Remember that to be a pattern, repetition is a necessity so stickers must be in the quanity that allows for repetition. Stickers should be in an adequate variety and number to allow for creative patterns by the students. During center time, students are given insect stickers to create a pattern by sticking the bug stickers on construction paper. Students predict and extend patterns made by others in their group by answering the question, "What comes next?" Students should verbalize the attribute used to decide the pattern and prediction.Ħ. Students create patterns using the bug counters. Students predict then extend the teacher’s pattern after identifying the attribute used.ĥ. Some attributes may include wings, number of legs, number of body parts, etc. Have the students be pattern detectives to find the attribute used in the pattern. Model creating patterns using bug counters. Rhythm and rhyme are important patterns to explore.Ĥ. Possible patterns may include location of graphics vs text, as well as placement of page numbers. Be sure to include language and science patterns, as well as math. Have students identify any patterns they detect in the book. During whole group time, read by Jerry Pallotta.
Be sure students verbalize the attributes that make this a pattern.ģ. This can also be done as a cooperative group assignment with different members of the group having the responsibility to identify, select the strip, and place it on the chart. Allow each child in turn to identify a pattern, select a transparent highlight strip, and place the strip on the pattern. Students use the transparent bookcover strips to highlight the patterns that have been identified. Identify patterns in the song, both sound patterns and written word patterns. Play the song “Going Buggy” and have the students sing along as you point to the words on the chart. This verbalization of attributes is a model for the students and assists students with various learning styles.Ģ. Be sure to restate the attributes (the characteristics of the elements) that make each pattern. Have students share their pattern detective work showing or explaining the patterns that they found after school yesterday. Orally review and model the definition of patterns. Schedule adults assistance for students as they participate in the Student Web Lesson.ĭay 3 of the Unit Plan: Patterns, Patterns Everywhereġ. Once the computer has been turned off, the sounds are lost and must be downloaded again.Ĩ. This procedure must be completed on each computer being used each day. By preparing the computer prior to student participation, time on task is increased and distractions are kept to a minimum.
HOW MANY BUGS IN A BOX SIMON SCUSTER DOWNLOAD
Sound is a necesssary element in lessons for non-readers, however the download will be about a minute per page which can be distracting to young children. This will allow your computer to access all sound files and will speed the student's time doing the lesson. Because of the sound integrated into this Student Web Lesson, the teacher should proceed through the entire lesson before having students do the lesson.
Locate and become familiar with the Student Web Lesson, Pattern Detective. Count construction paper (1 per child).ħ.
If a variety of stamps are not available, a variety of colors of ink pads will still allow for creative patterns.Ħ. If the stamps are used, at least four insect stamps should be available for the students to create individual patterns. Locate bug stickers for every child to create a repeating pattern (at least 10 each), or stamps and an ink pad. Gather small containers of 20 bug manipulatives or counters.ĥ. Write the words to the song "Going Buggy" on a wall chart.ģ. Locate and become familiar with the song "Going Buggy" from the CD, Ģ.