Connections 
The objectives address social studies (SS-E-3.4.1,Academic Expectation 2.18) the student is able to show the patterns in writing or by drawing the process.  The student is able to use the information in the book to note that producers create goods and services; consumers make economic choices about which ones to purchase. The student is able to see that there are many choices that can be made when growing and picking apples.  The students can note that growing apples and apple in greneral are a part of everyday life for many people.

Context 
By being able to explain the ways apples are grown, the student will be able to  recognize the growth cycle which is a pattern. The student will be able to see the pattern of apple picking by using words or pictures to explain the process.  This lesson is the first of an unit in which patterns are the main focus and information books are used to see patterns in nature.  By using information books the students will also note patterns in the way information books are written and organized.  
For this lesson unit, there will be many different types of information books displayed in the room.  Paper apples, pumpkins/jack’o lanterns, horses, dinosaurs, and ocean animals decorated by the children will be hung from the ceiling, on walls, and on the bullent board.
 Apples are eaten all over the world, the students will be able to relate to others of different cultures through the apple.
Modifications: The book will be read aloud and the pictures shown. Also to meet the objectives pictures can be drawn instead of writing out the processes, this is to help the non-readers and dyslexic student.

Resources/materials 
Book box: an apple blossom, apple tree leaf, and a picture of an apple pie.
A True Book Apples by Elaine Landau 
Apples and More: www.urbanext.uiuc.edu/apples/
Fruit and Vegetable Encyclopedia: Apples : www.dole5aday.com/encyclopedia/apple/apple_menu.html#menu
The Johnny Appleseed Home Page
www.msccornell.edu/967Eweed/schoolpages/appleseed/welcome/html

Procedures 
Initiation - Begin by asking the students what kind of book they would look in if they wanted to learn about something.(encyclopedia, dictionary, or book on what you are looking for)  Tell the students that these books are known as information books.  Ask the students if they know what an information book is and how to use one.  Tell the students that information books are books that use pictures and written words to describe things.  Ask the students if a pattern could be found in the way an information book is written.   Ask the students if they think information books can be used to find patterns in other things such as nature and why they thing this.  Have the students talk to each other and decide if this can be done.  Then, tell the students that the teacher is going to read a new book and they are going to be given clues as to what the book is going to be about.

Strategy - (Pre-reading)
1. Bring out the book box. Tell the students that the objects in the box will be a clue to what the book is about.  Reach in to the  box and pull out the apple blossom.  Ask the students if they know what it is--(a flower, bloom, blossom etc.) What kind of a flower, bloom, blossom...?  Why do you think this is a ____ ? What does your friend think it is?  Do you agree?  Explain that it is a fruit blossom and that it produces a fruit that is very popular.
2. Reach into the box and pull out the apple tree leaf. Ask the students if they know what it is--(a leaf, a fruit tree leaf.....) What kind of a leaf or fruit tree leaf...?  Why do you think this is a ____ ? What does your friend think it is?  Do you agree?  Explain that it is a fruit tree leaf and that the tree produces a fruit that is very popular.
3. Reach into the box and pull out a picture of the apple pie. Ask the students if they know what it is--(a pie/apple pie.....) What kind of a pie...?  Why do you think this is a ____ ? What does your friend think it is?  Do you agree?  Explain that it is an apple pie and it can be made from many different kinds of apples. 

Guided Practice - 1. (During reading) Read the book and draw a literature map on the board.  Label the squares as: Kinds of apples, growing apple, and picking apples.
2. Read the book aloud, be sure to show the pictures and read the small labels.  Be sure to point out the kinds of the apple, the patterns as to how apples are grown, (grafting and planting seeds)and how apples can be picked (by hand and by machine). Ask the students what goes under each label the records the ideas under each label.  When the map is complete, ask the students to explain why they think each thing goes under the said label.  Be ready to make changes if the students decide to change.  Ask the students what are some different kinds of apples. Please describe how to grow apple and how to pick apples.  Are these processes patterns?--(yes, because it continues, yes-when it is done, it starts all over....)
3.(Post reading) After the book has been completed explain to the students that they are going to make a circular plot pattern.  Tell the students that they are going to tell how to graft an apple tree.(see attached sheet) Ask the students if this is a pattern--(yes).
 
Independent Practice:  Ask the students to draw/write out one  pattern to growing an apple tree.  Ask the students to draw or write out one way of picking  apples. Tell the students that they can use any kind of information book to look up the information needed and/or visit one of the three class computers that is one of the apple websites to help with the information.

 Closure. - After the students complete the assignment, each student will read or  show the class his/her response to the rest of the class. The students will then tell  how the items in the book box helped them know what the book was about.  The  students will then be asked to agree or disagree on the patterns presented  why/why not?
 Tell the students that they will get to discover more patterns tomorrow, when they  will be able to learn about pumpkins.

Student Assessment 
The student was able to explain at least one way in which apples are picked and if these ways follow a pattern, in words or pictures.
The student was able to explain  at least one way  an apple is grown and tell if it is a pattern with words or pictures..

Smilie:          One way apples are grown and one way apples are picked.
Straight face:          Only one way apples are grown/picked.
Frownie:             Didn’t do.
 

Bibliography: 

Landau,E. (1999) A True Book Apples. New York, Children’s Press.
Apples and More: www.urbanext.uiuc.edu/apples/
Fruit and Vegetable Encyclopedia: Apples : www.dole5aday.com/encyclopedia/apple/apple_menu.html#menu
The Johnny Appleseed Home Page
www.msccornell.edu/967Eweed/schoolpages/appleseed/welcome/html
 

Name: Chasity Lollar  
Date:11-19-02  
Age/Grade: K  Time: 1 hour
Subject: Pumpkins 
# Student: 22  
#IEP Students: 1 
 Content: Science 
Unit Title: Patterns/Information Books 
Objectives 
Goal of the week:
The student will be able to see patterns in the way information books are written and use the books to see patterns in nature.
* The student will be able to explain the way in which pumpkins are grown and if this  way follows a pattern, during group time.
* The student will be able to explain  at least one way  an pumpkin is decorated and tell if it is a pattern in group time.

Connections 
The objectives address science(Academic Expectations: 2.2,SC-E-3.1.3, and SC-E-3.2.2) In this lesson the students are able to see that the pumpkin has a growth cycle and that it is a pattern that changes very little. Pumpkins closely resemble their parents at some time in their life cycle. Some characteristics the color of flowers and pumpkins are passed to offspring. The students can note that growing pumpkins and pumpkins in general are a part of everyday life for many people.

Context 
The student will be able to see the pattern of growing pumpkins and decorating them.  This lesson is the second of an unit in which patterns are the main focus and information books are used to see patterns in nature.  By using information books the students will also note patterns in the way information books are written and organized.  
For this lesson unit, there will be many different types of information books displayed in the room.  Paper apples, pumpkins/jack’o lanterns, horses, dinosaurs, and ocean animals decorated by the children will be hung from the ceiling, on walls, and on the board.
Pumpkins are eaten and used for many things all over the world, the students will be able to relate to others of different cultures through the pumpkin.
Modifications: The book will be read aloud and the pictures shown. The Vinn Diagram and map will be written in colors and in large letters so the dyslexic student can read it better.

Resources/materials 
The Pumpkin Book by Gail Gibbons
Chart paper
Dry erase marker/board
markers
The Great Pumpkin Charlie Brown.

Procedures 
Initiation - Yesterday we discussed apple and the many patterns in growing and picking apple, not to mention the different kinds of apples.  Today we are going to talk about pumpkins and the patterns that are associated with pumpkins. 

Strategy - (Pre-reading)
1. Bring out the prepared KWL chart.  Ask the students what they know about pumpkins.  Fill in the chart with the answers.  Be sure to ask the students how the know this about pumpkins. (See attached chart)
2. Ask the students what they want to know about pumpkins.  Fill in the W column of the chart.(See attached Chart)
3. Read aloud “The Pumpkin Book.” Ask the students what they learned about the pumpkins and fill in the answers.

Guided Practice - 1. (During reading) Read the book and draw a literature map on the board.  Label the squares as: Growing pumpkins, History of Pumpkins, and Carving/Decorating pumpkins.
2. Read the book aloud, be sure to show the pictures and read the small labels.  Be sure to point out the kinds of the apple, the patterns as to how pumpkins are grown, and how pumpkins can be decorated. Ask the students what goes under each label then record the ideas under each label.  When the map is complete, ask the students to explain why they think each thing goes under the said label.  Be ready to make changes if the students decide to change.  Ask the students what are some different kinds of pumpkins and which is the favorite.--The Lumina and Dill’s Atlantic Giant were the class favorite.  Describe how to grow pumpkins and how to decorated pumpkins.  Are these processes patterns?--(yes, because it continues, yes-when it is done, it starts all over....)
3.(Post reading) After the book has been completed explain to the students that they are going to make a Vinn Diagram.  Explain that the students are going to compare and contrast apples and pumpkins.  Fill in the diagram.---This was done on the board. 
4. Show part of  “The Great Pumpkin Charlie Brown” and ask the students what kinds of pumpkins  they think where in the film.---Dill’s Atlantic Giant!

 Closure. - After the students the complete the class assignment, each student will  The students will then be asked to agree or disagree on the patterns presented  why/why not? The students will be asked if  they agree with the information on  the Vinn Diagram--why/why not?  Go over the KWL chart and discuss the L  column.
 Tell the students that they will get to discover more patterns tomorrow, when they  will be able to learn about horses.

Student Assessment 
The students will be assessed by the objectives:

Smilie:          Played an active part in the class activity.
Straight face:          Only played a small part--not very active in class.
Frownie:             Didn’t play a part.

Reflection:
 I was very please with the overall turn out of the lesson.  The students were very cooperative.  They loved learning about the different kinds of pumpkins and how they are grown.  The thing that really amazed them was that all pumpkin blooms do not become pumpkins.  I had no problems with discipline--I used the “May I have your attention please?” and this kept everything in line.  Next time I teach this lesson I would like to cut down on the time, maybe not show the video clips.  Instead I would have the children write down pumpkin facts in a pumpkin book that they can make.  I found this idea after I taught this lesson.  Overall, I feel that it went very well and I will use this lesson with some modification in my classroom. 
Lesson Extension/Follow-up 
Have students do a pumpkin fact book, let the students look up information on the Internet and color the books.  Have the students decorate a jack’o lantern.

Bibliography: 

The Great Pumpkin Charlie Brown--1976
Gibbons, G.(1999).The Pumpkin Book. New York: Hoilday House

Name: Chasity Lollar 
Date:11-20-02  
Age/Grade: K 
Time: 1 hour
Subject: Horses 
# Student: 22  
#IEP Students: 1 
 Content: Science
Unit Title: Patterns/Information Books 
Objectives 
Goal of the week:
The student will be able to see patterns in the way information books are written and use the books to see patterns in nature.
* The student will be able to name a pattern associated with horses.
* The student will be able to write down two facts about a given pattern topic.

Connections 
The objectives address science(Academic Expectations: 2.2,SC-E-3.1.3, SC-E-3.3.2 and SC-E-3.2.2) In this lesson the students are able to see that the horse has a growth cycle and that it is a pattern that changes with the environment. Horses closely resemble their parents at some time in their life cycle. Some characteristics the color the coat pattern, the height, and length are passed to offspring. The students can note that raising horses and horses in general are a part of everyday life for many people. Horses are from all over the world and have to be able to adapt to the environment to survive.

Context 
The student will be able to see the pattern of horses’ life cycle and hoof prints.  This lesson is the third lesson  of an unit in which patterns are the main focus and information books are used to see patterns in nature.  By using information books the students will also note patterns in the way information books are written and organized.  
For this lesson unit, there will be many different types of information books displayed in the room.  Paper apples, pumpkins/jack’o lanterns, horses, dinosaurs, and ocean animals decorated by the children will be hung from the ceiling, on walls, and on the board.
Horses are used for many things all over the world, the students will be able to relate to others of different cultures through the horse.
Modifications: The book will be read aloud and the pictures shown. The Vinn Diagram will be written in colors and in large letters and the research information will be printed on pink paper so the dyslexic student can read it better.
Resources/materials 
Wild Horses by Michael Bright
Dry erase marker/board

Procedures 
Initiation - Yesterday we discussed pumpkins and the many patterns in growing and picking pumpkins, not to mention the different kinds of pumpkins.  Today we are going to talk about horses and the patterns that are associated with them. Put the students in groups and ask half of the groups to decide on 2 ways horses and pumpkins are alike.  Have the other half decide on 2 ways they are different.  Have the students return to the desks and talk about the likes/differences.
Strategy - (Pre-reading)
1. Put the students in groups and ask half of the groups to decide on 2 ways horses and pumpkins are alike.  Have the other half decide on 2 ways they are different.  Have the students return to the desks and talk about the likes/differences.
2. Draw the contrast chart on the board and have the student to tell what is to be written.
3. Make sure the class is in agreement.
Guided Practice - 1. (During reading) Read parts of the book aloud. Be sure to show pictures and read small print. 
2. Be sure to point out the patterns that apply to horses, such as they way they walk, run, trot, and gallop.  The life cycle and hair patterns and so forth. Ask the students to keep reading logs.  After each section read have the students to answer the question.
Questions:
* Are the stripes on all zebra the same, why/why not?
* What is the difference between the walk and the gallop?
* How do horses learn?
What are some of the horses relatives?
3.(Post reading) After the book has been completed explain to the students that they are going to make a Vinn Diagram.  Explain that the students are going to compare and contrast horses and pumpkins.  Fill in the diagram
4. Explain that this Vinn Diagram will different because horses are animals and pumpkins are squash or vegetables.
Independent: - Place the students into groups (3groups of 4 and 2 groups of 5).  Give each group a pattern topic. Ask the students to go to the library and research information books on horses, also have the students use the Internet to find out information on the patterns of  the life cycle, the hoof print patterns at different gaits and coat patterns used by relatives of the horse. Each student will have to write down the topic and two facts about the topic to turn in. 

 Closure. -  What are some pattern associated with the horse? (hoof prints, stripes[zebra], life cycle....)  Why do you think these patterns are important?  Tell them they will learn more about patterns in nature tomorrow. “I wonder what kinds of patterns are to be discovered tomorrow?”

Student Assessment 
The students will be assessed by the objectives:

Smilie:          Named a pattern and wrote down two facts about it.
Straight face:          Named a pattern and wrote down one fact about it.
Eyes and nose:       Wrote down a fact about a topic.
Frownie:             Didn’t play a part.
 
 

Bibliography: 

Bright, M. (2002). Wild Horses. London, England: Lorenz Books
 

 
Name: Chasity Lollar  
Date:11-21-02  
Age/Grade: K  Time: 1 hour
Subject: Dinosaurs 
# Student: 22  
#IEP Students: 1 
 Content: Science
Unit Title: Patterns/Information Books 
Objectives 
Goal of the week:
The student will be able to see patterns in the way information books are written and use the books to see patterns in nature.
* The student will be able to name a pattern associated with dinosaurs.
* The student will be able to write down two facts about a given pattern topic.
Connections 
The objectives address science(Academic Expectations: 2.2,SC-E-3.1.3, SC-E-3.3.2, SC-E-2.1.3 and SC-E-3.2.2) In this lesson the students are able to see that the dinosaur has a growth cycle and that it is a pattern that changes with the environment, the way the became extinct was a pattern . Dinosaurs closely resemble their parents at some time in their life cycle. 

Context 
This lesson is the fourth lesson  of an unit in which patterns are the main focus and information books are used to see patterns in nature.  By using information books the students will also note patterns in the way information books are written and organized.  
For this lesson unit, there will be many different types of information books displayed in the room.  Paper apples, pumpkins/jack’o lanterns, horses, dinosaurs, and ocean animals decorated by the children will be hung from the ceiling, on walls, and on the board.
Modifications: The book will be read aloud and the pictures shown. The research information will be printed on yellow paper so the dyslexic student can read it better. The teacher will work with the student one on one during research time.
Resources/materials 
The Best Book of Dinosaurs by Christopher Maynard
Dry erase marker/board

Procedures 
Initiation - Yesterday we discussed horses and the many patterns associated with horses, not to mention the different kinds of horses.  Today we are going to talk about dinosaurs and the patterns that are associated with them.

Strategy - (Pre-reading)
1. Bring out the prepared KWL chart.  Ask the students what they know about dinosaurs.  Fill in the chart with the answers.  Be sure to ask the students how the know this about dinosaurs. 
2. Ask the students what they want to know about dinosaurs.  Fill in the W column of the chart.(See attached Chart)
3. Read aloud “The Best Book of Dinosaurs.” Ask the students what they learned about the dinosaurs and fill in the answers.

Guided Practice - 1. . (During reading) Read the book and draw a literature map on the board.  Label the squares as: Bringing up baby, living in herds, and Bone puzzle.
2. Read the book aloud, be sure to show the pictures and read the small labels.   Ask the students what goes under each label the records the ideas under each label.  When the map is complete, ask the students to explain why they think each thing goes under the said label.  Be ready to make changes if the students decide to change.  Ask the students what are some different kinds of dinosaurs. What are some patterns that you have noticed?
3.(Post reading) After the book has been completed explain to the students that they are going to make a circular plot pattern.  Tell the students that they are going to tell the hatching process of the dinosaur.(see attached sheet) Ask the students if this is a pattern--(yes).

Independent: - Place the students into groups (3groups of 4 and 2 groups of 5).  Give each group a pattern topic. Ask the students to go to the library and research information books on dinosaurs, also have the students use the Internet to find out information on the patterns of  the life cycle, the foot prints patterns, life in a heard, and patterns used to put the bones together. Each student will have to write down the topic and two facts about the topic to turn in. 

 Closure. -  What are some things you learned about the dinosaurs?  What was the most amazing fact you learned?  Do you think you would want to be a paleontologist?  Tomorrow we will discover more patterns in nature by using information books.

Student Assessment 
The students will be assessed by the objectives:

Smilie:          Named a pattern and wrote down two facts about it.
Straight face:          Named a pattern and wrote down one fact about it.
Eyes and nose:       Wrote down a fact about a topic.
Frownie:             Didn’t play a part.
 
 

Bibliography: 

Maynard, C. (1998). The Best Book of Dinosaurs. New York: Kingfisher.

Name: Chasity Lollar  
Date:11-22-02  
Age/Grade: K  
Time: 1 hour
Subject: Ocean  
# Student: 22  
#IEP Students: 1 
 Content: science  
Unit Title: Patterns/Information Books 

Objectives 
Goal of the week:
The student will be able to see patterns in the way information books are written and use the books to see patterns in nature.
* The student will be able to name a pattern in the ocean. 
 The student will be able to write or draw  two facts about the pattern.

Connections 
The objectives address science(Academic Expectations: 2.2,SC-E-3.1.3, SC-E-3.3.2, SC-E-2.1.3 and SC-E-3.2.2) In this lesson the students are able to see that the dinosaur has a growth cycle and that it is a pattern that changes with the environment, the way the became extinct was a pattern . Dinosaurs closely resemble their parents at some time in their life cycle. 

Context 
This lesson is the fifth lesson  of an unit in which patterns are the main focus and information books are used to see patterns in nature.  By using information books the students will also note patterns in the way information books are written and organized.  
For this lesson unit, there will be many different types of information books displayed in the room.  Paper apples, pumpkins/jack’o lanterns, horses, dinosaurs, and ocean animals decorated by the children will be hung from the ceiling, on walls, and on the board.
Oceans are a huge part of life for many differnt cultures and soicties.  Without oceans and ocean life many would not be able to surive.  Without ocean life many in America as well as many in other countries would suffer wages loss and food shortages.  By looking at oceans and ocean life students can connect to others all over the world.

Modifications: The book will be read aloud and the pictures shown. Also to meet the objectives pictures can be drawn instead of writing out the processes, this is to help the non-readers and dyslexic student.

Resources/materials 
Book box: StarFish, Sea Dollar, plastic angel fish, and toy shark.
Eyewittness Books--Oceans by M. MacQuitty

Procedures 
Initiation - Begin by asking the students what kind of book they would look in if they wanted to learn about something.(encyclopedia, dictionary, or book on what you are looking for)  Tell the students that these books are known as information books.  Ask the students if they can see the pattern used to write information books.  (Yes, pictures are used with writing and small labels). Ask the students if they think information books can be used to find patterns in other things such as nature and why they think this.  (Yes, because by using the information books we have been able to see different life patterns in many things).  Tell the students to get ready---a book box is on the way!

Strategy - (Pre-reading)
1. Bring out the book box. Tell the students that the objects in the box will be a clue to what the book is about.  Reach in to the  box and pull out the starfish.  Ask the students if they know what it is--(a star, an animal, etc.) What kind of a star, animal...?  Why do you think this is a ____ ? What does your friend think it is?  Do you agree?  Explain that it is a starfish and that it lives in the ocean
2. Reach into the box and pull out sea dollar. Ask the students if they know what it is--(a shell.....) Why do you think this is a ____ ? What does your friend think it is?  Do you agree?  Explain that it is a small animal that lives on the bottom of the ocean.
3. Reach into the box and pull out the plastic angel fish. Ask the students if they know what it is--(fish.....) What kind of a fish...?  Why do you think this is a ____ ? What does your friend think it is?  Do you agree?  Explain that it is an an angel fish and that angel fish are tropical fish that live in the ocean.
4. Reach into the box and pull out the toy shark. Ask the students if they know what it is--(shark, the great white, JAWS.....) Why do you think this is (a) ____ ? What does your friend think it is?  Do you agree?  Explain that it is a shark and that they live in the ocean.
5. Ask if the students know what the book is going to be about---(yes, the ocean!)

Guided Practice - 1. (During reading) Read parts of the book aloud. Be sure to show pictures and read small print. 
2. Be sure to point out the patterns that apply to the ocean, such as   The life cycle and scale color patterns and so forth. Ask the students to keep reading logs.  After each section read have the students to answer the question.
Questions:
3..(Post reading) After the book has been completed explain to the students that they are going to make a Vinn Diagram.  Explain that the students are going to compare and contrast patterns in the ocean and the lives of horses.  Fill in the diagram
4. Explain that this Vinn Diagram will different because horses are land animals and the ocean has many animal and plant patterns.

Independent: - Place the students into groups (3groups of 4 and 2 groups of 5).  Give each group a pattern topic. Ask the students to go to the library and research information books on the ocean, also have the students use the Internet to find out information on the patterns of  the life cycle of some fish such as the sea horse, angel fish, clown fish, salmon..., the ocean currents, different scale patterns and uses and so forth. Each student will have to write down the topic and write or draw two facts about the topic to turn in. 

 Closure. -  What are some pattern associated with the ocean? Why do you think  these patterns are important?  Did the patterns in the information books help?   What other patterns could you learn from information books?  
Student Assessment 
The students will be assessed by the objectives:

Smilie:          Named a pattern and wrote down two facts about it.
Straight face:          Named a pattern and wrote down one fact about it.
Eyes and nose:       Wrote down a fact about a topic.
Frownie:             Didn’t play a part.
 
 

Bibliography: 

MacQuitty, M. (1995) Eyewittness books oceans.  New York; Alfred A. Knoff