Are Spiders Bugs?

Go to this site for background info on spiders http://www.sedl.org/scimath/pasopartners/spiders/background.html

INTRO:

First Impressions: FALLON

1. Show students multiple pictures of different types of bugs and ask them to ask the first word or one word about the picture.
1. Write responses on board (one per student)
2. Challenge misconceptions: At end ask students what if this bug did not exist? Or can those bugs really hurt them?       
2. Semantic Chart: MARY
1. List four predetermined bugs (ant, butterfly, spider, and roach) and characteristics (has hair, insect, three body parts, wings) on chart
2. Ask student about each bug and trait          
3. Spider Focus FALLON
1. Quick KWL chart (three to five things for K and W) on spiders
2. Draw a spider (three to five minuets)…put picture away when done.

MIDDLE—both

Explain Spiders: Before stating every fact, ask students first!

1. Draw diagram of spider on board and label it
1. Have students repeat parts and some come a point to the parts.
2. Vocab
1. go through terms (asking students first)
2. have class make two sentences with the words (like I did in class with the frog terms)
3. Graphic Organizer (MAYBE)
1. pre-folded paper with three section: what is a spider, parts, and spiders live

END

Return to Purpose:  MARY

1. Bug Scope---really close up picture with a of bugs

         a. hand out bug scope pictures

         b. compare and contrast their pictures of spiders to bug scope picture

2. Fill in the L

      a. ask students what they learned.

Extension: maybe bug bingo…have to make the bingo cards?