Shaping a Colorful Life Red Square, Blue Circle, Green Triangle, Red Square, Blue Circle, Green Triangle

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Shaping a Colorful LifeRed Square, Blue Circle,
Green Triangle, Red Square, Blue Circle, Green
Triangle
Whats the difference between a circle and a
square?
Thats a pattern!
Thats the color blue!

• Cece Abrams and Danielle Grossman
• Ed 200 Fall 05 Curriculum project

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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.

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Objectives of Shaping a Colorful Life
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• Students willbe able to recognize shapes, colors
  and patterns.

• Shapes
• Square
• Rectangle
• Circle
• Diamond
• Triangle
• Star
• Hexagon
• Oval

• Colors
• Red
• Blue
• Yellow
• Green
• Pink
• Orange
• Purple
• Brown

primary colors
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• 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.
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Objectives of Shaping a Colorful Life
2

• Students willmathematically incorporate skills
  using logical-mathematical reasoning.

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.
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Number Recognition At least 1 through
20. Pattern Recognition Simple ABAB patterns to
complex ABCABC patterns.
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Objectives of Shaping a Colorful Life
3

• Students willartistically display their new (and
  improved) ideas of shapes, colors and patterns.

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 Operations Linguistic syntax,
phonology, semantics, pragmatics Musical pitch,
rhythm, timbre Logical-Mathematical number,
categorization, relations Spatial accurate
mental visualization, mental transformation of
images Bodily-Kinesthetic control of ones own
mind, control in handling objects InterPersonal a
wareness of others feelings, emotions, goals,
motivations IntraPersonal awareness of ones own
feelings, emotions, goals, motivations Naturalisti
c recognition and classification of objects in
the environment
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Objectives of Shaping a Colorful Life
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• Students willfind an appreciation for and
  understand their environment through the use of
  shapes, colors and patterns.

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.
Intelligence Core Operations Linguistic syntax,
phonology, semantics, pragmatics Musical pitch,
rhythm, timbre Logical-Mathematical number,
categorization, relations Spatial accurate
mental visualization, mental transformation of
images Bodily-Kinesthetic control of ones own
mind, control in handling objects InterPersonal a
wareness of others feelings, emotions, goals,
motivations IntraPersonal awareness of ones own
feelings, emotions, goals, motivations Naturalisti
c 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
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Objectives of Shaping a Colorful Life
These objectives have been selected on the
grounds of past experiences, first hand accounts,
as well as the knowledge obtained from
Connecticut Statewide Curriculums.
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/Curric
ulum/Kindergarten20Curriculum20Guide.html
http//www.state.ct.us/sde/dtl/curriculum/currkey3
.htm
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 Educations Policy
Statement on Arts Education adopted in
1999 www.state.ct.us/sde/DTL/curriculum/stateart/t
hearts.ppt
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Shaping a Colorful LifeDay 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?themeid9 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
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Shaping a Colorful LifeDay 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
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Shaping a Colorful LifeDay 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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