Shaping a Colorful LifeRed Square, Blue Circle, Green

Triangle, Red Square, Blue Circle, Green Triangle…

Cece Abrams and Danielle Grossman

Ed 200 Fall 05 Curriculum project

That’s a pattern!

That’s the color blue!

What’s the difference

between a circle and a square?

Curriculum Design

“Shaping a Colorful Life” is a rich curriculum designed for Kindergarten students structured

around the basic fundamentals of shapes, colors and patterns.

Through exercises ranging from traditional classroom lecture, to computer generated

multimedia lessons, to art projects and short field trips, the children will learn essentials that can be applied to any topic of study through a

fun, engaging and meaningful curriculum.

Objectives of “Shaping a Colorful Life”

Students will…be able to recognize shapes, colors and patterns.

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Shapes:

• Square

• Rectangle

• Circle

• Diamond

• Triangle

• Star

• Hexagon

• Oval

Colors:

• Red

• Blue

• Yellow

• Green

• Pink

• Orange

• Purple

• Brown

• Gray

• White

• Black

Patterns:

Students will identify patterns composed of these shapes and colors. They will be able to recognize what a pattern as well as create their own or continue an already constructed pattern.

Objectives of “Shaping a Colorful Life”

Students will…mathematically incorporate skills using logical-mathematical reasoning.

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Through lessons dealing with fundamental counting principles and pattern recognition, not only will numbers be reviewed, but also knowledge and understanding through application will be explored.

Number Recognition: At least 1 through 20.Pattern Recognition: Simple ABAB patterns to complex ABCABC patterns.

Objectives of “Shaping a Colorful Life”

Students will…artistically display their new (and improved) ideas of shapes, colors and patterns.

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Through art projects relating to the every day life theme, students will utilize bodily-kinesthetics as well as spatial techniques to apply and synthesize properties of shapes, colors and patterns.

Intelligence Core OperationsLinguistic syntax, phonology, semantics, pragmaticsMusical pitch, rhythm, timbreLogical-Mathematical number, categorization, relationsSpatial accurate mental visualization, mental transformation of imagesBodily-Kinesthetic control of one’s own mind, control in handling objectsInterPersonal awareness of other’s feelings, emotions, goals, motivationsIntraPersonal awareness of one’s own feelings, emotions, goals, motivationsNaturalistic recognition and classification of objects in the environment

Objectives of “Shaping a Colorful Life”

Students will…find an appreciation for and understand their environment through the use of shapes, colors and patterns.

Intelligence Core OperationsLinguistic syntax, phonology, semantics, pragmaticsMusical pitch, rhythm, timbreLogical-Mathematical number, categorization, relationsSpatial accurate mental visualization, mental transformation of imagesBodily-Kinesthetic control of one’s own mind, control in handling objectsInterPersonal awareness of other’s feelings, emotions, goals, motivationsIntraPersonal awareness of one’s own feelings, emotions, goals, motivationsNaturalistic recognition and classification of objects in the environment

Playground: http://www.andamantoys.com/picture/mix_play/jungle_adventure3_a.jpg

House: http://www.dreamerstudios.com/img/pics/house.jpg

By applying learned knowledge in using a naturalist approach,

students will find shapes in their homes, playgrounds, and

communities. Students will find patterns in the classroom setting

and everyday lives.

Objectives of “Shaping a Colorful Life”

http://www.state.ct.us/sde/dtl/curriculum/currkey3.htm

These objectives have been selected on the grounds of past experiences, first hand accounts, as well as

the knowledge obtained from Connecticut Statewide Curriculums.

“The Kindergarten mathematics program is an activity oriented method of learning which offers children stimulating and developmentally sound mathematical experiences.”http://www.norwalk.k12.ct.us/naramake/pages/curriculum/curr_K.htm

“An understanding and appreciation of the arts as well as the ability to participate in creating and performing the arts are essential attributes of an educated person. A quality arts education should therefore be an integral part of the core curriculum for all Connecticut students.” – Connecticut State Board of Education’s Policy Statement on Arts Education adopted in 1999www.state.ct.us/sde/DTL/curriculum/stateart/thearts.ppt

“As students produce artwork, they learn simple art terms related to shapes, colors, textures, and the various media employed [and therefore] become more aware of art in their environment.”http://www.westport.k12.ct.us/Curriculum/Kindergarten%20Curriculum%20Guide.html

“Shaping a Colorful Life”Day by day…

MONDAY TUESDAY

Open lesson by reading book “I See Shapes” by Marcia Fries. (1)

Lesson One:Use “I Know My Shapes and Colors” from http://www.fisher-price.com/us/fun/games/colorshapes/default.asp to reintroduce previous knowledge of shapes and colors and teach new ones. (1)Individual activity: Worksheet from http://www.senteacher.org/wk/shape1.php# - Worksheet #3 (1)

Lesson Two:Reference patterns in the classroom to help introduce the idea of a pattern and visually give examples. Then read “Patterns All Around” by Margie Burton. (1 and 4)Group Activity: Clap out a “hand-pattern” song to the rhythm of ABAB as a class. (1 and 3)

Reintroduce numbers by reading “Numbers 1-10” by Lois Bottoni.

Lesson One: Teach children that different shapes have different numbers of sides and/or corners. Use Education World website: http://www.storyplace.org/preschool/activities/shapesonstory.asp?themeid=9 through projection machine. (1 and 2)Partner Activity: Together, children will work on worksheet: http://www.brobstsystems.com/kids/shapes.htm and count how many sides compose each shape as well as number of corners. Numbers will be written inside the shape. (2)

Lesson Two: Teacher will point out shapes present in the classroom (i.e. tables are rectangles, clocks are circles, etc.) (1)Group Activity: Then as a class, children will go outside and identify shapes present in the playground. (4)Art Activity: Shape-Mobile http://www.dltk-kids.com/crafts/miscellaneous/mstarmobile.html (3)

(1) Recognition, (2) Mathematically Incorporate Skills, (3) Artistically Display Understanding of Material, (4) Awareness of Shapes, Colors and Patterns in Surrounding Environment

“Shaping a Colorful Life”Day by day…

WEDNESDAY THURSDAY

Open with ‘The Shape of Things” by Dayle Ann Dodds which explains how shapes form “things” – especially houses. (4)

Lesson One/Group Activity:Draw patterns of houses composed of different colors/numbers of windows, etc. As a class, identify the pattern, why it is a pattern. Then, proceed to zero in on how many sides of shapes compose objects on the houses. For example, how many sides make up the Triangular windows of House A and how many sides make up the Square windows of House B. (2)

Lesson Two:Group Activity/Field Trip: As a class, look at power point presentation of “real houses” in different communities and how they can differ. Find a house close to the school and bring students to look at the “real-life” example. Have them count windows, doors, etc. of different houses along the street.(2 and 4)Art Activity: House craft from website: http://www.first-school.ws/activities/shapes/general/house.htm (3 and 4)

Introduce shapes, colors and signs in other aspects of life (particularly traffic and community). Use website: http://www.trafficsign.us/signshape.html on overhead projector to teach children what each sign stands for. Quickly talk about number of sides each of the traffic signs have, and how that number remains the same whether the sign is in the classroom or on the street. (2 and 4)

Lesson One:Read “Traffic Trouble – Bob the Builder” by Golden Books, as a class. The book is interactive and allows kids to control the flashing traffic light with a touch of a button. (1)Partner Activity: Have children identify and color the traffic signals and signs on Activity Master 4.1. (4 out of the 6 are signals or signs) (3 and 4)

Art Activity: Outline construction paper shapes: large yellow rectangle, green, red, and yellow circles, and black background. Show children finished product of a construction paper traffic light and then have them construct the light on their own. (3 and 4)

(1) Recognition, (2) Mathematically Incorporate Skills, (3) Artistically Display Understanding of Material, (4) Awareness of Shapes, Colors and Patterns in Surrounding Environment

“Shaping a Colorful Life”Day by day…

EVALUATION

Rather than test the children through traditional means, a room would be staged to exemplify real life colors, shapes and patterns. A teacher (or assistant teacher) will individually walk each student through the staged classroom or setting, giving them instructions on what to

locate or identify. For example, the teacher may ask the student to identify a blue chair among a collection of colored chairs. The same sort of process should be used with shapes and patterns, which will be clearly displayed throughout the room. Throughout, the teacher

will record what the child recollects as well as what they had trouble identifying.

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