Learning Activity Plan for PreK-Grade 2

Teacher Candidate
Date/Time of Scheduled
Visit
Name/Address of School
Age/Grade level
Cooperating Teacher

Angela Wong
April 23, 2016

Name of Lesson
Content
area(s)/developmental
domain(s) addressed

Patterning Seeds
What concepts or developmental skills will this lesson address?

Brief description of the

lesson
This lesson is:

Rationale

Timeframe

Learn and Explore Preschool 330 Neptune Avenue Brooklyn, NY 11235

Age 4-5/Pre-K
Ms. Alana
Classroom Number

Mathematics: Children will demonstrate an understanding of the

concept of patterning and continued repetition.
This lesson will focus childrens attention on the repetition of core units
of different types of patterns.
A new concept/activity A continuation of a previous lesson/activity
A review of a previous A conclusion of a concept
lesson/activity
Why is there a need for this lesson?
Patterning is an important part of mathematics, but it also promotes
the development of one's ability to recognize the order of occurrences,
as well as to make predictions about what will come next. By
understanding patterns using concrete objects such as beans and
seeds, children will be better prepared to identify patterns in ideas (i.e.
storybooks), words (i.e. rhymes), numbers (i.e. counting), and more.
Keep in mind appropriate length of an activity for preschool-aged children is 20
mins at most, no more than 45 mins for children K-2 grade)

Learning Activity Plan for PreK-Grade 2

20 minutes
Objective(s) of the
activity

Connections to
standards

Language Objectives

What will children know, or demonstrate as a result of this learning experience?

- Students will understand that seeds are planted in rows.
- Students will be able to use their pincher grasps to manipulate small
objects.
- Students will be able to differentiate between different beans and
seeds.
- Students will be able to use beans and seeds to extend and create
their own patterns.
Which NYS Early Learning, or Common Core Standards are addressed? Are there
other standards used?
PK.PDH.5. Demonstrates eye-hand coordination and dexterity needed
to manipulate objects.
PK.CKW.2 (Operations and Algebraic Thinking). Duplicate and extend
(e.g., what comes next?) simple patterns using concrete objects.
PK.CKW.2 (Measurement and Data). Sort objects into categories; count
the numbers of objects in each category (limit category counts to be
less than or equal to 10).
PK.SL.1. With guidance and support, participate in collaborative
conversations with diverse partners about pre-kindergarten topics and
texts with peers and adults in small and large groups.
What language/vocabulary, communication, or literacy skill(s) do I want my
students to develop in this lesson? For edTPA consider this: Which academic
language demands am I targeting? Choose one, including language functions,
vocabulary, syntax, or discourse that is central to this learning segment. How is
this activity using the specific language demand?

Learning Activity Plan for PreK-Grade 2

For this lesson, we will be focusing primarily on building vocabulary and

communicating their work to others. Children will recognize and label
the names of familiar seeds and/or beans such as lima beans, red
beans, soybeans, black beans, sunflower seeds, marigold seeds,
pumpkin seeds, and apple seeds.
Resources/materials
needed:
(Include any worksheets or
sources of evidence for
childrens learning you will
use during the activity)
Technology inclusion (if
applicable)
Procedures (step by
step)

- Self-constructed pretend garden rows (made from paper towel rows)

- Chart paper
- Markers
- Zinnia's Flower Garden by Monica Wellington
- Various beans (i.e. lima beans, black beans, red beans, soybeans)
- Various seeds (i.e. sunflower seeds, marigold seeds, pumpkin seeds,
apple seeds)
- Laminated soil pattern sheets
N/A
Anticipatory Set (Connection/Motivation) What will you do to get childrens
attention, or to introduce children to this learning activity? Describe the process
in getting them interested and engaged.
We have already learned that specific seeds grow into specific plants
(i.e. carrot seeds grow into carrots; orange seeds grow into oranges,
etc.). In our Blocks Center (also known as our garden), there are
portable garden rows made from boxes and paper towel rolls. Taking
that to the rug for Circle Time, I will demonstrate for the class how I
plant seeds into the rows. Next, I will have some volunteers come up
to help plant some seeds as well. This will strengthen the concept
that like the seeds, patterns follow one after the other.

Learning Activity Plan for PreK-Grade 2

Instruction/Mini Lesson (Outline the procedures or sequence activities that will
make up this learning experience; for instance, you might follow a routine
wherein you model (I try); and ask for active involvement (we try) during a whole
group session.
- I will read Zinnia's Flower Garden by Monica Wellington.
- Afterwards, I will tell the children that people are the ones who decide
where to plant their seeds, and how to plant them. While normally,
gardeners and farmers plant the same seeds in the same row, we will
try to make patterns with our seeds.
- I will explain that patterns always repeat the same way over and over
again.
- On chart paper, I will draw a line going across the page to represent a
garden row. Next, I will create an AB pattern using two different colored
markers (i.e. black and pink). Using a red marker, I will draw a box
around it to emphasize that those colors will repeat themselves in the
same order, over and over again.
- Then, I will extend the pattern one time, and then once more, while
asking the class for their suggestions on what color they think should
come next.
- I will call on volunteers to continue to extend the pattern until the end
of the garden row is reached.
- Next, I will make a new row of seeds with an AABB pattern using the
same seeds, and repeat the process of extending it once, and then
calling on volunteers to demonstrate as well.
Independent Practice (small group activity, working with partners, or
independently)
During Center Time, students in small groups will be given a laminated

Learning Activity Plan for PreK-Grade 2

picture with four garden rows with pre-determined core units for 3
various patterns. Using their given seeds and/or beans, they will
duplicate and extend their patterns. In the last row, they will create
their own patterns.
Closure (sharing/reflection, next steps)
In their small groups, students will partner up and take turns sharing
out their seed and/or bean patterns.
Method of assessing
childrens
understanding of
lesson/activity/objective
(s)
(Be sure to include any
tools, rubrics/checklists
and/or worksheets you will
use for assessment(s)

Pre-assessment
Outline the steps you will
take to evaluate
students prior
knowledge.
In the Blocks Center,
prompt children to
choose two blocks
with which to build
towers out of. How tall
can they make it
before it falls down?
(Even if the towers
fall, children can still
be observed to see
whether or not they
know which
appropriate block will
come next.)

Assessment of Student
Learning Outline the steps
you will take to evaluate
students learning. What
evidence will I have to
assess whether students
have successfully achieved
the content objectives?
Put out different
patterning sheets with a
wide variety of seeds
and beans in the Math
Center. Observe children
to see if they are able to
extend and/or create a
variety of patterns.

Assessment of
Childrens Language
Learning
Outline the steps you
will take to evaluate
students language
learning. What
evidence will I have to
assess whether
students have
successfully achieved
the content objectives?
Review different
patterns and have
students extend
them using various
manipulatives (i.e.
linking cubes,
counters, etc.).

Learning Activity Plan for PreK-Grade 2

Plans for differentiated
instruction/instructional
modifications

Supporting children
with identified delays
or disabilities
What considerations
should I keep in mind
regarding cultural
relevance, age
appropriateness, and
ability levels for all
learners?
When supporting
children with
identified delays or
disabilities, I will give
them extra time to
complete their tasks,
along with more
guidance,
encouragement, and
support. Children can
pair up with a partner
if they are having
difficulties, and can
create more difficult
patterns to match
their own ability
levels.

Supporting English Language Learners

What modifications should I make to the activity to
ensure all students are included and engaged in all
steps required to meet the lessons objectives?
To ensure that all students are included and
engaged in all the steps that are required to
meet the lessons objectives, I will use picture
cues with labels. There will be a lot of oral
repetition. Children who have difficulty labeling
the specific seeds will be paired up with a
partner within the small group, who can help
guide them as they make and share their
patterns.

Learning Activity Plan for PreK-Grade 2

Follow up/Extension
activities

How can I provide an opportunity to remediate, reinforce, or expand on students

learning today in class?
- In the Sensory Table (changed from Water and Sand Tables into Soil
Tables), children can plant their seeds and beans in rows in the soil to
make patterns.
- In large containers, children can help to plant real seeds and beans in
patterns. As they care for their plants by watering them and making
sure they are exposed to direct sunlight and fresh air, they will begin to
see the difference between the plants sprouts. To extend this from
math to science, students can draw their observations of the rows of
patterned plants.

Any additional
information that would
be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects
of the learning activity