Name: Nataly Abrego Date: Oct.

15-19th, Week 2 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 second 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 Camouflage: The hiding or disguising of something by covering it up or changing the way it looks. 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. Review KWL Chart 2. Add what we learned from Charlotte in Chapter 9 of Charlottes Web. Charlotte introduces vocabulary regarding parts of her legs. 3. How Spiders Eat and Hunt Youtube videos viewed through wikispaces (overall time is about 7 mins) 4. Students will write notes in Science Journals. 5. Closure: Fill in KWL Chart Day 2: 1. Review KWL Chart 2. Revisit pictures from book Spiders by Nic Bishop 3. Discuss what is camoflauge The hiding or disgusing of something by covering it up or changing the way it looks. 4. In journals, students draw a spider that is camoflauged.

Day 3: 1. Read: A house spiders life by John Himmelman 2. Whole Class Discussion What do you think is the life cycle of a spider? Where do they come from- born/travel? 3. Intro Spiders Life Cycle 4. Closure: KWL Chart Day 4: 1. At computer lab, students will use these websites http://www2.lhric.org/pocantico/spiders/spiders.htm http://www.spiderroom.info/ 2. Students will be looking up cool facts about spiders, answer questions from KWL chart and write information in journals. 3. Closure: Authors chair Students will share their findings; teacher will add info to KWL Day 5: 1. With guidance from teacher, students will complete their spider investigation worksheet. 2. Students will make a presentation that summarizes everything they learned 3. If time allows: students will share with a partner 4. Turn in journals and presentations for a grade Materials: Science Journals Computer lab http://www2.lhric.org/pocantico/spiders/spiders.htm http://www.spiderroom.info/ Youtube Videos posted on Wikispaces to bypass CCSD A house spiders life by John Himmelman Spiders by Nic Bishop Charlottes Web by EB White Assessment: Informal: based on teacher observations, Authors Chair Formal: Science Journal notes, spider investigations presentations