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Learning outcomes

Students will:

Teacher planning

Time required for lesson

2 hours

Materials/resources

Note: Other books about spiders may be used if these are not available.

Technology resources

Overhead projector

Pre-activities

It would be helpful before this lesson to complete a KWL chart with your students to see what they already know about spiders and what they want to learn. Prior to beginning this lesson, use glass jars with small holes punched in the lids or cover with cheese cloth to create vivariums for the spiders for each small group of students. Put inside each jar some soil, a few dead leaves and twigs, a water-soaked cotton ball, and a spider. Label the jars with group names so that the students will be able to identify their spider throughout the unit. Spider journals should already be assembled and all other materials should be gathered for the activities.

Activities

  1. Read Spiders are Animals and A Look at Spiders. Discuss the readings and brainstorm facts about spiders found in the readings. Use chart paper to create a bubble map of spider facts.
  2. On another piece of chart paper, draw two columns. Label one “Spiders” and the other “Insects.” List facts about spiders in one column beginning with body parts of a spider. Explain that spiders are not insects but arachnids. Define an arachnid. Talk about the differences between spiders and insects and list characteristics of insects in the second column. During the discussion use large pictures of spiders and insects to demonstrate the differences.
  3. Distribute a copy of the spider body parts sheet to each student. Place a copy of the sheet on the overhead as well. Discuss names, location and pronunciations of spider body parts with the students.
  4. Divide class into equal groups with approximately five students per group.
  5. Provide each group with a spider vivarium, crayons, magnifying glasses, various pictures of spiders and insects, and spider journals, paper and pencils.
  6. In their groups, students will use the magnifying glasses to observe the spider’s body parts. In their journals they will draw an accurate picture of the spider in their vivarium and label the parts. They may use the spider body parts sheet as a guide. They will also record their observations of the spider’s activities during this time. They will also be making and writing predictions about adding an insect to the vivarium and introducing sound, light, and movement to the vivarium. Throughout the unit, students will gather in their groups to make observations of their spider and record them.
  7. After making their observations, each group will work together to classify and sort pictures of spiders and insects. Have each child create a double bubble map or a Venn diagram that compares insects and spiders.
  8. Groups will then discuss as a class some of their observations and how they sorted their pictures.
  9. After discussion, students will return to their desks. Each student will then be provided with a large and small paper plate, eight strips of construction paper, glue and crayons (if needed.)
  10. Students will use their materials to create a paper plate spider using the large plate for the abdomen and the small plate for the cephalothorax. These two plates will be glued together on the ends.
  11. Students will then fold the construction paper strips accordion style for the spider’s legs.
  12. Students add other body parts (jaws, fangs, pedipalpi, eyes, spinnerets) using scrap paper and crayons.

Assessment

Supplemental information

Attachments:

For more information on Thinking Maps: Tools For Learning (ie: Bubble Map and Double-Bubble Map): try contacting Thinking Maps Inc.

Comments

When constructing the paper plate spiders it may be easier to staple the plates together rather than glue. Liquid glue is better than the stick glue.

North Carolina curriculum alignment

Science (2005)

Grade 2