Understanding by Design (Kindergarten) PDF

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Kindergarten Understanding By Design Title of Unit Curriculum Area Developed By Overview

Subject Areas Instructional Format

Grade Level Math Patterns Kindergarten Time Frame Math 1 week Monica Piper The purpose of this unit is to involve students in the process of recognizing, extending, describing, classifying, and creating a variety of patterns. Students become pattern detectives as they participate in hands-on activities in which they look for patterns in Creative arts, math, and science. Students create records of patterns, which will be combined into a picture pattern book for each child. This book serves as a daily record of the student’s activities and understanding as well as an assessment tool. Creative arts, math, and science Small group ans Whole group

Identify Desired Results (Stage 1)

Content Standards Affective Goals Objective Materials Accommodations/ Modifications

Statistics, Data Analysis, and Probability 1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes or colors. Algebra and Function 1.2 Identify, sort, and classify objects by attribute and identify objects that do not belong. Measurement and Geometry 2.1 Identify and describe common objects in their environment and describe the geometric features. Number Sense 1.2 Count, recognize, represent, name and order a number of objects (up to 30). Mathematical Reasoning 2.1 Explain the reasoning used and justify the procedures selected. K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2. Correctly name shapes regardless of their orientations or overall size. K.G.A.3. Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). MO.A.1. Algebraic Relationships: Understand patterns, relations and functions.

A.1.A. Recognize and extend patterns: recognize or repeat sequences of sounds or shapes (DOK 2; MA4 1.6) A.1.B. Create and analyze patterns: create and continue patterns (DOK 2; MA4 1.6) MO.A.3. Algebraic Relationships: Use mathematical models to represent and understand quantitative relationships. A.3.A. Use mathematical models: model situations that involve whole numbers, using pictures, objects or symbols (DOK 2; MA1 1.6) MO.G.1. Geometric and Spatial Relationships: Analyze characteristics and properties of two- and three-dimensional shapes and develop mathematical arguments about geometric relationships. G.1.A. Describe and use geometric relationships: identify and describe 2- and 3-dimensional shapes using physical models (circle, rhombus, rectangle, triangle, sphere, rectangular prism, cylinder, pyramid) that represent shapes in their environment (DOK 2; MA2 1.10) MO.G.2. Geometric and Spatial Relationships: Specify locations and describe spatial relationships using coordinate geometry and other representational systems.

Enduring Understandings

Essential Questions

What do you want students to understand & be able to use several years from now?

Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding.

Overarching Understanding

The student will understand that patterns are repetitive ✓ Patterns are a sequence of elements with a common feature repeated in a predictable way ✓ Each pattern has a core of elements which is repeated. ✓ Patterns can be extended ✓ Patterns can be transferred to another medium (auditory, visual, kinesthetic).

Overarching

Where do we see patterns in the world? Can you hear patterns? How can patterns be identified? Can the same pattern be represented in multiple ways?

Topical

What are patterns? How can you group numbers of objects to show a pattern?

“I wonder…..” ✓ Where can we find patterns? ✓ How can we learn from patterns? ✓ How do writers use patterns? ✓ How do patterns help me

read? Related Misconceptions

Knowledge

Skills

Students will know…

Students will be able to…

✓ The student will understand that patterns are repetitive. ✓ Identify simple patterns ✓ Describe a pattern

✓ How to create a geometric pattern. ✓ How to extend a simple number pattern. ✓ How to group objects to count.

Assessment Evidence (Stage 2) Performance Task Description Pattern Hunt – Students explore various books, photographs, and/or environments to identify patterns. Create a class chart that compiles students’ findings. Create a book of patterns (photos, drawings, magazines) Create varied writing experiences, focusing on opinions/preferences Pattern research project ✓ Drawing Goal To create an AB Pattern. The challenge will be to stick with the AB pattern. Role The student will create a T-Shirt using an AB pattern design. Audience The teacher will be the audience for the student. The student will be provided a collection of shapes by the teacher. The student will then create an AB pattern in front of Situation teacher using shapes. Product/Performanc The students are the designer they will create a hands on example of an AB Pattern on a T-shirt as provided by the e teacher. The student will be judged on the creation of their pattern. (or lack of AB pattern creation). If the student was not Standards successful at first try, they will be given opportunities/prompts by the teacher to reach their goal. ✓ ✓ ✓ ✓ ✓

Diverse Learners (ELL, Special Ed, Gifted & Talented)

Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers.

Materials to create patterns ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

✓

Attribute blocks Buttons Pattern blocks Nuts and Bolts, Cubes Bears (counters) Money Pebbles Keys Pom Poms Ceramic tiles, etc.

✓

Learning Activities Basic: ✓ ✓ ✓ ✓

Discuss patterns with examples Each student completes individual activities creating patterns Make a pattern using objects in the room (ex. crayon/marker/crayon/marker) Make a pattern using geometric shape patterns (ex. circle/triangle/circle/triangle)

Apply: ✓ Students are actively engaged in creating numerical patterns ✓ Students manipulative hands on examples to create numerical pattern examples ✓ Students use work mats to create, practice, and share numerical patterns

Learning: ✓ Practical example of a geometric pattern ✓ Classroom project to portray numerical pattern

Key Criteria: (Rubrics, etc.) Patterns: ✓ Shows clear understanding of math concepts; demonstrates use of basic skills independently with rare errors; uses multiple strategies to solve problems. ✓ Communicates understanding of math concepts; demonstrates use of basic skills with few errors; may use more than one appropriate strategy to solve problems. ✓ Shows proficient understanding of math concepts; demonstrates use of basic skills independently with occasional errors; uses an appropriate strategy to solve problems. ✓ Shows some understanding of math concepts; demonstrates use of basic skills with some assistance; inconsistently uses an appropriate strategy to solve problems. ✓ Shows minimal understanding of math concepts; demonstrates use of basic skills with frequent assistance; makes partial attempts to solve problems but little progress is made towards a solution. ✓ Shows no understanding of math concepts; cannot demonstrate use of basic skills without assistance; is unable to apply strategies to solve problems 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? How will you help students to exhibit and selfevaluate 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 optimize the engagement

People pattern > girls/boys, stand/sit or other obvious pattern We are going to learn about patterns. You will help me discover to find a pattern (Be a detective) and also how to make them. Use students for a people pattern Give students (in pairs or triads) a set of materials to explore and make a pattern. Circulate and observe noting children’s level of performance (Pre-assessment). Ask questions about their work. What will be next? Tell me about your pattern? Tailor future workshops to needs of students based on observations (For students with an understanding of patterns, translating and extending them, or more complex; for those with little sense of pattern, pattern cards to build, copy, extend. Look at your groups. Tell your friend about your pattern

Organize materials to provide numerous opportunities for patterning.

and achievement of ALL students?

Assess and Reflect (Stage 4) Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences? BAL’s: Does my unit promote life long learning, encourage the development of self and community, and engage students? CELS & CCC’s: Do the learning experiences allow learners to use multiple literacies while constructing knowledge, demonstrating social responsibility, and acting autonomously in their world? 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 of all my students? Instructional Approaches: Do I use a variety of teacher directed and student centered instructional approaches? Student Evaluation: Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? 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? Blueprint for Life: Have I planned learning experiences in the unit that prepare students for a balanced life and/or work career?

     

           

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