September/October 2017 – Vol. 30 No. 1

Patterns in the Primary Grades: Plastic Lids Activity

Posted: Tuesday, November 4th, 2014

by Valerie Joyner

Primary grade teachers have always understood the importance of patterns in early childhood education. Patterns are used in reading, math, and written language. They are also used with students to assist in their development of understanding and applying science. According to the NGSS, “Patterns in the natural and human world can be observed, used to describe phenomena, and used as evidence”. The importance in patterns in early childhood science education cannot be understated!

The study of patterns in K-2 provides students with myriad opportunities to identify patterns and properties using examples like weather, plant and animal parts, inherited traits, daylight, the stars, moon, and sun. Take a look at the NGSS Performance Expectations and Crosscutting Concepts for your grade level, and you will see that the Crosscutting Concepts of Patterns occurs several times throughout the year in connection with several different Disciplinary Core Ideas.

A great way to start off any study of patterns and properties is to allow students to collect, sort, and identify patterns in their everyday world. One of the easiest collections to make is an assortment of plastic lids, like the ones that come from shampoo, milk bottles, toothpaste, and yogurt cups. The possibilities are endless, and they are free!

Activity: Properties and Patterns

Making the Collection:

  1. Ask families to collect a variety of plastic lids and send them to school with their child. Encourage them to think big and small, colorful and dull, flip-top or screw-on, the greater the variety the better. It is fine to have duplicates. It is best to have at least 200 lids.
  2. Allow the collection to grow in the classroom for a few weeks. As the plastic lids come into the classroom allow students to observe them.

Getting Ready:

  1. Put 15-20 plastic lids in a zip lock bag or tub – one bag/tub for each pair of students
  2. Paper folded into halves or quarters for recording sorts – one for each student
  3. Pencils or crayons to record sorts

Getting Started:

Day #1

  1. With the entire class, discuss the word “Collections” with students. Ask them to identify collections they have or have seen at home, school, or elsewhere.
  2. Next ask students how people organize items in a collection. This is a good time to introduce the word “Properties” using examples like shells sorted by size, shape, or color; clothes sorted by type; books sorted by author or genre; numbers sorted by odd/even, etc. Explain that people use properties to sort and/or describe patterns.
  3. Explain to the students that they will be observing their classroom collection of plastic lids. Demonstrate by sorting several plastic lids by color. Then, ask the students to identify and describe how you sorted the lids. Record the sort.
  4. Next ask one student to sort your lids in another way. Then ask students to identify the new way the lids were sorted.
  5. Explain that each pair of students will be sorting a bag of plastic lids at least 2-4 different ways, and they may not repeat the same sort. As they complete a sort they must record their sort on paper by drawing or writing each of the ways they sorted the lids.
  6. Distribute materials and allow student to begin working.
  7. As the students are working walk around the room asking questions and guiding inquiry. Be sure the students are recording their sorts as they go along.
  8. Allow enough time for students to complete their sorts and record. Then ask each pair of student to show one way they sorted and describe the properties they used to sort. As students are sharing point out and record all of the different properties that were used to sort.
  9. Collect the lids and bags to allow the students to continue their discussions. Ask questions like: Why is it important to sort? What types of patterns did we notice? What other ways might we sort in the future?
  10. Save students records for Day #2.

Day #2

  1. Post the record of prior ways the students sorted.
  2. Repeat the activity and have students sort in new ways. They may refer to their records from Day #1. It gets harder and harder as they continue to look for new patterns and properties. I have seen students sort by bumpy and flat edges, the sounds that are made when lids are tapped or clicked, even by rooms where the lids are used. There are limitless possibilities.
  3. Again, debrief with the entire class sharing and asking for different ways the lids were sorted. Depending on your grade level, you might ask about patterns in weather, seasons, plant and animal traits, the sky, sound, etc. Ask students to identify different patterns in their world, including but not limited to science.

Patterns are critical to the understanding and application of science as a discipline and in our everyday world. As primary grade teachers it is our job to see that science is taught every day. Crosscutting Concepts like Patterns, Science and Engineering Practices like developing models, and Disciplinary Core Ideas like inheritance and variation of traits are taught every school day and every school year!

Written by Valerie Joyner

Valerie Joyner

Valerie Joyner is a retired elementary science educator and is a member of CSTA.

Leave a Reply

LATEST POST

State Schools Chief Tom Torlakson Announces 2017 Finalists for Presidential Awards for Excellence in Mathematics and Science Teaching

Posted: Wednesday, September 20th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson today nominated eight exceptional secondary mathematics and science teachers as California finalists for the 2017 Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST).

“These teachers are dedicated and accomplished individuals whose innovative teaching styles prepare our students for 21st century careers and college and develop them into the designers and inventors of the future,” Torlakson said. “They rank among the finest in their profession and also serve as wonderful mentors and role models.”

The California Department of Education (CDE) partners annually with the California Science Teachers Association and the California Mathematics Council to recruit and select nominees for the PAEMST program—the highest recognition in the nation for a mathematics or science teacher. The Science Finalists will be recognized at the CSTA Awards Luncheon on Saturday, October 14, 2017. Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Thriving in a Time of Change

Posted: Wednesday, September 13th, 2017

by Jill Grace

By the time this message is posted online, most schools across California will have been in session for at least a month (if not longer, and hat tip to that bunch!). Long enough to get a good sense of who the kids in your classroom are and to get into that groove and momentum of the daily flow of teaching. It’s also very likely that for many of you who weren’t a part of a large grant initiative or in a district that set wheels in motion sooner, this is the first year you will really try to shift instruction to align to the Next Generation Science Standards (NGSS). I’m not going to lie to you, it’s a challenging year – change is hard. Change is even harder when there’s not a playbook to go by.  But as someone who has had the very great privilege of walking alongside teachers going through that change for the past two years and being able to glimpse at what this looks like for different demographics across that state, there are three things I hope you will hold on to. These are things I have come to learn will overshadow the challenge: a growth mindset will get you far, one is a very powerful number, and it’s about the kids. Learn More…

Powered By DT Author Box

Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.

If You Are Not Teaching Science Then You Are Not Teaching Common Core

Posted: Thursday, August 31st, 2017

by Peter A’Hearn 

“Science and Social Studies can be taught for the last half hour of the day on Fridays”

– Elementary school principal

Anyone concerned with the teaching of science in elementary school is keenly aware of the problem of time. Kids need to learn to read, and learning to read takes time, nobody disputes that. So Common Core ELA can seem like the enemy of science. This was a big concern to me as I started looking at the curriculum that my district had adopted for Common Core ELA. I’ve been through those years where teachers are learning a new curriculum, and know first-hand how a new curriculum can become the focus of attention- sucking all the air out of the room. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.

Tools for Creating NGSS Standards Based Lessons

Posted: Tuesday, August 29th, 2017

by Elizabeth Cooke

Think back on your own experiences with learning science in school. Were you required to memorize disjointed facts without understanding the concepts?

Science Education Background

In the past, science education focused on rote memorization and learning disjointed ideas. Elementary and secondary students in today’s science classes are fortunate now that science instruction has shifted from students demonstrating what they know to students demonstrating how they are able to apply their knowledge. Science education that reflects the Next Generation Science Standards challenges students to conduct investigations. As students explore phenomena and discrepant events they engage in academic discourse guided by focus questions from their teachers or student generated questions of that arise from analyzing data and creating and revising models that explain natural phenomena. Learn More…

Written by Elizabeth Cooke

Elizabeth Cooke

Elizabeth Cooke teaches TK-5 science at Markham Elementary in the Oakland Unified School District, is an NGSS Early Implementer, and is CSTA’s Secretary.

News and Happenings in CSTA’s Region 1 – Fall 2017

Posted: Tuesday, August 29th, 2017

by Marian Murphy-Shaw

Cal

This month I was fortunate enough to hear about some new topics to share with our entire region. Some of you may access the online or newsletter options, others may attend events in person that are nearer to you. Long time CSTA member and environmental science educator Mike Roa is well known to North Bay Area teachers for his volunteer work sharing events and resources. In this month’s Region 1 updates I am happy to make a few of the options Mike offers available to our region. Learn More…

Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.