Complete the Train Pattern

Objective:
Given a PowerPoint on the Smartboard, the student will complete simple AB, ABC, and AABB patterns independently with 100% accuracy, for 5 consecutive data points.

Materials:
  • SmartBoard
  • Pre-made PowerPoint train activity
  • Pointer stick
  • Step platform for Smartboard
  • I Love Trains, by Philemon Sturges

Pre-Requisite Skills:
  • The student must be able to utilize the pointer on the Smartboard and manipulate objects on the Smartboard

Procedures (Model/Lead/Test):
Initial Instruction (Model):
  1. The teacher will introduce the lesson to the children. She will say “Today, friends, we will be continuing our unit on trains. We have already learned that trains are a type of transportation that ride on tracks and take heavy loads to faraway places. We are going to begin by reading the book, I Love Trains, by Philemon Sturges. In this book, you will see a lot of different parts of a train. The engine is at the beginning of the train, the train cars are in the middle, and the caboose comes at the end. We have already found that some train cars are different colors, but sometimes they can even create patterns.”
  2. Read the book. Throughout the book, the teacher will ask students to identify the different parts of the train. She will make sure to note the position of the cars on the train.
  3. When finished, the teacher will begin the small group lesson on the SmartBoard. The interactive PowerPoint will be displayed and the teacher will say, “Friends, just like we saw in the book, we will be creating patterns with different colored train cars. We need to help the train conductor pick the right train car in order to make the pattern. Let’s look at the first one… Oh well look! There is a black engine and a red caboose. They are not part of our pattern. But look! I see green and yellow train cars. Hmm… listen to the pattern, green, yellow, green yellow. I wonder what comes next. I see a yellow train car in front of the question mark, and I know that green cars always come after yellow. I am going to guess green. Let’s check my answer. Yes! I was right, it is green!”


Guided Practice (Lead):
  1. “Now, it is your turn to practice. I want you to help me with this next pattern. Ok, we still see that the engine and the caboose are there, but not part of our pattern. Help me read our pattern, friends. Orange, blue, orange, blue, what comes next? Stella, what color do you think comes next? Blue? Let’s see… Hmm, let’s try again. Click the arrow. Ok let’s look at our pattern again. We see that the blue is in front of the question mark, and I know that orange cars always come after the blue cars. Cooper, give it a shot. What color comes next? Orange. Yes, friends! See how we worked as a team to figure out the answer? Way to go!

Independent Practice (Test):
  1. “Friends, you are doing so well at completing the train car patterns! I want to see if each of you can do it on your own. I want each of you to complete the activity on the computer with Ms. Smith. I know you can do it!” Each child would then have the opportunity to choose the correct train car to complete the pattern. Data will be taken as the student completes the tasks.

Evaluation:
As the students are completing the final portion of the independent practice, myself or my assistant will be completing the data sheet that lists the five pattern completion activities, as well as a column for a check mark if they complete the task correctly the first time attempted and if they did so independently. I expect that each student will complete the pattern correctly and independently.