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More Spider Graphing
Title – More Spider Graphing
By – Jennifer Dalke
Subject – Math, Science
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
**Note – This lesson plan uses some handout(s) that are not available, however, much of the lesson plan can be completed without the handout(s).
Subject: Math Day 4
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 make a bar graph showing the average length of spiders. they will also answer analysis questions about the information depicted on the graph.
* two toy spiders
* I will show the children two toy spiders – one very large and one very small. I will ask the children if they’ve ever seen a spider as big as this? As small as this?
* I will explain that spiders come in many shapes and sizes. The largest known spider is a bird-eating spider of tropical South America. One male specimen found had a leg span of 28 cm and a body 9cm long!
* I will tell the children that we will find out the sizes of some common spiders and graph them out
1. I will give students handouts which they may use to follow along in the lesson.
2. I will put a transparency of their handout on the overhead. I will explain what the information stated on the sheet means, and I will explain that we need to graph this information so that we can compare the numbers.
3. I will ask the students to tell me how to graph the length of the first spider. I will have that student tell me how, and if he/she is right, then that child may come up and fill the graph in correctly on the overhead. I will instruct the rest of the students to fill in the graphs on their worksheets.
4. I will continue on in this manner until we have successfully graphed the average lengths of all the spiders listed.
5. I will instruct the students to complete the analysis questions at the bottom of the page, based on the information we graphed.
6. Students will have about ten to fifteen minutes to complete the problems. When all the students have finished, we will go over the answers as a class. The student who answers each question will come up to the overhead to show exactly how he/she got the answer.
7. After we’ve completed the questions, I will collect the worksheets.
Cassie (LD)- Cassie will be able to work with me while the other students are working on the questions. I will ask her the questions and help her to find the answers.
* I will ask the students if they remembered which spider was the smallest out of the spiders we graphed. Which one was the biggest?
* I will challenge the students to, for extra credit, find out the size of the smallest spider. They should write it down and hand it in tomorrow.
Students will be evaluated by their participation and by how they completed their graphs and the analysis questions.