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|Lesson Plan ID:
Very Busy Spiders
The students will work from a computer and a specified Webquest to complete a unit on spiders. The lessons will incorporate literature, writing, science, art, and graphing.
|SC(1) ||4. Describe survival traits of living things, including color, shape, size, texture, and covering. |
|SC(2) ||6. Identify characteristics of animals, including behavior, size, and body covering |
|ELA(2) ||4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. |
|ELA(2) ||5. Read with fluency passages containing complex sentences. |
|ELA(2) ||12. Utilize research skills to collect and record information on a specific topic. |
|TC2(K-2) ||1. Identify basic parts of various technology systems. |
|TC2(K-2) ||2. Identify applications and operations of various technology systems. |
|TC2(K-2) ||3. Demonstrate correct posture and finger placement while using a technology system. |
|TC2(K-2) ||4. Identify safe use of technology systems and applications. |
|TC2(K-2) ||7. Use digital tools to access and retrieve information. |
|MA2010(K) ||6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [K-CC6] |
|MA2010(K) ||16. Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3] |
|MA2010(1) ||18. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4] |
|MA2010(2) ||23. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10] |
|ELA2010(2) ||9. By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10] |
|ELA2010(2) ||19. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10] |
|ELA2010(2) ||21. Read with sufficient accuracy and fluency to support comprehension. [RF.2.4] |
|ELA2010(2) ||27. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7] |
|ELA2010(2) ||28. Recall information from experiences or gather information from provided sources to answer a question. [W.2.8] |
|Primary Learning Objective(s):
Students will identify the parts of a spider. Students will analyze gathered information. Students will create a bar graph. Students will demonstrate knowledge of the differences in web-building and wandering spiders.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
The book, The Very Busy Spider, by Eric Carle, black construction paper, white chalk, marshmallows, chocolate, and pretzels, posterboard, markers, crayons, etc.
|Technology Resources Needed:
Computer with Internet access, printer desirable but not essential
The teacher will need to create a Webquest on each computer with the necessary links by copying the attached file to the hard drive of the computer. The teacher will also need to set up the various centers needed and divide the students into groups. It may be necessary to teach Venn diagrams and bar graphs if this has not been done previously.
The attached webquest is used to navigate this lesson. Click and download to your hard drive to use it.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||very busy spiders.doc|
A rubric is used to evaluate the students on their posters, as well as their surveys and bar graphs. (see attachment)
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: