Science Lesson Plan Lauren Sammon

I. Purpose:
This lesson will help children search for and identify patterns and shapes in nature. It
is important for children to learn about patterns because they exist all over the natural world.
It is important to use childrens natural curiosity to connect with nature so they may learn
about the world around them. Research shows children are impacted positively by
interacting with nature.
Science K.9 The student will investigate and understand that there are simple
repeating patterns in his/her daily life. Key concepts include
a) weather observations;
b) the shapes and forms of many common natural objects including seeds,
cones, and leaves; and
c) animal and plant growth.
Math K.11 The student will
a) identify, describe, and trace plane geometric figures (circle, triangle, square,
and rectangle)
II. Objectives:
Given 6 images of natural items, the student will be able to categorize the item as
having a square shape, circle shape, or triangle shape with 100% accuracy.
When called upon, students will each make a prediction about what natural object a
photograph zoomed in is of.
III. Procedure:
a. Introduction Students will learn that many different patterns occur in nature. By the
end of the lesson, students will have been exposed to several different types of
naturally occurring patterns. Students will be able to identify three different types of
geometric shapes as they occur in nature.
b. Development
Ask the students to come sit at the rug. Explain to students they will be
learning about patterns in nature. Begin by showing students a slideshow of
images from different patterns occurring in nature (ex. Bee hive, leaf veins,
rocks, etc.). The photos will be blown up, so that the students are unable to
easily discern what the photo is of. However, each will be focused on a
specific pattern or shape that occurs in nature. For each photo, first ask
students to observe the patterns and shapes within the picture, then ask the
students to raise their hands if they have a guess as to what the image could
be. Allow each student in the class a chance to guess for at least one of the
images. Guide students to help them actively observe and inspect the patterns
in the photograph to try to figure out what the photo is of by pointing to and
describing the patterns within each photo. Each blown up picture will be
followed by the picture of the natural item/animal at normal size, so students
are able to see where the pattern came from. Explain to the students that these
are all patterns that occur naturally. [Engagement] (a, v)

Show students a cut out of a square, triangle, and circle. Ask the students
what each shape is. Hand out the square, triangle, and circle shape bracelets.
Explain to the students they will be viewing some photographs of nature, and
they are to hunt to find the geometric shapes hidden in each photo. When the
student sees a geometric shape, ask them to hold up the shape they can see in
the photo. Call on students to answer what shapes they see, and have a
discussion about the different shapes that occur naturally. Ask students if they
can think of patterns theyve seen in nature. [Expansion] (a, v, t)
Read the book Bees, Snails, and Peacock Tails by Betsey Franco. Ask
students to search through the pictures of the book while reading to discover
shapes. Instruct them to do the same as the last activity and hold up one of
their shape cutouts when they see one of the shapes in the book. Pause in
different sections of the book to ask students questions about the book.
[Explanation] (a, v, t)
- Pg. 4 Pause to discuss the hexagons in the bee hive. Ask students
if they know what a hexagon is. Explain it is a shape with 6 sides.
- Pg. 5 Pause to discuss symmetry. Show students on the moth
picture that if you cover up one side, it looks exactly the same as the
other side.
- Pg. 11 Pause on the picture of the birds migrating. Ask students if
they have ever seen bird migrating south for the winter. Ask what
letter shape the birds are making, a v.
- Pg. 18 Pause to ask students what shape they see on the snake (a
diamond.) Ask if anyone can make a diamond with the shapes they
have. If no one knows how, model to students how to rotate a square
to create a diamond.
Ask the students to return to their desks. At each cluster of desks, have a
shoebox set up for the students to explore. Each shoebox will contain 10-15
items from nature (which have been laminated, in order to avoid allergies,
etc.). Ask the students to explore the contents of the box, and discuss with
their tablemates what patterns they can see in the items. [Exploration] (a, v, t)
Hand out a worksheet to each student. Each worksheet has three columns,
each column with a shape at the top: either a square, a circle, or a triangle.
The worksheets have 6 natural item images at the bottom; two are circle
shaped, two are triangle shaped, and two are square shaped. Ask the students
to first color the images, next, cut them out and paste the images inside the
boxes under the corresponding shape. [Evaluation] (v, t)
- For struggling students: Informally assess which students are struggling
with the different types of shapes and monitor these students more closely
during the exploration activity and during the worksheet activity to provide
extra guidance.
- For advanced students: Ask students to see if they can organize the natural
objects into groups based on a similar trait.

c. Summary
To end the lesson, meet on the carpet and discuss the events of the lesson.
Ask students what their favorite part of the lesson was. Ask students to share what

shapes they found in nature and where. By the end of the lesson, students should be
able to describe different patterns theyve observed in nature from any area of the
lesson. I will be able to assess the students knowledge of different shapes by the
worksheets they complete.
Safety concerns:
Make sure the natural items are laminated in order to avoid any possible allergy reactions.
In order to avoid congestion and pushing during transitions, call students up one by one, or
by group, to move to different areas.
Instruct students to sit in assigned seats during the carpet time, to avoid students pushing
and shoving one another in order to get closer to the front.
Monitor students during the worksheet activity to make sure they are properly using the
scissors.
IV. Materials needed for the lesson
Prezi presentation with nature photos
Computer and projector
Copy of Bees, Snails, and Peacock Tails by Betsey Franco
5 boxes filled with 10-15 natural items
20 Worksheets
Crayons
Glue
Scissors
V. Evaluation Part A:
During the lesson, I will informally assess the students knowledge of different
geometric shapes during the photo, video, and book activities. I will be able to
observe which students are struggling with the basic geometric shapes. I will also
observe which students have a firm grasp on the basic geometric shapes and are even
able to identify more complex shapes, such as hexagons. These informal assessments
will help me distinguish which students to provide extra attention to during the
exploration activity. I will approach and discuss different shapes with the students
who appear to be struggling during this time. I will also try to encourage more
advanced students to try to find more complex shapes in the natural items.
I will be able to assess the students knowledge of squares, triangles, and circles
through their performance on the worksheet activity. This will also provide insight to
the students ability to spot shapes in objects that are not clearly, explicitly a specific
shape. I will consider students who incorrectly categorize any of the 6 images in
need of further instruction.
VI. Evaluation Part B:
Did the students meet your objectives?
Yes, the students met my objectives. All of the students actively participated
during the prezi activity. Of the 17 students present, 15 correctly completed the

worksheet, correctly sorted the 6 items underneath the corresponding shapes. The
two students who did not get all six correct only made two mistakes. Those were
sorting the snowflake underneath the triangle, which is a misconception I should
have thought of before the activity. The snowflake was a square turned on its
side, so it did not resemble the square in the column. I think it was an easy
mistake.

How do you know?

For the prezi activity, I had a list of each students name in the class, which I
marked off when they made a prediction, so I was able to make sure each student
had a chance to contribute. All of the students made thoughtful predictions as to
what the photograph was of. I was able to assess the students knowledge of the
different shapes, and identifying the shapes in natural objects by their completion
of the worksheet. While I monitored, I did not give students the correct answer,
however, I did help guide struggling students in the right direction.

Did your lesson accommodate/address the needs of all your learners?

Yes, this lesson met the needs of auditory, visual, and tactile learners. All of the
students were engaged during the first two activities and each student got an
equal chance to participate. I had 20 images in the first activity, and there were
17 students present. I wrote down the names of every student before class, and
during the activity, I asked a different student to guess the image after each
image. I crossed of the name of the student when they answered, so that I was
able to make sure each student got a chance to make a guess out loud. The
second activity and the book allowed all of the students to participate as well,
each with their own set of shapes. I walked around a monitored all students
during the other activities, and split my time between giving extra guidance to
strugglers, and probing more advanced students.

What were the strengths of the lesson?

The first two activities were the most successful. The students loved the
technology aspect, and really got excited about viewing the images and guessing
what the images were of, or trying to find the shapes within a photo. The cutout
shapes were successful with the students as well. They enjoyed having something
tangible to hold on to, and it helped them actively think about investigating the
nature photos. I think I provided the students with a good variety of activities,
and they seemed to enjoy and benefit from it. They usually do one activity, paired
with a worksheet, and I have not seen my practicum teacher use any form of
technology, so I think the technology aspect was the biggest strength.

What were the weaknesses?

The major weakness of the lesson was in management. I feel as though I should
have practiced different, specific management techniques before the lesson. My
practicum teacher was absent the day of the lesson (without any notice), so I had
to complete the lesson with a substitute. Luckily, the substitute had worked with
the students before, and was able to help significantly get the students back on
track anytime the students got overly excited. The class was running a little off
schedule, so I had to rush a little bit, but it didnt affect my lesson too much. I
had to push the exploration activity back to after the students completed the
worksheet activity. I also did not get a chance to ask as many questions about the
read-aloud because the students were getting a little antsy. I think they were antsy
because they had been sitting on the rug for the first two activities before the
book.

How would you change the lesson if you could teach it again?
I would have practiced some explicit management techniques before the lesson
for when students got off track. There were a few times during the read-aloud
that students began talking, and a few times students stood up and tried to touch
the book or the promethean screen with their cutout shapes. I simply asked
students to sit back down, but Im sure I could have done something more
effective. I would have done the exploration activity before the worksheet
activity if I did the lesson again, but unfortunately, I was running out of time, so
thats why I switched the two activities. I also would have had all of the students
stand up a do a little exercise after the first two activities to get the wiggles out,
so that they could focus more easily on the book.