Basic Productivity Tools (BPT)

Lesson Idea Name: Finding Patterns!

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed: CD-MA4.4c Creates and extends simple, repeating patterns.

Technology Standard Addressed: Technology standards 1a and 6a

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

The technology tools that I selected support and enhance the learning experience for students in the classroom
because, the e-book can be read aloud as well as read in a different language. It is represented as a book with
short and simple sentences along with pictures for the students look at. The students will be able to demonstrate
their learning by making their own e-book, demonstrating their understanding with manipulatives or a drawing.

Lesson idea implementation:

This lesson will include a classroom discussion on the carpet explaining what a pattern is and where patterns
are located (in colors, sizes, shapes etc.) I will guide a brief discussion and we will write out a chart on the
smartboard (if applicable) or on the white board. The T-chart will have one side, “what is a pattern” and “where
can we find patterns” And then we will watch the e-book that I created where they can get more practice
looking at patterns and figuring out what comes next. Then, I will explain that everyone will get to create their
own e-book. I will create templates for them to pick from if they want, and I will be separating them into
stations and having parent volunteers, if anyone can come in. They will pick patterns they want in their e-book
first, then pick a template to work with. I’ll be walking around helping anyone who needs it. This will be
something that will continue throughout the week and I’ll make sure everyone finishes by Friday. (I don’t want
them to feel stressed about finishing)

This is just another idea for those who need the hands-on for learning! (the group work can be incorporated in
the e-book lesson, if I notice that students aren’t able to build their e-books because they aren’t understanding)

I will have them get into smaller groups and they will make patterns using their manipulatives, and I will come
around and pick a few student’s patterns and ask the rest of the group of they can figure it out. This will take
SBooker, 2020
 Basic Productivity Tools (BPT)
place in the lesson and the students will be assessed by me going around at the end to ask them questions about
their classmates’ patterns, I will also correct patterns if needed, explaining why its wrong. As I go around to
each group, I will dismiss them back to their seats where they can start their ticket out the door.
For the ticket out the door students will make a pattern with any of the shapes or colors, they saw in class
today. If they want to do a completely different pattern that’s fine too.

Reflective Practice:

I hope that after this lesson my students will be able to extend repeating patterns, as well as make their own
patterns. I want them to be able to tell me where they might be able to see patterns, and what patterns can be
made from. Before this assignment I would do an initial assignment where I let the students go to Word or
PowerPoint and use the shape tool to create something, so they start to get familiar with the programs and
adding shapes before this assignment. I could extend the lesson by letting some students learn simple
formatting like changing the background color, cropping the pictures, or making new shapes with the ones
provided. (Ideally, all the children will be able to format, but some children will just learn the formatting faster
for example, if they finish their pictures/shapes faster)

SBooker, 2020