• take two objects and make an every other one pattern.
  

   

Per class

• Natural Materials (pine cones, feathers, leaves, shells, bark, etc.)

• Magnifying glass

• Two shapes of wooden blocks (4 each)

• Two types of toys (4 each)

• 4 Plastic forks and 4 plastic spoons

• 1 sheet each of colored dots stickers (on backing) 2 different colors

• Food Coloring - 2 colors

• Tube shaped pasta - 1 box

• Masking tape

• 2 Sentence strips

• Rubbing Alcohol – 1 bottle

• Dishes with patterns (paper or ceramic)

• Fabric with patterns

• 2 Small sponges

• 2 Clothespins (pinch variety)

• Bingo markers - several of two different colors

• 4 Rubber stamps and stamp pad

• 2 Sets of Picture Stickers

• 4 Bottles or Sticks of Glue

• Pattern Poem  (View)
• Exercise Pattern  (View)

Per Student

• 2 rhythm instruments
  (example: bells, sticks)

• Two varieties of leaves (4 of each type)

• Large construction paper –cut in half widthwise (3 sheets)

• 4 Squares and 4 Circles cut from construction paper

• 28" piece of yarn

• Baggie

• Note to Parents  (View)
• T-shirt Pattern  (View)
• Zebra Coloring Sheet  (View)

Not Specified

• Indicators  (View)

• Pattern - A sequence of objects, sounds, or movements that repeats in a predictable way
• Alternating - Two objects, sounds, or movements that are repeated every other one
• Repeat - To do over and over

Set-up Directions:

Prior to the lesson, the teacher needs to have three copies of the Exercise Pattern taped together, the Pattern Poem, and two types of music instruments (examples: bells and sticks). There should be one instrument per individual student. The students will gather in the circle area either on the floor or seated in chairs.

Teacher Presentation & Motivation:

“We are going to be learning about patterns. I want you to do what I am doing (touch head, touch toes, touch head, touch toes, etc.). That was a pattern because we did the same thing over and over.”

Activity 1 - Movement Patterns

Teacher will lead students in the following alternating movement patterns:

1. shoulders, head, shoulders, head, shoulders, head, shoulders, head

2. knees, shoulders, knees, shoulders, knees, shoulders, knees, shoulders

3. touch your nose, touch your chin, nose, chin, nose, chin, nose, chin

4. Using the Exercise Pattern worksheet, show students that they can follow movement patterns by looking at a visual pattern. Have students follow the pattern and ask them, “What would come next? How do you know?”

5. Pass out two types of music instruments and alternate playing (example: bells/sticks).  “Now we have made patterns with sounds. After we play the bells, what comes next?  How did you know? We did an every other one pattern so that no two sounds or motions were right after each other. We did our patterns over and over."

Activity 2 - Pattern Poem

Teacher displays Pattern Poem with picture symbols and reads the poem. Repeat having students join in. Review verbally the definition of a pattern.

Wrap Up:

"Today we made patterns by moving without a sound. We followed patterns in pictures (point to movement cards). We also made patterns with sounds using musical instruments. Tomorrow we will learn about other types of patterns.” The teacher should lead the students in a discussion that answers the daily challenge question.

Set-up Directions:

Prior to the beginning of the lesson, the teacher should have the following materials assembled: (1) copies of the Zebra Coloring Sheet, one per individual, (2) two different types of leaves (four of each type per student) for students to make alternating patterns, (3) one sheet of large construction paper per individual student (4) Book: Nature and Science of Patterns by Jane Burton and Kim Taylor (or similar book which shows patterning in nature), (5) collection of four or five natural objects such as pine cones, bark, feather, shells with magnifying glass for examining these natural objects to see if students can find patterns.

Teacher Presentation & Motivation:
Yesterday we moved our bodies to make patterns. As a review, let’s see if we can make a pattern in our circle by arranging ourselves in a boy/girl/boy/girl pattern. We can even move our hands in patterns. I am going to do a fingerplay and I want you to see if you can see a pattern.
"Open, shut them, open, shut them
Give a little clap.
Open, shut them, open, shut them
Lay them in your lap."

Question: “What was done over and over and is a pattern?”

 

Activity 1 - Pattern Poem

Display the Pattern Poem on the board so that students are able to see picture symbols to assist them in saying the poem with teacher. Verbally review the patterns in the poem.

Activity 2 - Patterns in Nature and Science

Take picture walk through book, Nature and Science of Patterns or similar book of animals and plants that illustrates patterning. Teacher points out alternating patterns on first illustrations and then asks students if they can point out patterns. Verbally review the definition of a pattern.

Activity 3 - Centers

Center Activities: Three Stations
Prior to sending the students to the various stations, review each activity's directions with the students. The teacher should decide the grouping of students in advance. The groups should consist of students with varying abilities.

The students will only visit one center in the allotted time. If the teacher chooses to extend the center time, have each group visit each station.

1. Large construction paper with two types of leaves to construct alternating patterns

2. Zebra Coloring Sheet to illustrate black and white alternating pattern

3. Hands-on examination of natural materials to look for patterns

When this activity is complete, have several students show their finished product to the class and if possible, explain how it is a pattern.

Wrap Up:
Have students come back to the circle. The teacher should lead a discussion which answers the daily challenge question, "What patterns can you find in plants and animals?"

 

Set-up Directions:

Teacher needs to assemble equal numbers of sets of two items. Each set should consist of at least four items. Examples follow: (1) two sets of different shapes of blocks, (2) toy cars and small toy people, (3) nuts and bolts (4) cubes and beads, (5) plastic forks and spoons. The Pattern Poem should be posted where students can see the pictures to help them remember the poem. The teacher also needs to have a set of four circles cut from one color of paper and four squares cut from another color of paper for students to make alternating patterns on a sheet of plain paper.

Teacher Presentation & Motivation:

“Today we are going to arrange some of the toys in our room into patterns. First I am going to have you help me make a pattern with these two shapes of blocks, and then we are going to work in pairs to make patterns. Finally, you will get to make your own pattern using paper and glue.”

Activity 1 - Teacher Modeling with Think Out Loud

The teacher sits on the floor with the blocks. “I have two shapes of blocks. If I want to make an alternating pattern, I think to myself, I must pick up one of each of the two shapes. If I pick up one with one hand and one with the other, I won’t get confused. I put them down next to each other. Then I must remember that I cannot have two blocks that are the same next to each other. So if I put a tall block first and a short block next, I will need to place a tall block next, and then a short block. Can you help me? What comes after the short block? (With student input, teacher completes the pattern). Now we have finished our group pattern and you can see that we have tall/short/tall/short/tall/short. Now you will each work with a partner to make a pattern.”

Activity 2 - Patterns in Pairs
Students are paired-off and given a container with two equal sets of objects. They are given time to arrange their objects into an alternating pattern. The teacher’s block pattern remains as an example of an alternating pattern. When all students are finished, each group “reads” their pattern (example: car/person/car/person).

 

Activity 3 - Paper Patterns

Students go to the tables to complete their alternating patterns by gluing circle/square/circle square or square/circle/square/circle, etc. Teacher will assess accuracy by observing each student’s work. “We have finished our every other shape patterns. You can put them in your cubbies to take home this afternoon.”

Wrap Up:
Teacher wraps up lesson by saying: “You did a great job of making an alternating pattern by following the rule of placing the shapes so no two of the same shapes were next to each other. What is the rule for making an alternating, or every other one, pattern?”

 

Set-up Directions:
Prior to class, the teacher needs to have purchased sheets of two different colored dots (stickers) and cut the dots out (remaining on the paper backing). There must be enough for each child to get two dots and there should be equal numbers of both colors. These dots should be placed in a small basket so students will be able to draw two dots (without looking at the colors). Also, the teacher should have dyed a box of tube-shaped pasta one-half one color and the other half a second color. Place pasta in alcohol with a few drops of food coloring and let soak for one hour. Let pasta dry overnight. Count equal numbers of each color and place together in a baggie (one baggie per child). The number of pieces of each color is determined by how much pasta you want on each necklace. Each child will need a piece of yarn long enough to go around his/her neck with one end taped with masking tape to be rigid enough to poke through the pasta. Teacher needs one sentence strip (or if large class two sentence strips) located at front of class taped to the board at a height where students can reach). Duplicate Note to Parents about homework assignment (extension of class work) and have cut long construction paper into 4” wide strips.

 

Teacher Presentation & Motivation:

Teacher asks students to help her read the Pattern Poem posted at the front of the class. The purpose of this poem is to reinforce the places we find alternating patterns.

Activity 1 - Dot Pattern
“Now we are going to make a class alternating pattern. I am going to have each of you draw two dots out of my basket. Hold onto your two dots until it is your turn to come up and decide which dot to stick on our sentence strip. In order to stick your dot on you will need to peel it off the backing.” Select one student to come up and decide with which of his dots he will begin the pattern. He then calls a friend’s name. This friend comes to the board and looks to see if he has a different color from the one the first child has placed on the sentence strip. If he does, he places his next to the first, if he does not, he chooses another friend. This process continues until all dots are on the sentence strip in an alternating pattern. “We have completed our dot pattern. As you can see there are no two colors the same side by side. They are every other one and our pattern repeats.”

 

Activity 2 - Macaroni Necklaces

Students go to work at a table where they are each given a piece of yarn and a baggie of pasta. Teacher then asks the challenge question to help students think about how they can organize their pasta. Students then make their necklaces as teacher observes process and gives assistance as needed. “Our alternating pattern necklaces are finished. You may either wear your necklace or place it in your cubby.”

Wrap Up:
“Today you are going to wear your pattern necklaces home and you will be taking a note to your parents and a strip of long construction paper. You have a homework assignment to work on with your parents. You are going to make a pattern with two sets of items from your home. You will glue the pattern onto your construction paper and bring it back to school tomorrow. The note tells your parents all about it. Who can tell me a good way to organize your materials when you have a group of items that are mixed together?”

 

Set-up Directions:
Before class, the teacher should gather some examples of dishes with patterns and fabrics that have patterns and clothing items that have stripes or dots. The teacher also needs to have at least four each of two types of picture stickers (happy faces, etc.) to demonstrate making a pattern using stickers and a piece of paper to place them on. Center activities include a selection of rubber stamps and a stamp pad; two small sponges cut into two shapes. Two pinch clothespins are useful to act as “handles” for the sponges to prevent students’ fingers from getting full of paint. The T-shirt Pattern should be duplicated for the number of children in the class. This center needs to have magic markers and bingo markers. Also, a computer with Kid Pix software should be available. If there is no computer in the classroom, but the school has a computer lab, the class could do the Kid Pix activity as a group after completing the other activities. The Pattern Poem should be posted at the front of the classroom to assist the children with “reading” the poem with the teacher.

 

Teacher Presentation & Motivation:

“Today we are going to share the patterns that you made at home last night and we are going to find out how patterns are used all around us and even on our clothing. We are going to be stamping patterns today and you will even get to use the computer!”

Activity 1 - Pattern Poem
Teacher reads the Pattern Poem that is posted at the front of the classroom. The poem is read to reinforce the places that we see alternating patterns.

 

Activity 2 - Sharing Patterns

Students will come to the front of the class, one at a time, to show the patterns that they made at home with their families. The students will explain the pattern they created. “You did an excellent job of using two objects in an every other one pattern.”

Activity 3 - Patterns Around Us
“I have brought some things into school today that have patterns. Let’s look at each one and see what the pattern is (show items). Now let’s look at our clothing to see if we have patterns on us. Stripes and dots make a pattern. Draw shirts on the chalkboard and illustrate both of these patterns. We have learned that clothing can have patterns and some of us are wearing clothes that have patterns.”

 

Activity 4 - Using Picture Stickers to Make a Pattern

“I have two sets of picture stickers and I want you to help me make a pattern. I will use this one first. Which one should I put next? How do you know?” Have children help you complete the pattern. “Now you will have a chance to make your own patterns.”

Activity 5 - Center Activities

Prior to sending the students to the various stations, review each activity's directions with the students. The teacher should decide the grouping of students in advance. The groups should consist of students with varying abilities.

The students will only visit one center in the allotted time. If the teacher chooses to extend the center time, have each group visit each station.

1.  T-Shirts Center: This center has the duplicated T-shirt Patterns, bingo markers, wide and narrow washable magic markers. Students design their own shirts with an alternating pattern. The directions are to select two items only and repeat these in a pattern. (Independent Center)

2.  Sponging Center: Students have a strip of large construction paper and at least two sponge shapes. Having more than two shapes gives students more of a choice, but at least two are required.

3.  Stamping Center: Students select two stamp patterns to use with stamp pad to create a pattern on a strip of paper.(Independent Center)

4.  Computer Center: Teacher directed center. Each student selects two stamps to make a pattern and then prints his/her pattern.

Teacher will use T-shirts, stamping center products, and information gained while working with the children with Kid Pix to assess whether or not students understand the concept of alternating patterns. “We have completed our four alternating patterns. I will have you select your favorite pattern to place on our bulletin board.”

 

Wrap Up:

Students will select their best pattern work to decorate a bulletin board inside or outside the classroom. “Raise your hand if you can tell me one place that we saw patterns today.” Teacher will keep recognizing students until they have identified fabric, dishes and clothing.  The teacher will lead a discussion that answers the class challenge question posed at the beginning of lesson one.