Monday



Carter/Weston/Fricks Insects, Bugs, and Beetles

April 15-19, 2013

Monday

Daily Opening Activities

Large Group *Problem of the Day!

O: SWBAT name characteristics of insects. P: The teacher will display a picture of an insect and discuss the body parts that all insects have. The students will learn and sing the song “Head, Thorax, Abdomen.” (Dr. Jean CD) *SmartBoard Lesson/Activity

O: SWBAT tell facts about bees. P: The teacher will read Bees by Angels Julivert. Have students recall facts about bees. Use bee finger puppet and “flower” bags with cheese puffs to demonstrate how bees collect pollen. Teacher writes the facts on a chart. Use Streamline video clip.

E: TO

Small Groups

O: SWBAT recall information and write a sentence using phonics-based spelling. P: Students write bee facts on a writing paper. The writing is attached to a construction paper bee. Wax paper wings are slipped between the front and back sections of the paper bee. The students attach short, black pipe cleaners (antennae) to the head of the bee.

E: Bee Writing (EW)

O: SWBAT compose numbers. P: Each student will have a “firefly jar” counting mat, a recording sheet, and 10 black beans (fireflies). Say the “Firefly Chant” with the students as they “catch” a firefly and add it to their jar. Each time the students add a firefly, he/she will record how many they have on his/her recording sheet. E: Firefly Recording Sheet

Story

O: SWBAT answer comprehension and main idea questions. P: Read

The Honeybee and the Robber by Eric Carle. Ask questions. E: TO

Small Groups

O: SWBAT solve a subtraction and addition word problem.

P: The teacher and students will read the word problem together. The students will use drawings and/or manipulatives to represent the problem and solve. The students will write the equation for problem. E: Math Journal page

O: SWBAT use effective reading strategies and answer questions (characters, setting, main idea, and details) about a text.

P: Students will read leveled books for the teacher. The teacher will ask questions about the selection. E: TO and leveled reader questions

*Begin painting hands for butterfly writing on Friday.

* The student will cut out a butterfly pattern and add an orange handprint to the top and bottom of each wing. Use a Q-tip dipped in white paint to add white dots around the edges. Add black pipe cleaner antennae. Attach the writing from the morning small group.

Transition: SWBAT recite “Bees.” (Here is a beehive, Where are the bees? Hidden away where nobody sees. Now they come creeping out of the hive One, two, three, four, five. Bzzzzzzzzzzzzzzz!)

Tuesday

Large Group *Problem of the Day!

O: SWBAT recall facts about ladybugs. P: Read Insects and Crawly Creatures (pp. 18-19) by Angela Royston. Ask students to recall facts about ladybugs. The teacher writes the facts on a chart. E: TO

O: SWBAT read known words.

P: Play “Swat It!” Divide the class into two teams and give each team a fly swatter. Attach “word bugs” to the white board. One student from each team comes to the board. The teacher calls out a word. The first student to “swat it” gets a tally mark for his/her team. Pass the fly swatter to the next student. Repeat. E: TO

*Play Ladybug, Ladybug song by Leeny and Tamara. (Saved in music file!)

Small Group:

O: SWBAT recall information and use phonics-based spelling to write sentences. P: Students will recall facts about ladybugs and write them on a ladybug pattern book. E: Ladybug Writing (EW)

O: SWBAT count up to solve addition problems.

P: Each student will have a “Counting Up Addition Ladybugs” page. The students will begin with the given number and count up using the number of spots on the ladybug. The students will then write the answer to the addition problem.

E: TO and ladybug addition paper

Story

O: SWBAT answer comprehension and main idea questions.

P: Read The Very Grouchy Ladybug by Eric Carle. Ask questions. Or Is It Time? by Marilyn Janovitz. E: TO and checklist

Small Groups:

O: SWBAT write known words.

P: The students will write the new sight words “have,” “no,” and “two.” The students will read the words in the box and review how to spell. Have the students look at the pictures and write the correct word to complete each sentence. The students will read each sentence to the teacher.

E: TO and writing page

O: SWBAT use effective reading strategies and answer questions (characters, setting, main idea, and details) about a text.

P: Students will read leveled books for the teacher. The teacher will ask questions about the selection. E: TO and leveled reader questions

(If time allows, introduce “Time” with the following activity.)

O: SWBAT draw hands on a clock to correspond to a given time. P: Students will look at and identify a time card. Then they will draw clock hands on a clock to show that time. Review that here are 60 minutes in an hour, five minutes between each number, and what the short and long hands mean. E: Clock Papers

Transitions: SWBAT sing “Head, Thorax, Abdomen.” (Dr. Jean CD)

Wednesday

Large Group *Problem of the Day!

O: SWBAT recall facts about spiders. P: Read Spiders by Donna Bailey. Ask the students to recall spider facts. What makes a spider different from an insect? Write the facts on a “Spider & Bugs: Compare & Contrast” chart. Watch Streamline video for additional information.

E: Chart

O: SWBAT observe a simulation of the effect of a spider’s venom on its prey.

P: Place several sugar cubes in a cup. Discuss how the cubes are like the inside of an insect’s body—hard. Pour a few drops of water onto the cubes. What happens? The water dissolves the sugar cubes just as the spider’s venom dissolves the insect’s body when the spider spreads venom into the insect’s body. Because a spider can turn its food to liquid, it can eat without chewing. How would we eat if we did not have teeth?

E: TO

Small Groups

O: SWBAT count sets to 31.

P: Students will count “bugs” and write the corresponding number. E: TO

O: SWBAT use phonics-based spelling to write sentences.

P: The student will write facts about a spider on a writing paper. (Keep for an afternoon art project.) E: Spider Writing (EW)

Story

O: SWBAT answer comprehension and main idea questions.

P: Read The Very Busy Spider by Eric Carle. Ask questions. E: TO

Small Groups

O: SWBAT make a spider and a web.

P: Students will make a spider by attaching black construction paper legs to a black construction paper oval. The students glue tea leaves to the spider’s back. A web is made from a black poster board triangle shape that has holes punched around the edges. Students will lace back and forth across the poster board with white or gray yarn. The students attach their writing to this “web.” Attach the spider to the spider web. Hang from the ceiling. E: Spiders and Webs

O: SWBAT count and write numbers by fives. P: Students will write numbers to 100 by fives on a spider pattern. E: Spider Numbers

O: SWBAT use effective reading strategies and answer questions (characters, setting, main idea, and details) about a text.

P: Students will read leveled books for the teacher. The teacher will ask questions about the selection.

E: TO and leveled reader questions

Transition: SWBAT recite “The Itsy, Bitsy Spider” and sing Raffi’s “There’s a Spider on the Floor.”

Friday

Large Group

O: SWBAT recall facts about ants.

P: Read The Life Cycle of an Ant by Trevor Terry and Margaret Linton. Ask students to recall facts about ants. Write the facts on a chart. Use Streamline for additional information about ants. E: TO

O: SWBAT compare sets.

P: Have students count two sets of insects. Have them write the corresponding number under the sets. Then discuss if the groups are equal, or which is more/less. Have the students draw a >, ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download