STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Carly Gatto Grade: 2nd Topic: Patterns, Functions, and Algebra
Brief Lesson Description:
- TSW identify a pattern as growing or repeating, describing the core part of the sequence that repeats and how a growing pattern is
changing. Create a growing or repeating pattern using objects; pictures are numbers period extends a given pattern using objects
pictures or numbers period transfer a given growing or repeating pattern from one form to another using objects pictures or
numbers.
Specific Learning Outcomes: “I Can” statements on the board
- TSW identify patterns found in objects, pictures, and numbers.
- TSW describe patterns found in objects, pictures, and numbers.
- TSW create patterns found in objects, pictures, and numbers.
- TSW extend patterns found in objects, pictures, and numbers.
- TSW transfer patterns found in objects, pictures, and numbers.
How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? How did this lesson develop as a result of your examination of research and data about employing culturally sustaining
pedagogical strategies. This lesson allows for students of multiple needs, cultures, and backgrounds the equity to perform well. Students
perform with and without groups allowing for one-on-one time to be handled as needed. The M.A.T.H template will be given to students on
their desk as a reminder during their problem solving process. Through the collaboration of the class the cultures, student interests, and
equity will be shared.
Narrative / Background Information
Prior Student Knowledge:
• TSW Identify shapes, letters, colors, and numbers.
• TSW use manipulatives to represent numbers and shapes.
• TSW comprehend the difference between objects.
• TSW need to comprehend grouping.

Math VA SOL: Visual Arts VA SOL: NCTM Standard:

2.16 The student will identify, describe, 3.1 The student will apply creative thinking Sort and classify objects according to their
create, extend, and transfer patterns found to artmaking: attributes and organize data about the
in objects, pictures, and numbers. b.) Create work in collaboration with others. objects.

Specific Problem-Solving Strategy being used:

Constructing Explanations and Designing Solutions

- The products of science are explanations, and the products of engineering are solutions.

Possible Preconceptions/Misconceptions:
• Students may have difficulty comprehending the concept of patterns.
• Students may have difficulty with repeating numbers that are not connected.
• Students may not realize patterns can include multiple colors, shapes, and numbers in one pattern.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: 60 minutes
- TTW introduce the concept of patterns by showing students a sequence of shapes like circle, square, triangle, circle, square, etc. -
TSW be asked to identify the next shape in the pattern to spark their curiosity and interest in exploring patterns further.
- TTW play the pattern video for students (https://www.youtube.com/watch?v=aXIx1jTzHaE)
- TSW fill out the worksheet as the video plays

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions: Day 2: 30 minutes -
TTW Divide students into small groups of similar tiers.
- TTW Provide each group with manipulatives.
- TTW instruct them to create different patterns using the materials and extend the patterns as far as they can based on the pattern
TTW give the students: Tier 1 students will focus on simple AB patterns (e.g., red-blue-red-blue) to build a foundation. Tier 2
students will work on more complex ABC patterns (e.g., circle-triangle-square-circle-triangle-square), and Tier 3 students will be
challenged with creating their own unique patterns involving shapes, colors, or sizes to enhance critical thinking skills.
- TTW ask the students, “What do you think comes next in the pattern? Can you explain why you think that?"
- TSW have to answer this when it comes time at the end of the group work to share their pattern

EXPLAIN: Concepts Explained and Vocabulary Defined: Day 2 cont. 30 minutes

- TTW gather the students back as a whole class to discuss the patterns they created.
- TTW guide them to explain how they were able to extend their patterns and what strategies they used.
- TTW introduce the concept of transferring patterns from one set of objects to another.
- TTW introduce vocabulary words to the students that have not come up organically and will have them follow through the
slideshow presentation to take notes as they go.

Vocabulary:
Pattern
Repeating pattern
Growing pattern
Transfer a Repeating Pattern
Transfer a Growing Pattern
Equal
Not Equal
ELABORATE: Applications and Extensions: 60 minutes
- TSW participate in a pattern scavenger hunt around the classroom. They will identify patterns in objects, pictures, and numbers,
and record their findings in a pattern journal.
- Tier 1 students will focus on basic patterns, Tier 2 students will look for more complex patterns, and Tier 3 students will be
challenged to explain the rules of the patterns they find.
EVALUATE: 60 minutes

Formative Monitoring (Questioning / Discussion):

- TTW ask, "Can you explain the rule behind the pattern you created on your pattern card?"

Summative Assessment (Quiz / Project / Report) (Include a rubric):

- TSW be tasked with creating a pattern poster showcasing different patterns they have learned about. The poster should include at
least three patterns, accompanying descriptions, and labels. This project will assess students' ability to identify, describe, create,
extend, and transfer patterns found in objects, pictures, and numbers.
- TTW refer to the rubric for grading
Plan for differentiation: (Be sure to specifically address the following learners)

• Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) This lesson requires physical movement that
some students may be unable to perform. For such students, create other movement cards they can imitate (e.g., snapping,
clapping, smiling, frowning, or nodding). Consider the readiness of your students for each component of this lesson. Some
students may need support, such as sentence stems for their descriptions, premade patterns to re-create, and vocabulary cards to
use when labeling patterns. In addition, some students might benefit from completing this lesson as a small, guided mathematics
group. Redirection and corrective feedback should be given throughout the lesson.

• ELL Students will be allowed more time if needed, as well as the additional use of manipulatives and one-on-one time.
• Gifted learners: Student who are Gifted will be allotted the option of partnering with a student who needs additional help or being
able to do an additional tier 3 challenge.

Continued Plan for Differentiation: What specific activities will you have in place for each Tier of learning and why you chose them:
Tier 1 Tier 2 Tier 3
- For students who may struggle, - Students work on pattern - Challenge students to create
offer pattern cards where they worksheets that require them to patterns using three or more
can match the next item in the create, extend, and transfer attributes, such as shape, size, and
sequence. (This will allow for the patterns independently, a check in color. (This allows for students to
students to have a “Pattern Bank” by the teacher will be done extend past the basic course to
they can refer to as a picture periodically (This allows for the allow for growth and challenge on
guide. This may be especially students to be challenged the their level)
helpful to ELL and students with correct amount though scaffolding
disabilities) and therefore not under or
overchallenged)

Elaborate Further / Reflect: Enrichment:

• How will you evaluate your practice? How my students perform on the formative and summative assessments throughout the
class.
• Where might/did learners struggle in the lesson? Students may struggle to understand the new concepts of patterns and how to
grow them.
• How can the lesson be strengthened for improved student learning? There is room for students to be given more time to elaborate
and express their thoughts with the reasoning behind them.
• Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced? There can always be room for enhanced
culturally sustaining pedagogies. If the lesson is done during a holiday, using that as an example for pattern can be done through
clothing, rituals, etc. Ensuring there are enough multilingual resources is always an ever-growing feat.