Teacher Breanne Furlanich Date March 29, 2021

Start Time
School Lomond Community School 10:20 – 11:10
Stop Time
Grade / Subject
Math 5/6 Unit/Topic Patterns and Relations

OUTCOMES FROM PROVINCIAL PROGRAM OF STUDIES

General
Use patterns to describe the world and to solve problems
Learning
Outcomes:
Specific
Learning Determine the pattern rules to make predictions about subsequent elements
Outcomes:
LEARNING OBJECTIVES
Students will be able to:
1. SWBAT demonstrate understanding that patterns are interconnected.
ASSESSMENTS
Key Products/Processes  Students understand that patterns (types
Key Questions and Intended  What connections are you seeing?  I see that repeating patterns are connected
Responses  How is (insert pattern concept) and (another to music; the beats in music repeat to make
pattern concept) interconnected? a song.
 Drums and music are connected to pattern
because they all have a repeating sequence
that reoccurs.
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 https://firstnationspedagogy.com/CCL_Learning_Model_FN.pdf  Cardstock
 Markers
 Tape
 Wooden pegs
 Yarn
 Scissors
PROCEDURES
Prior to lesson Write words onto cardstock.
Decide whether to be outside or inside.

To make thin pieces of paper, pre cut the paper in class.

Pre-rip paper towels for students to clean their desks to save time.

Consider:
 Attention Grabber
 Assessment of Prior Knowledge
 Expectations and Routines
 Advance Organizer/Agenda
 Transition to Body
Introduction Time
Allotment
The activity that will take place can either be in the small gymnasium or outside. 7 minutes
First choice will be outside, but if the weather does not permit, it can take place
inside as well.
 If the activity pursues outside, use the wooden pegs rather than the tape to
secure the cardstock and yarn connections students make throughout the
activity.
 If you are outside, go to the grade 5 classroom quickly and leave a note on
their board to bring their jackets to class.

You will be using cardstock (some empty, some with prewritten words such as:
repeating, decreasing, increasing), yarn, and tape or wooden pegs to show
children how everything we have learnt or experienced with patterns is
interconnected. The lesson focuses on Indigenous Holistic learning and students
will be introduced to this concept briefly at the beginning of class.

Before introducing the actual activity about to occur, use the following resource
to explain some fundamentals regarding Indigenous holistic learning:
https://firstnationspedagogy.com/CCL_Learning_Model_FN.pdf

Consider:
 ~15-20 minutes per activity
 Safety
 Relevance (the ‘why’)
 Multiple Modalities
 Questions and Intended
Responses
 Transitions
Consider:
 Consolidation of Learning
 Objective-aligned Questions
 Communication Items
 Transition to Next Lesson
- Explain that the tree depicts the cycles of learning for someone and
identifies the influences that affects learning and collective well-being.
- Explain that indigenous learner’s dwell in a world of continuous re-
formation, where interactive cycles rather than disconnected events
occur. Everything is interconnected; relationships between different
events (for e.g., different learning outcomes in class) are circular (not
linear/compartmentalized). Learning is a lifelong process that. The
things we learn are connected to our previous learning experiences, not
separated from them. Everything we learn connects to each other.
Write the word patterns in bold, large letter on the board. Explain to students
that the different types of patterns and the way we see, hear, or feel patterns are
all connected.
Explain that today (either in the small gymnasium or outside), we will all be
creating connections with patterns.
At the back of the room, refer back to the connection board the grade 7 and 8’s
are working on. Show how students have made connections to different but
connecting math concepts.
Body Time
Allotment
Take class to either outside or in the gymnasium.
Place the word pattern in the middle, either using tape or the wooden peg to
place it firmly in place.
To show students how it will work, first as a class, do a connection together.
- Have some already prewritten words (repeating, decreasing, sleep,
increasing) written on cardstock.
- Use the word, for e.g., sleep to ask students what it connects to. You
might have to guide students with an example towards repeating
patterns. Share with students that you realize that when you sleep, you
repeat a cycle of different sleep cycles (1,2,3, rem, etc.) that
continuously repeat. You feel a pattern! Once you make this connection,
you will write it on a sheet of paper and tape (or staple) it to the yard
connecting the two together.
30 minutes
Once this demonstration is done, explain to students that they will discuss with
each other and think to themselves about pattern connections. Once they or a
group of them find a connection, they will tell a teacher who will provide them
tape and a piece of paper. With the piece of paper, they will write the
connection and tape it to the line (for e.g., taping their explanation as to how
repeating patterns and sleep connect). Students can also create their own
subtopic of patterns (such as the repeating, decreasing, sleep, and increasing
already prewritten). If they find a different topic to connect to patterns, they will
be given cardstock and a sharpie to write them out. If you are outside, make sure
that you give assistance to students by securing their cardstock with the wooden
peg.
Explain that there can be different patterns found between two links.
Take a picture before clearing things off.
Wrap Up/Closure/Cliffhanger Time
Allotment
Whether in or outside, the lesson should wrap up around 11:00 to give students
5-10 minutes
time to get their belongings and clean their desks off
Sponge Activity
1. What worked well? Why?
Students were engaged throughout the process of trying to create connections between different
patterns they noticed, felt, or heard, etc. Students were going further than the initial acquiring
stage of learning and were able to connect their learning to various relative concepts, whether
outside or inside the classroom.

2. What didn’t? Why not?

Lesson Reflection I think it would be beneficial to address Indigenous Holistic Learning and to even continue
studying it so I can give it proper justice in my explanations. Students were understanding that
this type of learning focused on connections rather than linear processes; however, I think there
is more than can be discussed and experience when it comes to Indigenous Holistic Learning.

3. Given the opportunity to re-teach this lesson, what would you do differently? Why?