RELIGION

THEMATIC UNITS
GRADE 1

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PRIMARY PATTERNS

RELIGION

Discover one's own uniqueness by sharing a story about one's babyhood
Become aware and identify the special gifts God has given: eyes, ears, nose, mouth, hands
Accurately relate the 5 senses to bodily features
Describe in word and pictures the use of the senses
Discover how one is like God: God knows, loves, and creates

SOCIAL STUDIES

Describe members of extended family
Tell how families give nourishment security, love
Tell how families enjoy the feelings of belonging
Research community (family) history
Differentiate between urban and rural areas
Describe where your significant person grew up

LANGUAGE ARTS

Retell stories heard
Print and spell words as labels
Use question marks after questions
Use tape recorder

TECHNOLOGY

Become familiar with keyboard features: return, using the mouse to point and click
Become familiar with KID PIX tools: pencil, pencil widths, arrows, line, paint bucket, and "undo"

PRIMARY PATTERNS

SCIENCE

Observe and identify patterns in leaves, (veins, shapes, sizes)
Observe and identify patterns in the human body, i.e., 1 head, 2 arms, etc.
Discover commonalties and differences in others
Create an added pattern with a stamped

MATH

Repeat a given pattern that is heard
Match number with a set of objects

ART

Create a crayon rubbing of leaves to discover pattern
Identify and create pattern by using a simple checkerboard design with paper squares
Create an added pattern with a stamped design motif
View and discuss facial features in a"Self-Portrait" by Vincent Van Gogh; emphasize patterns: 2 eyes, 2 lips,etc.
Observe and record one's facial features with proper placement, proportion, and size as a drawing
Use a drawing to translate the self- portrait to the computer using the KID PIX program

GRADE ONE PATTERN

RESOURCES, GAMES, AND ENRICHMENT

GAMES: SCIENCE

Guessing about the senses; increases awareness. Blindfold child. Present objects to smell, such as an orange, dill weed, or pickle, flower, etc. Child competes with self -- how many do you know? Have a check card. Use it to check improvement.
Use a taste test the same way. Is this sour, bitter, sweet? Present an object for tasting, such as an orange, pickle, candy, etc.
Play a touch game. Have a box with a hole for a hand to fit through. Place an object inside. Allow children to feel it and guess what it could be. When everyone has tried, open the box to see who guessed the object.
Play "I see..." something that is white and wet. Children guess until the object is discovered/that child then says: "I see..." and continues the game.

BOOKS: MATH, SCIENCE, ART

COLOR FARM by Lois Ehlert Lippincott Pub., 1990 Use for shape recognition
PUZZLERS by Suse McDonald and Bill Oakes Dial Books for Young Readers Publishers Animals made from numbers that give them shape.

BOOKS: ART, LANGUAGE

FIRST WORDS by Ivan and Jane Clark Chermayeff Harry N. Abrams, Inc., Pub.

BOOK: RELIGION

OLD TURTLE by Douglas Wood Pfeifer-Hamilton Pub., 1992 A fable about the earth, creation, and people.
EMMA BEANS by Jean VanLeeuwen Dial Books for Young Readers A story of love and sharing.

GRADE ONE

OVERVIEW: Patterns occur everywhere in nature and in the human-made world. This series of lessons engages students in all four components of discipline-based art education: aesthetics, art making, art heritage, and art criticism.

CONNECTION TO THE CURRICULUM: Art, Science, Religion, Technology, Math, Language Arts, and Social Studies.

TIME: 10 - 15 minute lessons

LESSON 1 Introduction to KID PIX

MATERIALS: KID PIX Software, Macintosh computer

OBJECTIVES:

Students will become familiar with the Kid Pix screen.
Students will become acquainted with the mouse and the CLICK/HOLD action.
Students will relate the mouse to the cursor on the screen.
Students will be able to identify the icons for each tool.

PROCEDURE:

1. Have the Kid Pix screen on for the students.
2. Have each child handle the mouse with a press/release action.
3. Observe the movement of the cursor on the screen when the mouse is moved.
4. Hold the mouse button down and point to the pictures at the side of the screen. Pull the mouse downwards.
5. Point to the top of the picture; What is it? (pencil) Go to each icon and proceed in the same way, point, ask, tell, and continue. The icons are: wacky pencil, line, rectangle, oval, wacky brush, paint can, electric mixer, eraser, alphabet text, text from the keyboard, rubber stamps, moving van, eyedropper, undo guy.
6. Point the cursor at the top of the screen; there are some words there. Ask: "Does anyone know the name of this section at the top of the screen?" (Menu Bar)
7. Click the mouse on the first word.(File) Drag the mouse down to the hand icon to close the screen.

EVALUATION: Did the children recognize KID PIX page on screen? Did children demonstrate ability in using the mouse CLICK/HOLD action? Did children show an understanding of the relationship of the mouse to the cursor on the screen? Did children show a beginning understanding of the tools and their icons?

ART: LESSON 1 VERSION 1

Sister Carla Huebner
Mount Mary College
2900 Menomonee River Parkway
Milwaukee, WI 53222

GRADE ONE

CONNECTION TO THE CURRICULUM: Science

TIME: 1 of 2 30 - 45 minute periods

OBJECTIVE: Students will recognize the relationship of facial features of the Self-Portrait of Vincent Van Gogh to their own features with particular attention to patterns.

MATERIALS: Print of Self-Portrait of Vincent Van Gogh, Chalk - one piece per student, Manila paper 9 x 12, Crayons

PROCEDURE:

Tell the story of Vincent Van Gogh's great talent and poor life. Examine his picture. Encourage children to tell what they think his face tells them. Does he look sad, happy, afraid? Artists sometimes tell us about their feelings in pictures about themselves.
Observe facial features: placement and size.
Provide children with mirrors. Have them locate their own features. Discuss size and placement. Eyes are halfway down the head. Eyebrows are over the eyes. The nose is in the middle of the face. The mouth has two lips. Lead children to see the pattern of features in the human face.
Demonstrate drawing an oval head, placing eyes 1/2 way from the top of the head. Teacher draws eyes, nose, and mouth.
Have children examine the eyes, nose, and mouth they see in the mirror.
Have them draw with chalk on manila paper.
Provide crayons for completing their own self-portrait.

EVALUATION: Did the children detect patterns between the Self-Portrait of the artist, Vincent Van Gogh and their own? What are the similarities and differences?

ART: LESSON 2 - VERSION 1 PART ONE

LEAP FROG

Sister Carla Huebner
Mount Mary College
Milwaukee, WI 53222

GRADE ONE

CONNECTION TO THE CURRICULUM: Science

TIME: 2 30 - 45 minute periods

OBJECTIVES: Students will design a checkerboard pattern with paper blocks to demonstrate an understanding of light/dark pattern.

Students will demonstrate folding and pasting skills.

MATERIALS: 12 x 18 colored paper - a variety, Pre-cut rectangles - 4 6" x 3" colored paper - a pack for each, Glue spot on paper for each student

PROCEDURE:

Review and relate the concepts of pattern through questioning ; IDEA: repetition is part of pattern.
Allow children to select a 12 x 18 paper as a background sheet and a pack of 4 rectangles that will either show light against dark or dark against light.
Demonstrate folding: take corners, go from bottom to top and press a fold. Turn the paper; take corners and match to other corners. Repeat in same direction. "Walk" students through the process.
Discuss "leap frog" game, a jump over process. Have the children demonstrate. Make the point that a space is jumped over. Relate this to their folded sheets. Demonstrate pencil marking where they will place and glue the colored rectangles that they have chosen. Start with box 1, row 1 - mark it. Leap over box 2 and mark box 3. Go to row 2. Leap over box 1 and mark box 2. Leap over box 3 and mark box 4.
Provide glue. Direct children in using one finger as a glue finger.Demonstrate how to glue near the edges and center of the rectangles and to use their clean fingers to press the rectangles flat and neat. Glue rectangles only on the boxes that are marked.

EVALUATION: Check each student's papers. Did each use light/dark pattern? Did each child successfully fold and glue?

ART: LEAP FROG LESSON TWO - VERSION 1 PART 2

Sister Carla Huebner Printmaking

GRADE ONE

CONNECTION TO THE CURRICULUM: Science

TIME: 3 30 - 45 minute periods

PART TWO

OBJECTIVES: Student will enhance the checkerboard pattern by using 2 stamp designs on the colored rectangles. Students will group the stamps in the same order in each block.

MATERIALS: Stamps: a variety of objects such as pencil eraser tops, corks, spool ends, tube ends, etc. Paint pads: plastic or foil pans with a dampened pad of toweling that is soaked with tempera paint or a similar opaque paint; at least 2 color choices per child Scrap paper for practice work Newspaper pad as a cushion under each child's checkerboard paper for printing

Chart Checklist: Choose 2 stamps-Choose 2 colors-Stamp only on the pasted rectangles-Fill the rectangle-Repeat stamps the same way in each rectangle-SHARE

PROCEDURE:

1.REVIEW: patterns repeat; use light against dark and dark against light.
2.Demonstrate stamp process: choose a stamp; choose a color to go with the color of your rectangle; press the stamp into the paint pad and try it out on the scrap paper to see how it looks before printing it on the checkerboard.
3.Remind students about pattern and repeating : whatever they do in box 1 they will do on each colored rectangle; LEAP FROG over the blocks.
4.Direct children where to place work to dry. Have them use the newspaper pad as a support for carrying.
5.Refer to the checklist. Have children begin the process.
6.Monitor color choices.
7.Have the children complete block 1 and wait to have it checked before continuing the stamp process. Repeat for second block to check understanding.

EVALUATION: Display checkerboards. Have the children discuss pattern choices, placement, colors, light and dark colors to demonstrate the ways in which pattern enhances their work.

ART: LEAP FROG LESSON TWO VERSION 2

Sister Carla Huebner MARKER

GRADE ONE

CONNECTION TO THE CURRICULUM: Science

TIME: 3 30 - 45 minute periods

OBJECTIVES: Students will enhance the checkerboard pattern by using a colored water based marker to create a line/shape pattern on the colored rectangles. Students will recognize that pattern is made by repeating elements and do so in their designs.

MATERIALS: Objects on science table, Pictures of line and shape patterns such as: fabric, wallpaper, Markers - variety, Practice paper (scrap) and pencils, Checklist Chart

PROCEDURE:

1.REVIEW: patterns repeat; light against dark, dark against light shows patterns better. Look at the objects on the science table. Look around the room: Where are the patterns? (Drapery, clothing, etc.)
2.Show pictures of patterns. Draw 2 at the board. Have a couple of children take turns making some. Make an 8 block sample at the board (relates to the checkerboard paper). Demonstrate how to repeat 2 designs in block 1. LEAP FROG over block 2 and repeat the design in block 3. *Always ask the children what to do next to help them learn to apply criteria.
3.Encourage invention. Limit children to 2 kinds of designs. Give them scrap paper for practice. Have them circle the 2 designs that they will use.
4.Refer to Checklist: Choose 2 colored markers Choose 2 designs Stay on the colored rectangles What you do in block 1, do in all other colored rectangles
5.Direct children where to place completed designs.

EVALUATION: Display student work. Did students use line and shapes to create designs? Are there some that are very different from others? Did everyone repeat the pattern made in block 1 on all the colored rectangles? How does the art work done remind the children of the science work they did?

RELIGION: God's Gifts to Me

Sister Carla Huebner

GRADE ONE

CONNECTION TO THE CURRICULUM: Science, Art

TIME: 1 of 2 25 to 30 minute lessons

OBJECTIVES: Students will discover their own uniqueness by identifying the special gifts God has given ( eyes, ears, nose, mouth, hands, skin) by accurately relating the five senses to bodily features. Students will illustrate the activity of each of the senses.

MATERIALS:

Bulletin board: Mural of the Five Senses pictures or objects depicting each sense
Eyes: things we see in nature/ at home
Ears: sounds, music
Nose: smell; flowers, food, smoke
Mouth: taste; bitter/sour/sweet
Touch: temperature; hot/cold/warm texture: rough/soft

PROCEDURE:

1.Refer to the bulletin board. discuss the pictures and the wonders of each sense. Lead children through questions to recognize the powers with which they were born.
2.Provide each child with a manila sheet. Fold it into four.
3.Have the children draw their favorite thing they like to see, to taste, to smell, to touch, to hear. Have them put one thing in each box section of the paper. Remind them to draw big. Fill the box. Color around the objects.
4.Complete this task during the day. Think about each sense and how to use it.
5.Provide a place for completed work.

EVALUATE: Display work. During the next lesson use a discussion of these pictures as a review and introduction to the next lesson.

RELIGION: Each Person is Wonderful

Sister Carla Huebner

GRADE ONE

CONNECTION TO THE CURRICULUM: SCIENCE

TIME: 1 of 2 - 30 minute lessons

OBJECTIVES: Students will verbally match pictures they drew and senses to demonstrate their relationships. Students will infer associations between these bodily gifts and the powers to know, love, and create through the directed questioning of the teacher. Students will tell stories about their babyhood and realize that each person is special; God has created each one, knows each, and loves each one.

MATERIALS: Pictures from the previous lesson, Babyhood pictures brought in by each student

PROCEDURE:

1.REVIEW: View pictures from lesson 1. Discuss what bodily part relates to each picture. Play "I'm Thinking" (I'm thinking of a big flower). Child points to picture and names the sense/s that relate to it. Conclude: Who made the pictures we used today? (The children created them.) Why did we play the game? (The children showed they knew about the senses, our gifts from God.) What does it mean when someone gives us gifts? (One who gives gifts does it to showlove; God loves us.)
2.Explain that each of us has a story. Have each child show and tell something they know about their babyhood. Review good listening rules: Be quiet in word and action; look at the speaker; think about what the person says.
3.Discuss: What are some ways that all the children are alike? What are some ways that all children are different? What would it be like if all people were the same? Lead children to see that each person is special because each is created by God. Just as God knows, loves, and creates, so, too, we are like God as we know, love, and create.

EVALUATION: Were children able to make associations between 5 senses and the ability to know? Were children able to recognize that in creating them and giving them gifts that God loves them?

SCIENCE: Patterns in Leaves

Sister Carla Huebner

GRADE LEVEL : One

CONNECTION TO THE CURRICULUM: Art and Science

TIME: 1 of 2 - 30 minute lessons

PART ONE

OBJECTIVES: The student will identify patterns (repeated lines, shapes) in 3 different kinds of leaves, using a 4 color rubbing over the leaves. The student will name 2 similarities and 2 differences they observe.

MATERIALS: 12 x 14 sheet of manila paper for each student,crayons: yellow, red orange, brown (warm colors), 3 leaves collected by each student, Chart in view: Change colors, Change leaves, Press on crayons to see lines and shapes

PROCEDURE:

1.Elicit from students how a wizard can make things seem to disappear and appear. Each child will put on a make-believe wizard hat and make magic, too.
2.Demonstrate how to place a leaf under a manila sheet, hold down the paper over the leaf, and firmly rub a crayon back and forth over the leaf wherever it is felt. Tell students to feel for bumps and edges and rub there. The "magic" happens as the image of the leaf appears.
3.Provide each child with a sheet of manila paper. Provide warm colored crayons for each child's use. Check that each child holds down the leaf and presses on the crayon. Each child repeats the process, but chooses a different leaf and color. Each leaf is used at least once. Leaves can touch each other. Some leaves may go off the paper. Fill the paper. Guide students through each step. Refer to the checklist chart as a reminder.
4.Help each child examine the rubbings as the work nears completion. Look for repeated lines and shape patterns in veins and edges of shapes. With the class list 2 similarities and 2 differences that are noticed.

EVALUATION: Did each child see the pattern of lines? Did each child tell about similarities or differences? Did each child use each of the colors provided at least once?

SCIENCE: Likenesses and Differences

Sister Carla Huebner

GRADE ONE

CONNECTION TO THE CURRICULUM: Religion, Art

TIME: 1 of 2 - 30 minute lessons

OBJECTIVES: Students will manipulate and explore varied object from nature and the constructed environment to detect patterns. Students will compare patterns in objects to patterns in themselves (religion and art lessons on facial features) and extend the investigation to body parts: arms,legs, hands, fingers, etc. and record these observations on a chart.

MATERIALS: Table with seashells, leaves, seeds, flowers, seed pods, orange half, vine, cabbage half; Navajo blanket or similar weaving, Polish paper cut, a clock or watch, a cube, African mask, or any natural or constructed object that exemplifies pattern.

PROCEDURE:

1.Gather children around the science table to examine the objects. Discuss how different all the objects are. ASK how all these things are alike. Accept all responses that apply. Proposed outcome: ALL OBJECTS HAVE PATTERN.
2.Review what was discussed in religion (facial features - pattern). Are there other parts of us that relate to pattern? (Arms, legs, etc.)
3.List observations on a chart:

EVALUATION: Were children able to distinguish likenesses and differences in natural and constructed objects? Were children able to transfer knowledge by making valid comparisons of patterns within their own bodies?

GRADE ONE

LANGUAGE ARTS AND SOCIAL STUDIES LESSONS

A Series of Four Lessons

OVERVIEW: The social studies and language arts lessons in this unit will be a series of lessons based on the objectives found in the web. To meet these objectives the lessons will take the class through a series of steps in formulating questions, interviewing parents (other relatives) and retelling a story which has been told to the student. The students will retell the stories using a series of pictures which each student has drawn to depict the main idea and each significant event in the story.

CONNECTION TO THE CURRICULUM:The combined social studies and language arts connect to our pattern theme in two ways.The first is the discernment of family patterns, and the second is through the repetition of a story pattern - main idea and significant events in the stories.

PATTERNS

LESSON 1 -Brainstorming Questions for Family Interviews

AUTHOR:

Dr. Jane Baldridge
Mount Mary College
2900 Menomonee River Parkway
Milwaukee, Wisconsin 53222

GRADE ONE

CONNECTION TO THE CURRICULUM: Social Studies and Language Arts

TIME: Variable

MATERIALS:

Pocket Chart
Supply of ? symbols
Blank cards for the pocket chart

The following books will spark interest in family stories.

Ackerman, Karen. Song and Dance Man. Illus. by Stephen Gammell. 1988. 32 pages. Knopf.
Flournowy, Valerie. The Patchwork Quilt. Illus. by Jerry Pickney. 1985. 32 pages. Dial.
Hoban, Russell. A Baby Sister for Frances. Illus. by Lillian Hoban. 1964. 32 pages. HaperCollins.
Ringgold, Faith. Dinner at Aunt Connie's House. 1993. 32 pages. Hyperion.

OBJECTIVES:Given time to brainstorm with teacher and peers, students will produce a list of questions. Students will observe the use of the question mark symbol and be able to place it after a question is stated. Students will be given tools (family tree chart and list of questions) to research family history.

PROCEDURE:

Teacher will introduce the lesson by reading a favorite story about family or tell a story about a favorite relative.
Introduce the idea that the class is going to start a project in which each student will learn how to be a historian.
Explain the concept of filling out the family tree handout with the help of a relative.
Discuss that the students are going to ask to hear any stories about the lives or special events in the lives of the relatives in the family trees.
When historians want to get information, they have to ask questions. What are some of the things you would like to know about your grandparents or your parents when they were young? (Break into small groups or hold a whole group discussion depending on skill levels of students.)
Write the questions on cards before placing into the pocket chart. Ask students to place the ? symbol after the questions.
Interview questions will be transferred to a sheet to be taken home with the explanation of your family story project. Questions could be taped to be taken home for any special circumstances.
Reread your list of questions emphasizing the ?
Give directions that the list of questions and the Family Tree sheet will go home to be done with a family member. (Set your own deadline)

EVALUATION:

Students - Did they understand the concept of historian? -Did they understand when to use the ? -Did they enjoy my story?
Teacher -Were my directions clear? -Did I keep student attention?

(Sample Parent Letter)

Dear Parent(s),

Your child is learning the role of an historian. Your student has a list of questions which you may discuss as you are filling out your family tree. We would like your help with our family history project. The steps in this project will not all be done in one night. I am giving you an overview of the entire two weeks.

1. Fill in as many relatives on your family tree as possible.
2. As you work together, tell any funny or important stories you know about each relative. (The list you received are questions about relatives that our class made to help remind you of any special stories.)
3. Help your student decide on a favorite story.
4. Tape record or tape your story and return to school.

These stories will also be used in our language arts class to help your student find the main idea and supporting story events. Reading becomes more important to your child, when she/he is reading about his own family.

These activities are part of a unit on exploring patterns. We are exploring patterns in math, language, religion, science, and social studies. Thank you for your help with our work at school.

Sincerely,

PATTERNS

LESSON 2 - FINDING FAMILY PATTERNS

AUTHOR:

Dr. Jane Baldridge
Mount Mary College
2900 N. Menomonee River Parkway
Milwaukee, Wisconsin 53222

GRADE ONE

CONNECTION TO THE CURRICULUM: Social Studies and Language Arts

TIME: 20 Minutes

MATERIALS:

Family trees
Tape recorder

OBJECTIVES: Students will be able to describe family members from their family tree to small or large group of peers. Students will be able to share feelings of how the family gives nourishment, security and love. Students will recognize that families come in all shapes and sizes by seeing the differences and similarities in the family trees. Students will learn the use of the tape recorder by helping to tape family story.

PROCEDURE:

1. Discuss the numbers of certain categories of relatives (grandparents, parents, cousins, etc.) on the trees.
2. Lead a discussion of the students' observations of likenesses and differences in their family trees.
3. Save family trees for a future math center activity.
4. Recall your own family story which you told in the first lesson.
5. Explain the assignment: Children will pick out their favorite story from their relatives and ask a parent to either tape record the story or write the story depending on whether the children can read.
6. Explain the use of the tape recorder. (I am not sure of your access to tape recorders. It would be nice if parents could tape at home. Do you have any volunteers who could read the stories onto tape?) The younger children need to listen to the stories many times to pick out the significant parts of the story.
7. Set your own deadline.

EVALUATION:

Students-Did the students understand the assignment? -Did the students understand the use of the tape recorder? -Did the students find any differences or similarities in family patterns?
Teacher- Was my family story told in an interesting fashion? -Did I give clear directions?

PATTERNS

LESSON THREE-FINDING THE MAIN IDEA AND THE STORY EVENTS

AUTHOR:

Dr. Jane Baldridge
Mount Mary College
2900 N. Menomonee River Parkway
Milwaukee, Wisconsin 53222

GRADE ONE

CONNECTION TO THE CURRICULUM: Social Studies and Language Arts

TIME: Fifteen minutes for presentation. The bulk of the work will be done in center time.

MATERIALS:

Teacher's story of favorite relative
Tape recorders and earphones
Pink and white cards for drawing story events (choose your own colors)
Reading or listening center
Magic markers

PROCEDURE:

1. As teacher tells story, she will model procedure for finding the main idea(character) of the story and the significant events of the story.
2. Teacher may model drawing on the cards or have them prepared.
3. Teacher will tell her story, placing each successive event in the next pocket of the pocket chart.
4. Children will rotate through the listening/writing center where they can listen to a tape recorder or read their favorite relative story and draw the pictures on the main idea or story event cards(use a different color for each).
5. Direct students to number the cards as they draw to keep the cards in order.
6. Children may practice retelling their stories to friends as they have time.

EVALUATION:

Student-Did students understand the directions? Were the children able to pick out the main idea(character) and the story events?
Teacher-Did students enjoy my telling of the story with pictures?

SAMPLE TASK CARD FOR LISTENING/WRITING CENTER

1. Listen to or read your story one time trying to pick out the main idea(character) and the story events.
2. Listen again to pick out the main idea(character) and draw a picture on a white card which will help you to remember.
3. Listen a third time to pick out at least 3 events in your story. You may have more.Draw each event on a pink card.
4. Number your pictures as you draw.
5. Put your name on the back of all your pictures.
6. Clip together with a paper clip in the "in" basket.
7. Picture directions may have to be provided for non-readers.
8. Practice retelling your story with a friend.

PATTERNS

LESSON 4 - RETELLING STORIES

AUTHOR:

Dr. Jane Baldridge
2900 N. Menomonee River Parkway
Milwaukee, Wisconsin 53222

GRADE ONE

CONNECTION TO THE CURRICULUM: Social Studies and Language Arts

TIME: One hour

MATERIALS:

Pictures drawn by each child to help him/her remember his favorite family story.
Gathering places for friends and families. Try to use more than one room to give
children a chance to share a story with a small group of parents and children.

OBJECTIVES:

Children will be able to describe a member of the extended family through a retelling of a favorite family story.
Children will tell how families enjoy the feelings of belonging.
Children will show the results of research.
Children will be able to retell a favorite family story using pictures which depict events in the story.

PROCEDURE:

1. Invite any family members or friends to your storytelling hour.If this is not practical, invite another class. Children who are uncomfortable should not be forced to participate.
2. Divide into groups depending on your space available.
3. Display other work which children have done in the pattern unit.
4. Children will each tell their own stories with the help of their pictures.
5. Enjoy!

EVALUATION:

Student- Were children well-equipped to tell their own stories? Were the audience members pleased with the stories?
Teacher- Were our guests comfortable? Did everyone have a good time including the children?

MY FAMILY TREE

_______________ _______________ _______________ ______________

GRANDMOTHER GRANDFATHER GRANDMOTHER GRANDFATHER

_______________ _______________ _______________ _______________

AUNTS UNCLES AUNTS UNCLES

________________ _______________

MOTHER FATHER

______________

MY NAME

________________

_________________

MY BROTHERS AND SISTERS

PATTERNS

LESSON ONE- MEASUREMENT:

AUTHOR:

Dr. Jane Baldridge
Mount Mary College
2900 N. Menomonee River Parkway
Milwaukee, Wisconsin 53222

GRADE ONE

OVERVIEW: To understand standard measurement, children first have to practice with measuring devices. As they start to see patterns in what they have measured in a nonstandard way, they will begin to establish an ideas of quantity in the concrete world

CONNECTION TO THE CURRICULUM: Math

TIME: Open during center time for as long as it takes for all children to participate.

OBJECTIVE: Given three nonstandard measuring devices, each student will measure his/her height with two nonstandard measuring devices, and record findings on a chart provided.

MATERIALS:

Teacher-made chart with each child's name printed and columns provided
marked with the picture of each measuring device provided.
Lengths of string, all cut to the same length.
File folders
Videotape boxes (all same size)
Magic Markers
Rulers
Butcher paper

Reference for the teacher:

Leeb-Lundberg, Kristina. Mathmatics Is More Than Counting. Wheaton, MD: Association for Childhood Education International, 1985.

Suggested Children's Books

Carle, E. My Very First Book of Numbers. New York: Thomas E Crowell. 1974.
Politi, L. Three Stalks of Corn. New York: Alladin Books. 1994.

PROCEDURE:

1. Teacher will cover a wall in the math center with butcher paper. This paper will provide children a place to make marks when measuring themselves without marking on the wall.
2. Read a related children's book to begin your discussion of measurement. 3. Use one of the units of measurement(string, file folder, videotape box) to demonstrate measuring one of the children.
3.Use a ruler to place across the top of child's head and the magic marker to mark the height. Encourage the child to place name by the dot to remind child of where to measure. After measuring, each child will record on the chart provided.
4. Provide as a choice in the math center until children have had a chance to measure height with non-standard measurement.
5. Provide group time to discuss any observations children make about the exercise or the results on the chart.

EVALUATION:

Students- Are the children able to see a pattern developing on the chart and in real life. Do the taller children in the room record larger numbers on the chart? Are children able to verbalize their observations of patterns?
Teacher- Did the children understand the directions?Were children able to see any patterns in height when they compared the three nonstandard measurements on the chart?

PATTERNS

LESSON TWO - CONNECTIONS WITH FAMILY PATTERNS

AUTHOR:

Dr. Jane Baldridge
Mount Mary College
2900 N. Menomonee River Parkway
Milwaukee, Wisconsin 53222

GRADE ONE

CURRICULUM CONNECTIONS:Social Studies, Math, and Language Arts

TIME: Open during center time.

OBJECTIVES: Children will quantify numbers of relatives in each category on their family trees.Children will begin to observe patterns in the quantity of family members in each category by charting the numbers of relatives in each category.

MATERIALS:

Family trees
Chart with student names and the categories of relatives.
Writing utensils

PROCEDURE:

1. After the family trees are finished, collect them and place in the math center.
2. During center time, students can fill in their space on the class chart.
3. More advanced students can put the numbers of family members into groups.Sample questions:List all the students who have 1 sister.List all the student who have three aunts.List all the students who have 10 uncles.
4. Students can get a feel for analysis of numbers by counting students in the various categories.
5. More advanced students could make further charts illustrating what they have found.
6. Allow large group time after all children have had a chance at the center to discuss the findings.

EVALUATION:

Students- Did the students understand the assignment?Were they interested in further investigation and chart making to illustrate findings.Did any want to report to the class?
Teacher- Did I have time to spend in the math center to help those having problems counting?