Pattern Fish Lesson by Sierra Gentry 117.102.

Art, Kindergarten (b) (2) The student is

expected to: (A) create artworks using a variety of
Grade:Kindergarten
lines, shapes, colors, textures, and forms;
Subjects: mathematics, science, art
Materials Needed
Mathematical concepts: numbers, patterns
o Pattern Fish book
o Predicting Patterns PowerPoint
NCTM Process Skills Addressed:
o Fish and Sea Creature templates
o Paper of various colors, patterns,
Problem Solving When introducing the lesson
etc.
and reading the book, students will use problem
o Various craft supplies (markers,
solving skills to determine what patterns are and
scissors, glue, etc.)
how to determine the next item in patterns.
Preparation:
Communication When doing a guided practice
PowerPoint of predicting patterns and after Teachers are expected to:

completing their independent practice activity,
students should be able to communicate the next
item in the pattern and why they think the way they
do.
Representation During the independent practice
activity, students will apply and represent the
concepts learned about patterns by making a fun
craft that can show their knowledge of patterns.
Know how to describe a pattern and how to
identify a pattern
Prepare an interesting presentation and/or a
minilesson about patterns prior to this
lesson
Some prior knowledge about the creatures
involved in the independent practice activity
Students should know:

TEKS Addressed: A basic definition of a pattern

The names of the sea creatures in the
111.2. Mathematics, Kindergarten (b) (5) Algebraic independent practice activity
reasoning. The student applies mathematical
Lesson
process standards to identify the pattern in the
number word list. The student is expected to recite Introduction: Minilesson over patterns
numbers up to at least 100 by ones and tens
1. Students repeats series of
beginning with any given number.
clapping/stomping/cheering/etc. patterns by
112.11. Science, Kindergarten (b) (2) Scientific the teachers
investigation and reasoning. The student is 2. The teacher describes patterns and how to

expected to: (A) ask questions about organisms, find them

objects, and events observed in the natural world; Guided Practice: Book Reading and
Predicting Patterns PowerPoint
Harris, T., & Green, A. C. (2000). Pattern Fish. Brookfield, Conn: Millbrook Press.
 1. The teacher reads Pattern Fish aloud.
2. The teachers asks questions and reviews
patterns from the book.
3. Students predict the patterns in the
Predicting Patterns PowerPoint.
Independent Practice:Pattern Fish Making
1. Allow students to choose a base color and
stencil for the sea creature (can be precut).
2. Students decorate their sea creature using
patterns of shapes, colors, and patterns of
paper or any other craft supplies provided
by the teacher.
3. When completed, students will assign and
write a number to each different item of the
sea creature (ie. circles represent 1,
triangles represent 3, etc.)
4. Students will write out their number pattern
created through steps 2-3 on the sheet of
paper they will glue their creature on and
predict the next 3 numbers.
5. Students can share with partners, groups,
or the whole class.
Art and Science Components:
Creative Expression - Students are encouraged to
use a variety of shapes, colors, and materials to
make their creature how they want.
Asking Questions - A separate minilesson can
occur regarding sea creatures. The minilesson can
take place as follows:
Harris, T., & Green, A. C. (2000). Pattern Fish. Brookfield, Conn: Millbrook Press.
1. Have students group their pictures into their
different creatures.
2. Display all of the creatures of the same
category, and ask the students what they
know about it.
3. Allow students to ask questions about the
creatures, and show pictures of the real life
creatures.
4. Repeat steps 2-3 for all creatures.
5. To conclude, review names, appearances,
facts, etc. about the creatures.
Suggested Extensions and Modifications:
Students with disabilities can work with a classmate
to complete this activity.
The same activity can be used with different
animals or with letters instead of numbers to make
words.
An easier variation of this activity can occur if the
teachers assigns each different object a number
(ie. red paper is one, pompom is two, etc.), so
students would have an easier time identifying their
patterns.
Sources:
Lesson Plan and Activities: Myself
Animal Stencils: Ocean Animals Coloring Pages.
(n.d.). Retrieved October 29, 2016, from
http://www.coloring.ws/ocean.htm