PROJECT GLAD Fountain Valley School District INSECTS and SPIDERS (Level 2) IDEA PAGES

PROJECT GLAD

Fountain Valley School District

INSECTS AND SPIDERS

(Level 2)

IDEA PAGES

I . UNIT THEME - Include cross-cultural sensitivity theme

• Systems and Interactions in Life Science

• Cooperation among ants is critical to their survival.

• Cooperation and respect among man and cultures is critical if life is going to continue on this planet, Earth.

II. FOCUS/MOTIVATION

• Examine bug collection, borrow a tarantula

• See film on the ant community

• Spider video

• Music and poetry

• Inquiry chart

• Observation charts

• Cognitive Content Dictionary

III. CLOSURE

• Role playing of various ant "problems" requiring cooperation

• Class poems

• Insect big books

• Oreo spider cookies, gummy worms and spiders

• Process charts/learnings

• Personal exploration with rubrics

• Test-taking skills: cause and effect-student generated

• Chapter test

• Graffiti Wall

IV. CONCEPTS - Grade 2

SCIENCE

• Living things can be grouped according to similarities

• Characteristics of Phylum Anthropoda, class arachnida and insecta

• Plants and animals have predictable life cycles

• Predator/Prey Interactions

• Living things change with the seasons

• Cooperation in the ant community is essential for survival

• Organisms reproduce offspring of their own kind

CALIFORNIA STATE STANDARDS - GRADE - 2 SCIENCE

Life Science

2.0 Plants and animals have predictable life cycles. As a basis for understanding this concept, students know:

a. Organisms reproduce offspring of their own kind and that the offspring resemble their parents and each other.

b. The sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.

c. Many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.

d. There is variation among individuals of one kind within a population.

e. Light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.

f. Flowers and fruits are associated with reproduction in plants.

Investigation and Experimentation

Earth Science

4.0 Scientific progress I made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content in the other three strands, students should develop their own questions and perform investigations.

a. Make predictions based on observed patterns and not random guessing.

b. Measure length, weight, temperature, and liquid volume with appropriate tools and express measurements in standard and non-standard units.

c. Compare and sort common objects based on two or more physical attributes.

d. Write or draw descriptions of a sequence of steps, events, and observations.

e. Construct bar graphs to record data using appropriately labeled axes.

f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.

g. Follow oral instructions for a scientific investigation.

SOCIAL STUDIES

• People who make a difference - scientists

• The sequential stages of life cycles are different for different animals

• Many characteristics are inherited from the parents but others result from environment

• There is variation among individuals of one kind within a population

• Cooperation in farming communities supports our community

• People have jobs, people cooperate, people depend on one another

• Past, present, continuity and change in local community - farms

• Current issues - pesticides

ELA Standards - Grade 2

Reading

1.0 Word Analysis, fluency and systematic vocabulary development

1.1 Recognize and use spelling patterns

1.2 Apply syllabication

1.3 Decode two syllable words

1.4 Recognize common abbreviations

1.5 Irregular and regular plurals

1.6 Read aloud with fluency

1.7 Antonyms/synonyms r

1.8 Use knowledge of parts of compound words to decode

1.9 Simple prefixes and suffixes

2.0 Reading Comprehension

2.1 Use titles, table of contents and chapter heading to locate information

2.2 State purpose of reading

2.4 Ask clarifying questions

2.5 Restate details

2.6 Cause and effect

2.7 Interpret charts etc.

2.8 Follow two-step written instruction

3.0 Literary Response and analysis

3.1 Compare/contrast, plot, settings, etc.

3.2 Generate alternative endings

3.4 Identify use of rhythm, rhyme, and alliteration in poetry

Writing

1.0 Strategies

1.1 Group related ideas

1.3 Understand purposes of reference materials

1.4 Revise original drafts

2.0 Application

2.1 Write brief narrative - sequence of events, setting, characters

2.2 Friendly letter

Written and Oral Conventions

1.1 Distinguish between complete and incomplete sentences

1.2 Correct word order

1.3 Parts of speech

1.4 Commas in letters and items in series

1.5 Quotations marks

1.6 Capitalize

Listening and Speaking

1.1 Purpose for listening

1.2 Asks for clarification

1.3 Paraphrase

1.4 Give and follow three to four step oral directions

1.5 Organize presentation

1.6 Speak clearly; pacing

1.7 Recount experiences in sequence

1.8 Retell stories

1.9 Factual report

2.0 Speaking applications

2.1 Recount experiences in sequence

2.2 Factual report

ELD STANDARDS - GRADE 2

LISTENING AND SPEAKING

Beginning Level:

• Responds by physical movement

• Begins to use common social phrases

• Begins to use one - two work phrases

Early Intermediate:

• Asks and answers using short phrases

• Retells stories using gestures, expression, visuals

• Recite poems and chants

• Communicates needs

Intermediate:

• Asks/answers content questions using simple sentences

• Listens and identifies key points verbally and non-verbally

• Actively participates in social conversations

• Expands vocabulary, descriptive words and paraphrases

Early Advanced:

• Adds greater detail

• Uses fairly consistent grammar - some errors

• Uses speech appropriate to situation

Advanced:

• Listens and identifies key points orally and in writing

• Demonstrates understanding of some idioms

• Generally uses standard grammar

READING

WORD ANALYSES, FLUENCY AND VOCABULARY

Beginning Level:

• Recognizes phonemes that students can hear and produce

Early Intermediate:

• Recognizes phonemes that students can hear and produce and includes long/short vowels and initial/final consonants

• Rhyming words

Intermediate:

• Add, delete, or change target sounds, blend and segment syllable words

• Recognize basic sound/symbol relationship

• Common abbreviations

• Recognize and name upper/lower cases of alphabet

• Recognize that sentences are made of words

Early Intermediate:

• Regular and irregular plurals

• Use syllables

• Recognizes and uses some spelling patterns

• Reads fluently

• Reads one syllable sight words

• Generates sounds, patterns and blends into words

• Compound words and contractions

• Read common word families

Advanced:

• Decode multisyllabic words

• Applies knowledge of content vocabulary

• Recognizes/uses antonyms and synonyms

• Prefixes and suffixes

READING COMPREHENSION

Beginning Level:

• Responds physically and non-verbally to show comprehension

• One - two word answers

• Follows two step directions

Early Intermediate:

• Draws and labels to show comprehension

• Sequence and Inference

Intermediate:

• Writes captions

Early Advanced:

• Orally - main idea, factual questions

• Write brief story summary

• Read and use text features - Titles, etc.

• Read short poems, identify elements

Advanced:

• Oral or written summary

• Read and respond to a variety of literature

WRITING APPLICATION AND CONVENTIONS

Beginning Level:

• Copies words

Early Intermediate:

• Write short phrases/sentences about a familiar story/poem

• Basic periods, capitals

• Writes sentences using words from walls

Intermediate:

• Writes short narrative

• Produces own story, inconsistent grammar

• Uses writing process

• Writes in content areas

• Friendly letter

Early Advanced:

• Uses complex vocabulary

• Formal letter

Advanced:

• Narrative - describing setting, characters

V.

VI. MATH/SCIENCE/SOCIAL STUDIES SKILLS

• Graphing

• Geo-board webs

• Vertebrates are related through common structure

- relating

• Invertebrates can be grouped by common characteristics--grouping, organizing, inferring, and applying skills

• Participation skills, critical thinking skills, and basic study skills

VII. RESOURCES AND MATERIALS - Non-fiction

Crompton, John - The Spider

Sabin, Francene - The Amazing World of Ants

Dorros, Arthur - Ant Cities

True Book of Insects

Morris - Read About Spiders

Morris - Read About Insects That Live In Families

Martin, Louise - The Spider Discovery Library

Fishing Spiders: Trapdoor Spiders

Funnel Web Spiders: Tarantulas

Brown, Dee - Tales of Warrior Ants

Conklin, Gladys - Tarantula, The Giant Spider

Burton, Maurice - Insects and Their Relatives

Brenner, Barbara - If you Were an Ant

Hapf, Alice - Biography of an Ant

Ranger Rick, August 1986

National Geographic, June 1984, August 1986

Zoobooks 2, Spiders, Insects

Zoobooks, Insects, Volume One, Volume Two

Ranger Rick, December 1983

Your Big Backyard, October

Nature Scope, Insects

RESOURCES AND MATERIALS - Fiction

McDermott, Gerald - Anasi the Spider: A Tale from the Ashanti Holt, 1972

Freshchet, Bernice - The Web in the Grass, 1972

Ryder, Joanne - The Spider's Dance, 1981

Wagner, Jenny - Aranea: A Store About a Spider, 1975

Ellswork, Rosen Spiders and Spinners (poetry)

Wood, Audrey - Quick as a Cricket

Most, Bernard - There's An Ant in Anthony

Van Allsburg, Chris - Two Bad Ants

Martin, Bill/Archambault, John - Barn Dance

Locker, Thomas - Family Farm

Johnson, Tong - Yonder

Siebert, Diane - Heartland

Goodall, John S. - The Storv of a Farm

Klein, Leonore - Only One Ant

The Lady and the Spider

RESOURCES AND MATERIALS - Core Literature

White, E.B. - Charlotte's Web

Anansi Stories

RESOURCES AND MATERIALS - Poetry

Over in the Meadow

Piping Down the Valley Wild

The King in the Prairie

Circle of Seasons

Cricket Songs

Heidbreder, Robert - Don't Eat Spiders

RESOURCES AND MATERIALS - Technology

Google Images

Microsoft Encarta

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Project G.L.A.D.

Last Revised October 2005 (F.A.R.)

Project GLAD

Fountain Valley School District

INSECTS and SPIDERS (2)

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Entomologist awards, badges

• Poetry "Don't Eat Spiders" "Traffic"

• Read Aloud Biography of an Ant, Alice Hapf with ongoing prediction chart

• Personal Interaction: Share an experience you've had about ants.

• Inquiry Chart: What do you know about insects`? What are you interested in learning'?

• Bug collection

• Cognitive Content Dictionary

• Observation charts

II. INPUT

• 10-2 lecture with primary language

• Kingdoms of Living Things

• Comparative input chart on parts of an ant and spiders

• TPR ant mural on cover of portfolio. (Ranger Rick picture)

• Graphic organizer on ant community/farm

• Read aloud

• Newspaper interest pieces

• Narrative-Rufa

III. GUIDED ORAL PRACTICE

• Personal interaction: Are you fearful of spiders? Why or why not? Why are insects important?

• T-graph on cooperation

• Guided reading practice of all charts

• Process grid

• Poetry chanting

• Group brainstorming using T comparison chart

• Personal interaction

• Heads together practice cause/effect given the cause, brainstorm effect

• Farmer-in-the-Dell/Sentence Patterning Chart

• Exploration Report

• Picture Files

IV. READING/WRITING

A. Total Class

• Found poetry

• Poetry group frame

• Cooperative Strip Paragraph

• Story map

• Narrative frame

B . Co-op Reading/Writing

• Cooperative poetry writing

• Ear to ear reading

• Focused reading

• Team Tasks-anything modeled by teacher

• ELD Group Frame

C . Individual Activities

• Learning log: write own prediction for end of story

- Heads together to share information

• DEAR time

• Journals

• Individual tasks- modeled by whole class and practiced in groups

D . Writers' Workshop

• Mini-lesson (6 Traits of Writing)

• Write

• Author's chair

V . EXTENDED ACTIVITIES FOR INTEGRATION

• Guided imagery trip - a day in the life of a spider

• Poetry

• Music: Spin, Spider, Spin; Ants Go Marching; Old Woman Who Swallowed a Fly

• Cooked spaghetti spider pictures

• Glue spider web pictures with gold glitter

• Observe ant farm, observation chart

• Acrostic using letters from spider, weaver, hunter, ant, colony, worker, farm, cooperation

• Spider weaving on burlap

• BC comics by Johnny Hart (ant)

VI. DAILY ACTIVITIES

• Read Aloud

• Silent Sustained Reading

• Silent Sustained Writing

• Listening Activities

• Personal Interaction

• Oral Language Activities

• Daily News/Interest Piece

• Flexible group reading

VII. CLOSURE/ASSESSMENT

• Process all charts

• Process inquiry charts

• Conference - students choose one example to be assessed for

- commas in a series

- action words

- poetry or paragraph

• Big Book of Insect Poetry o expository text dictation

• Gummy worms, insect eggs, spiders

• Test-taking skills: cause and effect

• Personal exploration with rubric

• Personal exploration

• Learning logs

• Individual tasks

1

Project G.L.A.D.

Last Revised October 2005 (F.A.R.)

Project GLAD

Fountain Valley School District

INSECTS and SPIDERS (2)

SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION

• Spider/entomologist reinforcements for individual standards

• Cognitive Content Dictionary (CCD) - Signal word

• Personal Interaction: Ants help each other survive; how do people help you survive?

• Observation Charts

• Inquiry charts:

- How do you know an insect is an insect?

- What are you wondering about insects?

• Read aloud - Big Book

INPUT

• Tree of life organizer; phylum, class

• 10-2, lecture primary language groups

READING/WRITING

• Learning log entry:

-  Examples of a phylum with sketch (TEXT)

-  Wondering statement and prediction (YOU)

• Poetry, chanting

GUIDED ORAL PRACTICE

• Examine specimens in the field

• T-graph: cooperation

• Picture file

• Exploration Report- scientific process skills: Observation, communication, comparison, ordering

INPUT

• Ant/spider comparative input chart

- 10-2 lecture with primary language

- Learning Log-ELD review

READING/WRITING

• Poetry, songs

• Personal Interaction: How is an ant body similar to your body?