1. Concept-Based Instruction in the First Grade Classroom
An Interdisciplinary Unit on Patterns

2. Introductions Mary Bojarski Emily Foley Amber Golfe Nancy Halvorsen
First grade LI Teacher at Shamrock Gardens Elementary
Emily Foley
LI/TD Magnet Coordinator at Irwin Academic Center
Amber Golfe
First grade LI Teacher at Mallard Creek Elementary
Nancy Halvorsen
TD Teacher at Smithfield Elementary
Ashley Hines
TD Teacher at Grand Oak Elementary
Lisa Pagano Academic Facilitator at Irwin Academic Center

3. Today’s Objectives 1. Define concept-based instruction.
2. Examine the research behind concept-based instruction.
3. Discuss why a concept-based unit on patterns is important.
4. Explore the concept-based unit on patterns.
5. Collaborate with colleagues about implementation.

4. Today’s Objectives
Define concept-based instruction.

5. What is Concept-Based Learning?
It approaches content area standards from the perspective of an over-arching concept.
Understand
Concept and Generalizations- Transferable understandings
Example: Patterns are everywhere.
Know
Factual and Critical Knowledge- Non-Transferable
Example: Understand holidays of various cultures.
Be Able to
Skills and Processes- Transfer within and sometimes across disciplines.
Example: compose a poem (to a repetitive beat)
Erickson, H.L. (2008)

6. A Closer Look at Concepts
Backwards Planning
Concepts vs. Topics
Concept
Topics
Change
Weather
Patterns
Animals
Relationships
Characters
Systems
Government
Power
Grammar
Structure
Geometry
Concepts/
Generalizations
Knowledge
Skills
Patterns can be found in nature.
Seasons follow a pattern and change over time.
Record observations in a notebook.
Compare and contrast pictures.
Erickson (2008) and Tomlinson (2003)

7. What Does the Research Say about Concept-Based Learning?
Today’s Objectives
2. Examine the research behind concept-based instruction.
What Does the Research Say about Concept-Based Learning?

8. Concept-Based vs. Topic-Based
“Concept-based curricula are more effective than topic-based curricula, for the world of today and tomorrow, because they take teaching and learning to a higher level as students analyze, synthesize and generalize from facts to deeper understanding.”
Erickson (2008)

9. The Standards and the Concepts
Taba identified patterns of discussion in concept-based learning lessons and found an effective discussion is one in which the teacher remains at the lower levels (facts and topics) long enough for students to acquire enough information before moving them up to the higher levels (concepts).
Maker and Sciever (2005)

10. Objective Check Turn and Talk
1. What is concept-based learning?
2. How could it help your students become better thinkers?

11. Today’s Objectives
A Pattern Unit : Why is it important and how will it help me and my LI first grade students this year?
3. Discuss why a concept-based unit on patterns is important.

12. What Makes us LI Anyway? A variety of skills and abilities
This unit is designed to challenge your bright and potentially gifted students at the highest level, while still meeting the standards for all students.
Accelerated, Enriched Curriculum
This unit provides depth and complexity to the common core and state standards. It gives students the conceptual framework to build knowledge.

13. Why is it important?
This unit will help first graders show growth because it provides …
solid instruction for K-2 gifted students
exposure to various holidays from different countries
work with a purpose via a “Nationality Pattern Festival” task
transfer of knowledge to a variety of different settings
opportunities for children become thinkers and problem solvers, not just memorizers of facts or producers of “fluff”.

14. Preparing for Second Grade Testing
Certifying LI students strengthens the magnet.
LI/TD Magnets tend to have diverse socio-economic populations and under-represented racial populations.
Exposing students to conceptual learning will provide them will experiences that can build background for the CogAT.
CogAT Quantitative Practice
CogAT Verbal Practice

15. Today’s Objectives 4. Explore the concept-based unit on patterns.
Patterns- First Grade
2nd Quarter

16. Overview: 1st grade concept-based instruction pattern unit
Three-dimensional unit:
Factual content = holiday traditions
Skills = First grade common core
Larger disciplinary concept with generalizations = Patterns
Integrates 21st Century Skills
Communication
Collaboration
Creativity
Critical Thinking/Problem Solving
Digital Literacy

17. Pattern Generalizations “The Big Ideas”
how and why things work
predicting future patterns
organize our lives
Patterning ourselves after influential people
natural or man-made
may be found in many places
Patterns Book 1 : Literature, Arts, and Science (Differentiated Curriculum for Grade 1)
Patterns Book 3: Economics, Biographies, and Citizenship (Differentiated Curriculum for Grade1)
by Angie Harrelson

18. Objective Check: Quick Write!
3. How could learning first grade standards through the concept of relationships, and in particular analogies, help your students?

19. Let’s take a closer look at the unit…

20. Really…. Another thing to do!!??
The lessons should be very easy to implement.
All ideas are clearly laid
All handouts are attached
Lessons correspond to the first grade common core state standards.
Lessons tie into curriculum, but can also “stand alone” if the subject is not yet touched upon.

21. Introduction of Unit
Unit is split up into 15 different lessons and paced for approximately 21 sessions about 45 minute in length.
Lessons are set up by:
Measurable Learner Objectives
Common Core Standards
21st Century Skills
Patterns Generalizations
Materials
Instructional Strategies
Assessment
Resources

22. Session #1: Pre-assessment
Open-ended
What ideas do students already have about patterns?
What concepts and generalizations have they already established?

23. Sessions #2, #3 & #4: Concept Development
Examples
Categories
Non-Examples
Generalizations

24. Sessions #2, #3 & #4: Concept Development
(cont.)

25. Sessions #2, #3 & #4: Concept Development
(cont.)

26. Hook: Nationality Pattern Festival
Dear (_______) First Graders,
Hello! This is your Mayor (Patsy Kinsey) of Charlotte.
Did you know that we have several different nationalities from all around the world, right in our community here in Charlotte? Each nationality is from a different part of our world. People from these different nationalities had to fly in planes or take large ships across the ocean to come here to the United States. These different nationalities are represented in all different ways, such as: their languages, holidays, foods, plants, animals, clothes and even music and games! That means that there are other students just like you, who live here in Charlotte, that may speak a different language, or may eat different foods and even celebrate different holidays! Even though we all might not do everything the same, there are patterns of all kinds to find in each and every nationality… and that is your job!
This is why I am inviting you to hold the First Ever Nationality Pattern Festival!!! You and your classmates will need to learn about different holidays and patterns around the world so you can become experts and teach our community! You and your classmates will create a real festival, with seven different booths. Each booth will showcase artifacts and offer something new to learn about from each nationality you have researched together! I know I can count on you to help educate our community about the patterns in different nationalities around our world!
I look forward to hearing about your great Nationality Pattern Festival!
Sincerely,
Mayor Patsy Kinsey

27. Sessions #5 & #6: Great Britain
The students will recognize color, shape, and rhythmic patterns found in holiday wrapping paper, holiday greeting cards, and Christmas Carols.
Whole group story/articles on how Great Britain celebrates Christmas and their creation of greeting cards, Christmas Party Crackers, and Christmas Carols.
The students will observe and describe how each of these traditions have patterns (color, shape, or rhythmic)
The students will create Christmas wrapping paper that is patterned to cover their Christmas Party Cracker.
The students will create holiday greeting cards using more than one pattern characteristic.
The students will create their own rhythmic pattern stanza to a famous Christmas Carol.

28. Sessions #7 & #8: China
Students will learn when, why, and how Chinese New Year is celebrated throughout the world.
They will explore patterns using a product created in China—dominoes!
Students will learn and explore the Zodiac Calendar.
Students will explore the Lunar Calendar.

29. Session #9: South America
Students will learn about Carnaval, celebrated in South America.
Students will notice patterns represented in the various costumes, masks, dances and music. Students will imitate one of the patterns noted through their own decoration of a mask.
Whole Group story, video, and discussion
Think-Pair-Share
Small Group work

30. Session #10: Africa
Students will recognize patterns within Kwanzaa as well as between Kwanzaa and other holidays from around the word.
Whole group story and discussion
Pattern exploration with rhythms and create rhyme
Individual writing about patterns in Kwanzaa
Small group with teacher making Mkeka Mat

31. Session #11: Israel
Students will learn about Hanukah while looking for the pattern followed when celebrating each of the eight days of Hanukah.
The students will notice how patterns help in understanding Hanukah traditions.
To synthesize, each student will use what was learned about Hanukah to write a poem with onomatopoeia.

32. Session #12: Mexico
Students will explore patterns and Christmas traditions established by Mexico.
Interact with The Legend of the Poinsettia by Tomie DePaolo in a variety of different ways (listening & speaking, writing, and illustrating).
Jacob’s Ladder D– Paraphrasing, Summarizing, Creative Synthesis

33. Session #13 - #17: United States
The students will discover patterns found in United States symbols and character traits of influential people
Independence Day-
The students will recognize color and shape patterns on the United States flag.

34. Session #13 - #17: United States
The students will discover patterns found in United States symbols and character traits of influential people.
Presidents’ Day -
The students will explore patterns/traditions established by the first president of the US and solve word problems related to money and the US presidents depicted on the bills/coins.

35. Session #13 - #17: United States
The students will discover patterns found in United States symbols and character traits of influential people.
Constitution Day-
The students will explore patterns/traditions established by the US Constitution.

36. Session #13 - #17: United States
The students will discover patterns found in United States symbols and character traits of influential people.
MLK Day-
The students will learn about Martin Luther King, Jr. Day. They will discover the pattern he set for others. To honor his life and legacy, students will write “good news, bad news” short stories.

37. Session #13 - #17: United States
The students will discover patterns found in United States symbols and character traits of influential people.
Memorial Day -
Students will gain an understanding of why Memorial Day is celebrated in the United States and understand how the date is determined each year. They will interact with a piece of digital media, use Thinking Maps to organize information learned, and create a diamante poem about Memorial Day to show what they have learned about the holiday.

38. Session #18 - #20: Nationality Pattern Festival Task
Students will be grouped into 7 different groups: Great Britain, China, South America, Africa, Israel, Mexico and the United States
Each group is to become “experts” of his/her topic to create an informational “booth” for the First Ever National Pattern Festival!
Students should incorporate artifacts, as well as information to educate the community.
Depending on resources and location, students may invite family to this celebratory event.

39. Session #21: Post Assessment
Identical to pre-assessment
Used as a way to gauge how much students have learned about patterns through these integrated experiences
Compare pre and post-assessment results to measure growth. 

40. Objective Check: Let’s Share!
4. Explore the unit. Padlet

41. Some resources to help you during and after the unit!

42. Concept Map- Connecting the Content to the Concept
Relationships
Involve
People
Things
Can be found
In my life
Friends, family, pets, stores, playground
In School
Math, science, literacy, social studies
Addition problems- numbers and signs
Relationship between matter and what we use it for
Relationship between money and needs and wants
Relationships between words
Friends, teachers, classmates
Are used for
Understanding ideas better
Making life more enjoyable

43. Building on Patterns Building Thinking Skills PETS
Jacob's Ladder Primary 2 book
Patterns: Differentiated Curriculum for Grade 1 (Books 1,2 & 3)

44. How can you implement this in your classroom?
Today’s Objectives
5. Collaborate with colleagues about implementation.
How can you implement this in your classroom?

45. Implementation & Support
Plan to implement second quarter
Provide feedback via notes/comments *look for a survey monkey questionnaire!
Share and support each other through
Contact one of us with questions/concerns!

46. Our Contacts Mary Bojarski Lisa Pagano Emily Foley Amber Golfe
Emily Foley
Amber Golfe
Nancy Halvorsen
Ashley Hines
Lisa Pagano

47. Please enjoy this unit and have a great school year!