# Spiders - Lesson Overview

## Prior Knowledge

The student has
1. sorted objects into sets
2. constructed sets of up to eight members
3. ordered objects or events first through sixth
4. used ordinal number words (first, next, last) correctly
5. described objects and phenomena
6. classified objects using one variable.

## Mathematics, Science and Language Objectives

Mathematics
The student will
1. depict information on a graph
2. find all possible paths in a geometric figure
3. make a figure on a geoboard; describe it verbally by finding lines of symmetry
4. estimate how many spiderlings are held in a spider's egg sac if the eggs are the size of a pea, a linking cube, lima bean, lentil
5. count or add members of sets by ones, twos, fives, tens
6. use words such as "most", "least", and "as many as" (middle) to describe how many in a group, e.g., spiders/non-spiders
7. order pictures of spiders by size, by other variables
8. use ordinal numbers up to six (first, second, last) to describe the life cycle of spiders to describe the elements in their food chain
9. construct sets of up to eight elements; tell the number in sets of up to eight elements.

Science
The student will
1. list four characteristics of spiders using numbers to describe and count body parts
2. classify pictures of animals as spiders or non-spiders
3. list two parts of the spider's food chain
4. describe at least three characteristics of a spider's habitat
5. list at least four types of spiderwebs
6. name one benefit of spiders to humans
7. name at least two natural enemies of spiders, including man
8. list two animals that are prey of spiders
9. describe a spider's life cycle
10. describe how a spider's web feels, looks and works
11. list special adaptations spiders have made to live in their environment, including how the water spider and the trap-door spider have adapted
12. describe the danger of spider bites
13. make and list predictions about what will happen if an insect is added to a vivarium
14. describe differences between live birth and hatching.

Language
The student will
1. verbalize feelings about spiders in English and/or Spanish
2. act out spider actions, such as spinning a web, ballooning, camouflage
3. write or dictate a sentence about spiders using the theme's vocabulary
4. create a minibook about his/her favorite spider

## Vocabulary

 spideraraña legspatas body partspartes del cuerpo insectinsecto eightocho silkseda webteleraña arachnidarácnido spintejer feelingssentimientos vivariumvivero fangscolmillos life cycleciclo vital food chaincadena nutritiva egg sachuevera ballooning(ballooning) spiderlingsarañuelos preypresa usefulnessutilidad camouflagecamuflage venomveneno