Abby Salm, Eric Trinh, Erica Barr

Lesson Plan
Grade/Subject: 1
Unit: Needs of Animals and Plants/Patterns/Dramatic Movement
Lesson Duration: 45 mins
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
1. Develop an awareness of the body and voice as tools of communication.
2. Use patterns to describe the world and solve problems.
3. Describe some common living things, and identify needs of those living things.
Specific Learning Outcomes:
1. Observe and study the animal kingdom, the size, shape, and weight of animals, and
the ways they move and react to their environment (animal mime).
2. Students will demonstrate an understanding of repeating patterns (2-4 elements) by
describing and reproducing patterns using manipulative, diagrams, sounds, and
actions.
3. Students will observe, describe, and compare living things.

LEARNING OBJECTIVES
Students will:
1. Identify the physical, movement, and sound characteristics of elephants, snakes, lions,
and eagles.
2. Identify patterns through multiple mediums in an ABAB pattern.
3. Explore appropriate movement and speech qualities in individual and group activity.

ASSESSMENTS
Observations:
Key Questions:
Do students listen to and follow
What animals did we learn about last class?
instruction?
What do you remember about how they
Do they work well in partners? In groups?
move/sound/look?
Can students create body movements in What do you know about patterns?
a controlled manner?
What do patterns look/sound like?
Can students appropriately create and
Can you identify the pattern?
respond to sound?
What patterns have you noticed in your own life?
o Clap in time, repeat
clapping patterns, etc.
Watching for students ability to
accurately recognize patterns
o Do they know what as
pattern is?
o Can they identify the
pattern in visual, action,
and sound mediums?
o Can they articulate and
repeat patterns presented?
Formative Assessments:
Group/student discussion
Conversation with students while they work through their worksheets
Accuracy in their response to animal characteristics and patterns

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies
Resource #2: Davies, A. (2011). Evidence of Learning. In Making classroom assessment work
(3rd ed., p. 45). Bloomington, Indiana: Solution Tree Press.

MATERIALS AND EQUIPMENT

Computer

Abby Salm, Eric Trinh, Erica Barr

30 Worksheets
SmartBoard
24 Pairs of Scissors
24 Sticks of Glue

PROCEDURE
Introduction (7 min.):
Hook/Attention Grabber: The teacher will review information from the last lesson by asking what they remember in
terms of physical, sound, and movement characteristics of lions, snakes, eagles, and elephants (the teacher will start
each discussion by revealing images of each respective animal). Students are then asked to form a circle on the
carpet by moving groups through the colour of their shirts. The teacher will begin by creating a simple ABAB pattern
through clapping and patting their lap. Students will be asked to follow along until the entire class is participating.
The teacher will then stop and ask students what they just did and relate it to patterns.
Assessment of Prior Knowledge: The students are asked about what they know about patterns. Through this
conversation, the teacher will formatively assess the students and, based on student responses, the teacher will adapt
the lesson to the needs of the students. For example, if the students already have an understanding of patterns and
what they are, the teacher would spend less time teaching them the basic aspects of a pattern and give the students
more time to deepen their understanding.
Expectations for Learning and Behaviour: Students will be engaged in discussion and attentive to instruction.
Transition to Body: The teacher defines what a pattern is before moving on to show them examples.

Body (35 min.):

Learning Activity:
1. Students are asked what patterns theyve seen in the world.
2. The teacher then picks and arranges 4 students into a boy/girl/boy/girl pattern.
3. Ask: What pattern do you notice here?
4. The teacher will then split the circle in half and assign an animal to each half.
5. Say: When I put my left hand up, the left side of the circle (indicate) will move like a
(lion/snake/eagle/elephant) and when I put my right hand up, the right side of the circle will move like a
(lion/snake/eagle/elephant).
6. The teacher will raise their hand to simulate an ABAB pattern.
7. The teacher will then repeat a new ABAB sound pattern through claps and snaps and have the students
repeat it.
8. Say: Alright class, I have a diagram on the SMARTBoard Id like you to take a look at.
9. The teacher will choose and direct students to finish incomplete patterns in the SMART Notebook activity.
(As this is happening another teacher will hand out the worksheets and supplies).
10. Students will return to their desks to complete their worksheet, which reflects the activity for the next lesson.
Teachers will provide assistance to read the worksheets and consolidate ideas.
Assessments/Differentiation:
1. Observation of how students repeat and articulate the patterns presented. These observations will be used as
formative assessment to guide the teacher in adjusting further lessons to accommodate student learning. For
example, if the students seem to be struggling with comprehending the patterns and understanding the
concept, the teacher could adjust the Smart Notebook activity so that the teacher gives more direction for the
students as they complete the patterns on the Smart Board and goes into depth explaining to them why the
patterns are completed the way they are.
2. Conversation with students as they complete their worksheets to clarify and build understanding.
3. Worksheet for summative assessment. Although the worksheet is being taken in as summative assessment, the
teacher should also use any information they gather from the worksheets formatively to inform decisions they
make about lesson three.

Closure (2 min.):
Consolidation/Assessment of Learning:
1. Say: Good job everyone! When you go home today I want you to think about the patterns youve noticed in
your own lives. Ask your parents, what have they seen?
2. Say: Next class, we are going to do an activity similar to what you all did today on your worksheets to
explore more about patterns and animals.
Transition To Next Lesson: Next class, were going to be learning about patterns and how you can make one with
the animals you learned about today.

Abby Salm, Eric Trinh, Erica Barr

*A 1-minute buffer is left for the lesson.