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Direct Instruction Lesson Plan

Topic: Spider Life Cycle

Grade Level: First

CCSS: Goal 3.1


Prepared By: Rachel Lloyd

Objective: After reading a paper on the life cycle of a spider SWBAT cut and glue pictures of the spiders life cycle in the correct order.
Assessment: Did the students correctly paste the life cycle pictures in the right order on the paper?
Time Allotment
5 minutes

Sequence of Lesson
Compare a spiders life cycle to a humans life cycle. Use this to explain what a life cycle
is. Where have you seen spiders before? Have you ever seen spider babies?

2 minutes

Prior Knowledge
How does a spider make a web to lay its babies in? Do spiders have to be taught to make
a web?

10 minutes

Input & Modeling

Hand out life cycle paper. Read over the paper with the students. Go over each section in
greater detail. Explain that this is a never ending process. Compare this to the life cycle of
humans. Doing this will give them something they are more familiar with to compare with

2 minutes

Check for understanding

What is the order? Does it repeat itself or eventually stop? Does everything have a life
cycle? Does the spider lay one single egg or multiple eggs?

8 minutes

Guided Practice
Draw the order of the life cycle on the white board that will be in the same order as the
worksheet that they will be completing later. Allow them to color the spiders if time allows.
(Erase before they start their worksheet)

2 minutes

Go over the life cycle one last quick time to help them remember it before they do it on
their own.

Materials Needed

Life cycle worksheet

White board and markers

15 minutes

Independent Practice
Hand out cut and paste worksheet. Have the students cut out the pictures of the spider life
cycle. Once they have them cut out have the put them in order without gluing them on.
Let them glue them onto the paper once they think they are in the correct order.

Scissors, glue stick, worksheet

To Be Collected
Nothing. Take everything home.


Topic: The main theme of the lesson

CCSS: Common Core State Standards
Objective: (SWBAT) audience, behavior, conditions, degree
Assessment: How to determine if the objective has been met
Orientation: AKA-Anticipatory set, Gain Attention, Introduction
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-I DO or TELL/SHOW
Check for Understanding: The teacher informally (formative) assesses the students understanding of the new concept.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-WE DO or HELP
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective.
Independent Practice: Students will perform the objective on their own (or sometimes with one partner). AKA-YOU DO or
Reflection: Teacher reflects on lesson: what went well, what needs to be changed, management strategies to change