Lesson

Planning Template
Created by: Nittu Chima
Subject: Math Patterns/Art
Grade: K

Stage 1 – Desired Results

Thinking Personal & Social
C T P
Communication S
I can recount simple I can get new ideas or build on other I can solve some problems myself and can
experiences and activites people’s ideas to create new things withing identify when to ask for help.
and tell something I the constraints of a form, a problem, or
learned. materials.
I can represent my I get ideas when I use my senses to explore.
learning, and tell how it I can explore materials and actions
connects to my I can experiments different ways of doing
experiences. things

Big Idea(s): what students will understand (at a conceptual level, see connections to and between ideas, goes beyond the classroom learning)
Repeating elements in patterns can be identified (Math)
Engagement in the arts creates opportunities for inquiry through purposeful play. (Art)


Essential Question(s):
What is a pattern, How do you know?
How can we tell something is a pattern?
What are the different patterns you can come up with?
What materials can be used to make patterns?
Curricular Competencies: what Content Competencies: what students will know
students will do (activities to deepen (basic knowledge, definitions, theories, laws)
understanding / product) (this is often right/wrong, yes/no)

Develop, demonstrate, and apply -Ways to make 10
mathematical understanding through play,
-Repeating patterns with multiple elements and attributes (Math)
inquiry, and problem solving (Math)
Communicate mathematical thinking in
many ways. (Math)
Explore elements, processes, materials,
movements, technologies, tools, and
techniques of the arts. (art)


 Stage 2-Learning Plan
Potential Barriers to Success What will you do? (differentiation/adaptations)
(Might include: engagement, motivation, (not enough to just list obstacles w/o thinking of how to address them)
organization, language ability,
exceptionalities, reading level etc.)

-Motivation – Students may become -I will implement brain and body breaks, if needed. Students will also be
distracted during instructional and front loaded as to what we will be doing next.
activity time. There can be a lack of -During activity where students stand, students can also sit and continue
participation during the lesson. to participate. If students are having difficulty writing/drawing, they may
-English Language Ability – Students may point or orally state what they believe the answer is.
not understand concepts/activities. -Providing visual/in person objects for students to make connections
Students may have difficulty writing down -Modelling stations for students, Modelling how to share thinkin i.e.
answers or ideas on worksheets. sharing my work with students
-Time – Students may not finish their -Speaking loud, clear, and slowly for students who are ELL learners
activities/worksheets within the allotted -Pairing students with partner if needed i.e. ELL learners, students who
time. require further support
-Transitions - May be difficult to transition -When writing on board using visuals next to the written word
for students from lesson to activity within -Using prompting questions to help students explain if they are unable to
lessons. -Providing students with time to answer questions
-Exceptionalities – There may be students -Working further with students at a designated station, when I am not
who have mobility issues (i.e. with circulating, questioning, or observing
dexterity), hearing impairments, visual,
behavioral, etc.
Infusing Aboriginal Education/First Resources
People’s Principles of
Learning https://curriculum.gov.bc.ca/curriculum
https://curriculum.gov.bc.ca/competencies
Learning is holistic, reflexive, reflective, http://www.fnesc.ca/first-peoples-principles-of-learning/
experiential, and relational with a focus https://www.scholastic.com/teachers/books/pattern-fish-by-trudy-harris/
on connectedness and a sense of place. https://www.pinterest.ca/pin/81909286959202689/
https://www.projectswithkids.com/q-tip-painted-dragonfly-craft/


Resources / Materials Required / Technology
White board/ White board felt
Paint up to 6 different colours
Paint brushes
Sponge Cork
Paper
Eye droppers
Coffee filters
Paintbrushes
Q-tips
Stage 3 – Assessment Evidence
Formative Summative (at the end) Self (Assessment/Reflection)
(before/during)
Thumb check
Oral Questioning Students showcasing final chosen piece and
Observation (circulating) describing the pattern
Prompting questions
Choral Response
KWL
Stage 4 – Teaching Plan
Time: Teacher Does: Students Do:
I will post a KWL Chart on the Students will share what they know about patterns, and what
board: I will ask students what they wonder about patterns. If they are stuck they will be asked
they know about patterns prompting questions. The purpose is to have students think
(prompting questions: what about where they have seen patterns i.e. all around them in
makes something a pattern, everyday life. What kind of patterns (shapes, colours, different
where can we find patterns, what sizes)
can we use to make patterns).
From there we will I will ask what

they wonder about patterns. ff
These ideas will be written or S
drawn if possible on our KWL
chart.



















\


I

I will read the book “Pattern Fish” Students will chorally respond as a group about what shape or color
by Trudy Harris, as I read the book will come next, as I stop through the book I will focus on what the
I will stop at certain pages and ask patterns are i.e. AB, AAB, ABC, etc.
what comes next? Also, students
will be encouraged to say what
comes next as we read the book
together.

I will show students cut out fishes Student volunteer is coming up to the board and putting up what
on the board (1 has red stripe, fish they think comes next i.e. 1 red stripe, 2 blue stripes, 1 red
and the next fish has 2 blue stripe, 2 blue stripes. Students are telling me what the pattern is AB
stripes, and then repeats). etc. Student volunteer will continue to show me what comes next
Describe the pattern AB, ABC, etc. for ABB, and ABC. I will ask them to describe the pattern as well i.e.
the color of the pattern.

I will let students know that we Students are able to ask questions about the stations. Students are
are going to focus on using paint doing a quick walk around of the 3 stations to see the supplies;
to make different patterns at 3 colours provided to them.
 different stations. Each station
will have supplies for the students
to make their choice of patterns.
I will ask students to walk around
the 3 stations following me and
look with their eyes, with their
hands behind their backs.

I will be circulating around the Station 1:
classroom and observing. I will be Has paint, sponge corks, and white paper with lines (to show lights)
asking prompting questions i.e. students will make patterns using any of the colours of paint on
what pattern are they doing, how the table.
do they know it is a pattern?
How can we tell something is a
pattern?
What are the different patterns you
can come up with?

Besides colour are there other ways

they are making their patterns i.e.
shapes, size, etc. (This will be asked
at each station).

I will also be working with students
who need individual help.


Station 2:
Students are given a template of circles and paint brushes and paint
they are to make patterns.



Station 3:
This station will have droppers with different paints, and coffee
filters. Students will drop paints as they see fit to make patterns on
their filters.

Station 4:
Students will be given a dragonfly template and q-tips, and paint.
They will be making
patterns with the
paint.














I will ask students to showcase Students will showcase one finished product and present it to the
one finished product and describe class, they will describe what the pattern i.e. the colour, is it a AB,
their pattern. ABC etc. What materials they used, did paint any shapes, any certain
sizes, what colors they used.

I will add to our KWL chart about Going back to our KWL chart students will share with a partner what
what students learned. Some they learned, and then share with the rest of the class. These ideas
prompting questions. What will be written in the learn section.
materials did they use to make
patterns i.e. paint, etc.
Reflection
What went well?
What were the successes of this lesson and the growths?
What could I work on for next time?
Was there a particular area that could have been better executed or executed differently?
Did students reach their learning goal?