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Graphing Spider Facts
Title – Graphing Spider Facts
By – Jennifer Dalke
Subject – Math
Grade Level – 4-5
- This part deals with the End of the book, and involves launching a Balloon Journey
- Here’s a Writing Activity involving the students’ Favorite Parts
- This section is on the Main Characters and Quoting
- This portion is on Acting Out portions of the book
- This lesson is on Predicting with Charlotte’s Web
- This part uses a Crossword Puzzle to learn Scientific Facts about Spiders
- This section is on Finding Spiders’ Homes
- A similar section – Finding Where Spiders Live
- Here’s More on Finding Where Spiders Live
- This portion is on writing Haiku Poems about Spiders
- Here students take on the roles of Arachnologists and Interview each other
- The Spider’s Life Cycle is the subject of this lesson
- Graphing the Lengths of Spiders is the subject of this part
- More Graphing, this time with Facts about Spiders
- Here students Plot Facts about Spiders
- Another Math lesson, this one using Spider Math Problems
- This part involves doing Research on Spiders
- A fun activity for developing Spider Webs out of cold Spaghetti
- This portion is on Spiders’ Venom
- A Writing Activity about Wilbur’s First Day
Subject: Math Day 1
Illinois State Goals: 6. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations, patterns, ratios, and proportions
8. Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results
10. Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability
Students will collect information about whether or not the members of the class like spiders, and they will depict their findings on a bar graph.
* Post-it notes
* graph paper
* I will ask the children if they have ever seen a spider. Where do you see spiders? At home? Outside? What do you do when you see them? Do you kill them? Do you let them go?
* I will ask them if they have ever gotten a spider bite. Are you scared of spiders? Do you think they are good? Bad?
1. I will make two big columns on the blackboard, headed “LIKE” and “DISLIKE”
2. I will hand out a Post-it note to each child and ask him/her to write his/her name on it. They may decorate it any way they wish
3. I will, then, ask each child to come up to the board, one by one, and place his or her Post-it in the appropriate column depending on whether or not they like spiders
4. After each child has come up, I will ask the students to add up the number of students who like spiders, and then the number of students who dislike spiders. I will write these numbers next to the columns.
5. I will use the overhead to ask the children how they would go about graphing this information. As a class, we will decide which axis should represent what, and what number increments we should count by on the graph.
6. The students will be instructed to make their own bar graphs to depict the information we discovered.
7. I will encourage the students to trade with friends to see how they graphed the information to be sure that they are correct.
Cassie (LD)- Cassie will be given the same assignment as the rest of the children. I will help to get her started, though, and try to monitor her closely to be sure she understands.
* I will ask the students to volunteer answers so that we can complete the graph we began together as a class.
* I will collect the graphs.
Students will be evaluated on their graphs. The axis should be labeled correctly, the counting increments should be correct (what we decide on as a class), and the information should be graphed correctly..