| Virtual Pattern Blocks |
Grade:
Kinder |
Content Area:
Technology |
Time Frame:
1 lesson (45 minutes) |
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Unit/Lesson Overview:
When working with patterns and beginning geometry, there is a great link to use in the computer lab or projected in front of the class. It is a virtual pattern block site. The teacher can manipulate the blocks into a pattern that the students identify, or the students can manipulate their own blocks as the teacher directs them.
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Student Standards (TEKS)
| for
explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
K.7(A)
K.8(B)
K.13(D) |
| Social Studies: |
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| Science: |
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| Technology: |
I1
I2
N1 |
| Technology: |
N2
B6
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| Additional TEKS: |
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I Can....
...create and extend a pattern...determine what comes next in a pattern
...record a pattern |
Assessment(s):
You may use the suggested rubric or make one of your own that assesses technology use as well as content area TEKS.: |
TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
Grade 3: Objectives 2 and 6 |
| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
Pattern Block Manipulatives
Pre-cut, colored paper pattern blocks
Paper strips (3x12)
glue
Directions for printing applets (File 1)
Rubric (File 2)
File: printing_applets.doc
File: Kindergarten_rubric.doc
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Internet Links:
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Accommodations:
To be determined by teacher based on student needs |
| Procedures |
Introductory Activity (Warm-Up):
Read the book The Sultan's Snakes by Lorna Turpin to the class. Point out that each snake has different types of patterns.
If you do not have the book, simply introduce the activity with a demonstration.
In this activity, you will use pattern blocks to make snakes. Your snake should have a pattern from one end to the other. Use the actual pattern block manipulatives for each child to create their pattern snake in the classroom.
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Lesson:
Review the lesson in the computer lab by showing the class how to find and click the link provided to the virtual pattern blocks. Show how to manipulate the different tools and shapes. Begin by limiting students to only two or three shapes per snake. Students will use about 10 to 12 shapes to build their snakes. Once they have seen what you expect of them, you may move to the computers and have them work on their own pattern snake. Ask a few students to demonstrate patterns they might make. Encourage them to figure out a way for each pattern block to connect to, or touch, the previous block. Some shapes will fit together better than others.
Once every child has built a pattern block snake, they can tour the room and view other children's patterns. Have students return to their computers, and make another pattern using more shapes than the three or four they used the first time.
After they build a snake with the virtual shapes, they will use the paper shapes and the strip of paper to make a paper snake in the same pattern.
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Reteach:
To be determined by teacher based on student needs
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Extension:
After students complete the snake activity, they can create another type of pattern using all six shapes.
Another activity is to have the students begin a pattern, then change computers with each other and see if they can complete the pattern that another student began.
In order to print the picture from the applet (the interactive pattern block page) please refer to the Printing Applets instructions (file 1).
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Guiding Questions:
How many shapes will you choose to use to make your pattern?Can you describe the pattern that you are making? What kind of pattern could other students make?
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Summary Questions:
Were you able to finish another child's pattern?What did you like about making pattern snakes? What was your favorite snake that you saw on your tour of other snakes? Why was it your favorite? What other animals or things in nature have patterns?
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Reflection:
How do students describe their patterns?Do they refer to shapes by color or by shape name? How easy is it for students to transfer their block pattern to paper? What strategies do they use?
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