5 — Patterns in nature
Sequence focus points
- Literature: focus texts – The Very Hungry Caterpillar by Eric Carle, For All Creatures by Glenda Millard and Rebecca Cool, Animal Colours by Beth Fielding and the informative text about caterpillars or butterflies read in Sequence 2; class library suggestions – imaginative and informative texts with the theme of caterpillars, butterflies, moths, insects and all types of animals.
- Patterns: patterns in nature; patterns in sentence punctuation; patterns in words and onset and rime.
- Reading: recognising symbols in the environment.
- Writing: modelled writing – sentence punctuation using onset and rime as a spelling method.
- Handwriting: letter formation.
Revisit the books read so far in this unit and make links with the aspects of nature in the books and those in your local environment.
Talk about the insects that may be seen in the playground or school vegetable garden. Jointly write a list of the plants, animals and insects students have noticed and talk about the shape or pattern of that thing. Where possible, link these to the patterns made by letters. ACELT1575, ACELT1783, ACELY1646
Activity 1: Pattern and shape hunt
Conduct a search in the playground or a local park to look for patterns in the natural or built environment. As the class searches, you should ask leading questions to guide the students to find patterns, shapes and symbols in the environment. For example, ‘I can see a square shape on the ground of our playground. Who can see the square shape?’, ‘This drain has a straight line pattern. Who can trace it with their foot?’
Activity 2: Joint construction – writing about patterns
Display the photographs taken during Activity 1 on the interactive whiteboard and use them as a stimulus to jointly write some sentences suggested by the students, describing the patterns you have found. ACELY1651
- Model and think-aloud the process of sentence writing, reminding the students about using capital letters and full stops.
- Model the spelling of unfamiliar words using onset and rime.
Display the photographs with their captions in the classroom or on the interactive whiteboard. Conduct a reading walk. Leave photographs and captions displayed for students to read independently. ACELY1650