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Kate Cervone EDU 503 Grade: 2 Topic: Spiders All About Spiders Lesson

Dr. Rauch November 9, 2010 Content Area: MST, the Arts

INSTRUCTIONAL OBJECTIVE After reviewing the characteristics of a spider and its web, the student will be able to create their own spider made of food provided by the teacher and a spider web by using chalk and construction paper, and correctly identifying at least three characteristics of the organism. STANDARDS AND INDICATORS MST Standard #4: Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. • This will be evident when the student can properly identify the characteristics of a spider and its web by creating their own from food provided by the teacher. The Arts Standards #1: Creating, Performing, and Participating in the Arts: Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. • This will be evident when the student can create a spider web using construction paper and chalk.

MOTIVATION The teacher will tell a story about spiders and discuss how spiders are not as scary as society makes them seem.

 

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MATERIALS • • • • • • • • • • • • Large Marshmallows Pretzel sticks Black construction paper White chalk Computer Brain Pop video Gloves The Very Busy Spider by Eric Carle How Do Spiders Make Webs? By Melissa Stewart Spinning Spiders by Melvin Berger Spiders and Their Webs by Darlyne A. Murawski KWL chart worksheet

STRATEGIES • • • • Cooperative learning Direct instruction Modeling Indirect instruction

ADAPTATIONS • For the student who has ADD, the teacher will give him or her a five-minute break between activities to give them a chance to recollect their thoughts and

 

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refocus. A structured outline of the lesson’s activities will be provided at the start of the lesson. • For the student with orthopedic impairments, the teacher will assign a buddy to work with them when creating the spider models and webs.

DIFFERENTIATION OF INSTRUCTION Teachers are aware that not all students learn the same way. • For the students who are visual learners, the teacher will write the KWL chart responses on the board during the class discussion. • For the students who are kinesthetic learners, they will be allowed to walk around when completing the spider and web models. • For the students who are auditory learners, the directions will be explained verbally.

DEVELOPMENTAL PROCEDURES • The students will listen to the teacher introduce the idea of spiders being friendly, instead of scary as some people think. (Why are people scared of spiders? What do you think makes spiders scary? Is anyone in the class scared of spiders? Why?) • The students will participate in a class discussion about what they know about spiders and fill out the K and W sections of a KWL Chart. (What does the K column stand for? What should you write in the W column of the KWL chart? What do you know about spiders? What are some characteristics of spiders? Have you ever seen a spider? What do you want to know about spiders?)

 

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The students will watch a Brain Pop video about spiders to learn a bit more information. (What did you learn from the video? Did anything in it surprise you about spiders? Do you still feel scared of spiders?)

The students will build a spider out of food provided as the teacher models. (Do you see what I am doing to make this look like a spider? Does anyone need any help? How many legs should you be attaching to the body?)

The students will listen to a reading of the book “The Very Busy Spider” followed by a discussion about the friendly spider. (Why do you think the spider is so busy? What is the spider busy doing? What do you think is going to happen next?)

The students will make spider webs out of chalk and paper in partnerships by using pictures in books. (Do you have any questions about spider webs? What kind of spider web are you going to make?)

ASSESSMENT The teacher will observe students conveying characteristics of spiders and their webs if they are able to accurately create their own models.

INDEPENDENT PRACTICE After completing the activity, the students will be assigned homework that requires them to fill in the last section of the KWL Chart to be handed in to the teacher.

 

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FOLLOW-UP Academic Intervention: For the students who did not achieve the objective, the teacher will work one-on-one with them to create the spider model and web. Academic Enrichment: For the students who easily achieved the objective they will write a creative story about their spider using the facts they learned from the lesson, by utilizing their KWL Charts. This story will be shared with the class at a later time.

REFERENCES Berger, M., & Schindler, S. D. (2003). Spinning spiders . New York: HarperCollins Publishers.

BrainPOP | Science | Learn about spiders. (n.d.). BrainPOP - Animated educational site for kids - Science, social studies, english, math, arts & music, health, and technology. Retrieved November 6, 2010, from http://www.brainpop.com/science

Carle, E. (1984). The very busy spider . New York: Philomel Books.

Murawski, D. (2004). Spiders and their webs . Washington, D.C.: National Geographic

Stewart, M. (2009). How do spiders make webs? . New York: Marshall Cavendish Benchmark.

 

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Name ________________________ Spider KWL Chart What I Already Know What I Want to Know What I Learned

 

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