Facts and More Facts About Spiders is a wonderful website to fine all sorts of interesting tidbits of information about one of nature's forms of natural pest control. Click on the link to continue!
How many eyes do spiders have?
What is arachnophobia?
True or False - Baby spiders hatch from eggs.
A spider's anatomy can be quite fascinating! Click on the animated spider to check out an interactive page that will allow you to explore all of the parts of a spider's body!
What area of the spider are the spinnerets located?
Is the abdomen the front or back part of the spider?
How many eyes do spiders have?
The "Web Page" has even more exciting and interesting facts about spiders, ranging from recluses and wolf spiders to tarantulas and cellar spiders. Click on the link above to buzz on over to this website - just don't get caught in its web!
Black widows have an hourglass shape on their stomach - what colors can it be?
True or False - A brown recluse is not poisonous.
True or False - Another name for the cellar spider is "granddaddy long legs."
Have you ever wondered why spiders don't get caught up in their own webs? This next website will answer this question for you, as well as a few other questions! Just click on the animated spider to check out this interesting website!Are spiders insects? Yes or No.
A spider's web is used to catch _______.
The ______ spider lays the eggs. (Male or Female)
Spiders aren't just fun to learn about or cool to look at, they can also be deadly and harmful - as we've read from the other websites above. This next website will tell you exactly what you will need to know to help prevent and/or treat a spider bite.
What are two precautions that you should take to avoid spider bites?
True/False - Even if you're in pain, you should not go to the doctor if you've been bitten by a spider. The pain will
eventually go away and you'll be fine!
The type of medicine used to treat a spider bite is called __________.
Name: Lancie Roberts
Grade Level: Kindergarten
Subject Area(s): SCIENCE TECHNOLOGY
Date Taught: March 28, 2008
Total Duration of Lesson: 35 - 40 minutes
Title of Lesson
Spiders: On Their Webs and On The World Wide Web
Primary Learning Outcome(s) (PLO)
A. The student will use the computer to find information about spiders.
B. The student will identify characteristics of spiders and compare them to other animals
C. The student explains how the spider eats or the foods it eats or other information they will learn from the web sites.
D. The student will use the mouse and point to pictures and words on the web site to find information about the spider.
Students will create a spider by painting their hands black with black tempera paint, then pressing their hands to a piece of white construction paper. Once they dry, the students will cut out the black handprints, bend each "leg" to look like those of spiders, glue eyes onto the spider, then (with help) use a strand of yarn to string up their spiders, to make them look as if they're coming down.
Related Georgia Performance Standard(s) or QCC Standard(s)
Identify one or two QCC standard(s) or Georgia Performance Standard(s) closely aligned to each primary learning outcome.
SKCS6 Students will understand the important features of the process of scientific inquiry.
Students will apply the following to inquiry learning practices:
a. In doing science, it is often helpful to work with a team and to share findings with others.
c. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them (animals that live in the sea).
K-Technology Integration Strand: Basic Skills
Standard: Operates basic technology tools and applications
Materials and Equipment
Access to a computer with Internet connection
Web site http://www.valdosta.edu/~lkroberts/topic1.html
Black Tempera Paint, White Construction paper, glue sticks, arts-and-crafts eyes, white yarn/string, scissors, single-punch hole punch
Pencil and Paper for teacher to make notes on rubric
1. http://www.tooter4kids.com/Spiders/facts.htm - "Spiders"
2. http://kaston.transy.edu/anatomy/anatomy.htm - "Anatomy of Spiders"
3. http://www.henry.k12.ga.us/pges/instruction/kid-pages/spiders/index.htm - "The Web Page"
4. http://www.abc.net.au/schoolstv/animals/SPIDERS.htm - "Spiders | On the Ground | Our Animals"
5. http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=288&id=1473 - "Kids' Health - Topics - Spider Bites"
This is a computer-based activity. Children will work in a small group with the teacher who will show them the web page that they have developed on the animal. The children will find information based on questions developed by the teacher that are related to each of the web sites.
Step One: Introduction
Before showing the children your web site, spark their interest by asking them a riddle about the animal
-We are going to learn about an animal that lives pretty much everywhere and its name rhymes with wider. Can anyone guess what the animal might be?
-What are some things you know about this animal?
After they have responded satisfactorily, take them to your web site so they can see the page.
Estimated Time: (1-3 minutes per section)
Step Two: Teaching the Primary Learning Outcome(s).
(Teach the content relevant to the primary learning outcome(s).
NOTE: As you review the web sites on your web page, remember that young children have shorter attention spans, so be selective in choosing websites that are the most developmentally appropriate for the lesson. You may only wish to use 2 or 3 web sites with the younger students and only ask them one question for each web site.
Go to the web site and show the children your page
Allow students to Students will take turns finding information by pointing and clicking on links to find answers to the questions.
List EACH web site/ by name, and the corresponding questions HERE:
WEB SITE 1: "Spiders"
a) How many eyes do spiders have?
b) What is arachnophobia?
c) True or False - Baby spiders hatch from eggs.
WEB SITE 2 "Spider Anatomy”
a) What area of the spider are the spinnerets located?
b) Is the abdomen the front or back part of the spider?
c) How many eyes do spiders have?
WEB SITE 3 "The Web Page"
a) Black widows have an hourglass shape on their stomach - what colors can it be?
b) True or False - A brown recluse is not poisonous.
c) True or False - Another name for the cellar spider is "granddaddy long legs."
WEB SITE 4 "Spiders | On the Ground | Our Animals"
a) Are spiders insects? Yes or No.
b) A spider's web is used to catch _______.
c) The ______ spider lays the eggs. (Male or Female)
WEB SITE 5 "Kids Health topics - spider bites"
a) What are two precautions that you should take to avoid spider bites?
b) True/False - Even if you're in pain, you should not go to the doctor if you've been bitten by a spider.
c) The type of medicine used to treat a spider bite is called __________.
. Estimated Time: ( 20 minutes)
Step Two: Oral Review and Reinforcement of Learning and Closure
Ask the children to tell you something they learned about the animal from the web sites.
It is recommended that you write the information they tell you on a piece of chart paper or on the board, and briefly review their responses.
Estimated Time: (3 minutes.)
Assessing the Primary Learning Outcome
Describe the hands-on activity you will do with the student step by step
1. Students will use black tempera paint to coat the palms of their hands.
2. Students will press their hands one at a time on a piece of white construction paper, with the heels of their hands melding together on the paper.
3. Students will cut out the hands once they dry.
4. Students will glue "arts-and-crafts" eyes to their creations, then bend each "leg" to look like that of the spider's.
5. With help, students will take a piece of yarn and string up their creations for display.
Level 3 (5-4 Points) Level 2 (3-2 Points) Level 1 (1-0 Points)
Student is able to use the mouse to point Student requires assistance to use the mouse Student requires considerable assistance
to directed items on the page, and can click to find information, and has difficulty in following in using the mouse and/or cannot follow
on links with little assistance. Student is directions to find links. Student's attention span on directions to find links. Student's attention
interested in the information and attentive. the computer is limited. span on the computer is limited.
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After finding information on the web sites, as After finding information on the web sites, as guided After finding information on the web
guided by the teacher, the student was able to by the teacher, the student was able to respond sites, as guided by the teacher, the student
respond accurately to the questions from all accurately to most of the questions from all sections, was unable to respond accurately to most
sections, and contributed to responding to the and contributed to responding to the chart with of the questions from all sections, and
chart with accuracy. accuracy. contributed to responding to the chart with
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Student demonstrated ability in all three areas: Student demonstrated difficulty in one of the Student demonstrated difficulty in two of
*working collaborabtively with others in the following areas: the following areas:
group. *working collaboratively with others in the group *working collaboratively with others in the
*demonstrating an understanding about the *demonstrating an understanding about the animal group.
animal taught in the lesson. taught in the lesson. *demonstrating an understanding about the
*taking pride in completing the hands-on *taking pride in completing the hands-on activity. animal taught in the lesson.
activity. *completing the hands-on task.
Plan for Early Finishers
(What activity will you provide for students who finish the practice and/or assessment activities before the rest of the class?
Students who complete their activity will be allowed to go back to the computer and click on the web sites of their choice while the others complete their work.
This activity is a small group activity; therefore, the teacher will be able to help students with special needs by repeating information several times to clarify information. The teacher will also be able to assist students in developing fine motor skills by helping students as they use glue, pencils, crayons, scissors, etc.
Lancie's Lullaby Lounge
My Hub Page
The Spider Web Page
Introduction to Topic
Resources for Parents
The Spider Web Page II
LINKS TO SPRING 2008