Curriculum Project: Out line
1. Description of the child
A. Age- 5
B. Temperament- easy child for the most part (both signs of slow to warm up and difficult. He
is either on or off)
C. Learning style- looker and a listener
D. His strengths
1. Physical- 3 year old
2. Cognitive- 5 year old
3. Social emotional- 4 year old ( just turning 5, I think he is on track moving from 4 to 5)
2. Curriculum Web
A. A teacher’s Web







Science/ Math
Colors
Size
Life cycle
Habitat
Different species
Special adaptation
Counting



Vocabulary
Different kinds of spiders and insects: black widow, wolf spider, jumping spider, tarantula
Different habits: lakes, rivers, ponds, oceans, desserts
Body parts: legs, antennas, eyes, wings




Senses
Touch
Smell
Visual
Audio




Art
Drawings
Play dough
Painting
Paper sculptures of Insects and Bugs
Motor Skills



Looking at bugs with magnifying glasses
Painting
Looking for insects and spiders
B. A web of possible activities





Art
Paint: different habitats
Make play dough insects and bugs
Egg carton spiders
Draw insects and bugs
Collage: of different insects and bugs, of different habitats, different kinds of thing they eat


Dramatic Play
Finger play: Itsy Bitsy Little Spider
Predators and prey



Build
Habitat
Insect and spider puzzle
Yarn spider webs




Books
Miss spider’s Tea Party By: David Kirk
Bug Safari By: Bob Barner
Insects and Spiders Encyclopedia of the Animal World
National Audubon society field Guide to North American Insects and spiders



Take Field Trips
Zoo (San Francisco and Oakland)
Lindsay Wildlife Museum
Different habitats: Moss beach (tied pools), Mt. Diablo (streams), and Lake Barresi (lake).
C. A web to consider potential learning
Vocabulary
 Different kinds of spiders and insects: field cricket, eastern Dobsonfly, house mosquito, Carolina
wolf spider
 Different habits: lakes, rivers, pounds, oceans, desserts, houses
 Body parts: jointed legs, abdomen, thorax, compound eye, simple eye, eggs `





Creativity
Yarn spider webs
Making Collages
Dramatic play
Singing/ moving
Making a habitat in the classroom




Senses
touch
Smell
Visual
Audio







Science/math
Life cycle
Habitat
Colors
Size
Different species
Special adaptation
Counting





Fine/Gross Motor skills
Painting
Cutting
Using a magnifying glass
Moving in different habitats on flied trips
Moving like different insects and bugs (example: crawling like a spider)



Social Skills
Going on field trips
reading books in groups
Playing predator and prey
3. Project Approach Possible Plan
1. Project approach concept- Because he is all reading the same book about insects and spiders
2.
A. Provision1. Bug land
2. More books about spiders and insects
3. Toy insects and spiders
4. Different bug costumes and bug parts: wings, antennas
B. Sustain:
1. Different toy spiders: use at circle time, have them name the spiders, and then hide them with a
towel then lift it up, and have one missing. Have the kids name which one is missing
2. Get a bug or insect for the class room
3. Magnifying glasses and nets (things that kids could use to explore and look for bugs and insects in
the yard or pretend to)
4. Yarn, for the kids to make spider webs underneath the tables.
5. Enrich:
1. There are so small, how to do they survive- what else lives with bugs: Food chain (predators and
pray)
2. What purpose do insects and spiders serve: ecosystems
6. Represent:
-drawings
-picture
-have adults quote the children
-make a habitat of a spider or insect in the class
3. Flied trip:
- Zoo: to see lots of different kinds of bugs and insects (Oakland and San Francisco)
- Lindsay Wildlife Museum
- Different habits: Moss Beach (tied pools), Mt. Diablo (streams), and Barresi Lake (lake).
4. Expert- Someone from the zoo, who works in the Insect and spider areas. And also an interpretive guide
from the Lindsay Wildlife Museum.
5. Closing event- Have the parents come see the habitat the kids set up, and have them show their parents
all the different animals and things that happen in the habitat.