Developmental Lesson Plan

Teacher Candidate: Rebecca Sutton Date: 9/27

Group Size: 25 Allotted Time: 45 minutes Grade Level: 3rd

Subject or Topic: Honeybees and Spiders

Common Core/PA Standard(s):

4.5.3.A Define the term pest and identify various plants and animals that humans may call
pests.
3.1.3.A1 Describe characteristics of living things that help to identify and classify them.
3.1.3.A2 Describe the basic needs of living things and their dependence on light, food, air,
water, and shelter.
Learning Targets/Objectives:
After learning about honeybees, the 3rd grade students will be able to understand the role
honey bees play in food sources by identifying foods pollinated by honey bees/
After learning about spiders as pests, the 3rd grade students will be able to list pests found in
their school and methods of controlling them.

Assessment Approaches: Evidence:

1. Food Sort 1. Sorting foods that rely on pollination from
2. Pests in the Classroom honeybees from foods that do not
2. Listing pests found in the school and on the
playground and how to control them
Assessment Scale:
1. Foods bees pollinate
>6 foods correct proficient
<5 foods correct - below basic
2. Pests in Our School
>4 pests found at school proficient
<4 pests found at school below basic
Subject Matter/Content:
Honeybees and Spiders as pests and beneficial

Prerequisites:
An understanding of pests
An understanding of bees
An understanding of pollination
An understanding of food sources and food web
An understanding of spiders
An understanding of animal habitats and needs
An understanding of controlling pests

Key Vocabulary:
Pollinate - to give pollen from another plant to the same kind so that seeds will be produced
Arachnid - creatures with two body segments, eight legs, no wings or antennae and are able to chew
Insect - a small animal that has six legs and a body formed of three parts and that may have wings
Pesticide - a chemical that is used to kill animas or insects that damage plants or crops
Agriculture -the science or occupation of farming
Crops - a plant or animal that is grown by farmers
Symbiosis - relationship between plant and animal (bees and flowers)

Content/Facts:
Spiders
- spiders are not insects because insects have 6 legs and spiders have 8 legs
- spiders are part of the arachnid family
- arachnids are creatures with two body segments, eight legs, no wings or antennae and are able to chew
- other arachnids are scorpions, mites, and ticks
- there are over 40,000 species of spiders
- they can live in a wide range of environments
- cold climates
- warm climates
- mountaintops
- underground
- underwater
- spiders have 4 sets of eyes
- most spiders have poisonous fangs
- spiders produce silk from their abdomens
- spider silk is used for webs, transportation, protect eggs, create webs that trap air so they can breathe underwa
- spiders mostly eat insects
- many different ways of catching prey
- sticky net as a trap
- others jump on prey
- some catch prey with a lasso
Content/Facts: contd
- some spiders mimic prey to catch it
- most female spiders are larger than the males
- some female spiders eats the male after they mate
- female spider can lay up to 1,000 eggs
- wraps eggs in silk ad carries them around
- some mother spiders carry their babies on their backs
- most spiders are not dangerous to humans
- spiders are beneficial because they eat pests like mosquitoes and flies
Honeybees
- honeybees are insects
- nearly 20,000 species of known bees
- Bees use the pollen from flowers as food.
- When they land on flowers to collect pollen, they spread pollen from one flower to another.
- Many plants cannot grow unless they are cross-pollinated by insects such as bees.
- Because bees cross-pollinate so many fruit and vegetable plants, they play a vital role in food
production all over the world.
- Bees produce honey from the pollen and nectar they collect from plants
- Bees store honey in honeycombs and use the honey to feed their young and as a food source
during the winter
- Honeybees pollinate more than 100 crops in the U.S.
- Honeybees do sting but can only sting once
- Honeybee colonies can be extremely large and and removal can be messy so only
professionals or experienced bee keeper should relocate hives
Introduction/Activating/Launch Strategies:
To get students excited about the spiders and bee lesson, say Im sure you all noticed the
strips of tape covering the space between the coat racks. Before I tell you what it is, give me
a thumbs up if you know how many spiders catch their food
Choose a student with their thumb up to respond.
Once spider web is established, tell students they will be taking turns being the food today.
Pass out pieces of blank paper and tell students to get out something to write with.
Have students draw something on the paper they think is a food source for spiders that gets
caught in webs.
Allow 5 minutes for students to finish their drawings. Walk around the room observing their
ideas.
Have students crumple up their drawings.
Call up by rows and let them each take a turn throwing their food at the web to see if it
sticks. Allow for rethrows if activity takes less than 10 minutes.
With students back in their seats, tell them that while most people think of spiders using
webs as their only method of catching food, there are actually other ways spider catch prey
and that todays lesson will be on two common pests, spiders and bees.
Development/Teaching Approaches:
Tell the students youre going start todays lesson by reading another book in the Disgusting
Creatures series to learn more about spiders.
Read The Spider by Elise Gravel
After the book is finished, have students but hands on their heads if they can remember 2
facts about spiders from the book
Call on students, writing their responses on the white board
See The Spider note sheet attached to remind/add anything they miss to complete the list
Call attention to the fact about spiders living in all kinds of environments and ask for
students to give examples of some places they have seen spiders or spider webs.
Tell students they did a great job remembering where theyve seen spiders or signs of
spiders. Ask if anyone has ever seen a spider or a web in the classroom or in the school?
Playground?
Allow for some responses then tell students that if they havent seen a spider at school
doesnt mean there arent any spiders around. Pests are good at staying hidden. Return to the
locations students said they had viewed a spider or spider web before and highlight one that
is an out of the way place, like a basement or storage area. In high traffic areas or areas that
are cleaned often, youre less likely to find spiders or webs.
Have students think about that as well as what they know about other pests and places you
find them.
Pass out the Pests in Our School handout and explain that groups will work on listing pests
they have seen or think they would find in the school, where they would see them, and how
the pests can be prevented or removed. Such as dusting corners with a feather duster or
broom to keep them clear of spider webs.
Any questions?
Break students up into groups of 4. Each student will fill out a handout that will be added
turned in then added to their science notebooks.
Allow 15 minutes for groups to work. Walk around and check on progress and assist as
needed.
Allow 2-3 additional minutes if needed.
Go around the room and have each group share 2 pests, including where they find them in
the school, why, and how they would prevent or get rid of the pests. Record responses on a
large sheet of paper to hang in the classroom. Label it Eek! Pests in Our School and clip on
the board or wall.
Tell students they came up with some well thought responses and make light of thinking
about how those pests could be lurking around the school.
Have students turn in their handouts as they return to their seats.
If bees was cited as a pest by a group, refer to that or suggest a bee as a pest that could be
found in the school if gets inside or definitely out on the playground or athletic fields.
Ask with a show of hands, who in the room likes bees?
Tell them without getting crazy to show what they do when they see or hear a bee buzzing
around them. Swat arms along with them.
Development/Teaching Approaches: *contd from previous page
Address how most people panic when a bee is near. Ask why?
Tell student that while bees may sting us and we often consider them pests, they serve a very
important purpose and are one of the most beneficial pests in the world.
Ask if anyone knows why.
Allow responses and guide and prompt as needed to the fact that bees pollinate flowers of
plants that produce foods
Ask for guesses on how many different kinds of crops in the U.S. honeybees are responsible
for pollinating.Write down the guesses on the board
Pull up food slides and ask with each slide to put a thumbs up or thumbs down if they think it
is a food we have because of honeybees. Keep a tally on the board of each slide.
Show all of powerpoint *see attached images
At the end, review their guesses (way off or correct?) tell them every one of the foods grow
because of the honeybees help and sometimes the bees themselves need our help to do that
big job
Show Honeybees Revealed video
http://www.pbs.org/video/america-revealed-flight-honey-bee/
Prompt students to discuss what they learned in the video. Did anything surprise them? Have
they ever seen a bee colony? Allow 5-7 minutes.
Closure/Summarizing Strategies:
Tell students so now that they know how bees are beneficial theyre going to do a final
activity on their thoughts and opinions
Pass out Honeybee PMI handout
Explain that students will write beneficial or positive things they learned or knew about bees
in the column under the plus sign, write negative things they learned or knew about bees in
the column under the minus signs, and interesting things they learned about bees in the
column under the letter i. Pass out the honey bee fact sheet and tell them they can use for
reference and to save to tape into their science notebooks at the end of the lesson.
Allow 10 minutes to complete the handout.
Collect the handouts and pass out Spider Facts handout at the same time.
Have students tape the Honeybee Facts and Spider Facts into their science notebooks. Allow
5 minutes. Assist as needed to find correct pages, etc.
Tell students Today we learned some broad facts about spiders and honey bees, but we also
thought about what kind of pests we might find here in our school. Tonight, when youre at
home, Id like you to do the same thing. Look around and see if you spot any pests or
locations you think pest might like in or around your houses because you might be able to
use that information in tomorrows lesson.
Hold up a travel brochure and tell them this is also a clue.
Accommodations/Differentiation:
Because Student X has an IEP that specifies that she struggles with note taking and needs
extra time to take notes or a copy of the teachers notes, I will provide her with my Science
notebook as a model after the lesson. This will allow Student X to follow along with the
whole lesson and have additional time to copy the notes and organize handouts without
falling behind. I will check Student Xs progress during the lesson and pair her with students
with strong organization and focus skills during the activities.
Materials/Resources:
Computer
Projector
Screen
White board or chalk board
Dry erase marker or chalk
Spider Facts handout (24)
Eek! Pests in Our School handout (24)
Gravel, E. (2016). The spider Toronto, Ontario: Tundra Books. (1)
Honeybees facts handout - Pest World (24)
http://pestworldforkids.org/pest-guide/bees/#Honeybees
Honeybees Revealed video
http://www.pbs.org/video/america-revealed-flight-honey-bee/
Honeybee PMI handout (24)
worksheetworks.com

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable):

Personal Reflection Questions:

Was the transition from spiders to honeybees in the same lesson smooth?

Did students have enough background knowledge about honeybees for the lesson?

Additional reflection/thoughts:
 Eek!
Pests in Our School
Name: _________________

Directions: List examples of pests you can find in and around

our school. Include where, why, and how to control or prevent
them.

Pest Name:

Where can you find this pest?

Why can you find this pest there?

How can you prevent or control this pest?

Pest Name:

Where can you find this pest?

Why can you find this pest there?

How can you prevent or control this pest?

Pest Name:

Where can you find this pest?

Why can you find this pest there?

How can you prevent or control this pest?

Pest Name:

Where can you find this pest?

Why can you find this pest there?

How can you prevent or control this pest?

Pest Name:

Where can you find this pest?

Why can you find this pest there?

How can you prevent or control this pest?

 Honeybees
Name: Date:

Copyright 2017 WorksheetWorks.com

 Spider
Facts

1. there are over 40,000 species of spiders

2. spiders live in almost any environment; cold and warm climates,

mountaintops, underground and underwater (but not in outer space!)

3. spiders are not insects because spiders have 8 legs and insects have 6 legs

4. most spiders have poisonous fangs in their mouths

5. spiders have 4 sets of eyes

6. spiders produce silk from their abdomen

7. spiders use their silk for many things; to build webs, as transportation, to
protect their eggs, to create webs that trap air so they can breathe
underwater

8. spiders mostly eat insects

9. spiders have many dierent ways of catching their prey; use a sticky net as a
trap, jump on prey, catch prey with a lasso, mimic prey to sneak up on it

10. many species of female spiders are larger than males

11. some female species eat the male after they mate

12. female spiders can lay up to 1,000 eggs

13. the eggs are wrapped in silk

14. some mothers carry the eggs with them on the baby spiders on their backs

15. most spiders are not dangerous to humans