Lesson Plan Format
EDU 360/361
Name __Monica Greene_____________
Instructor’s Name _Professor Jahala Stirling
Date: _October 14th 2011_________________
Lesson Title: ___How do spiders eat?____________________________
Method: _Direct instruction_________________
SSS Standard,
Benchmark
SC.K.L.14.3: Observe plants and animals, describe how they are alike and how they are different in the wa
y they look and in the things they do.
SC.K.N.1.5: Recognize that learning can come from careful observation.
SC.K.N.1.3: Keep records as appropriate -- such as pictorial records of investigations conducted.
Grade / group size
Kindergarten/ whole group (21students) 20 minutes
Lesson Objective(s)
Students will discuss and hypothesize, or make a “smart guess,” about how a spider
“eats” its prey. Students will also compare how spiders eat to how humans eat food.
Students will also conduct and observe a simulation experiment of how spiders use
poison to liquefy their prey in order to eat, and confirm the method of spider’s use of
poison to liquefy their prey. Students will document their findings by writing or
drawing their results on a skill sheet. Students will be assessed at with at least 85 %
accuracy.
Resources/Preparatio
n, Materials
Book: Jumping Spider, by David M. Schwartz
Plates, straws, sugar cubes, experiment observation skill sheet for documenting what is
seen during the experiment.
Vocabulary
Prey: animal or bug that is eaten for food.
Fangs: long sharp tooth.
Injects: force liquid in to something.
Poison: liquid that kills
Procedure:
OPENING
Essential Question:
How do spiders eat their prey?
Students will move to the carpet. The teacher will introduce the lesson by reviewing the
KWL chart about parts of a spider and what a spider does. The teacher will then ask a
question

I see that spiders have mouths and fangs. I wonder how spiders eat.
(Create) 1.
Students will answer the question and form a hypothesis about their ideas on
how spiders eat.
BODY
The teacher will then introduce the book: Jumping Spider, by David M.
Schwartz. (Teacher will paraphrase the book to keep the information
focused on the way spiders eat, and to keep the purpose of the lesson less
confusing for students.)
 I wonder if this book will tell us how spiders eat.
 Let’s see…

After reading the part of the book the teacher will ask a question.
I wonder if that is true. I wonder if poison really liquefies things.
 Let’s see. We are going to do an experiment, but because we
don’t have REAL poison, we are going to have to use pretend
poison. Today we are going to use water instead of poison.
 We also don’t have a REAL insect so we will pretend that this
sugar cube is our bug.
Teacher will go over the directions
o Students will each receive a plate, straw and sugar cube.
o Students will each document (draw) what their sugar cube looks
like before the “poison” is added.
o Students will then add water drops to the sugar cube and
document (draw) what the step of the experiment looks like.
o Students will observe what the “poison” does to the sugar cube
and document (draw) what the last step looks like.
Teacher will introduce the experiment using the Elmo.
 Using Teacher will show the students the plate
 Teacher will place the sugar cube on the plate.
 Teacher will explain that the students will use drops of water to
represent the “poison”
 Teacher will move around the room and assist students who need help.
CLOSURE




Students will move back to the carpet.
The teacher will ask students if their experiment worked.
Students will respond according to the results of their experiment.
The teacher will ask questions: using Bloom’s Taxonomy Questions
2. Do they chew their food like we do? (Apply)
3. What do spiders use to kill their prey? (Remember)
4. What is prey? (Remember)
5. What happened to the sugar cube after we added the “poison?”
(analyze)
6. How is the water like the special juices that the spider injects?
(Understand)
7. What is poison? (Remember)
8. What happens when the spider injects the special juices?
(Remember)
Non-example: Spiders do not drink blood.
Spiders do not eat vegetables.
Assessment:
Students will use a skill sheet that has 3 boxes for the students to each document (draw)
what they see during the experiment. Students will pass with at least 85% accuracy.
Students will also be assessed by non-formal verbal questioning.
Accommodations
ELL
Technology:
Teacher, and if
appropriate, Students
ELL students will sit within close proximity to the teacher during observing the book
Jumping Spider.
The teacher will reiterate using pictures pointing out key points.
ELL students will be permitted to work with a partner if needed during the experiment.
Gifted students will beable to write about spiders
Computer: for lesson plan preparation.
Elmo: used during the experiment.
Students can look at pictures of spiders on the following sites:
http://www.termite.com/spider-identification.html
http://www.kidzone.ws/lw/spiders/photos01.htm