ECED4080 Creating Materials for Use by Young Children              Sample Album of Learning Task Documentation EntryLearni...
ECED4080 Creating Materials for Use by Young Children   •   Having the student look at the pattern       at three levels t...
ECED4080 Creating Materials for Use by Young Children      movements.Extension Activities:   1. Students could create patt...
ECED4080 Creating Materials for Use by Young Children•   Please use hand movements so that I    can hear your pattern.
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Dinosaur rhythm patterns l

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Dinosaur rhythm patterns l

  1. 1. ECED4080 Creating Materials for Use by Young Children Sample Album of Learning Task Documentation EntryLearning Task: Dinosaur Rhythm PatternsDescription:Students work independently creating apattern using images of dinosaurs.Laminated cards with pictures of sixteendifferent are available. At the beginning,stage a maximum of three dinosaur imagescan be used for any one pattern. The child at Student Learning Outcomes:first attempts to match the simple patternprovided on one of the model cards. Letter Patterning:cards are used to represent the dinosaurs so • identifies & reproduces patternsthat a pattern rule or name can be shown.Pictures of ‘slaps’, ‘snaps’, and ‘claps’ are (e.g. aaa, abab, abcabc, aabaab,used in addition to the letters to show the abbabb, with different colours,hand movement to use to produce a sound shapes and objects; supports thepattern. Next, they attempt to extend the pattern with hand movementspattern keeping the same rhythm or beat. [clap, slap, snap]Learning task adapted from: Patterning:Activities in Math Their Way by Mary • Creates and extends patternsBaratta-Lorton. Prerequisite Concepts, Skills, & Values:Age Group: • follows class routines for selecting,4.5 to 6.5 years using and returning individual learning tasksSubject Area: • adopts class routines for obtainingMathematics teacher support to demonstrate learning tasks and to obtain assistanceSubject Strands: • has experienced songs and music withPatterning a pronounced beat or rhythm. • recognizes letters by the soundsSubject Topic: associated with themRhythm Patterns • recognizes patterns in the environment.Background Information: Learning Theory & InstructionalChildren enjoy working with dinosaurs. They are Strategies:also keen to listen to the sound (rhythm) of patterns • The activity is based upon a cognitivethat can be heard in songs and music. This approach where students make linkslearning task takes advantage of these two facts as with previous experiences.it requires that children explore pattern rhythms as • The child explores the patterns andthey work with images of dinosaurs. constructs their own understanding of pattern at the pictorial, letter rule, andStudent Characteristics Accommodated: rhythmic levels. • Linguistic, logical mathematical, • The student can create original patterns spatial, and musical intelligences are and ask others to attempt to match or accommodated in this activity as extend them. students invent dinosaur patterns.
  2. 2. ECED4080 Creating Materials for Use by Young Children • Having the student look at the pattern at three levels the concrete picture level, the letter symbol level and finally the sound producing hand movements allow the child to recognize inconsistencies or errors. • This allows the children to self- correct their work in a systematic manner. • Children only engage in this activity when it is developmentally appropriate for them and are not forced to move along with the entire class or through the forced progression inherent to printed workbooksIntroduction of the Learning Task: • Show the child how to remove the activity tray from the shelf noting the placement of each item. • Take the learning task to an open space at a table. • Demonstrate how to use a model pattern strip as the basis for a matching pattern. • Show the child that the letter ‘A’ can be used to represent the first dinosaur and letter ‘B’ to represent the next, Limiting the Number of Cards: thus develop a rule or name for the pattern. • The difficulty of this task can become quite hard if too many • Place the hand symbol cards above dinosaur cards are used at the same the letter pattern to show which time. sound should be made. • Initially limit the child to one or two • Have the child practise saying the cards and eventually move on to letter names and snapping, slapping, three. and/or clapping the pattern rhythm. • There are only three letter cards • Allow the child to take over and provided. recreate their own patterns using the dinosaur pictures, letters and hand • There are only three hand sound symbols. cards provided. • Quite complex rhythm patterns canChecklist of Tray Items: be produced with this limit of three • Tray or box cards. • Plastic zip-lock bag containing the • Only in exceptional cases should the subset of dinosaur cards that the number of cards be extended beyond student will use. three. • Additional cards for pattern models, pattern letters, and symbols of hand
  3. 3. ECED4080 Creating Materials for Use by Young Children movements.Extension Activities: 1. Students could create patterns and ask other students to extend them. 2. Students use classroom instruments to reproduce the rhythm pattern. 3. Students could create even more complex patterns using other body movements such as the nod of a head or the stamp of a foot to represent additional dinosaur images.Enrichment Activities: 1. More advanced students could be asked to use only two dinosaurs and vary the number of ‘B’ dinosaurs to Evaluation Rubric: represent patterns with skip counting 1. does not identify and reproduce of two’s, ten’s, or five’s. patterns: 2. Students could investigate ways in 2. copies a simple pattern (aaa or which to classify the dinosaurs such abab) from model and as diet and or size. reproduces it; begins to describe pattern (with shape or colourAssessment Techniques: etc.) and supports pattern with • Student compares order of the movements [clap, slap, snap]: dinosaur pictures with the letter 3. copies complex pattern (abcabc, representations and pictures of the aabaab, abb- abb) from a model hand movements in order to ensure and reproduces it; supports that the patterns are the same and pattern with movements [clap, makes corrections as necessary. slap, snap]; begins to describe • Student assesses the work of other patterns with letter names: students as they try to complete a 4. listens to a sound pattern and newly created pattern. mimics it with a pattern using • Instructor observes student while working and provides formative objects, images, or letters. feedback. • Instructor examines and analyzes Vocabulary: complete pattern. pattern, rhythm, slap, snap, clap, dinosaur, letter names, modelFeedback Suggestions: References: • How can you decide which dinosaur Images from Clipart.com and Hermera picture should come next? Photo–Objects. • Which picture should come before this one? Comments, Hints, & Suggestions: • Which letter should be used for the • Remember not to cut up the strips of first picture? model pattern dinosaurs before • Which letter should be used for next laminating. dinosaur? • Tell me about the rhythm of your Key Words: pattern. pattern, rhythm, slap, snap, clap, dinosaur, continue, create, extend, reproduce, model
  4. 4. ECED4080 Creating Materials for Use by Young Children• Please use hand movements so that I can hear your pattern.

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