Name: Nataly Abrego Date: Oct.

8-12th, Week 1 of Unit NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM Lesson Topic: Spider Investigation Unit (Writing, Reading and Science) Description of Classroom: This lesson is for a 3rd grade classroom of 22 students; age ranges 8-9; 5 boys and 17 girls. Background: This is the first week of a Spider Investigation Unit that integrates writing, reading, and science. Students have been reading, Charlottes Web by EB White; they were recently introduced to Charlotte the grey spider. Students have a natural curiosity about spiders, and this unit will introduce: spiders life cycle, how and what they eat, spiders anatomy, differences between spider and insects, comparing spiders to other spiders, and web building. Content Objectives: 1. Given a variety of materials to use, students will conduct, record, and gather information about spiders based on observations and questions raised about the world, with teachers guidance and support. 2. Students will be able to use their science journals to develop, communicate, and justify descriptions, explanations and predications. 3. At the end of the unit, students will be able to present their spider investigation demonstrating acquired knowledge of spiders. Language Objectives: Listening: teacher instruction, student input, media Speaking: contributing to class discussion, delivering presentation Reading: a variety of informative spider books Writing: recording information in science journals Nevada Standards: RL.3.1. Ask and answer questions to demonstrate understanding of text, referring explicitly to the text as the basis for answers. RL.3.5. Use text features and search tools to locate information relevant to a given topic efficiently. W.3.1.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. SL.3.1.a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1.b. Follow agreed-upon rules for discussions (gaining the floor in respectful ways, listening to others with care, speaking one at a time about topics and texts under discussion). L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling in writing. 3.1.2. Conduct investigations based on observations and questions raised about the world. 3.1.3. Keep a record, in a science notebook, of observations. 3.1.5. Create and use labeled illustrations, and charts to convey ideas, records, observations, predications. 3.4.2. Investigate, compare and contrast life cycles of various living things. Key Vocabulary: Arachnid: any animal with 8 legs; 2 body parts; and no backbone, wings, or antennae. Spiders, scorpions, ticks, and mites are members of this group. Body parts of a Spider: o Cephalothorax: all 8 legs are connected to this front part (like the head and chest of a

spider); it also stores the brain and stomach. Abdomen: rear section of a spider; a spiders silk is produced by silk glands located here Legs: covered with hairs that serve as sense organs. Each legs has 2 tiny claws at the end of each leg (coxa, trochanter, femur, patella, tibia, metatarsus, tarsus, and claws; Charlotte introduces this in Charlottes Web.) o Eyes: spiders can have 0-8 eyes; they are near-sighted o Chelicerae: jaws of a spider o Pedipalps: leg-like limbs at the side of the mouth that serve as spiders feelers o Spinnerets: 6 tiny tubes at the rear of a spider; silk comes out as a liquid and turns solid when exposed to air Spiderlings: baby spiders Webs: Orb web, sheet web, funnel web Wandering spiders: spiders that dont build a web to hunt for meals Best Practices: Preparation Scaffolding Grouping Options X Adaptation of content X Modeling X Whole Class X Links to background X Guided practice X Small groups X Links to past learning X Independent practice X Partners X Strategies incorporated X Verbal scaffolds X Independent X Procedural scaffolds Integration of Processes Application Assessment X Listening X Hands-on X Individual X Speaking X Authentic (Meaningful) X Group X Reading X Linked to objectives X Written X Writing X Promotes engagement X Oral o o

Teaching Strategies: Childrens Literature Videos for realia Graphic organizers Cooperative Learning Activities Lesson Sequence: 10:50-11:35 Day 1: 1. Whole Class: Spider Discussion (we will be studying spiders all this week) Construct a KWL Chart, students will be writing their own in Science Journal Students talk to shoulder partner about things they want to know/already know about spiders. Connect to Charlottes Web 2. Read: About Arachnids: A Guide for Children 3. At 4 stations, there will be books about spiders In groups of 5 or 6, students will visit each station and add to their KWL Chart 4. Whole Class/Closure: revisit KWL Chart Day 2: 1. Show pictures of different spiders (Book: Spiders by Nic Bishop) What do we notice? Anything in common/different? 2. Intro characteristics of Spiders and Vocab

 Students take notes in Science Journal 3. Discuss: what do you think is the difference between spiders and insects? Make whole class Venn Diagram 4. In partners, students sort insects and spiders Write notes in journal 5. Closure: revisit KWL Chart Day 3: 1. Whole Class: Review characteristics of Spider 2. Intro Vocab: Body Parts of Spider Students write/ paste worksheet info in Science Journal 3. Closure: repeat vocab words whole class Have students stand in a circle, students point to their bodies according to where the spiders body part would be Example: chelicerae (students point to their mouths), cephalothorax (students point to head to stomach) Day 4: 1. Whole Class: Review KWL Chart 2. On ELMO: Read Spiders, Spiders, Spiders Students write on whiteboards observations. What are some things that we have noticed? 3. In your Book Club groups, you will teach us about different spiders. Jigsaw activity worksheet: Each group will learn and teach about different types of spiders (Poisonous Spiders, Wolf Spider, Jumping Spider and Tarantula). Students will take notes of information given. 4. Whole Class: Compare and Contrast different spiders. 5. Closure: Tell me 1 interesting thing you learned. Day 5: 1. Review KWL Chart 2. Discovery Education Video: Spiders building Webs (3:00) 3. Web-Building vs. Wandering Spiders. Make t-chart in Science Journals. 4. Read: Do All Spiders Spin Webs? 5. Closure/Partners: What did you learn? I learned. Materials: Science Journals 4 books of each: Poisonous Spiders, Wolf Spider, Jumping Spider and Tarantulas Spiders by Nic Bishop About Arachnids: A Guide for Children by Cathryn Sill Do All Spiders Spin Webs? By Melvin and Gilda Berger Discovery Education Video Assessment: Informal: based on teacher observations Formal: Science Journal notes, Jigsaw Presentation