PURPOSE:  
Using “spidercams”, a scanner, a digital camera, the encyclopedia CD-ROM, a computer, the Internet and by researching spiders through reading and hands-on activities, kindergarten students will develop a Web page that shares spider information with another kindergarten class in another part of the United States. 

BRIEF DESCRIPTION:  
Students will learn about spiders through various methods and content areas.  Students will take pictures of spiders, research about spiders, and send pictures and information through e-mail and a shared Web site with another kindergarten class in another state.
(Note:  This lesson was originally implemented in Kindergarten, however, the students in this video are in First Grade.)

ACTIVITIES:
(Note:  This is a unit plan that may cover several days to several weeks. Not all of the following activities/ standards will appear in the video clips used.)

TOOLS & RESOURCES:  
Books:  
Hall, K.  (1996).  I See A Bug.  New York:  Scholastic Inc. 

Karas, B. (1980).  I Know An Old Lady.  New York:  Scholastic. Inc.

Merrians, D. (1997).  I Can Read About Spiders.  USA: Troll.

Morley, C.  (1998).  Totally Amazing Spiders.  New York:  Golden Books.

Parker, J.  (1988).  I Love Spiders.  New York:  Scholastic Inc.

Resnick, J.  (1996).  Spiders.  Chicago, IL:  Kidsbooks.

Robinson, F.  (1996).  Mighty Spiders. New York:  Scholastic Inc.

Trapani, I.  (1993).  The Isty Bitsy Spider.  New York:  Scholastic Inc.

White, E.B.  (1952).  Charlotte’s Web.  USA:  Barnes and Noble. 

World Wide Web Source:  
Gaines, Addie and Griffin, Amy.  Kindergarten Spider Project.   [Online].  http://www.geocities.com/Athens/
Aegean/2221/spiderproject1.html [1999]

ASSESSMENT:
I assess the students through the vocabulary they use for picture and words, class dictation, and in journaling.  I also assess sight word recognition and phonetic spelling through journaling.

CREDITS:  
Mrs. Addie Gaines, a former kindergarten teacher from Missouri, participated in this activity with my class.  She was nice enough to publish the Web site for both of our classes.

Amy Griffin, Crewe Primary, Crewe, Virginia agriffin59@hotmail.com

TIMELINE & COURSE OUTLINE:  
This unit usually takes me two weeks.  I usually do this unit in October before Halloween, when spiders are out.  We reenacted the lesson due to the time of year and because I no longer teach.

COMMENTS:
I taught this unit for six years.  The neatest thing about the unit was when I would get a big orb weaver spider and put it in an aquarium for the children to see.  The spider would spin its beautiful web, eat, lay its egg sac, and then (sadly enough) die.  Just as Charlotte does in the book!

Technology Resources:  
I chose the technology our class used because it was in the room and I wanted to expose the students to researching through the computer and Internet, as well as books.  The “spidercams” were a neat way to involve the students and the families into the lessons.

Teaching Strategy:
I chose a variety of teaching strategies to ensure all the students had a chance to learn in his/her own strongest learning style.  It also makes the learning fun and exciting.  I used read alouds, assisted reading, picture and words, book groups, graphing, art activities, music/poems/songs, investigating, researching, and journaling.  Whole group, small group, and individual work was completed throughout the day.

Technology as Facilitator of Quality Education Model Components Highlighted in This Activity http://www.intime.uni.edu/model/modelimage.html  
(Note:  This is a unit plan that may cover several days to several weeks. Not all of the elements from the Technology as Facilitator of Quality Education Model that are described below will appear in the video clips used.)

 The following components were highlighted:

Principles of Learning:  Active Involvement was used throughout all of the activities.  Patterns and Connections were made about spiders and reading because these areas were interwoven into a thematic, integrated unit.  Informal Learning took place through the artwork and edible spider snack activity.  Direct Experience was through taking pictures of spiders with the “spidercams.”  Reflection was done through the class dictation and journaling.  Frequent Feedback and an Enjoyable Setting were present throughout the day.

Information Processing:  Appreciation for spiders was included.  Presearch and Search were included through learning about spiders, looking for what Missouri, sent us on the Internet, and through taking pictures of spiders.  Interpretation and Communication were practiced during the class dictation and journaling.

Content Standards:  Arts, Language Arts, Math, Science, and Social Studies were all integrated into this lesson.

Tenets of Democracy:  Tolerance was used in the management of the classroom.  Critical Thinking and Decision Making were used in the graphing activity, class dictation, and taking pictures.  Thinking Together and Making Meaning were apparent in class dictation. 

Teacher Knowledge: Student characteristics and in-depth knowledge was shown with the numerous teaching strategies used in the classroom.

Technology:  Operating a Computer, WWW Information Sources, Electronic Information Sources, A/V Information Sources, Internet Communications, and WWW Authoring, were all addressed in this unit.

Student Characteristics:  
In a kindergarten classroom, as well as in any classroom, there are children with various levels of abilities.  To meet the needs of all students, I use activities that benefit all of the students.  Picture and Words is one of these activities:  the higher-level student is picking up sight words and phonics while the lower student is picking up alphabet letters.  I also try to use all of the multiple intelligences if possible.  I try to keep the lesson up-beat and fun!

Evolution of the Activity:
We added the communicating with a class in another state.  Each year, the lesson gets better and better.  I find more comprehensive activities and correlate content areas better.

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