Elements of an Effective Lesson

1. Select topic

2. Correlate your lesson with Georgia Performance Standards (GPS) Visit www.georgiastandards.org in order to see the standards.

3. Write the Objectives/Use Bloom’s Taxonomy (See Side Two)

4. Plan your lesson/activities-Good lessons begin with a review, opening, the lesson, and closure.

5. Assessment-Explain how you will assess the students. It must be tied to the objectives.

Take Home Test Lesson Plan

Class: Kindergarten; Math; Creating Patterns

Duration: 45 Minutes

Georgia Performance Standards:

MKD1: Students will pose questions, collect data, organize, and record results using objects, pictures, and picture graphs.

MKG3: Students will identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes.             
a. Identify a missing shape within a given pattern of geometric shapes.
b. Extend a given pattern, and recognize similarities (such as color, shape, texture, or number) in different patterns.

Objectives:

-Students will describe how they created a pattern (comprehension)

-Students will create a pattern by physically representing part of a pattern and by creating a representation of a pattern (synthesis)

-students will explain their example of a pattern (analysis)

-students will attempt to modify patterns to create new patterns (example: from ABAB to AABAAB) (synthesis)

Materials:

-painted paper plates (prepared and provided by teacher)

-Post-it notes

-glue

-cardstock paper strips

-pencils

Accommodations:

For wheelchair bound students, the teacher will provide extra space so that they can maneuver around the front of the room. The wheelchair bound student will be the starter for easier maneuverability.

Procedures:

-The teacher will draw a pattern on the board using colored dry erase markers (Introduction)

            -The teacher will ask the students if they know what it is (Introduction)

-The teacher will explain what a simple AB pattern is and how it is formed and recognized; emphasizing that students must start at the beginning of the pattern in order to properly recognize what the pattern is. (Introduction)

-The teacher will ask the students what they know about patterns, where they’ve seen patterns in their life/classroom/etc. (Introduction)

-the teacher will divide the students into two groups. Both groups will receive painted paper plates, with half of each group receiving yellow and half receiving blue. (group work)

-the teacher will ask group one to come to the front of the room. S/he will arrange the students so that a pattern of yellow/blue/yellow/blue/etc. is formed. (group work) (visual)

-the teacher will ask the students in group two if they recognize the pattern. S/he will ask students to identify the color which starts the pattern. S/he will ask students to orally generate other AB patterns using different colors. (group work)

-groups one and two will switch and the process will be repeated so that each student gets to be a part of the pattern and gets to see the pattern and answer questions. (group work) (kinesthetic)

-the teacher will then pick a student to be the “starter.” S/he will ask the other students to keep their plates and try to make a pattern by standing in a line and using their plates to decide who should be next in line. (group work) (visual)

-once all students are lined up the teacher will check the pattern and then collect the plates and ask the students to return to their seats. (group work)

-once seated students will be assigned to groups to work with at their tables. (group work)

-each group will receive two different colored sticky note pads and a strip of cardstock large enough to make a straight four cycle AB pattern

-the students will be instructed to use the sticky notes to create a pattern on their cardstock (group work)

-the teacher will walk around to all groups to ensure that the students are on task and to assist where necessary. (group work)

-once the students have been checked off they are given a glue stick and instructed to glue down their pattern. (group work)

-students are instructed to write their name on their work and to turn in their work to a specified table when they are done (group work)

-the teacher will continue to walk around the room while the students complete their work. (group work)

-once all work is turned in the teachers will use it in the conclusion (group work)

-the teacher will hold up selected patterns which were just created in class and ask the students to explain what the pattern is, where it starts, and how many times it continues, what color would come next, etc. (closure)

-the student whose paper is being looked at will be asked to describe how they created the pattern (closure)

-the teacher will do enough examples to ask every student a question. (closure)

-the teacher will ask students to orally explain how a different type of pattern might look (ex: AAB or ABC) (closure)

Assessment:

-the student will be given a class work grade for participating in the human pattern and for creating a representation of a pattern; the grade will be based on cooperation and the students ability to understand and follow directions as well as the accuracy of the pattern.

-the student will be given class work credit for participating in the question and answer portions of the introduction and conclusion.

-the students will be given a grade of Outstanding, Satisfactory, Needs improvement, or Incomplete for their actual pattern project; the project will go in the students portfolio

Source: University of Victoria