Patterns in Nature

Overview

In this lesson, students explore simple patterns they can see in nature (leaves, shells, feathers, and animal marks). They then make and describe a small pattern artwork using natural materials, connecting how artists use shapes and materials to show ideas.

Learning intentions

Students will:

• make a simple pattern artwork using natural materials
• recognise and use repeated shapes and placements (e.g., repeating leaf shapes, alternating colours)
• describe what patterns they made and where they might find similar patterns in nature

Success criteria

Students can:

• create a pattern that repeats at least 3 times (with teacher support if needed)
• point to the start, middle, and repeat in their artwork
• use simple words to describe the pattern (e.g., “leaf, twig, leaf, twig” or “same, same, same”)

Curriculum links

• Creative Arts — CA1-VIS-01: Students make artworks using materials and techniques to represent subject matter and ideas, and describe ways artists convey ideas in artworks
• Mathematics — MA1-2DS-01: Students recognise, describe and represent shapes including quadrilaterals and other common polygons (as “shape clues” like leaf/seed outlines)
• Mathematics — MA1-2DS-02: Students measure and compare areas using uniform informal units in rows and columns (students create a small grid-like layout using rows and columns of items)
• Creative Arts (making + describing) aligned with CA1-VIS-01 “Making” and “Appreciating” aspects

Lesson structure (90 minutes)

1. 0–10 min · Welcome + pattern hunt (nature talk). Teacher brings natural items (e.g., leaves, seed pods, small pebbles) and shows a short “What do you notice?” prompt on the board; students take turns choosing an item and naming what repeats (size/shape/colour/texture). Student task: touch one item, describe it simply, and help place it in a “repeat” line.

2. 10–25 min · Big pattern demonstration. Teacher demonstrates a repeating pattern on a tray (e.g., leaf–twig–leaf–twig) and then builds a second pattern using alternating items (e.g., light seed–dark seed). Student task: with support, help add the next correct item to make the pattern continue.

3. 25–35 min · Pattern from rows and columns (math support). Teacher draws a simple grid on paper (3 columns × 2 rows) and shows how they can place items in rows/columns to build an even layout. Student task: choose 2–3 items and place them into the grid rows/columns to copy a model (e.g., “same, same” down a row).

4. 35–45 min · Quick circle-share: animals/plants connections. Teacher shows examples (real pictures printed or observed from classroom collection) of animal fur/feathers and plant leaf patterns (e.g., stripes/spots/leaf veins) and links them to the idea of repetition. Student task: answer one prompt: “Where have you seen a pattern like this?”

5. 45–70 min · Create pattern artwork (natural materials). Teacher sets up stations: base paper/cardboard, glue sticks, and a small “material tray” (safe, clean natural items). Teacher models: start point, follow the pattern, press to secure, then check “does it repeat?” Student task: create their own pattern using natural materials, aiming for at least 3 repeats, arranged in a simple row/column layout.

6. 70–80 min · Artist check: “Show me the repeat.” Teacher uses a guiding question and points: “Can you show me where it repeats?” Students trace with a finger along the pattern sequence. Student task: point and say/signal the repeated part (with sentence starters provided).

7. 80–88 min · Share + describe (CA1-VIS-01 language). Teacher invites each student to speak briefly while the class listens. Sentence starters: “I made a pattern of…”, “My pattern repeats…”, “I used… because it looks like…”. Student task: describe using a simple pattern phrase (e.g., “leaf, twig, leaf, twig”).

8. 88–90 min · Exit reflection (1 question). Teacher asks: “What pattern did you make today?” Students indicate with a gesture or one-word response.

Resources

• Natural materials collection (leaves, seed pods, small twigs, pebbles, feathers if safe and clean)
• Base paper or thick card (pre-cut squares or rectangles)
• Glue sticks and/or child-safe glue in small bottles
• Trays/containers to sort materials (by shape/colour/size)
• Simple paper grids (3×2 or 4×2) printed or drawn
• Sentence starter cards with picture supports (“My pattern is…”, “It repeats…”)
• Cloth wipes, paper towels, and handwashing access
• Observation images printed (animal/plants patterns)

Assessment

• During making: teacher checks whether the student’s arrangement shows repetition at least 3 times
• During sharing: teacher records whether students can identify and point to the repeating sequence
• Exit reflection: teacher notes one word/phrase used to describe the pattern

Differentiation

• Support: pre-marked grid bases, smaller sets of materials (2–3 item types only), and sentence starter prompts
• Support: teacher models “next item” and uses hand-over-hand only as needed for placement
• Extension: students add a second layer of pattern (e.g., a border pattern around the grid) or attempt a new repeating rule (alternating colours or shapes)
• EAL/SEN: allow non-verbal responses (pointing, selecting from picture cards) and accept pattern descriptions like “same/same/same” or “A-B-A-B”