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Artifacts

UbD Unit: Patterns

Student Name: Robin Kornfield Intended Grade Level of Unit

Grade 4
Theme of Unit Content Area:
Math, Reading/Writing, Art
Patterns
Classroom Demographics:
This class of fourth graders, age 9 and 10, is made up of 25 students, 12 students are girls, and 13
students are boys. Eight students come from families that speak a non-English (Spanish, Tagalog,
Croatian) language at home, and two are Alaska Natives who qualify for Migrant Education services.
Five students in this class perform below the 40th percentile in math and reading, and seven students
perform above 90 percent in math.

Alaska Content Standards:

Math:
4.OA.5 Generate a number, shape pattern, table, t-chart, or input/output function that follows a
given rule. Identify apparent features of the pattern that were not explicit in the rule itself. Be able
to express the pattern in algebraic terms.
4.OA.6 Extend patterns that use addition, subtraction, multiplication, division, or symbols, up to 10
terms, represented by models (function machines), tables, sequences, or in problem situations.

Reading Standards for Literature Grade 4:

5. Explain major differences between poems, drama, and prose, and refer to the structural
elements of poems (e.g. verse and rhythm) and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a text.

Alaska Arts Standards:

VA:CR2a-3 Create artwork using a variety of artistic processes, materials, and approaches (such as
using elements and principles of design, applying artistic ideas from diverse cultures, etc.)
VA:CN10a-4 Create a work of art that reflects community or cultural traditions.
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VA:CR3a-2 With peers, discuss and reflect about choices made in creating artwork.

Alaska Cultural Standards:

Culturally-knowledgeable students are able to build on the cultural skills of the local cultural
community as a foundation from which to achieve personal and academic success throughout life.

Transfer Goal(s) - Unpacked Standards

Students will apply their knowledge about patterns found in multiple disciplines and in nature to
their lives.

BIG IDEA of the Unit:

Patterns are sequences that repeat or grow. Patterns exist both in the world and in mathematics.

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)

Enduring Understanding(s) Essential Questions to be Considered:

Students will understand that….
Patterns are governed by rules, whether they are How can patterns be used to predict results and
found in nature, in mathematics, or in daily life. solve problems?
What is involved in identifying a pattern?

STAGE ONE: (Bank of Objectives for Unit) STAGE TWO: (Bank of Assessments for Unit)

Objectives/Learning Targets:
Knowledge and Skills: K & S
___________________________
Lesson 1.
K. Students can learn the rules: even+even=
even, odd+odd=even, even+odd=odd and the
rules for addition, subtraction, multiplication and
division. Students learn, for example, that when
carrying out a calculation that multiplies and
even and odd number will result in an even
number.
S. Students can manipulate geometric shapes
into repeating patterns. Students can predict
what shape will appear based upon an observed
pattern. For example, if the pattern is triangle,
square, triangle, square, the student will realize
that the shape at position 87 (an odd number)
will be a triangle.
K. Students can extend number patterns in
addition, subtraction, multiplication and division
using rules such as “Start with 1, add 3 and name
the next three numbers. ” 1+3=4, 4+3=7,
7+3=10, Solution: 4, 7, 10
K. Students can discuss and include on anchor
charts examples of patterns of their lives such as
the patterns of repeating daily, monthly, and
yearly schedules.
K. Students can record on anchor charts
observation of patterns in architecture, designs
on decorative trims, number sequences,
naturally occurring patterns, and patterns in the
classroom and on the playground.
S. Students can create an anchor chart as a
group project to solve sequence and pattern-
related problems, their solution to a geometric
pattern challenge and observations of patterns
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Assessments Sources of Evidence of Learning
Pre-Assessment: Two quizzes. One uses
geometric shapes that follow rules. The other
assesses number sequences and calculations
based upon rules.
Lesson 1:
Formative: Group practice on charts of rules for
computation.
Formative: Students receive geometric blocks and
arrange them in a pattern that represents even
and odd numbers, or other possibilities such as “if
the numeric position of the shape is divisible by 3,
it will be a square.” Instructor will circulate and
observe as students work.
Formative: iReady worksheets on extended
sequences. Chapter 9: Number and shape
patterns p. 160-190.
Formative: The classroom will be organized into
workstations containing charts that present
problems to be solved in small groups based on
computation rules. Groups will spend 5-10
minutes at each challenge station.
The instructor will observe and record student
engagement.
Summative:
Students work in groups of 4 or 5 and solve
sequence and pattern-related problems, a
geometric pattern challenge and to provide
examples of patterns in nature. The results of
their work will be presented to the full class.
Post- Assessment:
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in nature. The group will present their chart to Students will repeat the original quiz about
the whole class. geometric and numeric patterns.

Lesson 2.
Lesson 2:
Patterns in Poetry:
Formative: Students receive a printed Edward the
Emu poem. They will count and record the beats
Students can choral read poetry. in each stanza. They will circle the rhyming words
indicating the AABB pattern with green- and
yellow-colored pencils.
Students can identify the poetry pattern AABB.

Students will hear, read and analyze the story,

Summative: Students will write their own two
Edward the Emu for its patterns. How many
stanza poem following an AABB sequence.
beats are in each stanza? Which words rhyme?
Discuss and practice reading a poem so its AABB
Summative: Checklist for AABB rhyme and proper
pattern is revealed.
language use.

Students can write a two-stanza poem in the

Lesson 3:
AABB pattern style of Edward the Emu.
Performance:
Instructor will use a checklist to evaluate the
execution of the art and presentation to students.
Lesson 3:

Geometry Patterns in Art:

Students will use what they have learned about

patterns to create a geometric series, forming a
border design inspired by Native American art
forms.

I can use geometric shapes and create an artistic

piece inspired by Native American art forms.
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STAGE TWO: Culminating Performance Task

Culminating Performance Task

Students create anchor charts to record their knowledge about patterns in math, literature, and art
and explain the charts to classmates.
STAGE THREE: Learning for Understanding/ Instructional Activities

(Make only as many lessons as are appropriate for your Unit)

Pre-Requisites for the entire unit: What are the prior knowledge and skills students must have in place before starting t
Unit of Study?
Lesson 1:
1. Recognize geometric shapes.
2. Math skills—addition, subtraction, multiplication
3. Ability to follow rules.
Lesson 2:
1. Reading grade-level materials
2. Analyze literature including poems.
3. Count the number of syllables in a word.
4. Write short lines of rhyming words.
Lesson 3:
1. Recognize geometric shapes.
2. Organize geometric shapes into a pattern.
3. Manipulate paper and glue as directed.
Unit Overview/Introduction/Main Hook (Make a connection with students’ backgrounds using an authentic situation
Students will view two short films on two separate days: EVEN AND ODD: Video for Kids (generationgenius.com); Gene
A Pattern of Shapes or Numbers| Video For Kids (generationgenius.com). Students and teachers will discuss prior
knowledge about geometric and numeric patterns in daily life. Students will work with one another to identify patterns
the classroom such as the calendar, the bricks on the wall, and position of tables and chairs. What other patterns do the
have in their lives?

Action/ Mini-hook for each lesson: Process: Specific strategies

Lesson connection to prior Teacher does/ Student Does to accommodate specific
learning/knowledge Product: student variability/
Assessment/ Evidence of Learning accommodate all learner
Lesson closure

Materials for lesson #1:

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Video: EVEN AND ODD: Video for Kids (generationgenius.com); Generate A Pattern of Shapes or Numbers| Video
Kids (generationgenius.com) (requires a short-term subscription to this on-line resource and the ability to proj
it in the classroom.)

Chart paper. One large piece of paper for each of five table groups.
Markers.
Geometric blocks.
Students need their own pencils and paper for practice prior to recording their work on the anchor chart.
White paper for creating drawings from real life.

Objectives and Essential Questions for lesson #1:

EQ: How can patterns be used to predict results and solve problems?
What is involved in identifying a pattern?

Students can use computation rules in math practice: even+even= even, odd+odd=even, even+odd=odd and t
rules for addition, subtraction, multiplication and division. The addition of two even number, for example, mu
always produce an even result.

Students can manipulate geometric shapes into repeating patterns. Students can predict what shape will appe
based upon an observed pattern. For instance, if the pattern is triangle, square, triangle, square, the student w
realize that the shape at position 87 (an odd number) will be a triangle.

Students can extend number patterns in addition, subtraction, multiplication and division using rules such as
“Start with 1, add 3 and name the next three numbers. ” 1+3=4, 4+3=7, 7+3=10, Solution: 4, 7, 10

Students can discuss and list patterns they have noticed in their lives such as the pattern of days in calendars,
designs on decorative trims, number sequences, and brick pattern in the classroom.

Students can create an anchor chart as a group project to record computation rules and examples based on th
own rules, examples of geometric patterns that follow their own rules, and drawings of patterns in nature, the
playground and school.

Students can present what they have learned to their classmates.

Standards/Content areas covered in lesson #1:

Math:
4.OA.5 Generate a number, shape pattern, table, t-chart, or input/output function that follows a given rule.
Identify apparent features of the pattern that were not explicit in the rule itself. Be able to express the patter
algebraic terms.
4.OA.6 Extend patterns that use addition, subtraction, multiplication, division, or symbols, up to 10 terms,
represented by models (function machines), tables, sequences, or in problem situations.
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Lesson 1: Day 1
Patterns in Students will take a pre-assessment quiz
our Lives. about geometric patterns and numeric
sequence.

Teacher presents:
Generationgenius.com/even and
odd
Teacher will outline the sequence
of lessons about patterns and
explain that we will start by
learning about even and odd
rules for addition, subtraction,
multiplication, and division.
Teacher will play fun and informative film
and then teach even and odd rules for
addition, subtraction and multiplication:
even+even=even; odd+even=odd,
odd+odd=even;
even x even= even, even x odd=even; odd
x odd=odd.
Students will come to the white board to
verify that these rules are true by
predicting results and carrying out
problems. Students will practice
even/odd rules on worksheets.
Students enjoy the
informative and engaging
generationgenius.com film
The examples they use ge
students excited about do
their own research to tes
even and odd rules. The f
represent one more way
connect with the range of
abilities and interests in t
classroom.

Day 2
Teacher presents:
Generationgenius.com/generate
a pattern of shapes or numbers
We will learn about geometrical
rules in patterning and how you
can predict what shape will be
#30, for example, in a geometric
sequence.
We will also learn about the
patterns of numeric sequence
and how to follow numeric rules
such as, Start with 1, add 3.
What are the next three
numbers?
Students enjoy the
Teacher will demonstrate alternating generationgenius.com
geometric patterns and share how the presentation and it is a
shapes often follow a set pattern based means to connect with
upon a rule. (Both teacher and students who respond we
generationgenius.com video will show visual forms of teaching.
that sometimes there is not a numerical
pattern, but there might be other types of All students will practice
patterns such as a three sided shape organizing their geometri
followed by a four sided shape etc. ) patterns. Manipulative bl
reinforce understanding
Students are given a set of about geometric patterns
manipulatives—blocks in the shape of
geometric patterns. They are assigned to
use the blocks to practice ways the
patterns fit together and repeat.

They will also use a worksheet from the

iReady math curriculum to practice rules
associated with geometric patterns, such
as, “If the first shape is a triangle, and the

Day 3
Teacher:
“We will create anchor charts at
each of our tables to record and
practice the information we have
learned.”
Students will collect what they
have learned over several days on
group anchor charts. The group
will present their completed
chart to the full class.
Day 4
Learning stations will be set up to
reinforce lessons of the past
week.
Station 1: Patterns in nature and
society.
Station 2: Numeric challenge with
addition.
Station 3: Numeric challenge with
subtraction.
second is a square, what shape will be at
the 21st position.”
Teacher provides chart paper for each
table and one large chart is posted on the
front white board. These are the anchor
charts.
Teacher instructs students to work with
table partners (groups of four and five.);
“Write Patterns in our Lives at the top of
your anchor chart and record what you
learn about patterns throughout this
week.
Students and teacher will take a short
walk around the school. In pairs, one
person writing and the other observing,
the students will record geometric shapes
on the school building, natural
surroundings, and playground. New
pattern findings will be added to the
anchor charts.
Student groups will present anchor charts
to the full class. All group members will
be encouraged to share their contribution
to their group’s chart.
Learning Stations:
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Students will work in pair
observe patterns in natur
with both students obser
and one recording. This
offers all students equal
participation.
The presentation offers a
opportunity for all studen
in the group to share thei
new knowledge. The mor
advanced students tend t
dominate during group w
so it is important to remin
the students that everyon
the group needs to
contribute.
Students who are not yet
understanding how the
application of a rule will le
to geometric and numeric
sequence will have multip
chances to practice throu
the learning carousels.
More advanced students
create their own numeric
sequence challenges usin
two steps or higher numb
The learning centers have
something to offer for all
learners. Those who learn
best through manipulativ
will benefit from the use
the geometric shapes. Th
who enjoy drawing will be
able to illustrate patterns
our lives.
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Station 4: Numeric challenge with
multiplication
Station 5: Geometric shapes.
The class will be organized into five
stations set up with learning centers
related to geometric and numeric
patterns. Students will spend 5-10
minutes at each location

Station 1 challenge: Draw examples of

patterns in nature and society.
Station 2: Addition example: Start with
97. Add 12. What are the next five
numbers?
Station 3: Subtraction example: start at
71. Subtract 4. What are the next three
numbers?
Station 4: Multiplication example: Start
with 7, multiply by eight. What are the
next five numbers?
Station 5: Use the blocks to create your
own geometric rule and pattern. What
shape will the 87th block in your pattern
take?

Post-assessment:
Students will re-take the same test as pre-
assessment, which assesses geometric
patterns and numeric sequences.

Materials for lesson #2:

Book: Knowles, S., Edward the Emu. Illustrated by Rod Clement. Harper Collins Publishers. 1988.
Type the Edward the Emu story for each of the students.
Colored pencils, paper, pencil.

Objectives and Essential Questions for lesson #2:

Essential Questions:
How can patterns be used to predict results and solve problems?
What is involved in identifying a pattern?

Objectives:
Students will hear, read and analyze the story, Edward the Emu for its patterns. How many beats are in each stanza? Wh
words rhyme? Discuss and practice reading a poem so its AABB pattern is revealed.

I can write a two-stanza poem in the AABB pattern style of Edward the Emu.

Content areas covered in lesson (from standards) #2:

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Poetry is a type of writing that is defined by patterns. The number of lines in a stanza, the beats of rhyme and rhythm, o
even the shape of the poem itself can be based upon pattern.

Reading Standards for Literature Grade 4:

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. vers
and rhythms) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or
speaking about a text.

Lesson 2 The teacher will state that we will The teacher will lead a short discussion to
Title meet an Emu by the name of learn what the students already know
Edward today in a book called about poetry. What forms of poetry have
Edward Edward the Emu. they already discussed in school and
the Emu, maybe written?
rhythm Question on the board: Student
and rhyme What is a poem? When do we Students will turn to one another and
pattern. hear or read poetry? Can kids discuss what they know about poems and
write poetry? what poems have to do with patterns.
When do they hear poetry in their lives?
Teacher discusses poetry and reads a few
examples of poems written by children.
Resource: Routman, R., Kids’ Poems: How
to Introduce Poetry to Elementary School
Children. (Routman says that children
need to hear examples of other kids’
work, which helps provide the confidence
for other kids to also write poems.)
Poem examples:
Spring
Chirping
Chattering
Aromas
Something tells
Something to sing
In this lesson the concept
pattern and how people a
exposed to patterns throu
poetry, music, rap, and ot
art forms that are prevale
in our daily lives. Student
will turn to one another a
discuss their favorite
examples of poetry.
Students at Bayshore Sch
have had prior exposure t
patterns in poetry and oth
art forms in grades K-3. T
discussion enables all to
contribute what they kno
about how poems are wri
and what are their favorit
Poem choices are purpos
from the lower grades. T
idea, according to Routm
is to encourage the 4th
graders by showing that e
younger students have
successfully written poem

Animals
Lion
Snake
Leopards
Oh no
Lizards
Sea turtle
Moose
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Oh no
Things are scary you know.
By Bridget Franz, Grade One

On the board: Geometric sequence of two

triangles followed by two squares is on
the board representing the AABB pattern.

Teacher:
Today we are talking about a poem that
follows a pattern called AABB.

The teacher will read the Edward the Emu

story through one time alone. Students
will join in a second choral read.

Students and teacher will discuss line

length and students will clap together to
make note of whether all lines are the
same length or different.
Students will use colored pencils to mark
rhyming words at the end each of the AA
and BB lines of each stanza.
Visual learner students w
benefit from the geometr
illustration of the AABB
pattern. Triangle, triangle
square, square.

Teacher will model the writing of a poem.

Students will assist and suggest rhyming
words.

Model:
Badminton
On the playground, ready set.
Go! She hits a birdie towards the net.
Thwap! The birdie flying straight to town.
“Out,” shout kids. It hit the ground.
On the playground, ready fly,
He swings his feet up to the sky
So much fun our time to play!
Can’t wait for another day.
Students will use a graphic organizer, to
write their own two stanza poem
designed according to the AABB sequence
we find in the Edward the Emu story.
Some students will have a
hard time coming up with
subject for their own two
stanza poem and a small
group might gather at the
teacher’s desk to create a
poem together.
The teacher will model an
example of a short poem
writes as well as Twinkle
Twinkle Little Star, which
an AABB poem everyone
knows.
 21

Other students who

Students will practice reading their poems complete the two stanza
to a partner and then those who wish will assignment can add stanz
read to the other students. to their poem.

Students and teacher will use a checklist

to ensure have properly rhymed, used
capitalizations, punctuation, proper
spelling, and given a title to the poem.
Materials for lesson #3:

Alaska Native and Native American examples in photos and/or actual pieces of pattern used in clothing, baskets, and
pottery.

Construction paper pre-cut into geometric shapes (8-10 shapes including triangles of more than one size, squares,
rectangles of more than one size, pentagon, hexagon,) a 12X2” strip of black construction paper, and 8 ½ X11 inch sheet
Construction paper half sheets (8.5 X) in colors: red, turquoise, yellow, green, orange.

(Bayshore School has die cutting equipment that enables an operator to select letters and shapes to be cut out on
construction paper. It takes time to prepare these materials, so it is helpful to train a parent volunteer to learn how to u
the equipment and produce at least 150 each of up to eight shapes. Another option is for students to be provided a set
shapes on white paper that they cut out and then outline onto construction paper.)

Objectives and Essential Questions for lesson #3:

Essential Questions:
How can patterns be used to predict results and solve problems?
What is involved in identifying a pattern?

Objective:
I can use geometric shapes and create an artistic piece inspired by Native American art forms.

Content areas covered in lesson (from standards) #3:

Alaska Arts Standards:

VA:CR2a-3 Create artwork using a variety of artistic processes, materials, and approaches (such as using elements and
principles of design, applying artistic ideas from diverse cultures, etc.)
VA:CN10a-4 Create a work of art that reflects community or cultural traditions.
VA:CR3a-2 With peers, discuss and reflect about choices made in creating artwork.
 22

Lesson 3 The teacher will share a
Geometric collection of Native American art
patterns in that uses patterns. The teacher
art. may also share photographs of
mosaics and other art forms that
use patterns.
The teacher will prepare a demonstration
of how geometric shapes can be
organized into a beautiful repeating
pattern (Examples in appendix below.)
Students receive pre-cut geometric
shapes (8-10 shapes including triangles of
more than one size, squares, rectangles of
more than one size, pentagon, hexagon,)
a 12X2” strip of black construction paper,
and 8 ½ X11 inch sheets. Construction
paper half sheets (8.5 X) in colors: red,
turquoise, yellow, green, orange become
the backdrop to the three narrow black
strips.
Students will create a rule for a pattern
they develop using the geometric shapes.
An example is 3 hexagons followed by 2
triangles, which then repeat. They will
organize the pattern and paste it to a
black strip of construction paper. The
finished product is composed of three
strips of repeating geometric patterns
which are then glued onto a solid
background. (see example in appendix
below.) Students will make their own
choices of colors and background.
By this third lesson studen
will have spent some time
practicing the creation of
repeating geometric patte
and they may have
developed some preferre
designs. This art project
reinforces the previous
lessons and offers the visu
and artistic learners an
opportunity to share wha
they have learned in a
tangible way.
Some students may wish
work together on this art
project, which is encourag
but all students will comp
an individual piece.

Students will share their completed

pieces and discuss with the other
students how this week’s lessons on
pattern have guided their work.

Students will self-assess their work using

checklist that asks them to assess effort,
patience, completion, and pride about
their work. The teacher will use the same
checklist and assess the completed art
project.

Unit Closure: Bring it all together with the focus of the lesson and the Objective. Tie the closure for each lesson in with t
Main Hook, the Objective, and the Essential Question.
 23

We have been learning about how pattern is such an important part of mathematics, architecture, design, and art forms
from both contemporary and ancient culture. Students and the teacher will discuss how this heightened awareness of
pattern has affected their daily lives. Where do the students see or experience patterns that they might not have notice
before?

Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural Capital.”

This unit provides the opportunity to broaden awareness of pattern in our daily lives. Cultural connection
throughout the Alaska community is prominent through art that uses patterns in clothing, carving, jewelry, da
and storytelling. Patterns are both practical and beautiful in their use for creating warm garments, as in Alaska
Native clothing, home decor, and tools for living. Student knowledge of numeric pattern is tied to calendars,
architectural features, sporting activities such as laps run, and record keeping. Increased awareness that rules
determine numeric and geometric sequence will have created a heightened awareness of pattern.

The discussion and sharing that are incorporated in this lesson are skills that our students benefit from, as
communication is an important requirement whether one is involved in academics or later when students will
need to present before peers and describe their thought process at work and in their daily activities.

A. Attachments:

Pre-assessment
24
 25

Worksheets from iReady math curriculum:

26
27
 28

UbD Pattern Unit Checklists/Rubric

Patterns in Poetry

AABA Poem Writing Checklist Points

I used capitalizations and Yes No 1

lower-case letters correctly.
I used correct punctuation. Yes No 1

Lines 1 and 2, and Lines 3 and Yes No 2

4 rhyme.
I used correct spelling. Yes No 1

I titled my poem. Yes No 1

Total points

Patterns in Art

Shapes and Patterns Circle Points

(1 is low, 2 medium, 3 high)

EFFORT 1 2 3 1
Did you do your best?
PATIENCE 1 2 3 1
Did you take your time?
COMPLETE 1 2 3 1
Did you complete your work?
PRIDE 1 2 3 1
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Are you proud of your work?

Total Points
Did you enjoy this art project?

B. Attachments: Examples of student work

Anchor Charts
 30

Challenge Stations:
31
 32

Patterns in Poetry: Students can write their own poetry in AABB pattern.
33
 34

Art Lesson: Native American-Inspired Pattern Sequences

35
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