Final Project 1

Final Project - Recognizing and Applying Patterns in Nature, Life, and Daily Routines 

Monique Rivera

Post University
Final Project 2

Final Project - Recognizing and Applying Patterns in Nature, Life, and Daily Routines 

The purpose of this project is to teach a Pre-K classroom the concept of patterns. The use

of different planning tools and UDL helped to create an engaging and meaningful learning plan.

The students will learn how patterns are used in math, daily routine and life.

Part I: Statement of Educational Philosophy

Early childhood is a fundamental period in children’s education (Britto, 2017). Because

education is always evolving, teachers need to stay ahead of the curve so that their students are

receiving the best education possible (SEO, 2023). It has been said that in early childhood

education, children learn best through play. Students remember teachers who made learning fun.

This is how to make an impact on students’ education. Creating fun and interactive learning units

is a crucial way to ensure that students are engaged and invested in their learning. Constructivism

is a learning theory that illustrates how important it is for students to be a part of their learning.

This theory is based on building from prior knowledge and experiences (Shah, 2016). Jean Piaget

believed that “learning consists in adapting our thought schemas to new information from the

real world (Piaget, n.d.).” This is the best approach for teachers to take with children because the

name of the theory states exactly what it is – students construct their knowledge.

Teachers educate with the goal in mind to make students life-long learners (Britto, 2017).

Early childhood educators are children’s first experience in education. They are responsible for

creating students who are invested in their learning. The role of the teacher is to minimize

barriers in learning and maximize education for all students (CAST 2010). Students are there to

understand and construct their knowledge. The Universal Learning by Design framework (UDL)

is a great approach to use to ensure that all students are accommodated and learning. To ensure
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that teachers are reaching each student and tailoring to their individual and unique needs, they

should focus on the UDL principles: engagement (the why of learning), representation (the what

of learning), and action and expression (the how of learning). Teachers should implement

strategies and methods that show information to students in different ways, allow students to

demonstrate what they know and have options that keep them interested and engaged. Teachers

these days focus more on what they will do, the materials they’ll use and what they’ll ask

students to do. Thinking more about learning is what needs be at the forefront of a teacher’s

mind. Teachers should consider what the learner needs to accomplish learning goals.

In conclusion, students become learners at a very early age. In childhood, they develop

core skills and knowledge that will shape their education experience in the future. To ensure that

each students receives the best education they can, teachers should focus more on

accommodating their methods to the needs of the students. This is the best option for reaching

each individual student.

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Part II: Rationale of Curriculum

The topic of this unit is “Recognizing and Applying Patterns in Nature, Life, and Daily

Routines.” This unit is for a Pre-K classroom. The students are ages three to five. There are 15

students in the classroom and three teachers. The school is located in the neighborhood of

Tribeca in Manhattan, NY. This is a very affluent area. Out of the 15 students in the classroom,

there are two Asian children, and the rest are white. There are no students with special needs or

IEPs in the classroom. I would consider the students in the class to be visual and hands-on

(interactive) learners. 

With this Pre-K classroom and the learning unit created, using the constructivist theory

seemed to be best suited. Students learn by building on their own knowledge and experiences

(Loveless, 2023). Each student is unique in that way. Students not only remember information,

but they actually comprehend it. This approach is preferred because it is learner centered

(UNESCO, 2016) and teachers are seen as a guide instead of just relaying information. With this

unit, the students can build their knowledge through a variety of activities and experiences. Some

activities will be tactile and hands-on, some will be visual based, and some will incorporate

music. This offers a range of activities for the different learners in the classroom. This is where

UDL ties in.

 Universal Design for Learning is an approach to curriculum that minimizes barriers and

maximizes learning for all students (CAST, 2010).  The UDL Framework ensures that each

student reaches their potential when it comes to learning. This entails tailoring activities to the

individual and specific needs of the students. As stated before, the students in the classroom are

more drawn to activities that are hands-on or visual and the learning plan includes these aspects.
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The process with this learning unit included different tools used for planning. The use of

planning pyramids, GRASPS, and WHERETO helped organize and create the learning unit.

Planning pyramids relate to "backward design" because you think about the outcome, not the

activities (p. 14). Planning pyramids help you see the goal. When creating a planning pyramid,

educators should keep in mind what they want some, most and all of their students to know,

understand and do. Although it seems like not all of the students will be learning the same

content, they are still learning related content but just on different levels. The planning pyramid

assists with incorporating different levels of activities for the students as not all of them are at the

same stage. GRASPS was a great tool to let the learner know exactly what is expected of them.

This tool also relates to backward design as the goal is the first element to focus on. The

WHERETO framework assists with organizing planning and identifying which components

should be incorporated in the learning plan. Another benefit was the “hook” part. This ensures

that the teacher created material which keeps the students engaged in their learning.
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Part III: Unit Plan

Stage I: Standards and Goals

Pre-K: Recognizing and Applying Patterns in Nature, Life, and Daily Routines

This unit focuses on introducing students to patterns and sequencing. Students have learned
how to classify and sort by size, color, etc. Students will be introduced to patterns such as
visual, rhythmic, daily routines, and mathematical. Students will be able to extend, identify and
complete patterns.

STAGE 1- STANDARDS/GOALS

Content Standard(s)

Taken from Connecticut Early Learning & Development Standards

Content Standards Primary Expected Performances

C.48.7 – Identify similarities and differences - Students will know what is considered a

in objects, people, events, sounds, based on pattern.  

one attribute (e.g., same or different colors,

loud or soft sounds).

C.48.8 – Recognize patterns in routines, - Students will be able to explain why an

objects, and/or sounds and replicate everyday routine is considered a pattern.  

sequence using objects or language.  

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- Students will be able to duplicate rhythmic

patterns.

M.60.12 – Sort and classify a set of objects - Students can complete and extend a more

on the basis of one attribute independently complex pattern.  

and describe the sorting rule. Can re-sort

and classify the same set of objects based on - Students will be able to complete pattern when

a different attribute. new element is added.

Enduring Understandings Essential Questions

Overarching Enduring Understandings: - What is a pattern?

 
Patterns are things that repeat in a logical - How are patterns useful in everyday life?
way. Patterns can be found in math, nature,  
and everyday life.   - What are the characteristics of patterns, and
how do we identify and extend them in different
contexts?
Unit Specific Enduring Understanding
- What are some types of patterns?
Students can identify and complete simple
math patterns. Students can find patterns in
everyday life (routines, schedules) and
nature (seasons).  

Knowledge and Skills

Knowledge
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The students will know…

- What a pattern is.

- Types of patterns in nature and everyday life.

- Terminology associated with patterns.

- How patterns can be of use. 

Skills

The students will be able to…

- Identify a pattern.

- Duplicate, extend and create patterns.

- Explain why everyday routines are patterns.

- Work with peers in groups to collaborate and brainstorm on pattern activities. 

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Stage 2 – Assessment Evidence

Performance Task

The students and families of my class will be attending a pattern party! At the party, there will
be different patterning stations such as mathematical, nature, and musical. Prior to the event, I
will send information to the parents and families. They will be encouraged to wear patterned
clothing and will become students in the classroom who will learn all about patterns. The
parents and families will be encouraged to act as if they are unfamiliar with patterns and ask
questions to get the actual students to think deeper. The purpose of this task is for the students
to be able to create patterns in different formats.

GRASPS Elements of the Performance Task

G – Goal Goal:
The goal is to create different types of individual patterns
What should students (mathematical, nature, life) and present it to the students
accomplish by completing this task? (parents and families will play the role of students). Afterwards,
you and your families will create a pattern together at one of the
R – Role stations and present it.

What role (perspective) Role:

will your students be taking?
You will be math teachers who are experts on patterns.

A – Audience Audience:
Your parents, families, and peers.
Who is the relevant

audience?
S – Situation
The context or challenge
provided to the student.
P – Product, Performance
What product/performance will the
student
Situation:
You will teach the students different types of patterns (music,
mathematical, daily life, routines) and evaluate if they can create
a pattern. Then you will explain why or why not their work can
be classified as a pattern.
Product/Performance & Purpose:
You will create patterns on index cards as a guide for the
students.
You will create presentations in different ways for the students
(use of visual aids, hands-on experiences).

create?

S – Standards & Criteria

See Appendix A
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for Success

Create the rubric for the

Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.
The students will continue to meet in groups The students will also be able to reflect on

and pairs to brainstorm and inquire about what artwork done throughout the unit. They can

they have been learning. The teacher will compare past work to more current work and

collect evidence through observations and oral note the differences and growth.

quizzes with the students.

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Final Project
Learning Plan (Stage 3)
Where are your students
headed? Where have they been?
How will you make sure the
students know where they are
going?
How will you hook students at
the beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their
work?
12
Stage III: Learning Plan
- Students will understand how to create, identify, and
extend various types of patterns.  
- The teacher will inform students of the pattern party
and the role that they and their families will take on. At
the end of the unit, students will be able to explain the
characteristics of patterns and how to identify and
extend them in different contexts.
- The students will be engaged because of their families
being in their element. They can share a part of their
personal world with their families. Their families do not
get to come to school too often so it will be exciting to
show them where they spend much of their time and
what they do.  
- The students can show their creative side with the
patterns they wear to the party.
- Each pattern station will be a different kind of pattern
so there is a variety for the students. (Visual, hands-on,
mathematical, musical).
- The teacher and students will review different kinds of
patterns. They will collaborate and extend simple ones
together. Then the students will break into small groups
to extend and create simple and complex patterns.  
- Using Baamboozle, the teacher will create a game
where children can interact with different shapes,
animals, etc. The teacher will then send home activities
for parents and students to work on together.
- While working on patterns, students have had the
opportunity to create patterns through art using different
mediums. Their patterned artwork will be displayed
around the classroom throughout the unit. The students
will be able to reflect on their work this way.
- The teacher will create the opportunity for the students
to create a simple pattern (AB) together. They will then
break into small groups to collaborate and extend. The
teacher will then present patterns that have errors and
ask students to identify the mistake.
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How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and
otherwise personalize the
learning plan to optimize the
engagement and effectiveness of
ALL students, without
compromising the goals of the
unit?
How will you organize and
sequence the learning activities to week. Each week, the student will add evidence of
optimize the engagement and
achievement of ALL students?
- Students will evaluate each other in pairs. They will
create a variety of patterns (mathematical, daily
routines). They will brainstorm about why the pattern
works or why it does not. The students will then create
more complex patterns (ABB and AAB) and present it
to the class and receive feedback.
- Using Baamboozle, the teacher will create interactive
games that suit each student’s level of mastery.  
- There will be a variety of musical instruments for
students to make rhythm patterns, and different
mediums and tools for art patterns.  
- Using Thinglink, the teacher will create patterns where
she is able to voice over and explain the material
presented.
- Each student will have a binder that is organized by
patterns created. They will be categorized by type of
pattern and level of difficulty. The teacher will help by
incorporating pictures of the student’s using technology
with patterns.

Make sure you have a step-by-step learning plan. Label the elements of WHERETO in each of
these steps.

# Lesson Title Lesson Activities Resources

1 Meeting During morning meeting time, the students PicktoChart

1 Time/Intro to and teacher will gather on the rug. The

Patterns teacher will introduce the unit by explaining

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W what patterns are.  The teacher will explain

about nature patterns such as hibernation and

the weather (seasons). Teacher will explain

about life patterns such as clothes, music and

eating (breakfast, lunch, dinner). Teachers

will then explain that our routines at home

and at school (go over daily schedule for

example) are also patterns. Using Picktochart,

the teacher will show a variety of patterns in

nature such as animal stripes and markings,

trees, and waves. Using Thinglink, the teacher

will create patterns where she is able to voice

over and explain the material presented. The

teacher will then show some patterns that may

be found in the classroom.

2 Initial Inquiry The teachers will ask the students if they Smartboard

2 W notice any patterns in the classroom. Using a

Smartboard, the teacher will model how

patterns are made (using simple shapes). The

teacher will then ask the students what they

think will come next in the sequence.

3 Simple The teacher will invite the students up to the

3 Pattern board to finish the pattern. The teacher will

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Practice then use the students as a way to create

W, T, H patterns. For example, the teacher will gather

students who are wearing blue and yellow and

create a pattern that way - or a boy/girl

pattern.

4 Large Group There will be two large groups of students. iPad, Google Sheets, Velcro

4 Activity The teacher and assistant will lead both board

W, T groups. One group will use an iPad and

duplicate and complete simple patterns using

Google Slides. The other group will duplicate

and complete simple patters with a Velcro

board made by the teachers.

5 Small There will be pattern stations in the classroom Visual aids (iPad,

5 Group/Center with different types of simple patterns (simple Smartboard), manipulatives,

Time visual, simple hands-on, simple mathematical, small blocks, and shapes.

E, O etc.). The students will have the opportunity

to explore and experiment with the different

types of patterns. The teachers will be

observing to help when needed. The students

will add their work to their binders.

6 Regroup & The teacher and students will review different Smartboard

6 Reflect kinds of patterns. They will collaborate and

E, R extend simple ones together using the

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Smartboard. The teacher will then present

patterns that have errors and ask students to

identify the mistake.

7 Small Group The teacher will take 3 to 5 students at time Baamboozle

7 Work who are on the same level of mastery and play

H an interactive game on Baamboozle.

8 Working in The students will be paired up. They will Visual aids (iPad,

8 Pairs create a variety of patterns (mathematical, Smartboard), manipulatives,

E(2) daily routines). They will brainstorm about small blocks, and shapes.

why the pattern works or why it does not. 

9 Into to Pattern The teacher will inform the students that at

9 Party the end of the unit, they will be throwing a

W, H pattern party.

1 Preparation The students will create patterns on index Index cards, various art tools

10 for Party cards for the families to use as a guide. The and mediums

R, O teacher and students add recent work to

binders to display for families.

1 Pattern Party There will be stations around the classroom Musical instruments, various

11 H, R, T with a variety of musical instruments for art tools and mediums, iPads,

2 students to make rhythm patterns, and manipulatives, small blocks,

different mediums and tools for art a Velcro board, clothing

patterns. Some stations will have iPads, samples, large soft blocks,

manipulatives, small blocks, a Velcro board, the Smartboard

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clothing samples, large soft blocks, and the

Smartboard. This is where the students will

create different types of individual patterns

and present it to the families.

1 Pattern Party The purpose of the party is for the students to

12 (continued) teach their families different types of patterns

H, R, T (music, mathematical, daily life, routines).

After their presentations, the students will

evaluate the families to see if they can create

a pattern. The students will then explain why

or why not their work can be classified as a

pattern.

1 Assessment At the end of the unit, the students will Various art tools and

13 E(2), O evaluate each other in pairs. They will create mediums

a variety of patterns (mathematical, daily

routines). They will brainstorm about why the

pattern works or why it does not. The students

will then create more complex patterns (ABB

and AAB) and present it to the class and

receive feedback. The students will make

final additions to their binders.

Final Project
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
18
Assess and Reflect (Stage 4)
Comments
Students are focusing and learning how to recognize and apply patterns in
nature, life and daily routines. Throughout the unit, students will have the
opportunity to reflect on past projects and assignments and observe the growth
they’ve made. To assess, students will be paired up or brainstorm in groups.
Students can share their experiences of the unit with one another.
For struggling students:
- Teacher will be present to scaffold and model when appropriate.
- Students will be paired with advanced students for more support and help
from their peers.
- Activities will be tailored to the different levels of the students. Example: if
student struggles with focusing on visual presentations, there will be a tactile
activity available.
For students who need a challenge:
- Becoming the teacher to help students who are struggling.
- Encourage deep inquiry by questioning the attributes of more complex
patterns.
- Students will create their own complex patterns.
Final Project
Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
identity?
19
- The teacher will show videos and presentations about patterns.
- There will be teacher-led activities with the whole class.
- There will be a variety of activities available to the students that they are
able to choose from.
- The majority of activities will be hands-on experiences.
- There will be visual aids with the use of Piktochart.
- Guides using Thinglink.
- Interactive games with Baamboozle.
- The only diversity in the classroom is the different levels of development in
the students, and there are options of activities for them to choose from.
- Students will be able to work together in pairs that will rotate throughout the
unit to gain new insight from the different views of their peers.
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References:

Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., & Bhutta, Z.

A. (2017). Nurturing care: promoting early childhood development. The

Lancet, 389(10064), 91-102. https://doi.org/10.1016/s0140-6736(16)31390-3 

CAST. (2010, January 6). UDL at a glance. YouTube. https://www.youtube.com/watch?

v=bDvKnY0g6e4 

PIAGET’S MODEL OF COGNITIVE DEVELOPMENT. The brain from top to bottom. (n.d.).

https://thebrain.mcgill.ca/flash/i/i_09/i_09_p/i_09_p_dev/i_09_p_dev.html#:~:text=Acco

rding%20to%20Piaget%2C%20it%20is,become%20more%20and%20more%20abstract.

SEO. (2023, March 13). Why is it important for teachers to study philosophy of Education.

Edsys. https://www.edsys.in/why-is-it-important-for-teachers-to-study-philosophy-of-

education/#:~:text=By%20understanding%20the%20history%20and%20theories%20of

%20education%2C%20teachers%20can,to%20reach%20their%20full%20potential. 

Shah, R.J. (2019). Effective constructivist teaching learning in the

classroom. Shanlax International Journal of Education, 7(4), 1-13.

https://doi.org/10.34293/education.v7i4.600 

UNESCO. (2016, February 24). Most influential theories of learning. International Bureau of

Education. https://www.ibe.unesco.org//en/geqaf/annexes/technical-notes/most-

influential-theories-learning

Wiggins, G., & McTighe, J. (2005). Understanding by Design: Vol. Expanded 2nd ed. ASCD
Final Project
Appendix A
Rubric for Assessment
Emerging
Can create a pattern that
repeats two or more times
Can create a pattern
with assistance if needed.
Can identify patterns in
Able to identify some simple
math, nature, life & daily
patterns.
routines.
Can extend a pattern two
Can extend a pattern times with assistance if
needed.
22
Mastered
Can create a pattern
independently that repeats
three or more times.
Able to identify all patterns
and can categorize them.
Can extend a pattern
independently three or more
times.
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Appendix B

EDU 603 Planning Pyramid (Part Two)

All students will know, understand and do:

 Identify similarities and differences in objects, sounds, etc.

 Sort and classify based on one attribute.
 Identify patterns in math, nature and everyday life.
 Duplicate and complete AB and AAB/ABB patterns.
 Describe their reasoning for sorting/classifying.

Most students will know, understand and do:

 Complete ABC patterns.

 Create simple AB patterns.
 Easily identify and point out patterns in everyday life and nature.

Some students will know, understand and do:

 Complete ABCD patterns.

 Create complex patterns.
 Explain why patterns are useful.
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Appendix C

Self-Assessment Rubric

Criteria
Essential questions Essential question Essential questions
are not clear or evident but not are aligned with
evident. aligned with learning learning goals.
Identifying Desired goals.
Results No evidence of Students are able to
ability to transfer Minimal evidence of transfer knowledge to
knowledge. transferring other areas.
knowledge.
Student variability is Student variability is Clearly evident that
not considered evident, but not student variability is
Determining throughout the differentiated enough. considered.
Acceptable learning unit.
Evidence Some ways for Variety of ways for
Limited ways for students to show students to show
students to show understanding. understanding.
understanding.
Planning Learning Most students are Some students are Students are aware of
Experiences and unaware of learning aware of what is learning goal and
Instruction goal and what is expected of them and what is expected.
expected. what they are
learning. Students are engaged
Majority of students in learning.
are not engaged with Some students are
learning. engaged in learning.
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Appendix D