top of page
This site was designed with the
.com
website builder. Create your website today.Start Now

Learning Patterns With Science

 

Curriculum Area: Math

Self: Physical Development; Cognitive 

Ages of Children and Group Size: 4 Children; 4-5 Years

 

 

Objective: 

 

  • What are my goals on this identified activity?

    • My goal for this activity is to introduce the children to the idea of organizing materials in their environment to form a pattern. As well as to present them with the opportunity to participate in a small group and interact with their peers in an exciting and hands on activity. Overall I would like to give the children an opportunity to explore and learn a new concept while having fun.

 

 

  • Preschool Learning Foundations (PLF)

    • Mathematics; 2.0 Patterning

    • Social Emotional; 2.0 Interaction with peers

 

 

Materials:

 

  • What materials are needed? 

    • A variety of water bottles cut into tubes (pictured on homepage)

    • Plastic cups cut in halves (pictured on homepage)

    • Ping pong balls x5

    • Marbles x5

    • Bouncy balls x5

    • Structured wall, plywood, or thick poster board (depending on the size you want to create)

    • Tape, Velcro, or other materials that will allow the bottles and cups to stick to the wall

  • How will I set up and organize the materials for maximum efficiency and 

        effectiveness?

    • I will have the wall premade with an example of how it should look in order for it to work properly. I will also have a significant amount of space ready for the children to be able to manipulate the wall. I will also have the pieces available for the children’s use already sorted into containers to ensure they are easily accessible to them and do not take too much time away from the activity itself. 

 

Procedure: 

 

  • How will I introduce this activity to the children? (Connect to children’s prior

         Learning or experience)

    • I will introduce this activity with a book or a song of my choice that relates to the topic being taught (patterning). For example, the wheels on the bus, 3 little monkey’s, or brown bear brown bear what do you see

 

 

  • How will I involve the children?

    • I will involve the children by allowing them to first test out the wall that has already been set up and then allowing them to either move the pieces around to create their own maze and then allow them to test it by dropping a ball in the first tube and seeing if it falls to the bottom. If it doesn’t work then they will be able to move the pieces again (problem solving) to find a way that will allow the ball to drop in the bucket.

 

  • What open-ended questions to ask to increase learning? 

    • What is a pattern?

    • Look around, do you see any patterns?

    • How can you tell something is a pattern?

    • What can you use to make a pattern?

    • How many patterns can we make with these colors?

 

  • How will you accommodate the activity for diverse learners…..delays, typical, extension and ELL?

    • I will accommodate diverse learners by ensuring I make a ball run wall that is within reach of any child whether they are tall, short, in a wheel chair, or have a temporary injury. I will accommodate the activity for ELL students by either displaying the instructions in a multilingual way or having someone who speaks the home language of that student come and join in on the activity and explain the activity to all the students in a variety of languages that will also introduce English speaking students about diversity. 

 

Evaluation:

 

  • How will you document or assess that the children learned the identified concepts.

    • Identify DRDP objectives that correspond to the PLF. 

      • Self and Social Development; Measure 8: Cooperative play with peers

      • Mathematical Development; Measure 37: Patterning  

 

Take Home Kit:

 

  • Related book:

            

 

 

 

 

 

 

 

 

 

 

 

 

Parent Newsletter

 

This week we will be beginning our journey of enhancing your child’s math skills by introducing the idea of forming patterns while also teaching science concepts. I have constructed a wall with water bottles and plastic cups that I have cut into the shape of a tunnel and stuck them to the wall. Your child will be able to test this project by dropping a ball into the first tunnel and watching it roll through the maze to reach the bottom; presenting the concept of force, motion, and gravity. He/she will then move onto the next step which will allow them to make their own maze; however he/she will be asked to do so using an AB pattern scale. (Red, blue, red, blue, etc…) After creating a maze of their own he/she will be able to test it and see if it works.

 

Teaching science concepts are essential to your child’s educational success. Introducing them to the world of science will spike an interest in your child and open the door for him/her to explore his/her environments and gain an understanding of his/her surroundings. Math concepts are important to teach because they provide your child with the opportunity to enhance his/her critical thinking and reasoning skills; as well as guiding his/her logical thinking and problem solving abilities.

 

To further reinforce your child’s learning while at home you can choose to do simple activities such as go on a pattern walk. Walk with your child in a familiar place and point out patterns with him/her. You can also try pointing out patterns in your own home or creating your own patterns with materials you find lying around (i.e. crayons, candy, or materials of various sizes). Allow your child to make his/her own pattern, of course you can make the pattern with him/her and purposely make a mistake on your pattern and see if he/she can point it out to you.

 

 

Thank you,

Ms. Chapman

bottom of page