Name: Tori Peterson Date: October 24th, 2018
Subject: Science Grade: 2
Content: (Topic)
The lifecycle of spiders and facts about spiders.
Instructional Strategies: (specific)
“One-two-three eyes on me!”
Outcomes:
AN2.1: Analyze the growth and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles. (CP, SI)
Indicators:
f) Describe the characteristics common to each stage (e.g., birth, youth, adulthood, and old age) of the life cycle of familiar animals (e.g., dog, cat, beaver, frog, fish, bird, ant, wasp, and chicken).
g) Analyze which traits (e.g., body size, head size to body ratio, and number of limbs) remain relatively constant and which change in specific animals as they grow and develop.
h) Create a physical, visual, or dramatic representation of the growth and development of familiar animals during their life cycles.
Prerequisite Learning:
Basic facts about spiders (what spiders look like, that they spin webs.)
Differentiated Learning:
The worksheets contain a variety of both visuals: pictures and words. When we discuss (audio learners) I will also be writing down what the students say (visual).
Preparation: (Materials, resources, equipment)
- Lifecycle of Spider worksheet
- Facts about Spiders worksheet
Set: (5-7 min)
Guide a brainstorm activity for basic facts about spiders and write the students’ ideas out on the board. This activates the students prior knowledge about spiders.
Student Engagement/Classroom Management Strategies:
“Show me your spider legs!”
Children go on to place their hand on top of the other and wiggle their fingers - hence, spider legs.
Development: (20 min)
Hand out the spider facts worksheet. Direct the students to write some of the facts that we had discussed earlier on each of the spider’s legs.
Discuss and explain the changes a spider goes through in their lifetime. Draw out pictures of each of the four stages of spiders looks like and label each on the front board.
Hand out the Spider Lifecycle worksheet. Direct students to draw out (in pencil, first) and label (in PENCIL) each of the four stages of a spider’s lifecycle in each of the four circles. Ensure that the board is available for reference. After drawing and labelling in pencil, they may check with a supervisor and if all is in the correct order, they may go ahead and colour their drawings.
Closure: (5-7min)
-Take a few minutes to give the students time to think about any remaining questions and something they’ve taken away from the lesson and to share their thoughts (by raising their hands) to the class.
Reflection:
What went well?
The students responded quite well to the spider lifecycle (especially learning about molting: the process of hard exoskeleton that spiders shed). Overall they were quite engaged.
What didn't?
8 spider facts was quite a bit of writing for some students. For other students, it was good.
What would you go back and change?
I would clarify that the students do not have to write on all 8 legs; to only write what they know.