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HAMMONTON PUBLIC SCHOOLS by soN0G11

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									                               HAMMONTON PUBLIC SCHOOLS
                                   CURRICULUM PROJECT
                            Creating a Student-Centered Classroom

Content Area: Blended Instruction Unit - LbD Unit 8: Animals and Their Homes
                                      - Go Math! Chapter 10: Representing Data
Unit Title: Spiders! Scary or not?
Target Course/Grade Level: First
School: Hammonton ECEC
UNIT SUMMARY
    TSW explore the misconception associated with arachnids through non-fictional text,
pictures, and student-centered interactive learning stations. They will describe how a
variety of spiders produce silk and use it for making webs, trapping insects for food, and
for other purposes.

21st Century Skills: Critical thinking and problem solving; Communication;
Collaboration; Creativity and Innovation
The use of technology and digital tools requires knowledge and appropriate use of operations
and related applications.
8.1.2.A.5. Demonstrate the ability to navigate in virtual environments that are developmentally
appropriate.
The ability to recognize a problem and apply critical thinking and problem solving skills to solve
the problem is a lifelong skill that develops over time.
9.1.4.A.5. Apply critical thinking and problem-solving skills in classroom and family settings.

21st Century Themes: Civic Literacy; Financial, Economic, Business and
Entrepreneurial Literacy; Global Awareness; Health Literacy; Environmental
Literacy
                            STAGE ONE: LEARNING TARGETS
2009 New Jersey Core Curriculum Standards including Cumulative Progress Indicator
(CPI):
    1.IT.1 Ask and answer questions about key details in a text.
    1.IT.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
    1.IT.8 Identify the reasons an author gives to support points in a text.
    1.F.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
    1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from
       peers, and add details to strengthen writing as needed.
    1.S.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time
       about the topics and texts under discussion).
    1.S.1c Ask questions to clear up any confusion about the topics and texts under discussion.
    1.S.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify
       something that is not understood.

         1.S.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
          feelings.
         1.S.6 Produce complete sentences when appropriate to task and situation.
         1.L.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
         1.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.
         1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to
          texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
         5.1.4.A.1 Demonstrate understanding of the interrelationships among fundamental concepts in the physical,
          life, and Earth systems sciences.
         5.1.4.A.2 Use outcomes of investigations to build and refine questions, models, and explanations.
         5.1.4.B.1 Design and follow simple plans using systematic observations to explore questions and
          predictions.
         5.1.4.B.2 Measure, gather, evaluate, and share evidence using tools and technologies.
         5.1.4.B.3 Formulate explanations from evidence.
         5.1.4.C.1 Monitor and reflect on one’s own knowledge regarding how ideas change over time.
         5.1.4.C.2 Revise predictions or explanations on the basis of learning new information.
         5.1.4.D.1 Actively participate in discussions about student data, questions, and understandings.
         1.MD.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about
          the total number of data points, how many in each category, and how many more or less are in one category
          than in another.

 Unit Essential Questions:
 What characteristics make spiders scary?
 Why are spiders important to our community?
 How many different ways can we interpret the data represented in our graphs?
 (numbers, sets, more than, less than)




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Unit Enduring Understandings:
• TSW demonstrate a positive learning attitude
• TSW develop an understanding of their environment
• TSW define the physical differences between insects and arachnids
• TSW communicate clearly in oral, written, artistic, and nonverbal forms
TSW collect information and depict it on a graph; count; compare numbers
• TSWBAT summarize spiders’ contributions to other organisms in nature
• TSWBAT analyze other distinct characteristics of spiders
Key Knowledge and Skills students will acquire as a result of this unit:
  Students will be able to …

Comprehension:
Through continued investigation of spiders’ characteristics, life cycle, and habitat,
TSWBAT formulate their own opinion about the influences that spiders have in our
environment. TSWBAT interpret the place spiders have in our world, minimizing their
fear of spiders caused by misunderstandings.

Vocabulary:
Spider, body parts, insect, web, arachnid, spin, life cycle, spiderlings, prey, camouflage
ESL accommodations will be given, as needed, with Spanish pronunciation.

Listening:
Strategic Listening

Writing
Trait:
Ideas
Form:
Explanatory
Grammar:
Ending Punctuation, capitalization, and complete sentences.

                       STAGE TWO: EVIDENCE OF LEARNING




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 Summative Assessment:
 Oral or Written Assessment to differentiate for various levels
  1. What do the markers inside the set represent? How many students like spiders?
       How do you know? How many do not like spiders? How do you know? Show this
       in two different ways. (Using sets and using numbers.)
  2. Why didn't you put all of the markers inside only one set? (You have to show two
       different sets because there were two different groups.)
  3. Which set has more/less?
  4. In which set do you belong?
  5. Were the sets different after the lesson? Why?
  6. What did we learn about spiders?
 Performance Assessment
  1. Students will make drawings of sets constructed at Mathematics Center.
  2. Assess individual graphs constructed by students for student understanding.
Formative Assessments:
Student Work
Journal Writing
Teacher Observation
Hands on Activities
Demonstration
Class/ Small Group Discussions
Student Self-Assessment and Reflection:
Group Sharing
Partner Sharing
Individual Journals/Project worksheets
Writer’s Workshop Checklists

                      STAGE THREE: THE LEARNING PLAN
                  Sequence of teaching and learning experiences




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Unit Resources:
 BIG IDEAS: Humans often do not understand spiders because spiders look scary.
            Counting and graphs help us show information.

Materials:
     1. Books: Spiders by J. Dallinger and/or El Gato Araña by N. Bayley
     2. A to Z Reader - My Spider by Brian Roberts and Elizabeth Austin
     3. United Streaming - A Spiders Life (3:00)
                             Wild By Nature for Kids Spider Webs (3:00)
     4. A collection of pictures of different kinds of spiders and various insects (such
         as bees, grasshoppers, snails, snakes, etc.)
     5. Collection of pictures of different-size spiders
     6. Vocabulary Picture Exchange Communication (PEC) cards (See pages 7-10)
     7. iPad
     8. Epson Brightlinks technology
     9. Chart paper
     10. Markers
     11. Math Manipulatives

    •    TSW construct one set representing the students that like spiders, and another set
         representing the students that do not like spiders. (Students suggest ways to make
         these sets.)
    •    Next, name the number of students that do, and then the number that do not like
         spiders. Talk about these two sets showing different groups of people. Example:
         By using beans, represent the students belonging to the set who like spiders, and
         make the other set of linking cubes represent students who do not like them.
         Obtain the number for each set from the graphs at Mathematics Center.




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     •    TSW verbalize any decisions to qualify their spider preferences after the lesson
          and write their comments over or under their names on the graph.
     •    Place graph chart in Mathematics Center to add to as students work on the unit.
     •    Read a book on spiders to the students; example: Spiders, (El Gato Araña) and
          My Spider.
     •    View the United Streaming movies
     •    Have a short discussion with students about their experiences with spiders.
          Include where spiders are found; what they look like; what they do; and why
          students are or are not afraid of them.
     •    Conduct center for further exploration:
              At the Computer Center, TSW examine different types of spiders and their
               habits using http://video.nationalgeographic.com/video/kids/, enter spiders
               into search box.
              At the Music and Drama Centers, sing and act out songs and nursery
               rhymes. Introduce songs and rhymes to the whole group in the first lesson
               and keep them in the centers for rest of the unit. Using nursery rhymes,
               students role play Little Miss Muffet
               [http://www.youtube.com/watch?v=Y5aywHM9KMM&feature=related], and
               Itsy, Bitsy Spider
               [http://www.youtube.com/watch?v=pRBr9wcBpUI&feature=related]
              At the Mathematics Center, TSW complete their second graph using the
               Activity - Like or Not Like.

              At the Art Center, TSW make a wall spider by drawing and labeling
               individual spiders to place on a bulletin board, books will be provided to the
               students for examples.

              At the Writing Center, students work on a vocabulary list by organizing the
               PEC cards into alphabetical order on as they use them in sentences to
               define the words (e.g., Spider, body parts, insect, web, arachnid, spin, life
               cycle, spiderlings, prey, camouflage).

     •    Complete the construction of the two graphs to depict students' feelings toward
          spiders before and at the end of the lesson. The second graph will show the
          new vocabulary and information learned about spiders. Discuss the conclusions
          of the lesson, as whole group using the suggested assessment questions. Review
          essential questions.


Instructional Guidelines: Aligning Learning Activities

                                           WHERETO


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 Where is the unit headed?
       • TSWBAT classify pictures of animals, as spiders or non-spiders, and name
          one benefit of spiders to humans. TSW discuss the distinct characteristics of
          spiders and explain why they are not insects, by comparing these
          characteristics.
 Hook the learner with engaging work.
       • Spiders by J. Dallinger or El Gato Araña by N. Bayley
       • A to Z Reader - My Spider by Brian Roberts and Elizabeth Austin
       • United Streaming - A Spiders Life (3:00)
                              Wild By Nature for Kids Spider Webs (3:00)
 Equip for understanding, experience and explore the big ideas.
       • See Unit Resources
       • Small Group Learning Stations
       • Student-centered hands on activities
 Rethink opinions, dissect and analyze ideas and work.
       • Throughout the acquisition of these concepts, TSW be submerged in the
          above forum to implement and answer the essential questions presented in
          this unit.
 Evaluate your work and adjust as needed.
       • Through the use of teacher observation, students’ work and self-reflection.
 Tailor the work to reflect individual needs, interests, and styles.
        • Below-level group: These students will be provided additional materials to
           aide in the graphing process (e.g., ruled graphing paper, pre-printed labels,
           number lines). Additional manipulatives will be provided as needed, to ensure
           student success. Picture Exchange Communication (PEC) cards will also be
           used to define vocabulary words.
        • On-level group: TSW follow the above lesson plan.
        • Above-level group: TSW organize the work flow to maximize in-depth
           understanding and success at the summative tasks. These students will be
           encouraged to independently construct their own graph and create a journal
           entry that communicates their findings.
       • Embedded, ongoing teacher observation, proper lesson closer along with
          frequent review of essential questions.




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spiders




body parts




Identifying characteristics of the class Arachnida (whose members include spiders, ticks and
mites):
  1. 4 pairs of legs
  2. cephalothorax
  3. abdomen
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      insects




      web




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      spiderlings




      prey


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      camouflage




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