Patterns and Structures

Overview

This 65-minute lesson helps 3rd grade students explore patterns and structures through math and science integration, following the Next Generation Science Standards (NGSS) and Universal Design for Learning (UDL) principles. The focus is developing students' ability to recognize and describe patterns in nature and relate them to mathematical structures, linking to compound subjects and predicates through rich sentence structure practice during discussions. This approach supports diverse learners, including high-functioning autistic students, by blending visual, auditory, and kinesthetic modalities.

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Learning Objectives

By the end of the lesson, students will be able to:

• NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specific criteria for success and constraints on materials, time, or cost.
• NGSS 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
• Identify and describe patterns found in natural objects and compare them with mathematical patterns (math integration).
• Construct compound sentences using compound subjects and predicates during their explanations of observed patterns.

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Materials

• Pattern cards with images of natural objects (e.g., leaves, animal stripes, seashell spirals)
• Chart paper & markers
• Whiteboards & dry erase markers per student
• Sentence-building strips with simple subjects and predicates
• Digital projector/tablet with pattern/videos or images of nature
• Playdough or pipe cleaners for creating pattern models
• Visual timetables and step-by-step instructions

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Standards Alignment

• Next Generation Science Standards (NGSS):
  • 3-5-ETS1-1 Engineering Design: Define a design problem with criteria and constraints.
  • 3-ESS2-1 Earth’s Systems: Represent weather data to identify patterns.
• Common Core State Standards for English Language Arts (CCSS.ELA-LITERACY.L.3.1 and L.3.1d):
  • Use conjunctions to form compound sentences (compound subjects and predicates).
• Universal Design for Learning (UDL):
  • Multiple means of representation (visual, kinesthetic, auditory).
  • Multiple means of engagement and expression.

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Lesson Breakdown

1. Warm-up and Engagement (10 minutes)

Activity: Nature Pattern Scavenger

• Show 5-7 images/videos of natural patterns projected or on tablets (e.g., zebra stripes, sunflower seeds, clouds).
• Students discuss aloud what they notice about the patterns in pairs (scaffold discussion with sentence strips for compound subject-predicate practice: e.g., “The zebra has stripes and the stripes are black and white.”)
• Teacher models creating compound sentences from simple observations; highlight subjects and predicates on chart paper.

UDL Strategies:

• Visual support via images/videos
• Sentence stems and strips to support language production
• Peer support and structured turn-taking

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2. Direct Instruction and Modeling (10 minutes)

Focus: Understanding patterns in nature and building compound sentences

• Explain how patterns help scientists understand the world.
• Introduce mathematical terms: sequence, repetition, symmetry, and spirals with pictures.
• Demonstrate how to form compound subjects and predicates (e.g., "Leaves and flowers grow on the plant, and they show repeating patterns.")
• Use sentence-building strips to construct example sentences collaboratively.

UDL Strategies:

• Multi-modal presentation: oral explanation, written examples, visuals
• Interactive sentence construction for physical engagement

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3. Guided Activity (20 minutes)

Activity: Build and Describe Nature Patterns

• Students work in pairs with playdough/pipe cleaners to create a simple pattern seen in nature (e.g., spiral shell, symmetric leaf).
• Students write or say compound sentences describing their pattern using sentence-building strips as needed (e.g., “The shell spirals around, and it gets bigger and bigger.”)
• Teacher circulates to support language use and pattern recognition.

UDL Strategies:

• Hands-on materials for tactile learners
• Sentence support and graphic organizers
• Allow verbal or written responses based on student preference

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4. Data Representation and Charting (15 minutes)

Activity: Weather Pattern Data Chart

• Display simple seasonal weather data in a table.
• As a class, interpret the data and create a graph on chart paper.
• Discuss patterns (e.g., “The rain falls more in spring, and the temperature rises.”) using compound sentences.
• Students create their own 2-3 sentence summary using compound subjects and predicates to describe the chart.

UDL Strategies:

• Use color-coded charts for clarity
• Highlight conjunctions during sentence writing
• Provide sentence starters

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5. Closure and Assessment (10 minutes)

Activity: Pattern Sentence Gallery Walk

• Students post their pattern descriptions (compound sentences) around the room.
• Classmates walk around, read, and leave positive comments or questions (supported sentence frames provided).
• Teacher collects sentences as formative assessment: check for understanding of patterns and correct use of compound subjects/predicates.

Assessment:

• Oral and written use of compound subjects/predicates
• Ability to recognize and describe patterns visually and linguistically
• Participation and engagement with materials and peers

UDL Strategies:

• Movement breaks incorporated with gallery walk
• Alternative communication for feedback (drawing, pointing, simple sentences)

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Differentiation Tips

• For high-functioning autistic students:
  • Provide explicit sentence structures and predictable routines.
  • Use advance organizers and timers.
  • Minimize sensory distractions.
  • Encourage use of preferred sensory tools during hands-on work.
• For other learners:
  • Offer extension challenges: create more complex patterns or write multi-phrase compound sentences.
  • Provide visual icons for abstract vocabulary.

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Reflection for Educators

• Monitor student use of compound subjects/predicates through writing and speech.
• Note engagement with multisensory activities.
• Adjust sentence support based on individual language proficiency.
• Consider sharing pattern observations and sentences digitally for continued practice at home or in other subjects.

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This lesson integrates NGSS science standards deeply while targeting a critical language skill, using UDL to engage every learner effectively. It encourages curiosity about the natural world and enhances math and language arts simultaneously—ideal for 3rd graders preparing to meet cross-disciplinary standards confidently.