SPIDERS
A WEB QUEST
Developed by larry G. bullington,
larrygbullington@juno.com
Overview
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This is a WebQuest to investigate spiders.
This WebQuest is for fourth and fifth grade science students.
Students will be working on Tennessee Science Content Standard: 5.0 Diversity
and Adaptation Among Living Things, Learning Expections:
5.1 Realize that plants and animals can be grouped
according to similarities and differences in their
characteristics.
5.2 Determine that adaptations help organisms to survive in
their environments.
To complete this WebQuest, students will need graph paper, access to magazines
and books about spiders, construction paper, markers or crayons and computers
with internet access.
Overview Introduction Task
Process
1
Resources
Evaluation
Conclusion
Introduction
Welcome to the creepy world of spiders. They live in many different environments and
have wonderfully creative ways of building homes. The unique design of spiders makes
them able to survive and thrive.
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Some people think spiders are creepy; some people keep them
as pets.
Spiders can be dangerous to people; some are helpful to
people.
Spiders can be large; some are small.
Spiders are similar to insects; some are different than insects.
Some spiders make interesting homes; some have no homes.
Quest(ions) and the Task
A. Do the following task:
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Students will answer the following questions and use the answers to make a
slide show presentation on the computer.
1. What kind of spider do people keep as a pet?
2. If you owned a pet spider, where would it live and what would it eat?
3. What makes spiders seem “creepy?” Do you think spiders are scary or
neat?
4. How are spiders dangerous to people?
5. How can they be helpful to people and the environment?
6. How do spiders affect the environment?
7. How do they affect farmers?
8. How do they affect your home?
B. Choose any one of the following three tasks:
 Make a Venn Diagram to show how spiders are like insects and different from
insects. Include the number of body parts, legs, eyes, type of skeletons, and
any other characteristics that are the same or different.
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Create an art project pertaining to spiders: show various homes, webs,
environments, OR draw and label the parts of a spider.
Use graph paper to create a word search using terms associated with spiders
that you found during this WebQuest. List the words in alphabetical order
that can be found. Be sure to use PRINTED UPPERCASE letters when
creating your word search. Words can be up, down, sideways, and backwards.
Overview Introduction Task
Process
2
Resources
Evaluation
Conclusion
Process
Students can choose whether to work alone or with a partner to accomplish this
WebQuest. (Keep in mind that working with others creates a team. Teams can end
up with a great quality paper. However, teams can also experience a great disaster if
team members do not work together well. Remember to use wise choices in solving
conflicts correctly. Seek assistance from the teacher if necessary.) Use the resources
in the classroom. You have two weeks to complete this task.
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Resources
Classroom computers, including scanners, color printers, word
processing and Slideshow software.
Classroom encyclopedias and books.
Periodicals and magazines.
Graph paper and blank Venn Diagram forms.
Any URL links provided in this section:
http://search.aolsvc.worldbook.aol.com/wbol/wbSearch/na/se/co?st1=spiders
http://www.jason.org/expeditions/jason6/spiders/key.html
http://www.gardensafari.net/first/spiders.htm
http://www.ento.okstate.edu/ddd/insects/wolfspider.htm
http://www.desertusa.com/july97/du_bwindow.html
http://homepage.ntlworld.com/spydawebb/
Evaluation
You will EVALUATE YOURSELF using the following rubric. Your teacher will use the
same rubric to evaluate your work. If you work with a partner, you will also be graded
on your effort in cooperation and problem solving. Where you had a choice of tasks,
cross out the ones you did not do. Use a pencil and circle either “terrific” ( worth 10
points each), “OK” ( worth 7 points each), or “needs work” (worth 5 points each.) A zero
will be given if the task required is not completed. Your teacher will use red to mark the
same rubric.
Overview Introduction Task
Process
3
Resources
Evaluation
Conclusion
Name ____________________________________
ELEMENTS (Please Circle ONE.)
1. I answered all questions with complete sentences.
terrific
OK
needs work
2. I created a slideshow on the computer.
terrific
OK
needs work
3. I created an art project about spiders.
terrific
OK
needs work
4. I made a Venn Diagram comparing and contrasting spiders and insects.
terrific
Overview Introduction Task
OK
Process
4
Resources
needs work
Evaluation
Conclusion
5. I made a word search using at least 15 words about spiders.
terrific
OK
needs work
OK
needs work
6. I was neat about my work.
terrific
7. If I worked with a partner, I showed good cooperation and problem solving.
terrific
OK
needs work
SCORING
Total points possible – 80 (100 if project completed with a partner.)
Total points from self evaluation. ________________________
Total points assigned from teacher. _______________________
Total points on this WebQuest.
Overview Introduction Task
_________________________
Process
5
Resources
Evaluation
Conclusion
CONCLUSION
 What did you learn about spiders that you did not know prior to
this WebQuest?
 Did you change your opinion about spiders after doing this
research?
 What kinds of adaptations help spiders to survive?
 What other “creepy” animals would you like to learn more about?
 If you or a friend were to get a spider bite, what first aid treatment
would be the best? How would you find out about first aid
treatments if you do not know the answer to this question?
CREDITS
Abrams, S. (n.d.) Identifying the brown recluse spider. Retrieved 3/19/2003
from http://home.texoma.net/~linesden/spider.htm
Bower, J. (2002, Jan/Feb). Webmaster. Audobon, 104, 20-22.
Ellis, T. (1998). Spioders of medical importance. Retrieved 3/19/2003 from
http://www.msue.msu.edu/msue/imp/mod02/01500553.html
Graham, A. (1976). Foxtails, ferns, and fish scales: A handbook of art and
nature projects. New York: Four Winds.
Johnson, J. (1996). Simon & Schuster children’s guide to insects and
spiders. New York: Simon & Schuster Books for Young Readers.
Mearns, A. (2003, March). The three little pigs’ guide to animal buildings.
Ranger Rick, 18.
Minch, E. (2003). Spider- World book online Americas edition. Retrieved
3/20/2003, from
http://www.aolsvc.worldbook.aol.com/jsp/wbPopup.jsp?/na/ar/ct/ar524980.h
tm
Poisonous spiders. (2002). Retrieved 3/19/2003 from
http://www.sparks.org/pma/spiders.htm
Overview Introduction Task
Process
6
Resources
Evaluation
Conclusion
Vest, D. (1999). The hobo spider web site. Retrieved 3/19/2003 from
http://www.srv.net/~dkv/hobospider/
WebQuest template. (n.d.) Retrieved 3/19/2003, from
http://www.spa3.k12.sc.us/WebQuestTemplate/WebQuesttemp.htm
Zackowitz, M. (2002, October). The icky adventures of Brady Barr:
Tracking tarantulas. National Geographic Kids, 20-21.
Overview Introduction Task
Process
7
Resources
Evaluation
Conclusion
Teacher Information
The purpose of this WebQuest is to stimulate student interest in the
anatomy, life, and environments of spiders. Students in fourth or fifth grade
are naturally curious about insects and spiders, and this will give them a
guided opportunity to learn about them.
Prior to using this WebQuest the teacher should spark interest in the topic
by showing a video about spiders or going on a short nature hike to look for
spiders. It would be appropriate to do this unit in the fall prior to frost or
late spring when students could locate spiders outdoors.
This WebQuest can help improve learning by allowing students to
investigate spiders using the internet, books, and magazines. Students will
need to read and interpret information in charts, graphs, and other styles of
printed information.
This activity could be expanded by having a classroom terrarium to house
various spiders the students might find and bring to class. It could be set up
with magnifying glasses in a learning center. Experts from the local
university could come in to the class to talk to the students about spiders. A
first aid class could also be given by the Red Cross or EMT personnel to
discuss treatment for spider bites.
Overview Introduction Task
Process
8
Resources
Evaluation
Conclusion