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Paso Partners - Integrating Mathematics, Science, and Language: An Instructional Program Purchase a print copy of Paso Partners
Introduction Grade K Lessons Grade 1 Lessons Grade 2 Lessons Grade 3 Lessons Bibliography
Table of Contents
Lesson Overview
Teacher Background Information
Lesson Focus
Objective Grid
Lesson 1: Spiders! Scary or Nice?
Lesson 2: Spiders Have Special Characteristics
Lesson 3: Spiders Catch Prey
Lesson 4: The Spider's Life Cycle
Lesson 5: Spiders Have Natural Enemies
Lesson 6: Spiders Live Everywhere
Lesson 7: Now We Know Spiders!
-Spider Probability!
References
Spanish Language Translations

Spiders - Lesson 7: Now We Know Spiders!

On this page
- Encountering the Idea
- Exploring the Idea
- Getting the Idea
- Organizing the Idea
- Closure and Assessment
- List of Activities for this Lesson

BIG IDEAS:Knowing about spiders helps us appreciate them. Information helps us make guesses.

Whole Group Work

Materials
  • Book: Anansi the Spider by G. McDermott

Encountering the Idea

Read Anansi the Spider to the students. Discuss how spiders are remarkable. Ask students to name different things that make spiders remarkable. List key words on a poster strip for use at the Writing Center.

Lead the discussion so as to refer to the graphs students constructed at the beginning of the unit. Take a survey at this time. Put the new data on a poster board showing the way students feel about spiders now that they have completed the unit. Use the information in the Organizing the Idea phase of the lesson.


Exploring the Idea

At the Science Center, the students pretend they are spiders catching flies and participate in Activity - Catch a Fly.

At the Mathematics Center:

  1. Students construct new sets of students liking or not liking spiders by referring to the new graph constructed at the beginning of the lesson. Students list the students in each set and count the members of each set. They identify the set that has more, or fewer, members. The students say which number is greater and why.
  2. Students complete Activity - Spider Probability!
At the Writing Center:
  1. Students write individual cinquains on spiders and glue or staple them on the body of the paper-plate spiders they constructed earlier in the Art Center; display work on the wall.
  2. Students design and make a minibook, in cartoon style, showing a sequence of a spider building a web.

Getting the Idea

Students read the cinquains they wrote at the Writing Center. They discuss the ideas in the cinquains among themselves, comparing and contrasting their feelings about spiders.

Ask students if they think that knowing about something helps them develop better opinions about that thing. For example, when they first gave their opinions about spiders, did they know that spiders will not bite or attack unless they have no escape? What else did they learn about spiders that influenced their opinions? Make a list of things the students did not know about spiders. What do they know about spiders now? Explain that after learning new things about spiders people may still not like them, but now they have reasons for liking them or not liking them.


Organizing the Idea

Construct a third graph to see if students have changed their opinions on liking or not liking spiders. Record their opinions again. The responses should include reasons for changing their opinions based on facts about spiders. Compare the feelings and opinions between the first two graphs and the third graph.

Closure and Assessment

  1. Students identify special characteristics of spiders through comparing/contrasting in Spider Characteristics sentences. They complete frame sentences such as:
    A ____________________ is ____________________
    A ____________________ is ____________________
    A ____________________ is not ____________________
  2. Assess degree of completion of cinquain and the number of ideas expressed in it.
  3. Assess degree of completion of minibook and the correct sequencing of the steps in building a spiderweb.

List of Activities for this Lesson

Spider Probability!

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