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12 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross Learning Objectives The teacher will: - Learn which strategy (or strategies) the presenter is demonstrating - See the demonstration of effective practice for this strategy - Have an opportunity to ask questions for clarification Tennessee Standards: -The Student Will: Mathematical Process - GLE Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solution Use age-appropriate books, stories, and videos to convey ideas of mathematics - Algebra - GLE Identify, duplicate, and extend simple number patterns and sequential and growing patterns. - GLE Recognize attributes (such as color, shape, size) and patterns (such as repeated pairs, bilateral symmetry). - Purpose This interactive math lesson will allow students to explore patterns in conjunction with the book Patterns in Peru and design their own (paper) tee shirt using patterns. Overview of the lesson activities: Preview the book, fill in a bubble map graphic organizer about what the students know about patterns, find Peru on Google Earth, watch a short video (4 minutes) on BrainPop Jr., read Patterns In Peru, and have students make their own tee shirt pattern. Materials Patterns in Peru: An Adventure In Patterns by Cindy Neuschwander Construction paper Markers or crayons Scissors Paint (optional) The tee-shirt pattern included at the end of this lesson Manila file folder to use for the master pattern A document camera to enlarge the pictures of the book (optional) Preparation The teacher will need to obtain a copy of the book, Patterns in Peru. The teacher needs to print the tee shirt pattern included at the end of this lesson and trace it onto a manila file folder or heavy cardstock paper to make the master pattern for the students to use. Make 4-5 master pattern stencils for the students to use. Prepared by Ashley Cross for State of Tennessee, Department of Education 1

13 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross If the lesson is to be conducted in a short duration of time or with younger students, the teacher may run off copies of the tee-shirt pattern for the students. Another option would be to copy the tee shirt pattern directly onto the construction paper if you have access to a machine that will do so. The teacher can project a copy of the bubble map provided in this lesson onto a large sheet of butcher paper and trace it. Download Google Earth and load it onto your computer (also an ipod/ipad App) Instructional Plan Launch activate prior knowledge TTW show students patterns in everyday objects. Examples could include the color of beads on a necklace, or the pattern of stripes on a shirt. Students will brainstorm where they have seen patterns. This information can be recorded on a graphic organizer (a bubble map is attached at the end of this lesson) and be added to throughout the lesson. Before reading the book, TTW guide students on an interactive picture walk. Here are some questions to ask on the picture walk: -What animal do you notice on this page? Do you see any patterns here? (page 1) -Where do you think these people are? (museum in Peru) (page 2-3) -Where do you think the kids are going? How do you think the boy feels in this picture? (page 4-5) -Can you find the pattern on this page? (page 7) -What happened to the boy? Why do you think that happened? (page 8-9) Explore -TTW locate Peru on Google Earth and lead students a 360-degree street view tour. Before reading the book, hold a class discussion about the geography Peru. To use Google Earth: -Open Google Earth and type in your school address -You should now be looking at your school from space! Show the students a globe to get another perspective. Ask: How does the school look the same? How does it look different from space? -Social Studies Extension: Explain to students that looking down from space is like standing directly over an object- you could also demonstrate this with a shoebox or any other 3-dimental object. If the students are standing directly over it, they will only see an outline of the rectangular lid. Next, type in some destinations in Peru. Make sure you have 3-d buildings checked (on). Here are some search terms: -Machu picchu, Cuzco *While here, double click to get a street level view of the mountains. Use the arrows on the top right navigation bar to look around. -Barranco, Peru *Click on photographs to see buildings in Peru (preview these before the lesson!) Prepared by Ashley Cross for State of Tennessee, Department of Education 2

14 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross More social studies extension questions to use while viewing Google Earth: -Do you think this is a rural, suburban or urban area? (Machu Picchu is rural but Barranco is urban) -How is the landscape? What do you notice? (Mountains, Peru is located near the ocean) -TTW give the students a quick sensory break. Have students stand and stretch for 15 seconds -TTW show BrainPop Jr s Patterns Video and discuss the questions in the video with the students. -TTW record any new information onto the bubble map. Scaffolding release of responsibility from teacher to student -TTW read the book with the aid of a document camera to enlarge the pictures. *Please see Assessment Options for questions to ask during the story. -TTW model the activity for the students by drawing many patterns onto the tee shirt. Patterns may vary widely and begin as a simple shape or color AB pattern. -TTW provide age-appropriate materials possibly including: paint dots, stickers, crayons, markers, regular paint, or other embellishments. After many examples an input from a variety of learners, the students will have an opportunity to create their own patterns. Teaching Strategies! Differentiation The students will be asked to create their own patterns on a tee shirt. Higher-level students could be encouraged to create more advanced patterns (possibly even a growing pattern) while struggling learners could focus on a basic AB or ABA pattern. Students that need additional help could work with a partner and create a shorter design. o Adaptation to different instructional levels o Diverse audiences- this book is a multi-cultural book that can showcase the diversity of your classroom. There are several Spanish words in the book, and the animals and geography of Peru would make an excellent extension lesson. o Learning styles- students will have the opportunity to see, hear, and create patterns. All learning styles will be catered to through the use of graphic organizers and hands-on learning. Student guided practice / activity! After the students had ample practice in a whole group setting, they may complete their individual projects. Students who struggle may work with an onlevel partner to complete the activity.!! Application / Transference to assessment - The tee shirt pattern page may be used as an assessment tool. Re-teaching in a small group setting may be necessary for students who are struggling. - Technology as a facilitator of quality education Prepared by Ashley Cross for State of Tennessee, Department of Education 3

15 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross! Thinkfinity Resources Doing What Works (Learn, See, Do)! Universal Design for Learning Summarize - Reflection of student learning! Demonstration by teacher writing journal entry - Next Steps / Independent Practice In the story, Bibi makes a t-chart to help her predict the ninth position in a growing pattern. Create some t-charts with your child. If one guanaco has four legs and two guanacos have eight legs, how many legs do ten guanacos have?! Student reflection Student will fill out an exit ticket to express their knowledge of patterns Assessment Options Formative - Informal- Teacher will observe students answering questions and note individual responses. Questions to ask during and after the story: " Where is Peru? What language do they speak there? (page 1) " What do you think the dot pattern may stand for? (page 7) " How do you think Matt feels about going over the wooden bridge? How can you tell? (page 12) " What animals can you think of that have a pattern? (page 17) " What movement can you do to show a pattern? (page 21) - Formal- The assessment tool for this lesson will be the completed pattern on the tee shirt. - Performance- Students will create a tee shirt filled with patterns at their instructional level. - Student self-assessment: Students will fill out an exit ticket to express what they learned about patterns. Summative- TSW will take an end of the unit test on patterns from the district adopted math curriculum. Extensions Enrichment Intervention Prepared by Ashley Cross for State of Tennessee, Department of Education 4

16 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross Technologies demonstrate / show in use: Enrichment Google Earth Watch a video demonstration: Patterns (if teachers do not have a subscription to BrainPop Jr., they may sign up for a free 14 day trial) (Printable tee shirt patterns) Intervention Reflections/Insights of Teacher Learnings - Teacher blog Cross Reference Prepared by Ashley Cross for State of Tennessee, Department of Education 5

17 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross Prepared by Ashley Cross for State of Tennessee, Department of Education 6

18 ELC Effective Practice Template for Teachers Patterns In Peru / Grades K-2/ Math Ashley Cross Prepared by Ashley Cross for State of Tennessee, Department of Education 7

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