!
4-H3.0.5- Use Visual data and informational text or primary accounts to compare
a major Michigan economic activity today with that same or a related activity in
the past.
This lesson observes the Mackinaw Bridge from when it was first built to what it
is now. The Driving into the Future lesson plan leads into this plan because of
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the emphasis on automobile development in Michigan. The sudden increase in

vehicle production was a determining factor for why the bridge was constructed.
Culminating Activity:
This activity is the final activity of the Unit which is meant to create a
solidifying understanding of what the students have each learned throughout the
month. The class will be taking a fieldtrip to the Henry Ford museum, and
completing the final assessment based off of their findings at the museum.
Chaperones will play an intricate part of this culminating activity. (Instructions

may be viewed on page 105 of this Unity.
A field trip permission form will be sent home to be read by both the parent and
student. Form must be sent back with parent signature.
The Henry Ford Museum is a place that focuses heavily on cars and airplanes.
Even though the particular museum does not cover every aspect of this Unit, the
culminating activities bring the Unit to life within this famous museum.
For more detail, please turn to page 105 of this Standard Based Unit.
Introduction Lesson: Beginning and Connecting!

Materials:
Match that Pattern
Show me the pattern essay pictures
Pattern Organizer
Power-point availability
White board
Dry erase Markers
Patterns son word key
Rubric for Show me the Pattern essays
https://www.youtube.com/watch?v=aXh2Y0qTBiM
Science Lesson #1: How do I send my Data?
LESSON IS GOING TO BE RETOOLED
I did not realize how much work it needed
The lesson Not materials is included for proof of completion
Materials:
Dry erase markers
White board
Large tarp or sheet
Beach ball
Two buckets of water
Hand held fans
Jump rope
Crayons/colored pencils
Ridge cookie trays [to hold water]
Rubber ducks
Draw the pattern worksheet
Essay word key
https://www.youtube.com/watch?v=5_HefhiwioE
Mathematics lesson #1: Smaller can be great!
Materials:
10
White board
White board markers
Video about fractions (10 & 100 Denominator) https://www.khanacademy.org/math/cc-fourth-grademath/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/v/adding-fractions-with-10-and-100-asdenominators
Video Questions & Rubric
Denominator of 10 examples
Not so Different Poem
Lined paper

Materials:
M&Ms
Plastic press to close bags
Paper towel for each group
Whiteboard
Dry erase markers
Assigned groups
Pencils for each student
Crayons for each group
M&M chart for each student
M&M Fractions worksheet for each student
Fraction worksheet for each student
6 notecards for each student
Fraction game problems and class list
Social Studies Lesson #1: Driving to the future
Personal Whiteboard
Model-T test
Starting the engine Graphic organizer
Classroom Whiteboard
Henry Ford Impact essay rubric
Erasers
Dry erase markers
Ford Model T- 100 years later- https://www.youtube.com/watch?v=S4KrIMZpwCY
Model-T World without cars article: http://www.modelt.org/index.php?
option=com_content&view=article&id=15:a-kids-introduction-to-the-model-t-ford&catid=5:history-andlore&Itemid=1
Social Studies Lesson #2: The Mighty Mac!
Materials:
Tell me what you know sheet
Guided work sheet
The five mile dream: https://www.youtube.com/watch?v=eFsy_EHWM-Q
Google searched Bridge Comparison (Golden Gate vs. Mackinaw)
Bridge Builders Manual
Popsicle sticks
White Board
Dry Erase Markers
Match That Bridge! (Quiz)
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Culminating Activity: Henry Ford Museum

Materials:
Chaperones
Fieldtrip permission forms
Transportation
Cameras
exhibit patterns sheet
Comfortable walking shoes
Informative website (Henry Ford): http://www.thehenryford.org/museum/exhibits.aspx
Dear Parents/Legal Guardians,

As Calvin says in the famous Calvin and Hobbes comic strips: Its a magical world
Hobbes ol buddy; Lets go exploring! For the next few weeks, your children will be exploring
how Patterns, Trends, and Tendencies have impacted the world around them. Whether it is how
to add or subtract fractions with M&Ms, how waves are not just found in the ocean, or the
development of the Mackinaw bridge from its opening day to now, patterns are an important
aspect of our everyday lives. This Unit is titled: Patterns of your Learning! I believe that this
educational experience will be a great opportunity for each student in my classroom, and I would
love for each of you to take part in your childs learning.
Throughout this process, there will be a variety of opportunities for you to view what
your child has done in class. I will email activity updates as well as send home material that was
worked on that day, or homework that is to be completed for the upcoming classes. I am excited
to see how much your children will be able to learn about the importance of patterns, and I am
also eager to see the amount of fun that is had on a daily basis. Besides the classroom oriented
instruction, learning will take place outside of the classroom as well.
At the end of the Unit, the class will take a fieldtrip to the Henry Ford museum. This trip
will be a cumulating activity to tie in essential elements that were previously instructed in the
classroom. More information for this fieldtrip will be sent out soon, but attached to this letter is
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the ever important Field trip permission form. Parents are encouraged to join us on this trip, but I
also encourage you to be involved in your students learning before this intriguing experience! I
look forward growing with your students throughout this experience, and I am excited for them
to share with you about their learning. I enjoy this quote by Isaiah Berlin. It truly illustrates what
the Unit is portraying: To understand is to perceive patterns. As you talk with your students,
enjoy listening, and enjoy learning!
With great sincerity,

Mr. Taylor Hawkins
Anticipatory Set
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Beginning and Connecting!
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Name: Taylor Hawkins

Time Allotted: 65-75
minutes (split into two sections).
Grade Level: 4th Grade
Subject(s): Language Arts
Materials Required: (create a bulleted list, including texts -- books and articles-- using APA format)
Match that Pattern worksheet
Show me the Pattern essay pictures
Pattern Organizer
Power-point availability
White board
Dry erase Markers
Patterns song word key
Rubric for Show me the Pattern essays
https://www.youtube.com/watch?v=aXh2Y0qTBiM Patterns song-Colin Dodds
Michigan Content Expectations: S.S. Grade Level Content Expectations (GLCE), E.L.A. or
Math Common Core State Standard (CCSS) or Next Generation Science Standard (NGSS)
include both the code AND fully written out expectation. SL.4.1- Engage effectively in a range
of collaborative discussions (one-on-one in groups and teacher-led). With diverse partners on
grade 4 topics and texts, building on others ideas and expressing their own clearly.
Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly
state with Blooms taxonomy verb) including the level of proficiency. (3Cs =
Content/Performance, Condition and Criteria i.e. The student will {Blooms taxonomy verb}{level of Blooms
taxonomy learning} so that they demonstrate 4out of 5 or higher proficiency on the {end of lesson assessment
rubric}.
Objective 1: Students will engage in a variety of discussions about content appropriate

topics and express how these topics display patterns by scoring a 4 out of 5 on the Match
that Pattern assessment. (Comprehension)
Objective 2: Students will express their own ideas and understanding of what a pattern is
by completing the Show the Pattern Mini essay assignment, and scoring an 80%
proficiency rating on the final rubric. (Application/Knowledge)
Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess
that students are progressing towards or have mastered EACH objective? (Formally- tests, quizzes,
worksheets, rubric based projects or performances/Informally observations, conversations). Make sure to
include necessary rubrics and/or scoring guides and answer keys.
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Objective 1 Informal Formative Assessment: In small groups as the teacher observes,

students will discuss different kinds of patterns they see in their everyday lives. Come
back as a class, and share what has been found.
Objective 1 Formal Formative Assessment: The students will watch the Patterns song
video [In course materials] from the beginning to the 1:27 minute mark. After the video,
the students will work in pairs to write 3 sentences that have at least 3 words or phrases
from the Patterns song word key.
Objective 1 Formal Interim/Summative Assessment: The teacher will hold a brief
discussion reflecting upon what patterns are, and what different kinds of patterns are in
everyday life. There will then be the Match that Pattern assessment that students will
complete individually.
Objective 2 Informal Formative Assessment: As the teacher observes, the students will
discuss in small groups how patterns are important in the classroom. What patterns do
you see? Come back as a whole class for discussion.
Objective 2 Formal Formative Assessment: The teacher will have previously written on
the white board two patterns that can be found in the Math, Science, and Social Studies
subjects. The students will pick one pattern from each subject, and individually fill out
the Pattern organizer accordingly [Instructions in Guided Practice]
Objective 2 Formal Interim/Summative Assessment: The students will individually write
3 mini-essays of about one paragraph each. There will be a key at the front of the class
with 5 pictures to choose from, and the students will write about 3 of these pictures.
Students will write about how the certain thing in the picture contains, or is a pattern.
[These pattern topics are to be derived from class discussion and prior knowledge].
Data & Intervention: What data could you generate? What specific plan do you have in place
including resources if a student/or multiple students have/have not met the minimum level of
proficiency on the interim or summative assessment? The intriguing aspect about this lesson is
that it is an anticipatory lesson. If the students do not display an adequate level of proficiency,
there will be a vast number of opportunities to improve understanding and comprehension. Also,
this lesson has a great deal of partner work, group work, and teacher to student interaction. If the
students are struggling to understand the instructed content, then the teacher will have the
opportunity to personally assist when necessary.
Instructional Procedure: What information do students need to accomplish the objective?

(The following steps do NOT have to occur in number order 1-6, nor are they necessarily separate components.
You may structure your lesson however you like to best meet your planning needs but make sure to somehow still
identify that you have each component. For Direct Interactive Instruction, you may use the To, With & By
Model Direct Teaching with Integrated Modeling, Guided Practice and Independent Practice. For Inquiry, you
may use the 5 E model Engage, Explore, Explain, Elaborate, and Evaluate.) Consider and plan how you will
transition and other classroom management components that will affect your instruction.
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Anticipatory Set: (Allotted Time: 5 minutes )

a. Focus or grab student attention narrative, novelty: Hello there class! There
are patterns everywhere we look. The design on your shirts, a checkers board,
and even in the waves of the ocean! Today, we will be talking together about the
importance of patterns in learning, and in life.
b. Provide brief review of previous related lessons (systematic): The teacher will
make the students aware that this lesson is an introduction of a larger Unit.
Class, this is the first lesson of a month long learning process about patterns in
learning, and in your life. We have a lot to learn, but we must start somewhere
Lets start right here; right now!
c. Develop readiness for learning that is to follow: Depending upon the availability
of technology within the classroom, the teacher will use either a PowerPoint of
picture cut-outs to show patterns in everyday living, and in the classroom [Picture
examples attached]. The teacher will give a brief explanation of how each picture
is a pattern, and let students offer their ideas. Why is this a pattern? What do you
see?
d. Include clear and simple behavioral expectations and any necessary procedures
for classroom management: I expect that you will show me a pattern of good
behavior throughout this lesson. I also want you to be thoughtful of your
classmates, the teacher, and alsoHave fun!
State Purpose and Objective of Lesson: (Allotted Time: 2 minutes)

a. Tell the students what you want them to learn (direct): I want you to engage in
conversation with your teacher and classmates about patterns, and be able to
express what they are, and how they show up in our lives.
b. Tell them why its important to them (explicit): Understanding patterns is
important to you because patterns are a part of our everyday learning, and our
everyday lives.
c. How might this lesson connect to prior or upcoming lesson? How does it relate to
a larger theme or concept? This lesson is a priming lesson for what is to come
within this unit. It will provide a connection to the Unit as a whole, and a basic
understanding of what is to be learned throughout the future lessons.
Instruction: (Allotted TimeYou may want to break the times out by DII, Modeling, GP and IP to make sure youve planned
effectively)
a. Direct Instruction: (43 minutes)
Class, there are Patterns everywhere around us! The patterns in
your shirt, a checker board, and even the waves in the ocean have
certain patterns within them. Today, we will be talking about the
importance of patterns in learning and in life. At this time, as the
teacher observes, the students will get into small groups and talk
about patterns they see in life (3 minutes)
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After the group discussion, the teacher will bring it back together
and the class will talk as a whole about what they came up with. (2
minutes)
Thank you for sharing class. There sure are a lot of patterns out in
the world! We are now going to keep digging deeper into our
understanding, and watch a short Pattern Song written by Colin
Dodds. Pay attention! The information in the song will be
important soon! During the video, the teacher will pass out the
Patterns song word key. Now students, please get out a couple of
sheets of writing paper for your next activity. Please quietly get
into pairs, but do not do anything with the handout yet! (4
minutes)
Please view and apply Modeling section
Great job class! Please hand in your patterns song paper to me.
The teacher will hold a discussion about patterns in our lives
while walking around the room, and handing out the Match that
Pattern assessment. After the brief discussion, students will take
the quiz individually. (8 minutes)
Break for Recess or Lunch.
Alright class, before your break we talked about how patterns are
important to daily life. Now, we will talk about the classroom!
What patterns do you see? Lets form small groups and talk about
it, and then come back together! Teacher will have students get
into different small groups for discussion. (4 minutes) Whole class
conversation: (2 minutes). Now my friends, onto something new!
Teacher will now hand out Patterns Organizer assignment.
The teacher will have previously written 2 patterns on the
Whiteboard that are derived from each subject in the Unit: Math,
Science, and Social Studies. Students are to pick one of each, and
write their ideas about their choices in the Patterns Organizer
sheet. [Teacher will collect this as a base of prior knowledge and
understanding]
Please view and apply Guided Practice section
Class; please hold on to this assignment because I want you to be
able to look back at it throughout this month of learning patterns!
You will be amazed at how much you will learn! The teacher will
bring out the same pictures used in the anticipatory set for the final
task, and at this time, students will take out two lined pieces of
paper.
These pictures look familiar, dont they class? You will be choosing
3 of these pictures, and writing a paragraph for each of them.
Students will use prior knowledge and ideas, as well as instruction
used in class to complete this assignment. Remember back to what
we learned today class. We discussed, we wrote in pairs, and we
even listened to a funny song. These mini essays are to be written
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individually, and quietly. Please tell me what picture you have

chosen for each paragraph, and when you are finished, bring the
essays to me. (20 minutes).
Thank you for learning with me today class, please keep think
about the importance of patterns. We will be learning much more
in the weeks ahead!
b. Modeling: (12 minutes)
i. Showing an example(s) as you explain: Using an overhead projector, show
an example of a completed writing sheet and word key. Do not keep the
key up for too long so students are not as tempted to just copy what the
teacher has written. Think back to the song class, what words in the word
key on your paper would make sense to write about? Instruct students to
write 3 sentences with at least 3 word key definitions.
ii. Watch while I do this problem and Ill tell you what Im thinking as I
work. The teacher will explain what their thought process was while they
completed the assignment. This is what I think about/ here is an idea! The
teacher will give 12 minutes to complete the assignment, and each pair
will turn in one sheet. (One writer, two thinkers!) [The teacher will go
around the room, and make sure each partner is participating] When
finished, view Direct Instruction.
c. Guided Practice: (8 minutes)
i. Instruct students to complete practice problems individually or with
another student while support/guidance is given. Using the whiteboard,
the teacher will explain what is expected during this assignment. Even
though the students will be writing down ideas and thoughts, they are to
use knowledge gained in this lesson to complete the assignment. Alright
students, go ahead and pick a pattern from one of the Subjects written on
the board, and I will tell you how I would fill out the Patterns Organizer.
Students will work individually, asking the teacher when help is needed.
ii. Must be monitored by teacher to make sure students are not practicing
errors (white board response), important place to formatively/interimly
assess. While the class is working, the teacher will travel around the room
for assistance, and guidance. The teacher must recognize the difference
between an idea in the right direction and an off the wall thought.
Provide assistance accordingly. When finished view Direct instruction
d. Independent Practice
When the students can perform without major errors, discomfort or confusion,
then they are ready to develop fluency by practicing without the availability of the
teacher (independent centers)
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Share with families: Students will go home and tell their students what
they have learned about patterns. Students may ask: Mom and Dad, what
are patterns that you notice in life?
What proof do you have the students have arrived? The student has
arrived when they are able to get tangible ideas and thoughts out into
paragraph form in the final assessment.
Differentiated Consideration (Adjust instruction and assessments, tools, resources or

activities for students who):
Finish quickly but may or may NOT have mastered the objectives: The students who
finish early, but may lack understanding will have the consistent opportunity to work
in a group, or as partners. Students will be reminded that the assignments are what
they think, and ideas they have. Brainstorming will be a fundamental aspect for
students to have a greater grasp on the content as they discuss different scenarios with
each other.
Struggle to complete activity/assessments: Students will be able to take all work home
to finish except the final Mini-essay assignment. If the student shows frustration
during the final assessment, the teacher will come around and give clarifying
suggestions.
Show proficiency early or directly after the first formative assessment: This would be
great! These students will be leaders within small group and pair discussion, and
partner work. The teacher will encourage these students to think of their own ideas of
patterns, and share them with the class during the whole group discussion portions
of the class period.
Still not proficient near end of lesson: These students will be encouraged to think
outside of the box. For the last assessment, the teacher will call the struggling
students over to a table to work on their essays. They will ask questions, and the
teacher will offer productive feedback. The most important aspect of this lesson is
that the students are able to form ideas for themselves!
Needs different modes of learning or learn through a different multiple intelligence
strategies than what was delivered- embed multiple options of instruction and
assessment for students to choose how they best learn and how best they would show
proficiency. There are numerous forms of learning that take place within this lesson.
The students work individually, in pairs, in groups, and also as a whole class.
Students who continue to struggle will have multiple opportunities to talk with the
teacher one-on-one as he makes his way around the room during work periods.
Closure: (Allotted Time: 5 minutes)

a. Teacher or student reinforce/restate the objectives: Class, give me a thumbs up!
if you feel good about these I-Can statements. Lets read them together!
I Can engage in conversations with classmates and teachers about patterns
in my daily life.
I Can express what patterns are, and how they show up in my life.
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b. Students summarize to what extent they feel they mastered each objective (more
than just a generic) what they have learned in relation to objectives. Tell me,
Show me, Signal responses, choral responses, ticket out the door Are just a
few potential options. The final assessment, the mini essays, is where students
display mastery of the lesson.
c. Connect back to larger theme/unit: Beginning and Connecting is the opening
lesson of the whole Unit! The information contained within this lesson is to be an
introduction to the learning to follow. Connect to previous lesson and/or next
lesson: The first subject area that will be taught are the Science lessons. The
uniqueness of the patterns presented will give the students an understanding that
not all patterns are the same.
d. (Optional: Thanks students for their learning today)
References: Use APA references page formatting to correctly cite textbooks, other books,
websites, images, etc. that you used in the lesson. http://owl.english.purdue.edu/owl/resource/560/01/ . If
youd like to use a citation creation tool, you can use Zotero. Please do not use other tools that are not up to date
with APA 6th Edition Manual. Start with double spacing, 12 pt. Font, 1 inch margins with hanging indents, etc.
Dodds, C. (2015, January 31). Patterns Song- Colin Dodds. In Youtube,com.

Retrieved April 15, 2015, from https://www.youtube.com/watch?v=aXh2Y0qTBiM
Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can
answer the following questions you do not need to physically respond to these questions,
just think about them and check yourself):
Do I have measurable objectives derived directly from the state expectations? Yes
Do I have ways for students to create tangible proof or evidence that they accomplished
EACH objective? What will I do for the students that didnt? What will I do for the
students that did? Yes I do. As the introduction lesson, the students are able to, in a way,
create their own learning. Discussions with the teacher and fellow classmates are
essential aspects of this lesson.
Do I embed in my direct instruction and guided practice as many possible multiple
intelligences to reach as many types of learners as possible? Yes I do
Do I have ways to scale-up or scale-back my content, resources, etc. for students
functioning on all levels? Yes. The teacher is readily available for discussions, and there
is an opportunity in nearly any circumstance to engage in conversation with a classmate.
21
Show me the Pattern essay Rubric
Outstanding! (7-8)
Proficient (5-6)
Patterns are
purposefully
described in
all 3 of the
essays.
The essays are
neat, and easy
to follow.
Creativity is
utilized in the
writing
Students use
previous
classroom
activities and
discussions in
the essays
Needs help (3-4)
Patterns are
purposefully
described in 2
out of 3
essays.
The essays
have good
structure, and
have quality
ideas.
Creativity is
present in the
writing.
Thoughts and
ideas from the
classroom
activities are
present in 2
out of 3
essays.
Patterns are
purposefully
described in
1out of 3
essays.
The essays
have an
attempt at
structures, and
the ideas are
scattered
Creativity is
attempted in
the writing.
Thoughts and
ideas from the
classroom
activities are
present in
only 1 out of
3 essays.
Not getting it (1-2)
Patterns are
not
purposefully
described.
The essay has
little structure,
and the ideas
presented are
very scattered
Creativity is
not present in
the writing.
Thoughts and
ideas do not
flow, or
connect with
patterns as the
main topic.
22
Picture list for Anticipatory and Mini Essay assessment

http://www.clipartbest.com/cliparts/nTE/q9M/nTEq9MzTA.png
http://thumbs.dreamstime.com/z/sun-waves-17976475.jpg
http://fc01.deviantart.net/fs70/i/2009/349/7/9/Four_Ages_of_Man_by_kass_just_kass.jpg
23
http://www.qualtrics.com/wp-content/uploads/2014/01/Graphic-Slider-Table.png
http://nzmaths.co.nz/sites/default/files/images/match1.gif
24
Pattern Song Word/ Phrase Key!
http://previews.123rf.com/images/antonbrand/antonbrand1108/antonbrand110800006/10365771Cartoon-man-gets-a-bright-idea-A-light-bulb-above-his-head-Stock-Vector.jpg
Patterns are everywhere!

Repeat
Patterns continue on and on
Numbers
Days of the week
25
I Can Statements!
I can engage in conversation with classmates and
teachers about patterns in my daily life.
I can express what patterns are, and how they show

up in my life.
Name:
26
Organizing Patterns!
Math
Science
Social Studies
Pick one pattern from each subject on the

Whiteboard, and write down your ideas and thoughts!
27
Name:
Match That Pattern!
Do your best to think back, and answer every question! Take your time, and
remember the video!
1. From the Pattern song video, what was an example given for something that has a
pattern?
a. Numbers
b. Water
c. Light
d. Decimals
2. What is a pattern that can be found in the Subject of Science?
a. Fractions
b. Alphabet trends
c. Waves (Frequency)
d. How much houses cost in a neighborhood
3. Who wrote and performed the song in the Pattern song video?
a. Ted Nugent
b. Colin Dodds
c. William Gates
d. Frank Case
4. What is a pattern that is in the video that impacts us every day?
a. Playing Checkers
b. Counting
c. Looking at the pattern of brick walls
d. A Heartbeat
5. In the video, what do patterns do?
a. They stop, and start back up
b. Patterns go on, and on.
c. They fade away over time
d. Patterns never really do anything. They just go in a circle.
Match that Pattern answer key
28
1. A. (Numbers is the correct answer)

2. C. (Waves/Frequency. This answer ties into the future science lesson)
3. B. (Colin Dodds. This question is asked for attentiveness monitoring.)
4.
D. (A heartbeat is a pattern that impacts our every second!)
5.
B. (Patterns go on and on. Never ending!)
Science Lesson #1: How Do I send my

Data?
29
How Do I Send My Data?

minutes
Grade Level: 4th grade

Subject(s): Science
30
White board
Dry Erase markers
Forms of communication graphic organizer
Forms of communication rubric
plastic cups (enough for two per each student)
String (enough for class)
Scotch tape
Video for making Cup phones https://www.youtube.com/watch?v=tReWp9mmbow
Walky talky (3 sets)
Examples of Brail
Instructions of how to say Hello in American sign language
Cup phone writing sheet
Cup phone writing sheet rubric
include both the code AND fully written out expectation. 4-Ps4-3: Generate and compare
multiple solutions that use patterns to transfer information. [Clarification Statement: Examples
of solutions could include drums sending coded information through sound waves, using a grid
of 1s and 0s representing black and white to send information about a picture, and using Morse
code to send text.]
state with Blooms taxonomy verb) including the level of proficiency.
Objective 1: Students will Generate knowledge about communication by completing the

forms of communication matching quiz and achieving a proficiency score of 4 out of 5
according to the rubric. (Comprehension/Knowledge)
Objective 2: The Students will Compare their understanding of communication with
classmates as each student builds their own set of cup phones, and they will display
understanding by writing a 2 paragraph essay detailing the experience and scoring a 4 out
of 5 according to the rubric. (Application/ Knowledge)
that students are progressing towards or have mastered EACH objective? Make sure to include
necessary rubrics and/or scoring guides and answer keys.
Objective 1 Informal Formative Assessment: As the teacher observes, the students will
discuss in small groups about what kinds of communication there are in the world. (Come
back as a whole class for collaboration).
31
Objective 1 Formal Formative Assessment: There will be certain examples of the way
people communicate set up in the back of the classroom. Three pairs of walky talkys,
examples of brail, and instructions of how to say hello in American Sign Language. The
teacher will choose which students go where by random selection. After engaging in the
specific communication, the student will use the What did I learn? handout to write a
two sentence statement describing what they have experienced.
Objective 1 Formal Interim/Summative Assessment: Students will fill in the forms of
communication graphic organizer. Students are to put at least 2 facts in each box. Also
on the bottom of the page, the students are to tell in 1 sentence what communication
procedure they personally experienced accompanied by a picture.
Objective 2 Informal Formative Assessment: The teacher will distribute a pre-made
model of the cup phone invention. Students will pass the device around, and while the
teacher observes, the children will discuss what they are experiencing as a whole class.
(Raising of hands, not shouting out!)
Objective 2 Formal Formative Assessment: Students will watch the video included in
course materials of how to make the cup phone invention. The teacher will then provide
the materials, and the students will make their own cup phone set.
Objective 2 Formal Interim/Summative Assessment: Students will write a 2 paragraph
essay detailing the experience of making the cup phone model. (When assignment is
turned in, the student must say hello to the teacher through their phone!)
proficiency on the interim or summative assessment? During this lesson, there are numerous
opportunities for data to be generated. Whether it is during the interim and summative
assessments, or while the students are creating the cup phone invention, there are different
forms of teaching to coincide with different ways of learning. If students do not meet minimum
levels of proficiency, there is a lot of grouped and paired discussion that takes place. Also, the
teacher is able spend one on one time with struggling students during the formal formative
assessments.
Anticipatory Set: (Allotted Time: 4 minutes)

a. Focus or grab student attention narrative, novelty: Alright class, have you
ever wondered how many ways people can communicate with each other? Well,
today we will be diving into that wonderment! Have you ever wanted to talk with
a paper cup and some string? Well, today is your chance!
b. Provide brief review of previous related lessons (systematic): This lesson is the 2nd
lesson of the Unit, and the first lesson of the Science section. This lesson
introduces pattern movement as specific part of science as sound travels through
string in a patterned vibration. This lesson relates to the Anticipatory set because
of the theme of patterns that was established in that introductory instruction.
32
c. Develop readiness for learning that is to follow: The students will learn briefly
about different forms of communication. They will then dig deeply into sound
traveling across vibration waves while creating their own cup phone. There
will even be opportunities to take the projects home, and use them with their
families.
for classroom management: I expect you to be kind a courteous to your
classmates, be respectful to me as your teacher, and try your best in everything
you do today. Also Have fun!

a. Tell the students what you want them to learn (direct): I want you to understand
that there are different forms of communication, and I also want you to compare
your understanding with your classmates.
b. Tell them why its important to them (explicit): It is important for you to
recognize that there are different ways to communicate with each other because
that is the world we live in! There is not one student in this classroom who is the
same as their neighbor. If everyone is different, how could we possibly all
communicate in the same way?
a larger theme or concept? This lesson connects to upcoming lessons because it
introduces the movement of sound in a wave-like pattern. In the following
science lesson, instruction goes more deeply into this idea.
Instruction: (Allotted Time: 64 minutes)

a. Direct Instruction: 33 minutes
Now class, have you ever thought about the different ways that people
communicate with one another? Well today, we will be diving into this
wonderment! What are different ways in which people can talk to each
other? Go and talk to your tablemates about this! (3 minutes) Class will
come back together, and discuss their findings. (2 minutes)
The teacher will have previously set up a table in the back of the
classroom with the following equipment: 3 sets of walky talkys,
examples of brail, and an instruction sheet of how to say Hello in
American Sign Language.
Thank you for that great discussion class! Please look behind you. On the
table there are different forms of communication. As a class, we will be
experimenting with these specific ways of communication. (Teacher will
call off students to go to specific items on the table). Students will play
and experiment with their specific modes of communication. (7 minutes)
Now that you have had the opportunity to use these styles of
communication, please use the provided What did I learn? handout to
write 2 sentences about what you learned while working with these items
(4 minutes)
33
View Modeling
Class will take a short break such as lunch, or a recess.
Thank you for your great participation class! We will now transition into a
very interesting kind of communication The cup phone! The teacher
will pass out a previously made model of the invention, and have it go
around the classroom.
Have a discussion class! What do you feel? What do you think about this
device? Lets hear some ideas. (4 minutes)
Students will watch video which is included in the materials section of the
lesson. (3 minutes)
After watching the video, view Guided Practice.
Great job class! You have all built a great looking Cup phone! Now it is
time for the final task of the day.
Students will write a 2 paragraph essay describing the process of making
the Cup phone model. [10 minutes]
When the essay is turned in, the student is to say hello to the teacher
through their very own phone! [It is completely fine if the phone does not
function properly. The teacher will offer suggestions on how to fix it].
View Closure

i. Showing an example(s) as you explain: The teacher will have a Forms of
communication graphic organizer to share with the class. This model will
not be completed, but the teacher will explain what is expected in each
box of the organizer. [The example will be shown on the classroom
teleprompter].
work. The teacher will answer any questions about the organizer before
the students begin. This is to be treated as the interim assessment, so it is
important to not provide any definitive answers. When finished view
Direct Instruction.
c. Guided Practice: 15 minutes
another student while support/guidance is given: The students will use
what they learned from the video along with the teachers help, to
individually construct their own Cup phone device. The teacher will
instill very clear safety measures while handling scissors, and also
describe the most effective way to make the phone.
assess: The teacher will walk around the room with his model as a
reference point for students who need a visual aide. The teacher will be
involved in every students instruction as he answers questions, and gives
34
tips on how to effectively build this device. When finished view Direct
Instruction.
d. Independent Practice:
Share with families- Students will take projects home, and share them with
their families. How do they work? The children will be able to talk with
various members in their families by using what they made in class.
What proof do you have the students have arrived? Students have arrived
when the interim graphic organizer and the final essay are completed
correctly, and there is tangible evidence that the students understand the
work they accomplished.

Finish quickly but may or may NOT have mastered the objectives: For the students
who breeze through the instruction quickly, there will be multiple opportunities to
sure-up the learning that they may or may not have achieved. Not only will the
teacher be available for further instruction during the grouped discussions, and
project building, but fellow classmates will consistently be in an opportunity to help
as well. There are very few times during this lesson where students are meant to work
strictly on their own.
Struggle to complete activity/assessments: If a student is struggling to complete
activities and assessments, the teacher may take the opportunity to sit at this particular
students work table while they are building the phone. While construction is taking
place, there is a great opportunity to point out certain aspects of the device that will
contribute to learning. (Why does the string vibrate? How is that a kind of pattern?)
Show proficiency early or directly after the first formative assessment: If a student
displays proficiency early, then that is a great opportunity that the teacher should
recognize! These students will be strategically placed as student leaders, aiding
those classmates who may be struggling (while the teacher observes, of course).
[Student leaders could be taken during the interim break, or lunch time].
Still not proficient near end of lesson: The teacher can assign the final 2 paragraph
assignment as a homework assignment if students are not displaying proficiency near
the end of the lesson. If this is the case, then the class will review the whole lesson by
revisiting key areas of the lesson. [Kinds of communication, string vibration carrying
sound.]
proficiency. This lesson has a plethora of opportunities for children to experience
35
different modes of instruction. Whether it is group discussion, whole group

clarification, individual writing, or teacher to student project building, each kind of
learner is being provided for throughout this lesson. If a student still needs more
options of instruction, then the teacher may send home certain material home to the
parents so understanding and learning can be accomplished at home.
a. Teacher or student reinforce/restate the objectives: I want you to understand that
there are different forms of communication, and I also want you to compare your
understanding with your classmates.
few potential options. The construction of the Cup phones and the interim/ final
assessments are where the students display comprehension, and overall
understanding. The final essay serves as the ticket out the door for the day.
c. Connect back to larger theme/unit: This lesson connects back to the larger unit of
patterns as the students are able to experience first-hand the importance of wave
vibration patterns and tendencies by creating their phones. Also, the recognition
of how people communicate in the world around us impacts the students not only
in the classroom, but on the level of everyday life.
d. Connect to previous lesson and/or next lesson: This lesson connects to the
upcoming lesson as the children will dig deeper into the concept of waves
carrying sound, and even weight. The idea of the students own voice traveling
across a string will initiate an interest in not only sound travel, but the way in
which a variety of different patterns influence the world around us through travel
and communication.
e. (Optional: Thanks students for their learning today)
websites, images, etc. that you used in the lesson.
Kid Science-Cup telephone (2012, February 24). In Youtube.com. Retrieved May 4,
2015, from https://www.youtube.com/watch?v=tReWp9mmbow
36
I Can Statements
1. I Can understand that there are different forms

of communication.
2. I Can compare my understanding with
classmates with discussion, and creating a
project.
American Sign Language word chart!

37
https://s-media-cache-ak0.pinimg.com/736x/b6/ea/b6/b6eab6f15d96050771a780fe1b5d1e98.jpg
Name:
Forms of Communication Graphic organizer!
Place at least two facts in each box. Use the discussion in class and what you experienced
to best list information in the correct boxes.
38
Sign Language
Brail
Walky Talky
What communication style did you personally participate in? Please write one
sentence, and draw a picture describing the style of communication.
Forms of Communication Rubric
39
Proficient (4-5)
Needs Assistance (2-3)
There are 2 facts in each box.

Information is derived from
discussion, and previous
instruction.
Clarifying sentence is written

out.
Picture is drawn with detail.
Not there (0-1)
There are 1 or 2 relatively

unclear facts in each box.
Information is partially
derived from discussion, and
previous instruction.
Sentence is written out, but

does not offer much clarity
Picture is drawn with minimal
detail
There is either 1 or 0 fact

that are in each box. Fact
unclear.
Information is not derive
from discussion, or previ
instruction.
Sentence is not present, o
finished.
Picture is missing elemen
or is not available
Name:
Cup phone writing sheet
Write 2 paragraphs about the process of making your Cup phone!

Be descriptive, and add important details!
40
Cup phone writing sheet Rubric
Proficient (4-5)
Not There (0-1)

41
Essay is written in detail

The process of creating the
phone is included
The student shows the teacher

the completed project
Essay is written with varying

detail
The process of creating the
phone is included, but there
are many missing aspects
The student shows the teacher

an attempt at the project
There is very limited to n

detail included in the essa
The process of creating th
phone is not included
There is very little or no

project to show the teach
42
Making Waves!
minutes [Preferably separated between lunches. If not possible, create de-briefing opportunity
for students].
43

Subject(s): Science
Materials Required:
Dry erase markers
White board
Large tarp or sheet
Beach ball
Two buckets of water
Hand held fans
Jump rope
Crayons/colored pencils
Ridged cookie trays [to hold water]
Rubber ducks
Draw the pattern worksheet
Essay word key
https://www.youtube.com/watch?v=5_HefhiwioE [Wave video]
include both the code AND fully written out expectation. 4-PS4-1: Develop a model of waves to
describe patterns in terms of amplitude and wavelength and that waves can cause objects to
move. Clarification Statement: [Examples of models could include diagrams, analogies, and
physical models using wire to illustrate wavelength and amplitude of waves].
rubric}.
Objective 1: Student will use provided materials and work in pairs to develop a model
that produces waves and then use this model to individually complete the Making
waves Assessment by having a score of 4 out of 5. (Comprehension)
Objective 2: Students will describe how waves are patterns by writing a summative essay,
and using at least 4 words from a word key developed by the instructor.
Objective 1 Informal Formative Assessment: While the teacher has a beach ball and a
large tarp, the students will be led to an open area in the school (hallway, gym). Each
student will hold the ends of the tarp, and the teacher will toss the ball in the middle of it.
44
The students will then make waves, thus moving the ball. Why does the ball move?
How are we making a wave?
Objective 1 Formal Formative Assessment: Students will return to the classroom, and
there will be various materials that the teacher has previously set up. After watching a
brief video about ocean waves [Included in materials], the teacher will show his
working model that has been previously made. The students will partner up, and create
a wave making model by using either water, a hand held fan, or a string/rope.
Objective 1 Formal Interim/Summative Assessment: Students will use the information
from their model to individually score a 4 out of 5 on the Making Waves summative
assessment.
Objective 2 Informal Formative Assessment: The teacher will write the Merriam Webster
definition of the word pattern on the board. The students will begin small group
brainstorming about how a pattern is important to making waves. The class will then have
a whole group discussion.
Objective 2 Formal Formative Assessment: The students will revisit their wave making
models. On the draw the pattern worksheet, the students will draw their model, and
illustrate why a pattern is present. What makes the waves have a pattern?
Objective 2 Formal Interim/Summative Assessment: Students will individually write a
75-100 word essay to explain why waves are patterns. They are to use a word key
provided by the instructor, and put at least 4 words from that key into the summative
essay. This will be used as a ticket out the door.
proficiency on the interim or summative assessment? Please cross-reference where the assessment occurs
with the component below (i.e. formative conversation about the objectives/topic during the anticipatory set; 10question, summative, whiteboard quiz after independent practice, before closure). This
lesson on patterns has a

very clear pattern to the instruction. Students will be working as whole group, small group, and
individually at different points throughout the lesson. Since the lesson is all about waves, the
instructor will be able to revisit any needed instruction during the formal formative activity when
the children are creating models. If students do not meet the minimum level of proficiency on the
assessments after clarifying instruction, there will be opportunities in future lessons to revisit and
redo the area of inefficiency.
Note: You will embed the names of your assessments into the sections below to communicate when during the
instruction part of your lesson you will implement each assessment and the allotted time necessary. Depending on
how quality and detailed your section above is, you should be able to minimally explain below to keep from
repetition.
45

Anticipatory Set: (Allotted Time: 4)

a. Focus or grab student attention narrative, novelty: The teacher will show the
class the large tarp, and the beach ball. Alright class! Today we will be learning
about waves, and how waves create patterns. Before we use these materials, lets
go over a few things.
b. Provide brief review of previous related lessons (systematic): As we learned in
our last lesson, patterns exist in vibrations and light. Those patterns even allowed
us to communicate with each other! Teacher may be specific with how
communication was possible through patterns.
c. Develop readiness for learning that is to follow: Today class, we will be learning
how waves move things, why waves are able to move things, and how patterns are
a very important part of the waves of this world.
for classroom management: I expect that you will show your classmates respect,
listen to directions, and have fun learning!
State Purpose and Objective of Lesson: (Allotted Time: 3)

a. Tell the students what you want them to learn (direct): I want you to develop an
understanding for why waves are able to move objects. I also want you to
describe why patterns are so important to the way these waves work.
b. Tell them why its important to them (explicit): This lesson is important to you
because waves and wave patterns are everywhere! When you listen to the radio,
go to the beach, or play jump rope with friends, there are waves in every part of
your life!
a larger theme or concept? This lesson connects to the prior science lesson
because of the influence that waves have on different objects. The lesson connects
to an upcoming lesson because of how waves need pattern to sustain a
consistency needed to move. This lesson relates to a larger theme with how
patterns, in many different ways, are essential to the life we live.
Instruction: (Allotted Time: 60 minutes)

a. Direct Instruction: 50-55 minutes
Alright class, please form a line, and follow me! The teacher, while
carrying the tarp and the beach ball, will lead the class to the gymnasium
for further instruction. Now class, please grab the edge of the tarp. I will
46
now toss the beach ball into the middle of the tarp. Lets make waves!
While the students are moving the ball, the teacher will ask questions:
Why is the ball moving? How are we making waves? What other things in
life can make waves? After about 8 minutes, the class will return to the
classroom.
As you can see behind you class, there are a lot of different materials that
we are going to use in a little bit. First, we are going to watch a short
video about how waves work in the ocean!
View modeling Instruction
Students, please pick up your selected material, and get to work. It is OK
if you do not get to make the model that you want to, it is more important
that you understand how these different models can create waves. [During
the partner work, the teacher will travel around the class, and help with
forming these working models].
After the model work is complete, the students will individually complete
the Making waves summative assessment [Included in materials]. Class,
please come up to me with your partner, show me your demonstration
model, and then pick up a Making waves worksheet. I will know you are
ready to begin when you have your pencil out, and your eyes on me.
After the assessment is completed, lunch could be taken, or there will be a
short debriefing about what has just been learned. The teacher will now
write the Merriam Webster definition of patterns on the white board. [The
regular and repeated way in which something happens or is done.]
Lets talk about this in our small groups, class. Why are patterns so
important to making waves? After about 4 minutes of brainstorming, the
class will come back together for a whole group discussion.
View Guided Practice
After placing the worksheet in the work pick-up box, the teacher will
prepare the students for the last assignment of the lesson. It is time class,
time to show what you know! The teacher will hand out the essay word
key to the students. My friends, I want you to write a 75-100 word essay
about why waves are patterns. Please include at least 4 words from the
word key that I just handed out. You will have about 20 minutes to do this.
This will be your ticket out the door, so when you are finished, hold on to
it, and I will collect them all at the end. Put your name on the top, and
have fun writing!
b. Modeling: 8 minutes
i. Showing an example(s) as you explain: Students will watch the short
video about how waves work. [Video in course description] The teacher
should lower the volume of the video, and personally walk the class
through the illustrations shown. After the video, the teacher will get their
previously made wave model, and explain it to the class.
work: My friends, this is my personal wave model! Take a look at how
when I brush the paddle across the water, the rubber duck moves. With a
47
partner, you will make one of these as well, but you have some options.
You can either make a water wave model like my model, a hand held fan
model, Or a Jump rope demonstration model. Each one of these options
produce patterns, and it is your job to find out why. View Direct
instruction when completed
another student while support/guidance is given. The students will receive
a hand out that will have them draw their previously made model, and also
write how a pattern influences the particular wave movement in the model.
Alright class, think back to the model that you and your partner made.
Combine that thinking with the definition of the word pattern that is on the
board. Why is a pattern so important to the way waves work? Take about
12 minutes, and lets complete this worksheet. Ask me for help!
assess. The teacher will be consistently traveling around the room, sitting
with certain students, and asking them questions about what they are
drawing and writing. Could you draw arrows to represent the direction of
the pattern? How can you tell me that your wave model is a pattern? View
Direct Instruction when completed
d. Independent Practice: At Home
Share with families: Students are encouraged to take their work home, and
tell their family about how waves are influenced by patterns. [The partner
models cannot be taken home, but the students can recreate these with
their families.
when their final summative essay meets the criteria of the professor.

Finish quickly but may or may NOT have mastered the objectives: If students finish
the assessments early, that I will personally talk with them, and have them walk me
through their thinking. If they prove to have not mastered the objectives, than I will
give suggestions of what they could do to add to their work.
Struggle to complete activity/assessments: If students struggle to complete the essay
assessment in time, I will allow them to take it home and finish it as homework. The
48
most important aspect of this assessment is not necessarily time proficiency, but it is
instead grasping a true understanding about how patterns work.
Show proficiency early or directly after the first formative assessment: This is great!
If the student shows proficiency quickly, then they will be encouraged put more detail
into their assessments. Whether it is making the model with the partner, drawing the
process of their model, or writing the summative essay, encourage these students to
add more of their own thoughts into the assessments.
Still not proficient near end of lesson: The link to the video in the materials will be
included in an email home to the classroom parents. Also, students will be
encouraged to take their assignments home to show their families. This interaction,
along with the email to the parents about what was learned today, will hopefully
initiate an opportunity for understanding.
proficiency. This lesson provides many different modes of learning. Individualized,
partner work, group work, and creating hands on models. If the student struggles to
learn from any of these modes, than the teacher may personally interact with the
struggling students, and present the assessments in an auditory way for more
comprehensive understanding.

a. Teacher or student reinforce/restate the objectives: I want you to develop an
understanding for why waves are able to move objects. I also want you to
describe why patterns are so important to the way these waves work.
few potential options. Students will be asked how they feel about the way waves
move, and also if they understand why waves are patterns. Students will give a
thumbs up for comprehension, as well as the final assessment as a ticket out the
door.
c. Connect back to larger theme/unit: The lesson relates back to the unit of patterns.
Wave movement demonstrates a formation of patterns, and this lesson utilizes the
ability to be hands on, auditory, and visual learners. Waves impact many aspects
of life which relates to the patterns of life segment of the unit.
d. Connect to previous lesson and/or next lesson: This lesson connects to the prior
science lesson because of the influence that waves have on different objects. The
lesson connects to an upcoming lesson because of how waves need pattern to
sustain a consistency needed to move. This lesson relates to a larger theme with
how patterns, in many different ways, are essential to the life we live.
49
Ocean Waves (2012, January 31). Retrieved from Youtube,com. Retrieved

April 9, 2015.
Name:
50
Why are Waves Patterns?
Word Key: Use at least 4 words or phrases from this word key in your 75-100 word
essays!
Waves
Patterns
Sound Frequency
vibration
Wind
Water
Movement
The words above are taken from what we learned in class today. Good luck!
51
Why Are Waves Patterns? Rubric
Proficient (6-8)
Needs Help (3-5)
Has 4 required words

from word key in
paper
Ideas and thoughts
flow well throughout
the essay
Classroom examples
are implemented and
displayed
Essay has great flow,
and the information is
easy to follow
Does not get it (1-2)
Has at least 2 required

words from word key
in paper
Ideas and thoughts
flow with a varying
amount of
inconsistency
Classroom examples
are used scarcely, and
inconsistently
Essay has flow, but
grammatical errors
make it difficult to
understand
Has 1 or no required
words from the word
key
Ideas and thoughts are
barely present, and
there is no consistency
to the structure of the
ideas
No classroom
examples are used.
(All writing is from
students own
thinking).
Essay has no flow,
many grammatical
errors are present.
52
Name:
Making Waves!
As you are taking the quiz, think back to the class instruction, and take your time!
1. By thinking back to what we have learned today, what is one kind of wave that is in the
world today?
a. Someone waves to say hello
b. A crowd doing the wave at a baseball game
c. Waves in the water
d. Heat waves
2. A wave will cause an object to move.
a. True
b. False
3. When using a hand held fan (like the ones in class today) how are you making waves?
a. By holding the fan as still as I can
b. Opening and closing the fan, but not moving my hand back and forth
c. Tossing the fan in the air, and catching it before it hits the ground
d. Moving hand back and forth with fan, creating a wind gust
4. How can we feel the waves that a stereo makes? (Think of experience, and what was
talked about today).
a. Turn up the volume, and stand as close as you can
b. Put the stereo on a table, and put your hand on the table
c. Plug headphones into the stereo
d. Turn the music on, but turn the volume down very low
5. There is only one kind of wave
a. True
b. False
53
Making Waves answer key
1. C (Waves in the water is one of the most well know forms of waves)
2. A (Waves will cause an object to more if that object is on the waves given path)
3. D (A simple motion with a hand held fan is all that is needed to create a wave)
4. B (Putting your hand on a table while the stereo is playing activates a vibration
which is a form of sound wave frequency)
5. B (There are most certainly not only one kind of waves)
Mathematics Lesson #1: Smaller can be

great!
54
Smaller can be great!
55

Time Allotted: 45-50 minutes
Grade Level: 4th
Subject(s): Math
White board
White board markers
Video about fractions (10 & 100 Denominator)
https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractionstopic/cc-4th-fractions-unlike-denom/v/adding-fractions-with-10-and-100-asdenominators
Video Questions & Rubric
Denominator of 10 examples
Not so Different Poem by: Taylor Hawkins
Lined paper
include both the code AND fully written out expectation. CCSS.Math.Content.4.NF.C.5Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100.2 For
example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
rubric}.
Objective 1: The student will express a fraction with a denominator of 10 as equal to a

fraction with a denominator of 100 by completing the summative assessment and earning
a score of 3 out of 4. (Knowledge/comprehension)
Objective 2: The student will use the technique of fraction expression to add fractions
with the denominators of 10 and 100 while completing the summative assessment and
earning a score of 5 out of 6. (Application)
Objective 1 Informal Formative Assessment: While the teacher observes, the students will
discuss how they think fractions with a denominator of 10 will equal fractions with a
56
denominator of 100. The teacher will have previously written no more than 6
denominator of 10 fractions on the board to spark discussion.
Objective 1 Formal Formative Assessment: The teacher will ask the students to write out
in paragraph form how fractions with denominators of 10 and 100 can be equivalent.
How did you come up with this? What steps did you take?
Objective 1 Formal Interim/Summative Assessment: The students will be placed in
partners, and one student will write 4 fractions (Once written, they will show the teacher
to ensure understanding) with a denominator of 10, and the other student will write the
equivalent fraction with a denominator of 100. The partners will switch roles. (A new 4
fractions will be used for the second student).
Objective 2 Informal Formative Assessment: On the Whiteboard, the teacher will have 3
problems that each add fractions with denominators of 10 and 100. Without solving the
problems, the teacher will observe the students as they discuss what they believe the
correct process is.
Objective 2 Formal Formative Assessment: The students will watch a video explaining
the objective. After the video, there will be a brief discussion, and a 4 question worksheet
that each student will finish. (3 of the questions will be the ones from the board).
Objective 2 Formal Interim/Summative Assessment: Each student will write 6 addition
problems that have two fractions where one has the denominator of 10, and the other with
the denominator of 100. The questions will be passed to the front, shuffled by the teacher,
and then passed back. This assignment will be completed, and used as a ticket out the
door.
proficiency on the interim or summative assessment? This lesson will be learned in a group
environment, even though there are plenty of opportunities to learn as individuals as well. If
students are struggling to pass the assessments, resources will be used to initiate an
understanding.(Video, examples by the teacher, student volunteers, etc.).
repetition.

57

a. Focus or grab student attention narrative, novelty: Alright class, lets get
ready to dive deeper into fractions! The teacher will read the poem not so
different to the class.
b. Provide brief review of previous related lessons (systematic): The last class we
practiced adding fractions with the same denominator. Today, we will be adding
fractions that have denominators of 10 and 100.
c. Develop readiness for learning that is to follow: Today class, we will be taking a
look at fractions that have denominators of 10 and 100, and how these fractions
can be equal to each other, and how they can also be added together.
for classroom management: I expect that you listen to directions, and be
respectful of your classmates. I also expect you to have fun, and try your best!

a. Tell the students what you want them to learn (direct): I want you to express how
fractions with the denominators of 10 and 100 can be equal to each other. I also
want you to know how to add fractions of different denominators together.
b. Tell them why its important to them (explicit): It is important for you to know
how to do these objectives because not all fractions have the same denominators,
and it is good to know how to work with two fractions that may be very different.
a larger theme or concept? This lesson connects to prior instruction because we
learned about simplifying fractions, and now we will learn how to add them. This
lesson will connect with future instruction by moving toward more difficult
fractions as we move throughout this school year. This particular lesson relates to
a larger theme of patterns because of the method of instruction for adding the
fractions together. Each fraction that is displayed in this lesson will follow the
same basic steps of instruction.
Instruction: (Allotted Time: 48 minutes

a. Direct Instruction: 25 minutes
Alright class, it is time to take a deeper look at fractions! Today we
will be learning how to add fractions with the denominators of 10
and 100. At this time, the teacher will read the Not so different
poem.
After the poem, there will be a short (2-3 minute) discussion
period. What did that poem make you think about? Why is it
important to know the value of fractions?
58
The teacher will now draw the students attention to the

Whiteboard. There will be denominator of 10 fraction examples
previously written. By looking at these examples class, how do you
think these fractions (point at board) can equal fractions that have
a denominator of 100? What are some thoughts, lets brainstorm!
After the discussion, the students will now write out in paragraph
form what their thoughts and ideas are. The teacher will prompt
with questions: What would you do? Why do you think this idea
would work? Did someone else in the class say something that you
liked? [Have students write for about 5 minutes, and then have
some volunteers share what they have written]
View and apply Guided Practice Section
After guided practice- Students will sit in their original seats, and
the instructor will bring attention to the Whiteboard. There are 3
addition problems that add a denominator of 10 fraction to a
denominator of 100 fraction. Now class We will learn about
adding these different fractions! Without solving these problems,
please tell me what you think we should do. How do we add these
fractions together? (2-3 minute discussion).
View and apply modeling section
After modeling- the students will write out 6 additional problems
(relating to the modeling questions) on a provided piece of paper.
After the questions are written, they will bring the sheet up to the
teacher to ensure understanding. When all of the paper is collected,
the teacher will shuffle the paper, and pass them back out. The
students are to complete their classmates questions, and this is to
be used as a ticket out the door.
b. Guided Practice: 10 minutes
another student while support/guidance is given: After the students have
written and shared, they will partner up with a classmate. As the teacher is
passing out paper, he is to give instruction. Now class, if you are sitting
on the LEFT side of your partner, you are number 1. At this time, number
1 will write 4 denominator of 10 fraction examples. Students will show
the teacher their fractions to ensure understanding. Student number 2, you
are to write the denominator of 100 fractions that equal these
denominator of 10 examples. The students will then switch roles, and go
through the same process. [ Please view next step to understand when
students may move on]
assess: After student number 2 is finished answering, the students will
raise their hands for the teacher to come over. The teacher will answer
questions, and check answers. After understanding is accomplished, the
59
students may switch roles. [When finished, View Direct Instruction]

c. Modeling: 8 minutes
i. Showing an example(s) as you explain: The students will now watch the
video that is in course materials. After the video, the teacher will complete
one of the problems on the white board.
work.: The teacher will walk through the first problem with the students.
After completion, the other two problems will be answered as well, but the
students will be instructing the teacher through these questions. My
friends, from what we just learned, can you help me answer these next two
problems?[When Finished, view Direct Instruction].
d. Independent Practice
teacher (independent centers): Independent practice is achieved during the final
summative assessment. (All other practice involves a partner, or whole class
involvement).
Homework (not assigned unless the above is true): Students are to go

home, and teach at least one family member how to add fractions with a
denominator of 10 and denominator of 100. Family member will be asked
to provide signature underneath the instructed question.
when they are able to score a 3 out of 4 correct on the first assessment, and
5 out of 6 on the last summative assessment.

Finish quickly but may or may NOT have mastered the objectives- During the lesson,
the teacher is to always be observing during partner work, or whole group discussion.
The teacher will have to ability sit with a student who finished quickly, and have them
explain the process.
Struggle to complete activity/assessments: More whole class examples on the White
board as well as intentional student to student partnership will enable understanding,
and completion of assessments.
Do not be afraid of backtracking either. (Reflect upon the video, provide the Not so
Different poem for students to read).
Show proficiency early or directly after the first formative assessment: Encourage
these students to be vocal within the class instruction. Also, if needed, these students
can be paired up with students who may be struggling.
60
Still not proficient near end of lesson: Provide materials such as the link to the video
(email that to parents as well) and make copies of the Not so Different poem.
Revisit instruction! If needed, write new examples on the board, and have students
come up, and actually write out the process of finding the answer.
proficiency. Have different models for demonstration that are more relatable to
struggling student. Also, vary instructional method accordingly being flexible to flip
flop parts of the lesson.
Closure: (Allotted Time: 5)

a. Teacher or student reinforce/restate the objectives: Tell the students what you
want them to learn (direct): I want you to express how fractions with the
denominators of 10 and 100 can be equal to each other. I also want you to know
how to add fractions of different denominators together.
few potential options. : The final summative assessment is a ticket out the door.
The partner activities and discussion throughout the lesson will also display
mastery of instruction.
c. Connect back to larger theme/unit- The lesson relates to the unit as a whole. The
process of relating and adding fractions with a denominator of 10 and 100 is
viewable in a pattern format. (For the fraction with denominator of 10, multiply
both numerator and denominator by 10).
d. Connect to previous lesson and/or next lesson: In the next lesson class, we will
begin multiplying simple fractions, and we will learn together to achieve our goal
of learning.
Adding Fractions with unlike Denominators (2014, May 8). In

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc4th-fractions-unlike-denom/v/adding-fractions-with-10-and-100-as-denominators.
Retrieved March 3, 2015.
61
Not So Different
There once was a normal fraction,
It was just as simple as could be,
Its denominator was merely a 10,
And its numerator was no less than a 3.
There is nothing too special about it,
The outcome is rather small,
For when you reduce this fraction into a percent,
You get 30%, and that is all.
But wait! Here come the mighty fractions with the denominators of 100,
If fractions could walk, they would stroll boldly to the front,
If fractions could talk, they would say with a great yell,
I am larger, take a seat you runt!
The denominator of 10 thought for a long time, and realized something new,
It had to find a way to stick up for itself,
What else was it supposed to do?
So the brave little fraction, like many courageous men,
Walked up to the big fraction and said,
We are no different, when I am multiplied by 10!
You may appear to be large and vast,
But when I am multiplied by 10,
We are able to be added together, at last!
So you see? Do not be to over confident, that may seal your fate!
Give us little guys a chance,
because even the small can be great!
62
Top-Hat Quiz!
Group 1:
1.
4
10
2.
73
100
3.
67
100
52
100
2
10
9
10
Extra Credit: Create your own problem, and explain how you found the answer!
Top-Hat Quiz!
63
Group 2:
1.
3
10
2.
6
10
3.
64
100
35
100
2
100
5
10
Top Hat Quiz!

Group 3:
64
1.
1
10
2.
4
10
3.
54
100
93
100
42
100
3
10
65
Partner up and write it out!

On the left, Student number 1 will write 4 fractions with the denominator of 10.
On the right, Student number 2 will write the equivalent fraction with a
denominator of 100.
Name:
We watched the Video Now answer the Questions!
66
Write out the work, I want to see what you know! (Use this space provided to draw in
boxes, just like the video!)
1.
5
10
2.
3
10
3.
72
100
46
100
37
100
6
10
Video Questions Rubric

67
Proficient (2-3)
Needs Improvement (1)
Not there (0)
Answer is correct
Answer is correct/ Answer is

not correct
Answer is not correct
Correct procedure of work is

shown
Correct work procedure/

Incorrect work procedure
No Work Shown

68
M&M Fractions
69
Name: Kaylee DeHoek, Taylor Hawkins, and Kayla Hedin

minutes
Grade Level: 4th
Materials Required:
M&Ms
Plastic press to close bags
Paper towel for each group
Whiteboard
Dry erase markers
Assigned groups
Pencils for each student
Crayons for each group
M&M chart for each student
M&M Fractions worksheet for each student
Fraction worksheet for each student
6 notecards for each student
Fraction game problems and class list

Subject(s): Math
Michigan Content Expectations:

CCSS.MATH.CONTENT.4.NF.B.3.A
Understandadditionandsubtractionoffractionsasjoiningandseparatingpartsreferringtothe
samewhole.
Objective(s):
Objective 1: The student will represent a whole so that they can draw a group of 10
M&Ms for number one on the interim assessment, receiving a 2 on the rubric.
Objective 2: The student will write fractions so that they can represent the fraction of a
color of M&Ms from their whole on numbers two and three on the interim assessment,
receiving a 2 on the rubric.
Objective 3: The student will add fractions so that they can solve an addition fraction
problem for number two on the interim assessment, receiving a 2 on the rubric.
Objective 4: The student will subtract fractions so that they can solve a subtraction
fraction problem for number three on the interim assessment, receiving a 2 on the rubric.
Assessment:
Objective 1 Informal Formative Assessment: During direct instruction, students will
create a list of what they know about fractions.
Objective 1 Formal Formative Assessment: During guided practice in parallel teaching
groups, students will work together to complete the M&M chart. The first step on the
chart is to figure out the whole that is represented.
Objective 1 Formal Interim/Summative Assessment: On the M&M fraction worksheet
during independent practice, students will complete problem number one to represent a
whole from which they will derive fractions.
70

create a list of what they know about fractions.
groups, students will work together to complete the M&M chart. They will complete a
column that requires them to write each color of M&Ms as a fraction.
Objective 2 Formal Interim/Summative Assessment: On the M&M fraction worksheet
during independent practice, students will complete problems two and three for which
they will need to write the fraction of each color M&M they use.
answer how they think they can add fractions.
groups, students will work together to complete the M&M chart. Numbers one and two
require students to add fractions. During the instruction, students will play a fraction
game for which a teacher will record who gets each problem correct or incorrect.
Objective 3 Interim/Summative Assessment: On the M&M fraction worksheet during
independent practice, students will complete problem number two to add fractions.
answer how they think they can subtract fractions.
groups, students will work together to complete the M&M chart. Numbers three and four
require students to subtract fractions. During the instruction, students will play a fraction
game for which a teacher will record who gets each problem correct or incorrect.
Objective 4 Interim/Summative Assessment: On the M&M fraction worksheet during
independent practice, students will complete problem number three to subtract
fractions.
Data & Intervention:
During direct instruction, students will generate a list of what they know about fractions and
how they think they should add and subtract fraction. Beginning the lesson with this allows the
teachers to see what students already know about fractions. Based on how much students share
and how much of it is correct, teachers will get an idea of what in their lesson may need more
emphasis. This discussion will give teachers ideas about students prior knowledge concerning
all four objectives.
Formal formative assessments for the four objectives takes place during parallel teaching, and
data will be recorded on the M&M charts. During this time of guided practice, the studentteacher ratio will be lower, allowing the teacher to work one-on-one with students who need it.
Intervention should naturally happen in these small groups. Teachers will be able to clarify
misconceptions as they arise in the group. Assistance can be given to students who struggle to
complete numbers two and four on their own. If students in a group finish before the other
groups, they will be able to work on the fraction worksheet to give them further practice while
they wait. The worksheet is adding and subtracting fractions, but it uses fractions with different
denominators. This will reinforce the concepts of addition and subtraction of fractions.
71
Another formal formative assessment will take place during the instruction. A teacher will
record which students got each problem correct and incorrect. If 50 percent or more of the
students get three or more problems wrong, the teacher will reteach concepts before
administering the interim assessment.
The interim assessment will be the M&M fractions worksheet during independent practice and
will assess all four objectives. Problem one requires students to create their own whole group of
M&Ms. This will assess whether or not students have met objective one. Problem two assesses
objectives two and three. Students will need to write the fractions represented by the M&M
colors and then add them together. Number three assesses objectives two and four. Students will
again need to represent an M&M color as a fraction and then will subtract it from the whole.
These problems will show whether or not students have met the objectives. For those who have
not, the lesson could be retaught as a mini lesson using fraction circles. If students were confused
about the part to whole connection of fractions in addition and subtraction problems, fraction
circles are a concrete way to represent this. If students do not yet have a basic understanding of
fractions, using M&Ms for addition and subtraction may be a little confusing or abstract for
them. Students could potentially think that the whole is changing because subtracting one color
may make it seem like their denominator would change. Using fraction circles, the pieces being
added together or subtracted could be in different colors. Having the circle base would help them
visualize that the whole is not changing. This is a visual and kinesthetic way to teach the lesson
as well, but could present the concept in a different way that may be more effective for some
students.
Instructional Procedure:
Anticipatory Set: (Allotted Time_2 minutes_)
When you get a bag of M&Ms, how do you eat them? Do you just eat them? Count
them? Put them in rainbow order?
Let students share how they eat their M&Ms. One student will probably say that they
divide their M&Ms by color before eating them. This will be the tie-in to the lesson.
Sorting M&Ms by color represents what we will be talking about today.
In order for our activities to work, we need you to listen to us, listen to your classmates,
and follow directions.
State Purpose and Objective of Lesson: (Allotted Time_5 minutes_)

Today we are going to learn about fractions. We are going to look specifically about how
a fraction represents a part of a whole, and will learn how to add and subtract parts from
that whole.
Our I can statements are written on the board. Lets read them together
o I can represent a whole and write fractions of a whole.
o I can add fractions.
o I can subtract fractions.
72
Whether we realize it or not, fractions are a part of our everyday life. Where do you see
fractions in your everyday life?
Students might say they see fractions when they see that a couch has 3 cushions that are
all part of a whole, when they are sharing a pizza with their friends, when their mom cuts
the pumpkin pie at Thanksgiving, etc.
Instruction:
a. Direct Instruction: (Allotted Time_ 10 minutes__)
The teacher will review the concepts of fractions: Alright class, what do we know about
fractions? The teacher will write what the children say on the board in bullet point form.
Make sure answers include: Numerator, denominator, fractions are part of a whole, and
that both top and bottom numbers can change. (Informal formative objectives 1-2)
How do you think we add fractions? Are there any rules? The teacher will write the
students answers on the board. Rules that students should come up with or should be
added by the teachers for addition: common denominator, denominator stays the same,
add the numerators together. How do you think we subtract fractions? Are there any
rules? Rules for subtraction are: common denominator, the denominator stays put,
subtract the second numerator from the first numerator. (Informal formative objectives
3-4)
Now class, let us apply what we know to our activity! We will be working with you in
small groups, and each group will have a teacher. Hand out one M&M chart per student,
and one M&M bag per table. Each teacher will go to their planned table group and
conduct parallel teaching.
a. Guided Practice:
Parallel Teaching (Allotted Time: _10 minutes__)
Please do not eat your M&Ms! Pour your bag out onto the paper towel in front of you.
Now, count the number of pieces of candy you have, and write that number on the chart.
(Formal formative objective 1) After you have done this, please separate the colors of
M&Ms.
Work together to figure out how many of each color you have, and write that in your
chart in the amount column.
Remind me what we know about what fractions represent. [They represent a part of a
bigger group/whole] How can we make these color amounts into fractions? [If students
are struggling to answer ask, What number would go on the bottom? Why? What number
would go on the top? Why?]
Modeling
Im going to fill in each column for the red M&Ms while thinking aloud. The first thing I
need to know is how many red M&Ms I have. I have three red M&Ms. I know that the
three red M&Ms are part of my whole, which is twenty-five. So I am going to write the
part on the top and the whole on the bottom, so my fraction will be three over twentyfive, or three twenty-fifths.
So now lets work together to create fractions for all of them. (Formal formative
objective 2)
73
The students will work together, with guidance from the teacher when necessary, to
complete the fractions column.
Can someone please read problem number one? How do you think we could solve this?
What do you think we should do first? [Write our fraction for red M&Ms] What should
we do next? [We should write the fraction for the blue M&Ms and add it to the fraction
for red M&Ms]. Remember that when we add, what number changes? [The numerator]
Why does the denominator stay the same? [We are still talking about the same whole
25] What is our answer? [10/25]
Number two is the same type of problem as number one. Try to do this one on your own.
If you finish before the rest of the group, choose two other colors, add them together, and
write that as a fraction. (Formal formative objective 3)
What did you get as your answer? How did you get that? Does it make sense? Why?
Read number three silently to yourself. What is different about this problem from one and
two? [Its a subtraction problem.] How do you think we could solve this?
What is the fraction we are subtracting? [5/25] What fraction are we subtracting this
from? [Our whole, 25/25] What is our answer? [5/25]
Number four is the same type of problem, so try this one on your own. If you finish
before the rest of the group, choose a new color to subtract, and try that problem on the
back. (Formal formative objective 4)
What did everyone get as their answer? How did you get that? Does it make sense? Why?
(To check the answer, students can count the M&Ms that are NOT the color being
subtracted. This amount should be the same as their numerator)
If the other parallel teaching groups are not yet done, work on the fraction worksheet.
Guided Practice: (Allotted Time: _7 minutes__)

Bring the class back together for whole group instruction.
Lets play a game!
Mr. Taylor is going to write some problems on the board, one at a time.
We are going to give you some note cards and we want you to write your answers on
them. Once you have your answer, stand up.
Then when Mr. Taylor counts to three, hold up the note card that you wrote your answer
on.
Then, Ms. Kaylee will come around and give you one M&M as a point if you have the
correct answer. Do NOT eat your M&Ms because we will not know how many points
you have if you eat them.
Ms. Kayla will be collecting data by recording who gets the problems correct as well as
who misses them.
After the game, see who has the most points, and they will get some extra M&Ms.
Everyone will now be allowed to eat their points.
b. Independent Practice: (Allotted Time: _5 minutes__)

Hand out the M&M Fractions worksheet to students.
For this worksheet you get to create a whole group of M&Ms. You need to have 10
M&Ms in your whole group and use at least three colors.
74
After you have drawn your whole group, answer questions one and two that ask you to
add and subtract colors from your whole. (Interim Assessment objectives 1-4)
Once you finish, give us a thumbs up, and we will collect your sheets. If you complete
the worksheet before your classmates, you may continue to work on your fraction
worksheet or create your own problems using blank boxes like on the worksheet.
Differentiated Consideration:
Parallel teaching decreases the student-teacher ratio. Students will get more individual
attention, and those who struggle will be caught early on in the lesson. In such small
groups, teachers will be able to address issues immediately as they arise and clarify
misconceptions right away.
During the guided practice in parallel teaching groups, students or groups who finish the
M&M chart practice problems before others will be instructed to try the same type of
problem with different colors while the struggling students will be able to receive help
from the teacher.
The M&M fraction sheet can be given to students who finish the M&M chart early and
can be continued to be worked on by or handed out to students who finish the interim
assessment before the other students.
All multiple modes of mathematics are included in the lesson to give students multiple
ways to understand the concept of addition and subtractions as parts of a whole. The
lesson begins with the real-world situation of how they eat their M&Ms. The concept is
explained using oral language in parallel teaching as it is modeled. Students will then use
written symbols to fill in the M&M chart and to answer the questions. They will be able
to use manipulative models (M&Ms) to fill out the chart. The interim assessment includes
a pictorial representation activity.
The lesson includes a variety of multiple intelligences. The discussion at the beginning
will be good for auditory and verbal/linguistic learners, while recording the thoughts on
the board will be beneficial to visual learners. Using M&Ms as manipulative models will
be a good representation of fraction concepts for kinesthetic learners. The corresponding
M&M chart will provide structure for logical/mathematical learners.
ELLs and students who struggle with reading can have the option to have the interim
assessment read to them by a teacher. This would be manageable with three teachers in
the classroom. One teacher would be able to work with the struggling students to read the
assessment to them and to help clarify language understanding while the other two
oversee the rest of the class working on the assessment, and direct students who finish
early.
Closure: (Allotted Time_2 minutes__)
Lets say our I can statements again. Read the first one with me: Taylor: I can represent a
whole and write fractions of a whole. If you feel like you understand this, put your thumb
up. If you feel like youre on your way to understanding, put your thumb to the side. If you
feel like you dont understand, put your thumb down.
Read the second one with me: Kayla: I can add fractions. Show me with your thumbs how
you feel about your level of understanding.
Read the third one with me: Kaylee: I can subtract fractions. Show me with your thumbs
how you feel about your level of understanding.
75
Thanks for paying attention and learning about fractions with us today.
Tomorrow we will learn how to solve fraction addition and subtraction problems when the
denominators are not the same
References:
Williams, F. (n.d.). Fun Fractions with M&Ms. Retrieved from
https://www.teacherspayteachers.com/Product/Fun-Fractions-with-MMs-346003
76
Name: ____________________________________________
M&M Chart
Total number of M&Ms:___________
Color
Red
Amount
Fraction
Orange
Yellow
Green
Blue
Brown
1. Add the red and blue M&Ms together. What part of the whole do they represent together?
Write it as a fraction.
2. Add the orange and yellow M&Ms together. What part of the whole do they represent
together? Write it as a fraction.
3. Subtract the green M&Ms from the whole. How much of the whole is left? Write it as a
fraction.
4. Subtract the brown M&Ms from the whole. How much of the whole is left? Write it as a
fraction.
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Fraction game
Name
11
15
3
15
7
10
4
10
14
15
8
25
7
25
3
10
13
18
5
18
15
25
20
42
3
42
8
18
14
16
2
16
23
42
12
16
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Name:
M&M Fractions
1. Create a whole using 10 M&Ms using at least 3 colors. Draw your whole below.
2. Choose two colors from your whole, write the color names, and write their fractions below.
Add those fractions. What is your new fraction?
3. Choose a color to subtract from your whole. Write that color name and the fraction it
represents. Subtract that fraction from your whole. What is your new fraction?
79
Interim Assessment/M&M Fractions Scoring Rubric

Proficient-2
The student met both
requirements:
-Draw 10 M&Ms
-Use at least 3 colors
The student wrote all 3
fractions correctly.
Approaching-1
Met one requirement.
Not proficient-0
Met neither requirement.
Wrote 1-2 fractions correctly.
Wrote 0 fractions correctly.
Objective 3
The student correctly solved

number 2.
Has either only the numerator

or denominator correctly.
Has neither the numerator or

denominator correct.
Objective 4
The students correctly solved

number 3.
Has either only the numerator

or denominator correctly.
Has neither the numerator or

denominator correct.
Objective 1
Objective 2
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Social Studies Lesson #1: Driving into

the Future
81
Driving into the Future

minutes
Subject(s): Social Studies
Personal Whiteboard
Model-T test
Starting the engine Graphic organizer
Classroom Whiteboard
Henry Ford Impact essay rubric
Erasers
Dry erase markers
Ford Model T-100 years later- https://www.youtube.com/watch?v=S4KrIMZpwCY
Model-T world without cars article: http://www.modelt.org/index.php?
option=com_content&view=article&id=15:a-kids-introduction-to-the-model-tford&catid=5:history-and-lore&Itemid=1
include both the code AND fully written out expectation. 4 H3.0.4- Draw upon stories, photos,
artifacts, and other primary sources to compare the life of people in towns and cities in Michigan
and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g.,
1837-1900, 1900-1950, 1950-2000)
rubric}.
Objective 1: Students will draw upon stories and photos to recognize that the Model-T
was the start of automobile advancement in Michigan and display their understanding by
scoring 4 out of 5 on the Model T Test assessment (Application/ Comprehension).
82
Objective 2: Students will Compare the modes of transportation of the early 1900s to
today by completing the man who started the engine short essay and gaining a
proficiency rating of 80% according to the rubric (Knowledge/Comprehension).
that students are progressing towards or have mastered EACH objective?
Objective 1 Informal Formative Assessment: The students will hold a small group
discussion about what they think the Model-T is, who built it, and when it was built. The
teacher will observe, but will not correct students quite yet.
Objective 1 Formal Formative Assessment: The class will watch a brief, Ford Model T100 years later, video. Afterward, the teacher will go to the white board and write down
facts about the Model-T automobile. After a whole group discussion, the board will be
erased, and the teacher will have the students grab their personal white boards (laminated
paper works as well). He will then ask questions: Who created the Model-T? Teacher will
keep track who answers correctly first.
Objective 1 Formal Interim/Summative Assessment: After the video and the white board
activity, the students will take the Model T Test. Alright class; lets think about what we
already know. Good luck!
Objective 2 Informal Formative Assessment: After the students pass in their tests, the
teacher will ask: Class, what do you think it was like in 1900 compared to right now? A
world without cars? Students will partner up this time, and hold a brief discussion. There
will then be a whole group discussion.
Objective 2 Formal Formative Assessment: After discussion, the teacher will read the
world without cars article [In course material]. Students will take notes on the starting
the engine graphic organizer provided to them.
Objective 2 Formal Interim/Summative Assessment: After the reading, students will write
a 1-2 paragraph essay about Henry Ford, and why his automobile was so important.
proficiency on the interim or summative assessment? This lesson, just like so many others in this
Unit, is very focused on group work, and student involvement. If students do not meet minimum
requirements, then they will be able to discuss with classmates and the teacher. Also, this lesson
is the second to last lesson taught before the fieldtrip to the Henry Ford museum. The students
will be able to drive to the museum for further comprehension.
repetition.
83


a. Focus or grab student attention narrative, novelty: Class, who likes cars in
here? Met too! Well today, we will be talking about the automobile that started it
all!
b. Provide brief review of previous related lessons (systematic): This is the first
lesson for the social studies portion of this Unit. As you know class, we have been
working with patterns. Today we will be looking at how automobiles have
improved over the years, and how that pattern of improvement started with one
manHenry Ford.
c. Develop readiness for learning that is to follow: Think of it this way class.
Without the Model-T automobile, you very well may not see all of the cool cars
that are on the road today. Those cars are so great because of people like you and
I, recognizing patterns and trends needed to improve the cars that were being
made.
for classroom management: My friends, I expect that you will be respectful of me,
your classmates, and you will do your work! I also want you to have fun!

a. Tell the students what you want them to learn (direct): I want you to be able to
draw upon given materials to recognize that the Model-T was the start of the
pattern of automobile development. I also want you to compare the modes of
transportation from the early 1900s to today, and recognize who the man was
behind automobile advancement.
b. Tell them why its important to them (explicit): Cars are everywhere! It is also
important to recognize that Michigan was the first state to start mass producing
cars. Every car you see out there, is a distant relative of the Model-T.
a larger theme or concept? This lesson will connect to the upcoming lesson
perfectly. My next social studies is about the development of the Mackinaw
Bridge, and it developed greatly because of the massive increase in automobile
use.
84
Instruction: (Allotted Time: 19 minutes) You may want to break the times out by DII, Modeling, GP and IP to make sure
youve planned effectively)
a. Direct Instruction:
Class, who likes cars? Me too! Well, today we will be learning
about the automobile that started it all. What do you think that the
Model-T is? What would it look like? The teacher will have
students discuss in small groups, without correcting them quite yet
(2 minutes). The students will come back, and explain their
thinking (2 minutes).
Great discussion class. We will now watch a 5 minute video about
the history and development of the Model-T (5 minutes).
Please View Modeling Section
Now that you have had a warm-up class, I am passing around the
Model-T test! Please do your best on this test, and when you are
done, put them front down, and I will come get them. (6 minutes)
After the test, the teacher will spark the transition with a question:
What do you think it was like in the year 1900 compared to right
now? A world without cars? Students will partner up, and hold a
brief discussion (1-2 minutes). Whole group will come back
together for discussion (1-2 minutes).
After the discussion, the teacher will read the world without cars
article [attached in materials]. Students will take notes in their
starting the engine Graphic organizer during the reading.
Please view Guided practice
Thank you for working so hard today class! Lets go over what we
have learned today: Closure section
i. Showing an example(s) as you explain. After the video, the teacher will
instruct students to get their individual whiteboards. The teacher will use
information derived from the video to write facts about the Model-T on
the whiteboard. Class, as you can see, I am writing facts about the ModelT. Well, you are going to do this on your whiteboards. We are going to
play a little game! I am going ask a question, and you will answer as fast
as you can. Please raise your board when you think you have it. Teacher
will keep track of who answers the questions correctly.
work: The teacher initially writing the facts about the Model-T on the
board sparked the students thinking about what game was soon to be
played. When finished please view Direct instruction
c. Guided Practice: (12 minutes)
another student while support/guidance is given: The teacher will explain
the 1-2 paragraph essay that the students will write. Class, use the
different information that we have talked about already today, and write a
85
1-2 paragraph essay about Henry Ford, and why his automobile was so
important.
assess: Teacher will monitor, and encourage students to ask about areas of
the assignment that they may be confused about. The teacher should not
offer answers, but ask prompting questions for recognition and
understanding. (Please view Direct Instruction)
Share with families: Students should always be sharing with their families
of what they did at school today. The teacher should also send out emails
to the parents of what has been going on in the classroom, and how their
child is behaving.
when they score 4 out of 5 on the Model T-Test first assessment as well
as the completion of the essay as the second assessment.

Finish quickly but may or may NOT have mastered the objectives: Students who
finish quickly will have the opportunity to discuss with other students as well as the
teacher. In these discussions, it will be made clear if understanding is taking place or
not. Also, there are materials such as the video and the article that will be used to
strengthen understanding.
Struggle to complete activity/assessments: The teacher will have the opportunity,
during the test and the essay, to have certain students come over to a table. The
teacher may verbally present the test, as well as giving prompting ideas during the
essay writing time.
Show proficiency early or directly after the first formative assessment: During the
personal whiteboard activity, these students may be asked by the teacher to give
some questions to their classmates. Also, just during partner and group discussion, the
students who understand at a deeper level will be encouraged to take the lead to better
their own learning, and the understanding of their classmates.
Still not proficient near end of lesson: The teacher will hold one on one discussion to
find out where the confusion is coming from. Also, the article and video links will be
provided over email.
86
proficiency: This lesson has a great deal of differentiation, and an opportunity for
multiple intelligences to be present. If students are failing to comprehend the material,
than it is most likely a behavioral issue that the teacher must look further into.

a. Teacher or student reinforce/restate the objectives: I want you to be able to draw
upon given materials to recognize that the Model-T was the start of the pattern
of automobile development. I also want you to compare the modes of
transportation from the early 1900s to today, and recognize who the man was
behind automobile advancement.
few potential options. The final essay is the assignment where students will truly
display what they know, and what they understand.
c. Connect back to larger theme/unit: Henry Ford created the Model-T, and that
started a truly incredible Automobile Advancement. This consistent
improvement in the automobile industry is a clear example of patterns.
d. Connect to previous lesson and/or next lesson: Just as vehicles improve from
previous models, so do other man made creations. The Mackinaw Bridge of today
will be compared to what the bridge was like in 1957, as well as being compared
to the Golden Gate Bridge in San Francisco. Also, the Bridge was built thanks in
large part to the progress of the automobile. Thank you Henry Ford!
Ford Model T-100 years (2008, August 12). In Youtube.com. Retrieved April
16, 2015, from https://www.youtube.com/watch?v=S4KrIMZpwCY
A kids introduction to the Mode-T Ford. In The Model T Ford Club. Retrieved
April 16, 2015, from http://www.modelt.org/index.php?
option=com_content&view=article&id=15:a-kids-introduction-to-the-model-tford&catid=5:history-and-lore&Itemid=1
87
Name:
Starting the engine
Fill in your own notes while the teacher reads the world without cars article. (Just write
down what you think is important. This information will come into play a little later)
88
What is Important about the Reading?
Name:
Model- T Test!
Think about classroom conversation, and the video we watched as a class. Good luck!
1. According to the video, what was used to make the Model-T?
a. His bare hands
89
b. A wrench
c. A moving assembly line
d. Old car parts from other automobiles
2. Compared to the other early stage automobiles, how much faster could people build the
Model-T?
a. 3 times faster
b. 10 times faster
c. 72 times faster
d. 20 times faster
3. Who was the man who invented the Model-T?
a. Gerald Ford
b. Thomas Jefferson
c. Benjamin Franklin
d. Henry Ford
4. What year was the Model T first introduced?
a. 1909
b. 1925
c. 1917
d. 1953
5. When was the last year that the Model-T was in production?
a. 1932
b. 1928
c. 2001
d. 1942
Model-T Test Answer Key

1. C. (A moving assembly line was needed for all of the
production that Henry Ford wanted to happen!)
90
2. B. (The moving assembly line made the Model-T the fastest

built car by far)
3. D. (Henry Ford was the man who invented the Model-T. That
should be an easy one )
4. A. (The Model-T was first produced in 1909)
5. B. (1928 was the last year of production for Fords Model
automobiles. (Model T and Model A)
Henry Ford Impact essay Rubric
Proficient (6-8)
Needs Clarification (3-5)
Does Not Understand (1-2)
91
Student is able to
derive information
from class discussion,
and material
effectively
Essay flows, and there
is a transition between
paragraphs
Henry Ford is at the
forefront of the topic
list for the paper
Grammar is good, and
Ideas are nicely
organized
Student puts some

information from
classroom material into
the paper
The essay flows at
parts, but there are
choppy transitions
Henry Ford is briefly

mentioned as an
important man
Grammar is alright,
ideas are there, but
scattered across the
paper
There is very little or

no evidence from in
class material and
instruction
The essay does not
have an evident flow
Henry Ford is not

mentioned at all
Grammar has many
errors, and any thought
that is presented does
not tie into the paper as
a whole
Social Studies Lesson #2: The Mighty

Mac!
92
The Mighty Mac

Time Allotted: 55 minutes

93

Subject(s): Social Studies
The Five Mile Dream video : https://www.youtube.com/watch?v=eFsy_EHWM-Q
White board
Dry erase markers
Popsicle sticks
Michigan State ferry Album article: http://www.mackinacbridge.org/michigan-state-ferryalbum-28/
Golden Gate Bridge factual information: https://www.youtube.com/watch?
v=YhZD6snQk-o
Teleprompter
I Can! Statements
Match That Bridge! Worksheet
Match That Bridge Rubric
include both the code AND fully written out expectation. 4-H3.0.5: Use Visual data and
informational text or primary accounts to compare a major Michigan economic activity today
with that same or a related activity in the past.
Objective 1: The students will compare the Mackinaw Bridge from when it was first built
to the Mackinaw Bridge today by writing a Comparing the Bridge essay and scoring 4
out of 5 according to the rubric. (analysis/comprehension)
Objective 2: The students will relate the economic and transportation impact of the
Mackinaw Bridge to the Golden Gate Bridge by filling out a Venn diagram, and show
proficiency by scoring 4 out of 5 on the provided checklist. (Knowledge/ comprehension)
that students are progressing towards or have mastered EACH objective?
Objective 1 Informal Formative Assessment: While the teacher observes, the students
will have a grouped discussion about how they think the Mackinaw Bridge, in the past
and the present, impacts the Michigan economy.
Objective 1 Formal Formative Assessment: Students will watch the video Five mile
Dream. During the video, the children will take specific notes that will prepare them for
the economic impact summative essay.
Objective 1 Formal Interim/Summative Assessment: Students will write a two paragraph
essay using the notes that were taken from watching the Five mile Dream.
94
Objective 2 Informal Formative Assessment: The students will have a picture of the
Mackinaw Bridge, and Golden Gate Bridge on their desks. Just by looking at the photos,
the students will have a group discussion about how these bridges are similar.
Objective 2 Formal Formative Assessment: After talking with classmates, the students
will fill in the top half of the what do you think? handout. The students will watch the
video Deconstructing History: The Golden Gate bridge. After the video, the students
will fill in the bottom half of the worksheet with the corrected answers.
Objective 2 Formal Interim/Summative Assessment: Students will individually fill out the
Match that bridge! Venn diagram. Listing at least 2 facts about each bridge in the
designated areas, and 3 comparing facts about both bridges.
proficiency on the interim or summative assessment?
In this particular lesson, there is a great deal of data that could be generated. Each
student will recognize the significance of the Mackinaw Bridge, and also understand how it
compares to another prominent structure in America. If students do not understand instruction
and they do not meet the minimum level of proficiency, there are numerous options for continued
learning. Video links and article links (which are included in this lesson) will be provided to the
student, and their parents. These available resources will coincide with the teachers instruction
to offer a more adequate opportunity for learning.

a. Focus or grab student attention narrative, novelty: Now class, it is time to take
a look at one of the most well-known manmade structures in Michigan the
Mighty Mackinaw Bridge! Why was it built? What significance does it have on
the Michigan economy? How does it compare to another landmark structure?
Lets discover the answers to these questions together!
b. Provide brief review of previous related lessons (systematic): For this Unit, we
have been focusing on different forms of patterns whether it is in the classroom or
in the world around us, and how these patterns impact our daily lives. This lesson
is our second Social Studies lesson of the Unit, and it will hopefully give you an
understanding of how the boom in the auto industry has led to the construction
of the Mackinaw Bridge.
c. Develop readiness for learning that is to follow: Throughout the time we have, I
want you to think with two different frames of thought. First of all, I want you to
think back to a time where the bridge did not exist! Boats were the only way to
cross the water. How are things so different now? Secondly, I want you to think
about how our Mackinaw Bridge compares to the famous Golden Gate Bridge in
San Francisco.
95
for classroom management: I want you to be kind and cooperative, respectful to
classmates, respectful to me as your teacher, but also Have fun learning!

a. Tell the students what you want them to learn (direct):I want you to compare the
Mackinaw Bridge from when it was first built to the Bridge to today, and I also
want you to relate the economic and transportation influence of our Mighty Mac
to the famed Golden Gate Bridge of San Francisco.
b. Tell them why its important to them (explicit): This information is important to
you because The Mackinaw Bridge impacts the economy of the place you live in!
It may seem just like a way to cross from one place to the next, but it is much
more than that.
a larger theme or concept? This lesson connects to the prior lesson taught in this
Unit because of the impact of cars on the economic state of Michigan. A bridge is
built for transportation purposes, and the Mighty Mac was built to fit the bill.
This lesson relates back to the whole unit because of the development of the
Bridge, and how a patterned rise in the auto industry gave way to the building of
the Mighty Mackinaw Bridge.
Instruction: (Allotted Time: 68 minutes) You may want to break the times out by DII, Modeling, GP and IP to make sure
youve planned effectively)
a. Direct Instruction: (32 minutes)
The lesson will begin with grouped discussion about how the students
believe the Mackinaw Bridge has influenced the Michigan economy:
Alright class, who here knows what the Mackinaw Bridge is? Have you
ever been there? Lets break into small groups and have a discussion
about the importance of the structure on the Michigan economy. How do
you think the Bridge would have impacted Michigan 50 years ago
compared to now? (3 minute discussion while teacher observes). Come
back as a whole class, and talk about the ideas and findings! (2 minute
collaboration).
The teacher will transition into playing the Five Mile Dream video for
the class. The video is 10 minutes long, so it is crucial that there be an
assignment going on during the playing of the film. Alright class, this
video is from the 1950s, so it is not as high-tech as we are used to today!
While watching the film, please take notes about what you think are
important facts about the Bridge, and why it was built. How does it
influence the Michigan economy?
(10 minutes)
View Modeling section
After the papers are handed in, and a brief break from instruction (Recess,
Lunch, snacks, etc.), the teacher will transition into talking about the
Mackinaw Bridge in comparison to the Golden Gate Bridge.
96
The teacher will place a picture of both bridges on the teleprompter. Class,
how are these two impressive structures similar? Please stand up, and
quietly choose a partner to have a discussion with. (3 minutes)
Collaborate as a class after the conversation (2 minutes).
After the discussion, the teacher will hand out the what do you think?
worksheet. The students are to work together to fill out the top half of the
sheet only with what they think, and with what they have discovered by
talking to a classmate (4 minutes).
Students will then watch the brief Deconstructing History: Golden Gate
Bridge video. After the video, the students will fill in the bottom half of
the what do you think? sheet. (4 minutes for video/ 4 minutes for work
sheet).
Now class, after learning about both the Mackinaw Bridge and the
Golden Gate, it is time to let me know what you have learned! Get ready
to compare two of the greatest structures in American history.
View Guided Practice
Class, please hand in your diagrams.
View Closure
b. Modeling: 20 minutes (time includes writing of the essay)

i. Showing an example(s) as you explain: On the teleprompter, put an
example of a previously written, two paragraph essay. Have specific words
or phrases underlined that would have been taken out of the Five Mile
Dream video. The students do not need to underline the words that they
have derived from the video, but they do need to display a consistent
understanding (Which is why note taking during the video is important).
work.: The teacher will choose one of the underlined words, and write a
new sentence using that. This example will spark a new spectrum of
thinking for the students as they reference their own notes that they have
taken. View Direct Instruction when finished
another student while support/guidance is given: Students will complete
the Match that Bridge! Venn diagram individually. This will be the
summative assessment, but the teacher will be able to offer clarifying
statements. This diagram will be used as a ticket out the door.
assess: The teacher will monitor student work by traveling from table to
table, viewing the efficiency and understanding of each child.
iii. View Direct Instruction when finished
97
When the students can perform without major errors, discomfort or confusion, then
they are ready to develop fluency by practicing without the availability of the teacher
(independent centers)
when they are able to complete the interim and summative assessments,
and gain a proficient score.

Finish quickly but may or may NOT have mastered the objectives: If the student
finishes quickly but does not master the objectives, there are many forms of
collaboration options as well as the opportunity for more information to be given in
forms of articles and videos. (The articles are linked in the materials).
Struggle to complete activity/assessments: The students who are struggling to
complete activities and assessments will have the opportunity to work in a grouped
setting with the teacher. If this grouped setting is not an option in the particular
classroom, than a brief review discussion of the instructed material will be offered
for assistance and guidance.
Show proficiency early or directly after the first formative assessment: If proficiency
is displayed after the first assessment, then the material should keep scaffolding the
childs learning. If the student continues to show little difficulty in completing the
work, then the teacher will encourage volunteers to help solve questions that fellow
classmates may have.
Still not proficient near end of lesson: If student is not proficient at end of lesson, the
teacher will once again offer extra articles for extra assistance. Parents will have the
opportunity to help cultivate their childs learning by being engaged in reading the
articles with them.
proficiency: The teacher will offer voice instruction instead of written. Also, brief
intermissions in the midst of a video would help students grasp certain aspects of
information at a more sufficient rate.

a. Teacher or student reinforce/restate the objectives: I want you to compare the
Mackinaw Bridge from when it was first built to the Bridge to today, and I also
want you to relate the economic and transportation influence of our Mighty Mac
to the famed Golden Gate Bridge of San Francisco.
few potential options. The Interim and Summative assessments are the factors that
98
summarize what the students have learned. These assignments also display
mastery if the student shows understanding of the material.
c. Connect back to larger theme/unit: The lesson connects back to the theme of
Patterns because of the industrial and economic growth of the Mackinaw Bridge
over time. Also, the consistent increase in automobile usage was a prime example
of why the structure was built in the first place.
d. Connect to previous lesson and/or next lesson: The Mighty Mac lesson
effectively connects to the previous lesson about the Model-T and the Auto
mobile industry. I view it as the Model- T was built to drive across the bridge.
Even though this is not entirely true, the two lessons do indeed go hand in hand.
websites, images, etc. that you used in the lesson.
Quitney, J. (2012, August 2). "The Five Mile Dream". In Youtube.com. Retrieved from
https://www.youtube.com/watch?v=eFsy_EHWM-Q
Deconstructing History: Golden Gate Bridge (2014, February 7). In Youtube.com. Retrieved
May 3, 2015, from https://www.youtube.com/watch?v=YhZD6snQk-o
Michigan State Ferry Album (2008, August 3). In Mackinac Bridge Authority. Retrieved May 3,
2015, from http://www.mackinacbridge.org/michigan-state-ferry-album-28/
99
I Can! Statements
1. I Can compare the Mackinaw Bridge from when it was

first built to the Bridge from today.
2. I Can relate the economic and transportation influence of
the Mighty Mac to the famed Golden Gate Bridge of San
Francisco.
Name:
100
Match that Bridge!
Write facts about the Mackinaw Bridge as well as the Golden Gate Bridge. In
the center, write about how the Bridges compare with one another as well!
Golden
Gate!
Mighty
Mack!
Compare!
Write at least 2 facts under each bridge, and 3 facts under the compare section!
Any other information? Write here!
101
Match That Bridge! Rubric
Proficient (4-5)
2 tangible facts are listed

under each bridge sections
of the diagram
3 tangible facts are listed in
the compare section of
the diagram
Not There (0-1)
1 tangible fact is listed

under each bridge sections
of the diagram
No tangible facts are listed

under each bridge section
of the diagram
1 or 2 tangible facts are

listed in the compare
section of the diagram
No tangible facts are listed

in the compare section of
the diagram
Comparison Pictures for Teleprompter
102
http://upload.wikimedia.org/wikipedia/commons/9/9c/Mackinac_Bridge.jpg
http://upload.wikimedia.org/wikipedia/commons/0/0c/GoldenGateBridge-001.jpg
Name:
103
Comparing the Bridge Essay
Use the Notes taken from the 5 mile Bridge video to write 2 paragraphs comparing the
Mackinac Bridge from the past, to the Bridge today. (Think economically! How does the
Bridge impact Michigan?)
Rubric for Comparing the Bridge Essay
104
Proficient (4-5)
Writes two full paragraphs

Very few grammatical errors
Good flow with sentence
structure and word usage
Information derived directly

from videos and information
from lesson
Not There (0-1)
Attempt at two full

paragraphs, but sentences are
not fully structured
Noticeable grammatical errors
Little flow with sentence
structure and word usage
Some information derived

from videos and information
from lesson, but there is a lack
of understanding in some
areas
There are not two full

paragraphs, and sentenc
do not have any structur
Many grammatical erro
No flow with sentence
structure and word usag
No information derived
from videos or the lesso
Any information either
made up, or misunderst
Culminating Activity
105
Culminating Activity
106
Necessary Resources:
Chaperones
Fieldtrip permission forms
Transportation
Cameras
exhibit patterns sheet
Comfortable walking shoes
Informative website (Henry Ford): http://www.thehenryford.org/museum/exhibits.aspx
For the Patterns of Your Living culminating activity, the class will be going on a field trip to
the Henry Ford Museum. The class will be split into 3-4 groups with each group being led by
one volunteer chaperone. This will be an all day trip, so lunch will be provided for each student.
Before exploring the museum, the students will be prepared for the final summative assessment
which will be woven in with the fieldtrip.
The students will receive a exhibit patterns sheet [Sheet attached to this document].
While the different groups visit the various displays, the students are to individually choose 4
exhibits that represent the kind of patterns that were taught in the previous Unit. The students are
to write down the name and important notes about the exhibit, and also ask the Chaperone to take
a picture of their chosen exhibits. After the note taking is finished and the pictures are collected,
the students are to give their sheets to the chaperone. The summative assessment will be
explained fully toward the end of this document.
Field Trip activities:
Turning in permission form

For students to participate in the important classroom trip, there must be
proof that the permission slip [attached to this document] has been turned
in, and filled out correctly. The student will not be able to participate
without this document.
Group exploration!
It is important that the students get an opportunity to see all exhibits that
could be pertaining to patterns derived from the Unit. The chaperones will
be placed in charge of leading the students to exhibits that will benefit
their learning, and prove helpful when working toward a quality
summative assessment.
Lunch time
107
Students will come together at a set time for lunch. There will be an
opportunity for 10 minutes after lunch for the children to talk amongst
themselves, and discover what 5 exhibits classmates are using while they
fill out the exhibit patterns sheet.
o The teacher will approach each Chaperone during lunchtime and
see how the groups are doing, both behaviorally and understanding
of instruction. If a specific student is said to be struggling, than the
teacher will personally approach them to find out why there is a
struggle with instruction.
Finishing up
After lunch, the children and chaperones will have an opportunity to visit
the gift store, and other fun centers that the museum offers. When all of
the exhibit patterns sheets are turned into the Chaperone, the adult will
text message or call the teacher to make him aware that the students are
finished collecting data for the summative assessment.
Summative Assessment:
The research for the summative assessment will be completed while the class is on a
fieldtrip at the Henry Ford museum. The assessment will be completed as a homework
assignment, and it is called describing patterns. Students will receive the pictures that were
collected by the Chaperone, and they will make a creative demonstration of what each exhibit
represented in the way of patterns. Parents will be strongly encourage to be involved with the
presentation of this assignment, and because of this, there will be no outline of what the
describing patterns project is meant to look like.
Students will paste the pictures on a material of their choosing, and have at least a
paragraph written about why each chosen exhibit relates to patterns as they were described in the
Unit. Creativity is important for a project such as this, but a true understanding of how patterns
can be different and unique is the most important aspect about this assessment.
When the summative assessment is completed, and the describing patterns assignments
are displayed around the room, the final discussion about patterns will ensure that students
understand the topic of patterns. While talking about patterns, prompt students memories about
the different kinds of patterns taught throughout the Unit, even if these particular kinds of
patterns were not displayed at the Henry Ford museum.
Standards Assessed In Cumulative Activity:
SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one in groups

and teacher-led). With diverse partners on grade 4 topics and texts, building on others
ideas and expressing their own clearly.
4 H3.0.4- Draw upon stories, photos, artifacts, and other primary sources to
compare the life of people in towns and cities in Michigan and in the Great Lakes region
during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950,
1950-2000)
108
4-H3.0.5- Use Visual data and informational text or primary accounts to compare a major
Michigan economic activity today with that same or a related activity in the past.
Exhibit Patterns!
109
First Exhibit:
Second Exhibit:
Notes:
Notes:
Third Exhibit:
Fourth Exhibit:
Notes:
Notes:
Fifth Exhibit:
Notes:
Henry Ford Museum fieldtrip permission form

Hello students and parents alike! We have reached the final section of our Unit for
learning about different kinds of patterns. This last month has been a great adventure for me, and
I hope it has been an educational experience for you as well. The last activity that we will be
110
experiencing to round out this Unit is taking a field trip to the Henry Ford Museum! I hope that
you are as excited as I am. Below is some important information before we set off on this field
trip. Please read it over carefully, and send it back with your children when completed.
I,
, allow my child,
to participate in
the classroom fieldtrip to the Henry Ford Museum on the date of 4/22/2015. I understand that my
child will be under the professional care of Mr. Taylor Hawkins as well as the previously chosen
Chaperones. I also understand that this field trip is an educational experience that is functioning
as the last activity of a month long instructional Unit.
Please look below for further opportunities:
Place a check mark in the boxes that apply to you and your child
I wish to be a Chaperone on the fieldtrip taking place on 4/22/2015
I will supply lunch for my child. (If not supplied, there will be lunch provided).
I can supply a camera for the trip so students may take pictures of certain exhibits.
In case of emergency, I consent my personal phone number,

professional educators of my childs classroom.
Guardian Signature
to the
Teacher Signature
Additional Resource List:

111
These website resources should be used while furthering an understanding for how
patterns exist in everyday life, both inside and outside of the classroom! This additional resource
list benefits both the adult and the child in any given educationally driven family. The websites
are both educationally charged, and real-life driven. Patterns are not only a trend or tendency, but
it is a factor of life that can be discovered in the most casual ways. The mission of this Unit is to
make the study of the pattern something that is not casual. It is instead, informational.
Additional website resources:
http://interactivesites.weebly.com/patterns.html- Child focused
possibilities for classroom instruction

http://education.nationalgeographic.com/education/activity/globalpatterns-human-migration/?ar_a=1- Interesting website about patterns of
human migration
https://www.cfa.harvard.edu/smg/Website/UCP/- This website is produced
by Harvard, and it displays casual patterns in the subject of Science

http://www.pbs.org/parents/education/math/games/preschoolkindergarten/pattern-matcher/- For the younger child learner, these silly
games offer introductory knowledge to the world of patterns
112

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Table of Contents

Thematic Statement Essay.. 2

Patterns of your Living

How do Math, Science, and Social Studies display

State Mandated Expectations

SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one in

Content Standards: Next Generation Science Standards

4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude

Content Standards: Common Core Mathematics Standards

the emphasis on automobile development in Michigan. The sudden increase in

Chaperones will play an intricate part of this culminating activity. (Instructions

Introduction Lesson: Beginning and Connecting!

Mathematics Lesson #2: M&M Fractions

Culminating Activity: Henry Ford Museum

Informative website (Henry Ford): http://www.thehenryford.org/museum/exhibits.aspx

Dear Parents/Legal Guardians,

With great sincerity,

Beginning and Connecting!

Name: Taylor Hawkins

Objective 1: Students will engage in a variety of discussions about content appropriate

Objective 1 Informal Formative Assessment: In small groups as the teacher observes,

Instructional Procedure: What information do students need to accomplish the objective?

Anticipatory Set: (Allotted Time: 5 minutes )

State Purpose and Objective of Lesson: (Allotted Time: 2 minutes)

individually, and quietly. Please tell me what picture you have

Differentiated Consideration (Adjust instruction and assessments, tools, resources or

Closure: (Allotted Time: 5 minutes)

Dodds, C. (2015, January 31). Patterns Song- Colin Dodds. In Youtube,com.

Show me the Pattern essay Rubric

Needs help (3-4)

Not getting it (1-2)

Picture list for Anticipatory and Mini Essay assessment

Pattern Song Word/ Phrase Key!

Patterns are everywhere!

I can express what patterns are, and how they show

Pick one pattern from each subject on the

Match that Pattern answer key

1. A. (Numbers is the correct answer)

D. (A heartbeat is a pattern that impacts our every second!)

B. (Patterns go on and on. Never ending!)

Science Lesson #1: How Do I send my

How Do I Send My Data?

Time Allotted: 60-65

Objective 1: Students will Generate knowledge about communication by completing the

Anticipatory Set: (Allotted Time: 4 minutes)

State Purpose and Objective of Lesson: (Allotted Time: 2 minutes)

Instruction: (Allotted Time: 64 minutes)

b. Modeling: (10 minutes)

Differentiated Consideration (Adjust instruction and assessments, tools, resources or

different modes of instruction. Whether it is group discussion, whole group

1. I Can understand that there are different forms

American Sign Language word chart!

Forms of Communication Rubric

Needs Assistance (2-3)

There are 2 facts in each box.

Clarifying sentence is written

Not there (0-1)

There are 1 or 2 relatively

Sentence is written out, but

There is either 1 or 0 fact

Write 2 paragraphs about the process of making your Cup phone!

Cup phone writing sheet Rubric