Lesson+Plan

Title of Lesson: Space Patterning || Date: 1/22/09 Timeframe of Lesson: 2 hours || Author(s): Tanya Asproth || School District: Frederic School District Campus: Frederic Elementary School || Subject Area(s): Integrating Science unit on space with a Math unit on patterning || Grade Level(s)/Course: Kindergarten || State Standards http://www.dpi.state.wi.us/dpi/standards/ |||| // Subject Specific: // F.4.3 Work with simple linear patterns and relationships in a variety of ways, including -Recognizing and extending number patterns -Describing them verbally -Representing them with pictures E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time. // Technology Specific: //http://dpi.wi.gov/imt/itlstfst.html Or the info.pdf fine in the Lesson Folder A.4.1 Use common media and technology terminology and equipment A.4.2 Identify and use common media formats A.4.4 Use a computer and communications software to access and transmit information || Stated Objective(s) |||| // Blooms Taxonomy buzz word to describe objectives // Students will identify and extend patterns. Students will understand that objects exist in space and will use pictures of those objects on an internet game to practice patterning skills. || Anticipatory Set (Focus) |||| // Includes the motivation and introduction of your lesson; it is the attention getter for the lesson .// Call students to the carpet area in a pattern (girl, boy, boy, girl, boy, boy) and have them guess the pattern (ABB). "We are going to watch a movie/song on the computer. While watching, listen for space facts." Students watch the song/movie, called "Zoom, Zoom" at [|www.msnuclueus.org/membership/storybooks/zoom3.html] , Disscuss facts learned from the video (the moon consists of mountains, craters, and jagged peaks – not cheese, there is no air or gravity in space, etc.). "There are more things in space along with the moon. Let’s read __The Planets in Our Solar System__ by Franklyn M. Branley to find out what else is in our Solar System." After reading, discuss other objects in space (satellites, stars, planets, comets, meteorites, asteroids). || Explanation |||| // (What are you going to tell the students?) // "Next we’ll use pictures of those objects to help us practice our patterning." Practice patterning on the dry erase board with simple space images (stars, planets, and moons). Review patterns AB, ABC, AABBCC, ABB, AAB. "Next we are going to go to the computer lab where you can play a game that puts objects in space in patterns. You’ll have to complete the patterns by clicking on and dragging the correct picture to fill in the missing pattern piece." Use the computer in the classroom to model first. || Modeling |||| // Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. Students are taken to the application level (problem-solving, comparison, summarizing, etc.) // Model the game on the computer. Walk to the lab. || Check for Understanding: At the lab, repeat the steps to take to get to the sites while the students click the appropriate links along with you. From the Frederic School District Homepage, click http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html// Determination of whether students have "got it" before proceeding. It is essential that students practice doing it right so the teacher must know that students understand before proceeding to practice. If there is any doubt that the class has not understood, the concept/skill should be retaught before practice begins. // The NASA game advances to more difficult levels if the students answer the patterning problems correctly. || Guided Practice |||| // An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. The teacher moves around the room to determine the level of mastery and to provide individual remediation as needed. [Fred Jones'"praise, prompt, and leave" is suggested as a strategy to be used in guided practice.] // || Check for Understanding: I will walk around the lab and observe the students to see if they are choosing the correct pattern piece. Each level of difficulty has a different colored background, so it will be easy to see if the students have advanced from the beginning level. || Opportunities to Relearn // (Reteach) // |||| // Remember to look at learning styles // Headsets will be worn to hear the directions and the sounds of the game. Review with colored transparency shapes on the overhead projector. Have the students identify and extend the patterns on the overhead projector. Students may also use Tangram pieces to help manipulate and create patterns. || Independent Practice |||| // Once pupils have mastered the content or skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an element in a subsequent project. It should provide for decontextualization: enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learned. // Students will return to the classroom and practice patterning on their Math Practice Workbook page 39 (Lesson 11). (Applying patterning skills on paper.) || Assessment or Evaluation |||| Students will complete the patterning assessment page in their Kindergarten Assessment Books. Students are asked to identify and extend patterns, as well as create their own. Students will have met the objectives if they are able to complete the assessment page with 80% accuracy. || Enrichment |||| Have the students make patterns in a line by using themselves (ex. One student stands, the next student sits, stands, sits, etc.) or use objects around the room (magazine, marker, marker, magazine, marker, marker). || Closure |||| Reinforce the major points learned by reviewing the objects that can be found in space. Ask the students to respond with the correct answer to samples of the patterns given on the game, "Satellite, satellite, moon, satellite, satellite, ___________." After reviewing, students pretend they are rocket ships and zoom off to lunch! || Materials |||| **__ Technology Resources __:** //URLs, Software, # of Computers, Printers, etc…// Computer in classroom, computers in lab, headsets, internet sites: [|www.msnucleus.org/membership/storybooks/zoom3.html], [|www.nasa.gov/audience/forkids/kidsclub/flash/index.html]**__ Other Resources __:** //Book Titles, Art Supplies, Manipulatives, etc….// Tangram pieces, overhead projector, colored transparency shapes, dry erase board/markers, Math Practice and Assessment pages, book __The Planets in Our Solar System__ by Franklyn M. Branley ||
 * 1) Elementary School
 * 2) Kindergarten
 * 3) NASA games
 * 4) Level 1
 * 5) "What Comes Next?" – then Play!