Haley Mayer

10-03-2014

Integrated Lesson Plan

Title: Pattern Relay Game

Grade Level: 3-4

Standards:

Math:

Operations and Algebraic Thinking: Generate and analyze patterns. (4.OA.C) 5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. (4.OA.C.5)

Physical Education:

Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Objectives: Students will be able to create various patterns given a pattern type or pattern rule to follow while playing the relay game in groups with 90% accuracy.

Students will be able to demonstrate personal space, sportsmanship, and positive social behavior during the relay game through use of appropriate actions and words.

Materials Needed:

-12 cones or discs

-pre-made pattern pieces or objects pre-sorted (4-5 sets of laminate cards or objects)

-mini-whiteboard and markers (1 set for each group)

-large space for kids to run (classroom, gym, outside)

Plan/Procedure

Introduction:

To start the lesson, the teacher will review with students what patterns are and the types of patterns they have learned already (ABA, ABBA, ABCD, number patterns, rules- +3, +5, +6, etc.). The teacher will show the students examples of the various types of patterns they will be playing with in the relay game. The level of difficulty can vary from simple AB patterns to more challenging number patterns. Explain to the students that the teacher may give them the pattern that they will need to arrange their cards in or

they may have to figure it out on their own. Give the students a couple of examples before setting up the game (AB- have the students line up boy, girl, boy, girl; show a +2 number pattern on the 100s chart, etc.).

Activity:

The teacher will then set up the course by placing a pair of cones about 10 yards away from each other (depending on the size of the space). Once the cones are set up, the teacher will divide the students into 6 groups of 4.

The students will determine who will go first, second, third and last. The teacher will place 5-6 of the laminated cards on the opposing cones for each group.

When the teacher toots the whistle, the first student will race (run, skip, hop, jump, crab walk, etc. - teacher’s choice) to the other cone and pick up a card and run back to the first cone.

Once the first student gets back to the beginning cone, the second child will race to the cone and pick up another card. The students will take turns until all the cards have been picked up and carried back to the starting cone.

The students will then place the cards in the pattern announced by the teacher at the beginning of the race.

The first team to have all their cards in the correct order and be sitting silently with their hands up will win that round. (If doing a mystery round the teacher will have the students write the corresponding pattern on the mini-whiteboards after they have displayed the pattern with the cards).

The teacher can create or have the students complete as many rounds as necessary.

Assessment: Assessment will be informal and performance based during the lesson/activity. The teacher will use a class checklist and mark the student’s performance according to the checklist provided at the end of this lesson. Any additional comments can be made according to specific areas of improvement or any situations pertaining to social skill development.

Differentiation/Variations: This activity is easily adaptable to meet the needs of any age level or ability level. The teacher has the power to make the cards or objects as simple or as complex as needed to challenge the students. For example, if working with Kindergarten students, the teacher could place two different colored manipulatives that the student will sort into an AB pattern or simply sort by color. Another option would be for the teacher to place a pile of numbers 1-10 and have the students sort them into the correct number sequence. For more challenging tasks the teacher could leave the pattern a mystery and have the students figure out the pattern for themselves once they retrieved all the objects. Furthermore, creating cards with calculations on them instead of numbers could help the students develop their adding/subtracting/multiplying/dividing skills, if age appropriate. The teacher could also create blank cards for the students to retrieve and create their own patterns given a particular rule from the teacher (example- +4, students could write the numbers 8, 12, 26, 20, 24 to follow the rule).

When grouping students, the teacher could either place students in groups of similar ability or mixed ability groups depending each student’s academic and physical ability.

Example of a Student Checklist:

Student Name Needs More Instruction

Developing Solid Understanding

Additional Comments (social

skills, academic instructional

areas)Student 1 (examples)

X -Pouted and stomped feet when team lost. -Great sequencing numbers 1-10

Student 2 X -trouble w/ABBA patterns

Student 3 XStudent 4 X -trouble following

directions and staying with group-did not help produce any patterns

S5S6S7S8S9S10S11S12S13S14S15S16S17S18S19S20S21S22S23S24S25

References:

Inspiration taken from the following sites

-http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Creating_AB_Patterns#Overview

-http://lessonplanspage.com/mathpemdsequencingrelaygamek5-htm/