UNIT ACTIVITIES

The unit will begin by having the students record what they already know about spiders on a K-W-L chart under "what I know" (K). Next, have them write at least 3 things they "want to find out" about spiders (W) on the chart. Finally work as a large group to share their information with the class and compile their responses on a transparency on the overhead projector. (This information will later be transferred to a large chart to display in the room for the duration of the unit. They will keep their sheets in their work folder until the completion of the unit when they will finish the "what they learned" (L) part on the chart.

Students will view the power point presentation about Spiders. (Then place this in a center for reviewing.) This presentation includes facts about spiders they will need to find for their reports and tells about the two types of spiders. It also shows some different types of webs and two poems about spiders. After a discussion, the students will journal how they think a spider’s life is different from their life. How do they feel about spiders. Create a Tasty Spider snack. (see resources).

Using the overhead projector students will review the parts of the spider including: cephalothorax, abdomen, spinnerets, and legs. Read aloud Be Nice to Spiders (see resources) to them and discuss how a spider is helpful. Students will journal how spiders can be helpful to people. Also, does that change how they feel about spiders and why. Draw the life cycle of the spider (eggs, spiderlings, and adult spider on paper.

Brainstorm as a class words that could describe spiders (color, size, etc.) Make a list to display in the room. Watch video All About Animals: Insects video to compare spiders to insects. Have the students work in pairs to use a Venn Diagram to compare characteristics of a spider to an insect and how are they both the same. Share their responses with the class and compile their responses on a transparency on the overhead.

Read aloud to the students Amazing World of Spiders to find out more facts about spiders. Review the types of spider webs (from power point presentation). Use a ball of yarn to demonstrate the construction of a tangled web. Have them toss the ball across to each other until everyone has passed the yarn. Remind the students that the thread of silk is stronger than a thread of steel the same thickness. Use the following discussion questions: How important is the web for the spider's survival? What happens if the web is ruined? Do we have an affect on the spider's life? Have the student use black paper and glue to create one type of web, label it and write the name of a spider that spins that type of web.

In the computer lab, the students will use Yahooligans.com (or another appropriate site) to locate information on spiders. After they print information about their selected spider, they can read, begin to locate and highlight the facts they need for their report. They also need to document the resource that they gained their information from for copyright use. Use the diagram of the spider to label the parts as a review.

Read to them Do All Spiders Spin Webs to answer more questions and discuss other facts about spiders. Discuss how spiders are harmful. As a group, discuss which animals from Survey they would like to live in their house and which they would not. Discuss that because we don't want certain creatures to live in our house, that doesn't mean they should not exist. Journal what might happen if all spiders were gone? Would that make the world a better place to live? Why?

Use the Excel chart "Ways To Classify Spiders" to classify characteristics of particular spiders listed on chart. (Add one spider of their choice on the last line.) This chart lists which are web-builders, which are hunters, which are dangerous to people, and which ones eat other spiders. They can use resource, trade books, internet information, charts, etc. to find their information.

Complete the KWL chart by adding at least three facts they learned about spiders. Also review parts of spider, characteristics, types of spiders, environment, affects on people and vise versa. Do this as a game by answering questions orally and "shooting baskets" for correct responses.

Do the assessment booklet and complete their self-evaluation checklist. Share spider reports with the class.

Goal 3 – LIFE SCIENCE
Students will describe structures and attributes of living things, processes of life, and interactions with each other and the environment.
Content Standards:
Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.
#2 Students will describe similarities and differences of animals.
#6 Students will classify and analyze living things by structure and function.
Content Standards
Indicator 2: Analyze various patterns and products of natural and induced biological change.
#1 Student will describe how some animals go through distinct stages during their lives while others generally resemble their parents throughout most of their lives.
#2 Students identify behavioral and physical characteristics of plants and animals that help them survive in their habitat.
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Additional Activities

During the unit of study, the children will be able to observe a live spider in a small terrarium that will be in a center. The children will log their observation in a journal at least once during the unit.

Another center that will be available includes fiction and non-fiction spider and insect books for browsing. See writing project for more details. They will also be writing a poem about a spider.

A computer center will be set up to allow the children to view appropriate sites with spider pictures or activities that tie in with the unit. Some good examples are listed on my web site page.

Finally, this site below has some neat activity sheets that can be used as a center, group or individually. These include word search, puzzles and much more. I will have some of those available for use during the unit.
Additional Activities In Other Content Areas:

*The students will be working on a writing project concurrently with this unit as part of their language arts. (Please see Writing Project for more details.)

*They will also be identifying fiction and non-fiction literature. They will have to list 3 books that are fiction and 3 that are non-fiction. Also, we will discuss some ways to help determine whether a book may be fiction: talking animals doing animal things such as living in houses and doing "people" things.

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Thanks to the http://www.abcteach.com for some of the worksheets I included in my unit.

Page 1 - Label the parts of the spider.
Page 2 - Tell one way a spider is different from an insect.
Page 3 - Name (or draw) one spider that is a web-builder. and one spider that is a hunter.
Page 4 - Name (or draw) one predator of a spider and name or draw one prey of a spider.
Page 5 - Tell how spiders can be harmful to people.
Page 6 - Tell how spiders can be helpful to people.