Carter/Weston/Fricks Insects, Bugs, and Beetles

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 >, <, or = to make the number sentences true. Discuss how many more and how many less. E: TO and Number Sentences Small Groups O: SWBAT subtract numbers from 10. P: Students will use bug counters to subtract numbers from ten. E: TO and Subtraction paper O: SWBAT use phonics based spelling to write facts about ants. P: Have students write facts about ants on the back of a construction paper ant. The writing is on white paper and attached to the back of the ant. The students add six legs and two antennae. Use black pipe cleaners for the legs and antennae. The students will bend the legs so the ants will stand up. E: Ant Writing (EW) Story O: SWBAT listen and comprehend. P: Read The Ant Bully by John Nickle. Ask questions about the story. Discuss the character building aspects of the story. (CE) E: TO

Field Trip to the Peace Center Earth Dinosaur Petting Zoo 10:45-1:45 Large Group O: SWBAT recall events. P: The class will discuss and review the events from the “Dinosaur Petting Zoo” field trip. E: TO

Transitions: SWBAT listen to The Icky Sticky Anteater by Dawn Bentley.

Thursday

Large Group *Problem of the Day! O: SWBAT name facts about the Monarch butterfly. P: Read Monarch Butterfly by Gail Gibbons. Ask students to recall facts about the butterfly. Write the facts on a chart. Watch Streamline video. E: TO and Student Responses O: SWBAT use adjectives to describe butterflies. P: The teacher will use the Elmo to display an “Insect Adjective” map. The class will use the information learned about butterflies to help the teacher complete the map. Review the words before the following writing activity. E: TO and adjective map Small Groups O: SWBAT recall facts and use phonics-based spelling to write sentences. P: Students will write facts about a Monarch butterfly on paper. (Add to butterfly art project!) E: Butterfly Writing O: SWBAT decompose numbers. P: Using the “Roll, Build, Draw, Write” page, the students will roll a die and identify the number. The students will then build the number using ten sticks and ones cubes, and draw the picture. Finally, the students will write how many tens and how many ones the number has. E: “Roll, Build, Draw, Write” page Story O: SWBAT answer comprehension and main idea questions. P: Read The Very Hungry Caterpillar by Eric Carle. Ask questions. E: TO Small Groups O: SWBAT tell something positive about the “Safari Guide of the Week.” P: The students will dictate something positive about the “Safari Guide of the Week” and illustrate. Combine the pages into a book for the “Safari Guide Student” to take home. E: TO and “Safari Guide” book O: SWBAT write letters from Aa-Zz. P: Students will write the correct letters as the teacher calls out the letters Aa- Zz. E: TO and “Aa-Zz” paper

Transition : SWBAT answer insect riddles

Acceleration Activities

SWBAT look at a written time, say the time, and set a clock to match that time. SWBAT play “Time Concentration.” SWBAT read and match sight words. SWBAT play Addition and/or Subtraction Bingo

Centers

Drama: SWBAT pretend to have a picnic. Oops! Here come the ants!

Blocks: SWBAT build an ant colony using the waffle blocks. Health/Science: SWBAT look at insect models and books about insects.

Books: SWBAT look at “bug” books.

Art: SWBAT manipulate and transform materials.

Writing: SWBAT write on a self-selected topic. Thematic words and books will be available as a resource.