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PROJECT GLAD Fountain Valley School District INSECTS AND SPIDERS (Level 2) IDEA PAGES I . UNIT THEME - Include cross-cultural sensitivity theme • Systems and Interactions in Life Science • Cooperation among ants is critical to their survival. • Cooperation and respect among man and cultures is critical if life is going to continue on this planet, Earth. II. FOCUS/MOTIVATION • Examine bug collection, borrow a tarantula • See film on the ant community • Spider video • Music and poetry • Inquiry chart • Observation charts • Cognitive Content Dictionary III. CLOSURE • Role playing of various ant "problems" requiring cooperation • Class poems • Insect big books • Oreo spider cookies, gummy worms and spiders • Process charts/learnings • Personal exploration with rubrics • Test-taking skills: cause and effect-student generated • Chapter test • Graffiti Wall IV. CONCEPTS - Grade 2 SCIENCE • Living things can be grouped according to similarities • Characteristics of Phylum Anthropoda, class arachnida and insecta • Plants and animals have predictable life cycles • Predator/Prey Interactions • Living things change with the seasons • Cooperation in the ant community is essential for survival • Organisms reproduce offspring of their own kind CALIFORNIA STATE STANDARDS - GRADE - 2 SCIENCE Life Science Project G.L.A.D. Last Revised October 2005 (F.A.R.) 1

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PROJECT GLAD Fountain Valley School District

INSECTS AND SPIDERS (Level 2)

IDEA PAGES

I . UNIT THEME - Include cross-cultural sensitivity theme • Systems and Interactions in Life Science• Cooperation among ants is critical to their survival.• Cooperation and respect among man and cultures is critical if life is going to continue on this planet, Earth.

II. FOCUS/MOTIVATION• Examine bug collection, borrow a tarantula • See film on the ant community• Spider video• Music and poetry • Inquiry chart• Observation charts• Cognitive Content Dictionary

III. CLOSURE• Role playing of various ant "problems" requiring cooperation • Class poems• Insect big books• Oreo spider cookies, gummy worms and spiders • Process charts/learnings• Personal exploration with rubrics• Test-taking skills: cause and effect-student generated • Chapter test• Graffiti Wall

IV. CONCEPTS - Grade 2 SCIENCE• Living things can be grouped according to similarities• Characteristics of Phylum Anthropoda, class arachnida and insecta • Plants and animals have predictable life cycles• Predator/Prey Interactions• Living things change with the seasons• Cooperation in the ant community is essential for survival • Organisms reproduce offspring of their own kind

CALIFORNIA STATE STANDARDS - GRADE - 2 SCIENCE

Life Science2.0 Plants and animals have predictable life cycles. As a basis for understanding this

concept, students know:a. Organisms reproduce offspring of their own kind and that the offspring

resemble their parents and each other.b. The sequential stages of life cycles are different for different animals, such

as butterflies, frogs, and mice.

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c. Many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.

d. There is variation among individuals of one kind within a population.e. Light, gravity, touch, or environmental stress can affect the germination,

growth, and development of plants.f. Flowers and fruits are associated with reproduction in plants.

Investigation and Experimentation Earth Science4.0 Scientific progress I made by asking meaningful questions and conducting

careful investigations. As a basis for understanding this concept, and to address the content in the other three strands, students should develop their own questions and perform investigations.a. Make predictions based on observed patterns and not random guessing. b. Measure length, weight, temperature, and liquid volume with appropriate tools and express measurements in standard and non-standard units.c. Compare and sort common objects based on two or more physical attributes.d. Write or draw descriptions of a sequence of steps, events, and observations.e. Construct bar graphs to record data using appropriately labeled axes.f. Use magnifiers or microscopes to observe and draw descriptions of small

objects or small features of objects.g. Follow oral instructions for a scientific investigation.

SOCIAL STUDIES• People who make a difference - scientists• The sequential stages of life cycles are different for different animals• Many characteristics are inherited from the parents but others result from

environment • There is variation among individuals of one kind within a population• Cooperation in farming communities supports our community• People have jobs, people cooperate, people depend on one another • Past, present, continuity and change in local community - farms• Current issues - pesticides

ELA Standards - Grade 2

Reading

1.0 Word Analysis, fluency and systematic vocabulary development1.1 Recognize and use spelling patterns1.2 Apply syllabication1.3 Decode two syllable words1.4 Recognize common abbreviations1.5 Irregular and regular plurals1.6 Read aloud with fluency 1.7 Antonyms/synonyms r

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1.8 Use knowledge of parts of compound words to decode1.9 Simple prefixes and suffixes

2.0 Reading Comprehension2.1 Use titles, table of contents and chapter heading to locate information 2.2 State purpose of reading2.4 Ask clarifying questions2.5 Restate details2.6 Cause and effect2.7 Interpret charts etc.2.8 Follow two-step written instruction

3.0 Literary Response and analysis 3.1 Compare/contrast, plot, settings, etc.3.2 Generate alternative endings3.4 Identify use of rhythm, rhyme, and alliteration in poetry

Writing

1.0 Strategies1.1 Group related ideas1.3 Understand purposes of reference materials1.4 Revise original drafts

2.0 Application2.1 Write brief narrative - sequence of events, setting, characters 2.2 Friendly letter

Written and Oral Conventions1.1 Distinguish between complete and incomplete sentences 1.2 Correct word order1.3 Parts of speech1.4 Commas in letters and items in series1.5 Quotations marks 1.6 Capitalize

Listening and Speaking 1.1 Purpose for listening 1.2 Asks for clarification 1.3 Paraphrase1.4 Give and follow three to four step oral directions1.5 Organize presentation1.6 Speak clearly; pacing1.7 Recount experiences in sequence1.8 Retell stories1.9 Factual report

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2.0 Speaking applications2.1 Recount experiences in sequence2.2 Factual report

ELD STANDARDS - GRADE 2

LISTENING AND SPEAKING

Beginning Level:• Responds by physical movement• Begins to use common social phrases• Begins to use one - two work phrases

Early Intermediate:• Asks and answers using short phrases• Retells stories using gestures, expression, visuals • Recite poems and chants• Communicates needs

Intermediate:• Asks/answers content questions using simple sentences• Listens and identifies key points verbally and non-verbally • Actively participates in social conversations• Expands vocabulary, descriptive words and paraphrases

Early Advanced:• Adds greater detail• Uses fairly consistent grammar - some errors • Uses speech appropriate to situation

Advanced:• Listens and identifies key points orally and in writing • Demonstrates understanding of some idioms• Generally uses standard grammar

READING

WORD ANALYSES, FLUENCY AND VOCABULARY

Beginning Level:• Recognizes phonemes that students can hear and produce

Early Intermediate:• Recognizes phonemes that students can hear and produce and includes long/short vowels

and initial/final consonants• Rhyming words

Intermediate:• Add, delete, or change target sounds, blend and segment syllable words • Recognize basic sound/symbol relationship• Common abbreviations• Recognize and name upper/lower cases of alphabet

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• Recognize that sentences are made of words Early Intermediate:

• Regular and irregular plurals • Use syllables• Recognizes and uses some spelling patterns • Reads fluently• Reads one syllable sight words• Generates sounds, patterns and blends into words • Compound words and contractions• Read common word families

Advanced:• Decode multisyllabic words• Applies knowledge of content vocabulary • Recognizes/uses antonyms and synonyms• Prefixes and suffixes

READING COMPREHENSION

Beginning Level:• Responds physically and non-verbally to show comprehension • One - two word answers• Follows two step directions

Early Intermediate:• Draws and labels to show comprehension • Sequence and Inference

Intermediate:• Writes captions

Early Advanced:• Orally - main idea, factual questions • Write brief story summary• Read and use text features - Titles, etc. • Read short poems, identify elements

Advanced:• Oral or written summary• Read and respond to a variety of literature

WRITING APPLICATION AND CONVENTIONS

Beginning Level:• Copies words

Early Intermediate:• Write short phrases/sentences about a familiar story/poem • Basic periods, capitals• Writes sentences using words from walls

Intermediate:• Writes short narrative

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• Produces own story, inconsistent grammar • Uses writing process• Writes in content areas • Friendly letter

Early Advanced:• Uses complex vocabulary • Formal letter

Advanced:• Narrative - describing setting, characters

V.VOCABULARYinvertebrates external skeleton cephalothoraxant antennae nest anthillhead thorax abdomen jawstunnel queen wings legsbody crop air insectcolony adult pupae larvaemetamorphosis workers guard ants army antshollow fangs four pairs of legs eight eyes metasomaabdomen pedipalps dragline spinneretssilk threads webs hunters

VI. MATH/SCIENCE/SOCIAL STUDIES SKILLS • Graphing• Geo-board webs• Vertebrates are related through common structure

- relating• Invertebrates can be grouped by common characteristics--grouping, organizing,

inferring, and applying skills• Participation skills, critical thinking skills, and basic study skills

VII. RESOURCES AND MATERIALS - Non-fictionCrompton, John - The SpiderSabin, Francene - The Amazing World of Ants Dorros, Arthur - Ant CitiesTrue Book of InsectsMorris - Read About SpidersMorris - Read About Insects That Live In Families Martin, Louise - The Spider Discovery Library Fishing Spiders: Trapdoor Spiders Funnel Web Spiders: TarantulasBrown, Dee - Tales of Warrior AntsConklin, Gladys - Tarantula, The Giant Spider

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Burton, Maurice - Insects and Their Relatives Brenner, Barbara - If you Were an AntHapf, Alice - Biography of an Ant Ranger Rick, August 1986National Geographic, June 1984, August 1986 Zoobooks 2, Spiders, InsectsZoobooks, Insects, Volume One, Volume Two Ranger Rick, December 1983Your Big Backyard, October Nature Scope, Insects

RESOURCES AND MATERIALS - Fiction

McDermott, Gerald - Anasi the Spider: A Tale from the Ashanti Holt, 1972Freshchet, Bernice - The Web in the Grass, 1972 Ryder, Joanne - The Spider's Dance, 1981 Wagner, Jenny - Aranea: A Store About a Spider, 1975Ellswork, Rosen Spiders and Spinners (poetry) Wood, Audrey - Quick as a CricketMost, Bernard - There's An Ant in Anthony Van Allsburg, Chris - Two Bad Ants Martin, Bill/Archambault, John - Barn Dance Locker, Thomas - Family FarmJohnson, Tong - Yonder Siebert, Diane - Heartland Goodall, John S. - The Storv of a Farm Klein, Leonore - Only One AntThe Lady and the Spider

RESOURCES AND MATERIALS - Core Literature

White, E.B. - Charlotte's Web Anansi Stories

RESOURCES AND MATERIALS - Poetry

Over in the MeadowPiping Down the Valley Wild The King in the Prairie Circle of SeasonsCricket SongsHeidbreder, Robert - Don't Eat Spiders

RESOURCES AND MATERIALS - TechnologyGoogle Images Microsoft Encarta

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Project GLAD Fountain Valley School District

INSECTS and SPIDERS (2) UNIT PLANNING PAGES

I. FOCUS/MOTIVATION • Entomologist awards, badges• Poetry "Don't Eat Spiders" "Traffic"• Read Aloud Biography of an Ant, Alice Hapf with ongoing prediction chart • Personal Interaction: Share an experience you've had about ants.• Inquiry Chart: What do you know about insects`? What are you interested in learning'? • Bug collection• Cognitive Content Dictionary • Observation charts

II. INPUT• 10-2 lecture with primary language • Kingdoms of Living Things• Comparative input chart on parts of an ant and spiders• TPR ant mural on cover of portfolio. (Ranger Rick picture) • Graphic organizer on ant community/farm• Read aloud• Newspaper interest pieces • Narrative-Rufa

III. GUIDED ORAL PRACTICE• Personal interaction: Are you fearful of spiders? Why or why not? Why are insects

important?• T-graph on cooperation• Guided reading practice of all charts • Process grid• Poetry chanting• Group brainstorming using T comparison chart • Personal interaction• Heads together practice cause/effect given the cause, brainstorm effect • Farmer-in-the-Dell/Sentence Patterning Chart• Exploration Report • Picture Files

IV. READING/WRITINGA. Total Class

• Found poetry• Poetry group frame• Cooperative Strip Paragraph • Story map• Narrative frame

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B . Co-op Reading/Writing• Cooperative poetry writing • Ear to ear reading• Focused reading• Team Tasks-anything modeled by teacher • ELD Group Frame

C . Individual Activities• Learning log: write own prediction for end of story

- Heads together to share information• DEAR time • Journals• Individual tasks- modeled by whole class and practiced in groups

D . Writers' Workshop• Mini-lesson (6 Traits of Writing) • Write• Author's chair

V . EXTENDED ACTIVITIES FOR INTEGRATION • Guided imagery trip - a day in the life of a spider• Poetry• Music: Spin, Spider, Spin; Ants Go Marching; Old Woman Who Swallowed a Fly• Cooked spaghetti spider pictures• Glue spider web pictures with gold glitter • Observe ant farm, observation chart• Acrostic using letters from spider, weaver, hunter, ant, colony, worker, farm,

cooperation• Spider weaving on burlap• BC comics by Johnny Hart (ant)

VI. DAILY ACTIVITIES • Read Aloud• Silent Sustained Reading • Silent Sustained Writing • Listening Activities• Personal Interaction• Oral Language Activities • Daily News/Interest Piece • Flexible group reading

VII. CLOSURE/ASSESSMENT • Process all charts• Process inquiry charts• Conference - students choose one example to be assessed for

- commas in a series- action words

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- poetry or paragraph• Big Book of Insect Poetry o expository text dictation • Gummy worms, insect eggs, spiders• Test-taking skills: cause and effect • Personal exploration with rubric • Personal exploration• Learning logs• Individual tasks

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Project GLAD Fountain Valley School District

INSECTS and SPIDERS (2) SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION• Spider/entomologist reinforcements for individual standards • Cognitive Content Dictionary (CCD) - Signal word• Personal Interaction: Ants help each other survive; how do people help you survive? • Observation Charts• Inquiry charts:

- How do you know an insect is an insect? - What are you wondering about insects?

• Read aloud - Big Book

INPUT• Tree of life organizer; phylum, class• 10-2, lecture primary language groups

READING/WRITING • Learning log entry:

- Examples of a phylum with sketch (TEXT) - Wondering statement and prediction (YOU)

• Poetry, chanting

GUIDED ORAL PRACTICE• Examine specimens in the field • T-graph: cooperation• Picture file• Exploration Report- scientific process skills: Observation, communication, comparison, ordering

INPUT• Ant/spider comparative input chart

- 10-2 lecture with primary language - Learning Log-ELD review

READING/WRITING • Poetry, songs• Personal Interaction: How is an ant body similar to your body?

- Do you think it is okay to kill spiders and insects?• Interactive journal writing/Reading-Writing Choice time • Flex group reading

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WRITERS' WORKSHOP • Mini lesson• Free choice writing • Conferencing• Author's chair

CLOSURE• Laser disc • Poetry• Home/School Connection • Process Inquiry/Charts

DAY 2:

FOCUS/MOTIVATION • CCD - Signal Word• Share Home/School Connection • Read - aloud• Poetry, highlighting sketching • Review input charts

- Add word cards

INPUT• Graphic organizer of ant community and jobs (cause/effect)

- 10-2 lecture with primary language groups

GUIDED ORAL PRACTICE• Personal Interaction: How are the rooms of your house similar to an ant nest? • Free exploration of crickets, meal worms, lady bugs, sow bugs

- Partner sharing- Class discussion

• Poetry• Narrative-Rufa (predator/prey)

-learning log-ELD review

• Personal Interaction: How do ants and humans behave the same?

READING/WRITING• Flexible Group Reading

- Expert groups:- Black widow spider- Australian funnel web spider - Tarantula- Wandering spiders

- Team Tasks• Interactive Journals

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- Reading-Writing Choice

WRITERS' WORKSHOP• Mini-lesson: how to get started, include highlighted words, action words • Free choice writing• Author's chair

CLOSURE• Poetry - songs• Home/School Connection

DAY 3:

FOCUS/MOTIVATION • CCD - Signal word• Process inquiry charts, charts, reinforce action words• Review input charts with word cards, narrative with cards and conversation bubbles • Read Aloud• Strip book: Ants can, but ants can't

GUIDED ORAL PRACTICE• Farmer-in-the-Dell/Sentence Patterning Chart

- Reading- Trading Game- Flip Chant

READING/WRITING• Finish Expert Groups • Process Grid• Coop strip paragraph - compare and contrast

- Respond, revise, edit• Flexible Group Reading

- Advanced Readers - "Clunkers and Links"

READING/WRITING CHOICE • Mini - lesson

- newspaper articles - stickies on books- adding to living wall- poetry frames and pocket poetry - Rufas story- math story problems- reading from overhead

• Author's chair

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CLOSURE• Process charts• Home /School Connection

DAY 4 :

FOCUSING AND MOTIVATION • CCD - Signal Word• Read Aloud - expository• Review Narrative with Story Map • Chants/poetry• Interest piece (newspaper)• Read aloud, Zoo Books on Spiders• Personal Interaction: Why are spiders and insects important to our world?

READING/WRITING• Flexible group reading-ELD story retell

- Team tasks

READING/WRITING - Workshop • Mini-lesson• Conferencing • Author's chair

CLOSURE• Choral reading of "Don't Eat Spiders" • Home/School Connection

DAY 5 :

FOCUS/MOTIVATION • Listen and Sketch

READING/WRITING• DRTA from overhead, Rufa text • Team Writing Workshop

- Develop fictional character/ plot/ story strips • Flexible groups

- Reading with coop strip paragraph-struggling/emergent - Primary language group frame- Team tasks: evaluation and presentation

GUIDED ORAL PRACTICE • Add to Process Grid• Chants• Listen and Sketch

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READING/WRITING• Writer's Workshop

- Mini-lesson - Write- Author's Chair

• Ear-to-Ear Reading poetry booklet• Read the Walls-with personal Cognitive Content Dictionary

CLOSURE• Team presentations• Process Inquiry charts • Framed letter home• Evaluation of week• Home/School Connection

- Take portfolios home- Read/share with parents

• Team feud

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SPIDERS - INFORMATION

WEB BUILDERS: -wait in their webs for prey to come to them, bodies built for web making

-have tiny eyes, poor eyesight -long skinny legs for acrobatic feats -good sense of touch - feet-3 claws on each foot for hooking over web -expert at webs - 3 to 4 sets of spinnerets -fangs point towards each other and jaw moves sideways

WANDERING SPIDERS: -hunt their prey, bodies built for walking-large jaws, have to grab and hold prey without webs -fangs point down to inject poison-good eyesight-two claws on each foot with a pad of hair in between to give them a firm grip for walking-hairy bodies, allows them to be sensitive to vibrations on the ground

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P r o j e c t G . L . A . D .

L a s t R e v i s e d O c t o b e r 2 0 0 5 ( F . A . R . )

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The Wood Ant, Formica Rufa

In a quiet forest glade stands a city of ants, a mound of twigs, leaves, and pine needles three feet tall. Little ants run up and down, disappearing into holes or setting off on expeditions away from home. This is the nest of the wood ant, Rufa. Each morning Rufa would wait for her friend, an older worker named Missing Claw. One claw on his front leg was missing, the result of a struggle with a spider web.

On this day, Rufa and Missing Claw went foraging for insect prey. They went through a clump of thick grass and around a rock. They climbed over a fallen stick and under a bunch of leaves. They carefully passed a spider web, so as not to get caught! They took a trail that led around a tree and to an old, rotting log. Rufa watched while her friend pushed in behind a loose piece of bark and pulled out a burrowing beetle. Missing Claw bit the beetle and sprayed formic acid on it Soon the insect stopped struggling. Then Rufa and Missing Claw grabbed hold of the legs with their powerful jaws. They dragged the prey back to the city. It was a hard, long haul.

After resting, Rufa and Missing Claw went out again to look for more food. They went through a clump of thick grass, and around a rock. They climbed over a fallen stick, and under a bunch of leaves. They took a trail that led around a tree. They found a dead butterfly to carry home. At the doorway of the city, dozens of other workers took the butterfly and began to cut it up and chew it to prepare the meat for the larvae and the queens.

The next day the pair of predators went looking for food. They went through a clump of thick grass, and around a rock. They climbed over a fallen stick and under a bunch of leaves. From the ground, they looked up and silently watched as a praying mantis devoured a grasshopper. They continued down the trail to a damp spot. Luckily for them, at that moment, a worm poked its head up. It took many ants to kill the worm. But at last it was subdued and carried home to be cut up to feed the thousands of ants in the city. The insect meat was also carried to rooms and rooms full of ant larvae and callow ants.

That spring many of the callow ants were larger, with wings and bigger eyes. These male and female winged ants were fed and cared for until just the right day in Spring. Today was the day. This afternoon the guards and workers opened the city gates. A huge swarm rushed out of the city.The air was thick with flying ants, all trying desperately to find mates.

But, all kinds of forest birds and animals knew about the swarming ants! As the ants came out to the city gates, the birds snapped up many ants as fast as they could. Some got away but most were eaten! Even Missing Claw was never to be seen again. The perfect predator became the prey, Rufa went home alone.

Adapted from Biographv of An Ant by Alice Hopf

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POETRY BOOKLET

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Name : ________________________________

ENTOMOLOGIST BUGALOO

I'm an entomologist and here to say, I study how insects live everyday. Sometimes I write a paper; sometimes I read a book, But usually, I go and take a look.

Ants, butterflies, beetles, too,Doing the entomologist BUGALOO!

Bugs are so disgusting, many people say, But, I think scientific in many ways. Sometimes they are cooperating; sometimes they're everywhere, But, always they are working, carrying more than we could bear.

Ants, butterflies, beetles, too.Doing the entomologist BUGALOO!

M. Brechtel `98

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SPIDERS HERE, SPIDERS THERE

Spiders here, spiders there, Spiders, spiders, everywhere.

Baby spiders ballooning, Hairy spiders feeling, Spinning spiders waiting, and hunting spiders catching.

Spiders in burrows, Spiders on the pond, Spiders beside flowers And spiders in my house!

Spiders here, spiders there, Spiders, spiders, everywhere!

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Brechtel/Haley 1998

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YES MA'AM

Is this an insect? Is this an insect? How do you know? How do you know? Give me some examples. Give me some examples.

Yes, ma'am. Yes, ma'am. It has 6 legs. 3 body parts. Ants and beetles. Butterflies and flies.

Is this a spider? Is this a spider? How do you know? How do you know? Give me some examples. Give me some examples.

Yes, ma'am. Yes, ma'am. It has 8 legs.It has 2 body parts. Tarantulas and black widows. Funnel web and garden spider.

Are these arthropods? Are these arthropods? How do you know? How do you know?Give me some examples. Give me some examples.

Yes, ma'am. Yes, ma'am. Hard exoskeleton. Jointed legs.Insects, arachnids and crustaceans. Ants and spiders.

Are you through? Are you through? Did you tell me true? Did you tell me true? What did you chant? What did you chant?

Yes, ma'am. Yes, ma'am. Yes, ma'am. Yes, ma'am. Phylum Arthropoda! Phylum Arthropoda!

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I KNOW A COLORFUL SPIDER

I know a colorful spider, a very colorful spider,a very colorful spider who hunts for his food.

Blending like a flower, Moving sideways, like a crab Sometimes invisibly waiting and watching, always watching.

I know a colorful spider, a very colorful spider,a very colorful spiderwho's called the Crab spider.

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Brechtel/Haley `98

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Busy Ant Poem

I know a busy ant,a very busy ant, a very busy ant,

who milks the "cows" dry.

always scurrying to and fro, gathering liquid for the group, feeding from a "living cask", and protecting "cows" from harm.

I know a busy ant,a very busy ant, a very busy ant,

who milks the "cows" dry.

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M. Brechtel `98

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I'M AN ANT

I'm an ant, small and brown, Digging underneath the ground. I dig by day and sleep at night,I have good senses and good sight.I work and work, "cause I'm a drone, To keep our queen up on her throne.

I'm an ant, (clap, clap) I'm an ant, (clap, clap)

I'm a queen, large and white I lay eggs I'm quite a sight, My drones work for me, my soldiers fight, They protect the nest with all their might. They smell strangers from out of town, They attack with their jaws and crush them down.

I'm an ant, (clap, clap) I'm an ant, (clap, clap)

M. Brechtel `98

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CLASS ARACHNIDA

Is it insect or spider? I wish I knew.I'll observe very carefully to get a clue.

Eight eyes, not sixTwo body parts, not three, A cephalothorax,and an abdomen like me.

Eight eyes, not four, no antenna no wing, no backbone, yes hair and strong silk string.

Insecta, arachnidait doesn't matter--de nada for both these classesare phylum arthropoda.

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L. Haley

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CLASS INSECTA

Does it have 3 body parts? Six jointed legs I found! Two pairs of wings,Eyes, simple and compound. 2 antennae,Light as a feather.It's an insect, an insect When you put it all together!

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L. Haley

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HOME/SCHOOL CONNECTION

Name : ______________________________ Date : _____________________

Using your scientific skill of observation, go on an "observing walk" outside and inside your home. Keep a tally of all the insects and bugs you see and hear.

bees butterflies moths

spiders worms crickets

sowbugs Flies beetles

ants earwigs gnats

Sketch the most interesting insect or bug you saw.

Share an insect poem with your parents.

Parent signature : ______________________________

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HOME/SCHOOL CONNECTION Name: ________________________ Date: ___________Sketch an ant and a spider. Complete the venn diagram.

ANT SPIDER

Parent Signature: _______________________________

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HOME /SCHOOL CONNECTION

Name : ______________________________ Date : __________

Dear Parents,

Your child is bringing home his/her science notebook to share with you. Please read and discuss each entry.

Please write three things your child has told you he/she is learning.

1.

2.

3.

Parent signature : ______________________________

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CONEXION ENTRE ESCUELA A HOGAR

Nombre : ______________________________ Fecha : ____________

Usando tus destrezas cientificas de observacion, toma un paseo caminando adentro y afuera de to casa. Anota todos los insectos que veas o que escuches.

abejas mariposas mariposas nocturnas

hormigas gusanos Grillos

cochinito moscas Escarabajo

aranas tijerillas Jejen

Dibuja el insecto mas interesante que has visto.

Comparte un poema sobre un insecto con tus padres.

Firma de Padre : ______________________________

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CONEXION ENTRE ESCUELA Y HOGAR

Nombre : ______________________________ Fecha: ____________Estimados Padres,

Su hijo(a) va a traer a casa su libro de ciencias para compartirlo con ustedes. Favor de leer y hablar con el sobre cada cosa que ha escrito.

Favor de anotar aqui tres cosas que su hijo(a) le a contado sobre to que ha aprendido.

1.

2.

3.

Firma de Padre : ______________________________

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CONEXION ENTRE ESCUELA Y HOGAR

Nombre: ______________________________ Fecha: ___________Dibuja una hormiga y una arana. Completa el diagrama venn.

HORMIGA ARANA

Firma de Padre: ________________________

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BLACK WIDOWExpert Group

Habitat: •Chiefly found in Tropics, in southern United States, but up to Canada•Indoors and outdoors, hides under rocks, in fields, picnic tables, in barns, old wooden buildings, any dark corner •Spin irregular webs that are very strong

Description: •Female body is about 0.5 inches, male much smaller •Jet black, shiny, fat abdomen with a red hourglass mark on the underside

Predator/Prey: • Aggressive toward prey (other insects) guards nest •Web spinner, not hunter

Life Cycle: •Female may devour the male after mating, uncommon in most spiders•Guards egg sac

Relationship to Man: •Female's bite is very painful and poisonous •Toxin affects the nervous system causing pain, swelling, nausea, difficulty in breathing, and can be fatal, especially in children •Only bite in defense

Adapted from Microsoft Encarta and Dangerous Creatures

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TARANTULAExpert Group

Habitat: •Southwestern United States, Central America, South America, and other New World tropical regions• Creeps around dry hillsides among the brush in California

Description: •Species of wolf spider, very large and hairy •American tarantula, size of small child's hand •South American, largest, size of dinner plate, weighs as much as a stick of butter• "Straight-jawed" spider, 1/2 inch long fangs •Good eye sight

Predator/Prey: • Feeds on other insects, always living prey• Webless, wandering hunter, pounces on prey •Larger spiders feed on lizards, mice, small birds

Relationship to Man: •Timid towards man, often as a pet •Usually will not bite, painful•Most spiders highly beneficial to man because they feed on insects and other small animals, keep the insect population in balance •Serve as food for other larger animals

Adapted from Microsoft Encarta and Dangerous Creatures

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AUSTRALIAN FUNNEL WEB SPIDER Expert Group

Habitat: •Australia, other areas worldwide•Web builder, spins a funnel web on the surface of ground, •Waits in center of his burrow

Description: • Normal characteristics

Predator/Prey: •This predator waits in his funnel web, feels vibrations, rushes out to see who is walking by Pounces on prey, injects venom which paralyzes prey, carries back to burrow •Stance to scare away predators

Relationship to Man: •Very dangerous to man•Male's venom is 5 X's as toxic as female

Trap Door Spider: •Burrow is underground, lined with silk •Somewhat like the funnel web•Spins a bevel-edged, hinged trapdoor covered with grass, moss or earth

Adapted from Microsoft Encarta and Dangerous Creatures

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WANDERING SPIDERS Expert Group

Habitat: •Worldwide, tropics,•Brazil, Brazilian wandering spider

Description: • Webless hunters, better vision •Camouflage

Predator/Prey: •Bright orange coloration warns of poison • Hunters

Life Cycle: •Complex mating behaviors associated with welldeveloped eyesight and brightly colored patterns •Male often brings a present of insect prey wrapped in silk; she eats while he mates

Relation to Man: •Brazilian wandering spider is most poisonous •Most powerful venom•Victims need antivenin in time to be saved

Adapted from Microsoft Encarta and Dangerous Creatures

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SPIDERS

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Description Habitat Life Cycle Predator/Prey RelationshipTo People

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TEAM WORKSHEET

1. When does the queen ant lose her wings?

2. How do trapdoor spiders dig their holes?

3. Write eight action words from your text.

4. How are spider and ant eggs different?

5. How do the ant workers protect their eggs?

Team _________

__________________, __________________, __________________, __________________

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(T.S) An ant has many interesting characteristics.

(C.S) ______________________________________________________________________________________________________________________________________________________

(T.S.) Spiders are different from ants in many ways.

(C.S.) _____________________________________________________________________________________________________________________________________________________

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Ants Spiders

Team _________

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__________________, __________________, __________________, __________________

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