Rachel Ford

EDU 5201
December 11th, 2016
Lesson Plan

Literacy Linkages and Content Area Language Considerations

Lesson Plan Title: Spider Unit

Core Standard/Objective:
2nd Grade, Standard 4: Life Science. Students will gain an understanding of life science through
the study of changes in organisms over time and the nature of living things.
Objective 1: Tell how external features affect an animals ability to survive in its environment.
Objective 2: Identify basic needs of living things (plants and animals) and their abilities to meet
their needs.

Essential questions:
Are all spiders the same?
Can spiders smell?
Do spiders get scared?

Content and language objective:

Objective: Students will learn the physical features of a spider and how its features affect its
ability to survive in its environment. Students will be able to identify a spiders basic needs.
Students will briefly explore different types or spiders.
Language: Students will be able to orally retail the main body parts of a spider, retell the way in
which spiders build their webs, and be able to explain how spiders survive in their habitats.

Language/Vocabulary:
Cephalothorax
Abdomen
Pedicel
Setae
Spinnerets
Chelicerae
Pedipalps
Venom
Prey
Spiderling
Exoskeleton
Molt
Liquid
Arachnids
 Silk

Materials needed:
Day 1:
KWL Chart
Expository Text: Spiders by Time Kids
Afraid/not afraid chart
Spiders outline for children to color/draw
Crayons
Tape
Cover page for lap book
Completed lap book for students to see as an example

Day 2:
Word sorts
Smart Board
Packet: Anatomy/life cycle/dangerous spiders pages of lap book
Scissors
Crayons
Glue
Folders

Day 3:
The Spider and The Fly
Access to YouTube
Packet: How to Make a Spider Web/How Spiders Eat Prey pages of lap book
Crayons
Scissors
Glue

Optional Book List:

Miss Spiders Tea Party
Diary of a Spider by Doreen Cronin
The Very Busy Spider by Eric Carle
Anansi the Spider by Gerald McDermott
The Spider and the Fly by Mary Howitt
Spiders and Their Webs by Darlyne Murawski
Are you a Spider? By Judy Allen
Spiders Secrets by Richard Platt
Spiders by Nic Bishop
Spiders by Gail Gibbons
Spinning Spiders by Melvin Berger
Spiders! By TIME for kids
 Aaaarrgghh! Spider! By Lydia Monks
Websites:
Kidzone.ws/lw/spiders/facts.htm
Spiderzrule.com
Orkin.com/other/spiders/
You tube video:
Dont be Afraid of Spiders https://www.youtube.com/watch?v=3qdxEiIB_Sw

Pre assessment: Engage students in discussion using KWL chart. Find out what students might
already know and what they want to know about spiders. Have students draw a picture of a
spider and put their spider in the column labeled Im afraid of spiders Im not afraid of
spiders. KWL chart and Afraid vs. Not Afraid chart will be displayed for the next few days.

Introduction/Background Knowledge:
Day 1: Complete first 2 sections of KWL Chart
Day 2: Fact or opinion/Fact or fiction-word sorts as a class
Day 3: Read Aloud/Spider web building youtube videos

The KWL discussion will assist ELLs in developing the appropriate terminology and
know what to look for as they participate in the unit. The word sorts will help ELLs because they
will see the words as well as hear the words and determine what category they belong to. Read
aloud and other sort of visuals such as videos are excellent for 2nd language acquisition. Visual
aids will help all students, especially ELLs because visuals assist in making content more
comprehensible. It is also important to discuss what we saw and heard after a book of video.
ELLs need frequent opportunities for interactions.

Step by step procedures:

Day 1:
1. (16 minutes) Introduce spider unit. Conduct a discussion where students complete the
first 2 parts of a KWL chart all about spiders.
2. (13 minutes) While reading out loud Spiders! By Time Kids have student design and
color their own spider (spider template found on teachers pay teachers by Amy Lemons).
As students finish coloring their spiders, have them tape them to a poster board thats
been sectioned into Im afraid of spiders, and Im not afraid of spiders.
3. (16 minutes) Introduce lap book that will be completed over the next few days during
daily Science block. Hand out Cover and allow students to color it any way theyd like.

Day 2:
Before PE
1. (10 minutes) Using Popsicle sticks, complete 2 of 3 spider information sorts; Fact or
Opinion, and Fact or Fiction.
After PE
2. (2 minute) Pass out 3 page packed containing Anatomy, Life cycle, and Dangerous
Spiders sections.
 3. (10 minutes) Using the smart board, as a class, fill in the blanks for the Anatomy
section of the lap book.
4. (5 minutes) Using the smart board, as a class, complete the life cycle and dangerous
spiders sections of the lap book.
5. (7 minutes) Have students color, cut and glue the Anatomy, life cycle and
dangerous spiders section into the lap book.
6. (3 minutes) Pass out folders. Have them glue information into folders last.
7. While students are gluing, pass out covers for them to finish coloring, cutting and glueing
to folder.
8. (2 minutes) Collect lap books and keep for Day 3

Day 3:
1. (8 minutes) Have students meet me in the back of the classroom for a read aloud of the
spider and the Fly (teacher reads with British accent because author is british)
2. (6 minutes) Watch Amazing Darwins Bark Spider Spins a Massive Web BBC:
https://www.youtube.com/watch?v=gSwvH6YhqIM, Spider Web Construction in Slow
Motion: https://www.youtube.com/watch?v=4Y9K1H6Yn6o
3. (5 minutes) Afterwards, ask students what they thought, things they noticed, and if the
building of a spider web reminded them of anything else. Specifically bring to their
attention that they rhythmically use every single leg as theyre building their web.
4. (2 minutes) Pass out packet containing How to Make a Spider Web, and How
Spiders Eat Prey.
5. (8 minutes) Using the smart board and as a class, complete How to Make a Spider Web.
Read aloud the questions first so that students know what to look for while reading the
information.
6. (8 minutes) Complete How Spiders Eat Prey. Read the questions first so that students
know what to look for when reading the information.
7. (10 minutes) Allow students to color, cut glue, then finally glue to their lap book.
8. If students finish early, allow them to quietly read any of the books from the spider books
that have been gathered.

Plan for independent work: Students will independently when coloring, cutting and gluing
their items into the lap book. There is also a section of the lap book where students will need to
write 3 facts that they learned. This will be completed on Day 4 of the Unit.

Integrating technology: The smartboard will be used throughout the unit as the teacher teaches
the whole class. Interesting and informative youtube videos will be shown in addition to other
visuals.

Closure: Teacher ties activities back to objective mentioned during the lesson from day one of
the Unit and allows children to contribute to the L portion of the KWL chart.

Post assessment: Lap books will be assessed individually, specifically the 3 facts that were
written individually and independently. Students will also be assessed on handwriting, spacing,
and ability to cut nicely along the lines and use the appropriate amount of glue. ELLs will also be
assessed individually and meet with the teacher one on one. Teacher can have students explain
the 3 facts that they learned and multiple aspects of the completed lap book. As another
assessment option, ELLs can also give oral summaries of one or more of the books from the
book list as the teacher makes sure they obtained accurate and meaningful knowledge. ELLs will
also be asked to explain unit vocabulary words to the best of their ability.

Integrated Extensions/Links to subject:

1. True or False Spider Fact Sort
2. Have guest bring tarantula into the classroom
3. Compare and Contrast arachnids and insects
4. Make Spider treats out of Oreos and pretzel sticks
5. Research assignment where students pick their own spider to read and write about
6. Have Mrs. Williams bring her pet tarantulas skin from when it molted
7. Spider vocabulary

Any adaptations need for differentiation? Provide class with multiple books/magazines on
spiders to read during down time, or for those who may not understand the concept. Teacher
should look for books in other languages. Teacher could extend the unit and allow children to
focus on one type of spider that can be found in a country other than the US. Students could learn
about the specific spider, write about it, draw it, and report on it to the rest of the class.