spider unit - lesson 3

Title: Creepy Crawlies - An Insect or a Spider?

Grade Level: 3 - 5

Subjects: Science, Language Arts, Math

Learner Outcomes:

The student will differentiate between a spider and an insect by analyzing its characteristics.
The student will describe and label the body parts of a spider.
The student will describe characteristics of a spider.
The student will use ordered pairs and a plot chart to locate information about spiders.

Duration of lesson: 50 minute class period for two or three days

Materials: Plastic models or pictures of insects and spiders, copies of student worksheets, chocolate chips, miniature marshmallows, licorice, tempera paint, art paper, magnifying glass for each group

Technology Tools/Courseware: Multimedia computer with Internet access, Projection device, Overhead projector

Teacher Notes: Have an Acceptable Use Policy for each student. Caution children against picking up or touching insects or spiders. Gather books on spiders and insects for center activity.

Procedures:

Ask the children, "Are spiders insects?" (Most will answer yes) Explain that today the class will investigate this question.
Students will work in groups of 3 or 4. Each group will complete a student worksheet using plastic models of insects and spiders or pictures from magazines of spiders and insects. Students will use a magnifying glass to closely examine the samples.
After students share their findings, summarize the differences on the chalkboard. Include important facts on insects and spiders from teacher information fact sheets. For more teacher information on spiders access the Teacher Background Page.
Have students view the web site Virtual Insectary to look at and compare and contrast an ant and a spider.
Display the overhead transparency of spider body parts. Discuss each body part. Have students identify the body parts of their plastic spider or picture.
Allow students to choose one of the following stations and complete the activity:

a) Have students access the jigzone.com for puzzle activities relating to spiders.
b) Make thumb print models of spiders

c) Have children read books about spiders/insects.
d) Students will complete a list of facts using a plot chart. They will look up ordered pairs to determine words that are missing from the facts. Teacher may want to enlist the aid of the PE teacher to help construct the grid. The grid would be drawn on the ground or in the gym with chalk. For example, students would find the first missing answer in the first ordered pair 3,2. They would walk forward 3 squares and then to the left 2 squares.

End the session by discussing how spiders help humans and how humans can help spiders. Include:

                   *Spiders prey on insects and other animals that are harmful to plants and people.
                   *Spider silk has been used for fishing nets and lures.
                   *The silk has also been used as cross hairs in astronomical telescopes, levels, and surveying equipment.
                   *Humans can help spiders by leaving them alone.
                   *Access the web site for information on Brown Recluse Spider Bite

Modifications: Group children with consideration to reading levels.

Enrichment Activities:
Make edible spiders by melting chocolate chips and miniature marshmallows. Place spoonfuls on waxed paper. Decorate with licorice or pretzels for legs.

Evaluation/Assessment: Participation and completion of projects.

WV State IGOs:
Language Arts
3.1, 3.2, 3.3, 3.9, 3.15, 3.16, 3.17, 3.18, 3.20, 3.23, 3.28, 3.30, 3.35, 3.37, 3.43, 3.70, 3.75, 3.76, 3.92, 4.1, 4.3, 4.5, 4.9, 4.19, 4.20, 4.21, 4.22, 4.32, 4.43, 4.44, 4.45, 4.81, 4.85, 4.100, 5.7, 5.12, 5.15, 5.19, 5.21, 5.23, 5.28, 5.33, 5.36, 5.167, 5.173, 5.18
Social Studies
3.9, 3.10, 3.11, 3.45, 4.45, 4.49, 5.15
Science
3.6, 3.15, 3.16, 3.25, 3.32, 3.39, 3.56, 3.63, 3.77, 3.85, 3.86, 4.3, 4.6, 4.14, 4.18, 4.24, 4.26, 4.27, 4.32, 4.34, 4.37, 4.79, 4.80, 4.81, 5.16, 5.18, 5.32, 5.33

National Standards:
Language Arts:
Uses the general skills and strategies of the writing process
Uses the general skills and strategies of the reading process
Uses reading skills and strategies to understand and interpret a variety of informational texts
Science:
Understands relationships among organisms and their physical environment
Understands the nature of scientific knowledge
Geography:
Knows the location of places, geographic features, and patterns of the environment
Understands the physical and human characteristics of place
Understands that culture and experience influence people's perceptions of places and regions

References:
www.sedl.org
AIMS Education Foundation
Spiders Creative Teaching Publications
Powerpoint Presentation by Nancy Carpenter
Classmate, April/May/June, 1989

Authors: Harrisville Elementary School
                 Tanya Barker
                Linda Campbell
                Karen Prim

Lesson1
Down On
the Farm

Lesson2

The
Perfect Friend!

Lesson3
Creepy Crawlies!

Lesson4
Just Hanging Around

Lesson5

A
Great Review!