Spider Webs

Sheet webs are flat sheets of silk between blades of grass or branches of shrubs or trees. Spiders that create sheet webs also spin a net of crisscrossed threads above the sheet.  When a flying insect hits the net, it bounces into the sheet web.  The spider, which hangs upside down under the web, quickly runs to the insect and pulls it through the webbing.  Sheet webs last a long time because the spider repairs any damaged parts.  The bowl & doily spider, the filmy dome spider, and the platform spider form sheet webs.

Funnel Web spiders make large, flat, horizontal webs of non-sticky silk with a funnel at one end in grassy areas.  The funnel is open at both ends so the spider can escape if necessary.  When the spider feels the vibration of is prey, it dashes out, bites the insect and carries it back to the funnel. Funnel web spiders are also known as grass spiders.

An Orb web is the most common type of spider web and looks like a wheel with spokes.     The frame is created first and the spiral lines are created last, starting in the very center of the web and moving outward, so that the spider can use a lot of its sticky catching silk throughout the web.  Orb webs are created by orange garden orb weaving spiders, banded orb weaving spiders, golden orb weaving spiders, humped or silver orb weaving spiders, arrowhead-shaped micrathenals, bolas spiders, marbled spiders, silk spiders, spiny-body spiders, shamrock orbs and labyrinth spiders, who spins both the orb web and the tangled web.

Horizontal Line Webs are made up of one simple line of sticky droplets stretching across low plants.  Spiders that create this type of web pull the line tight by keeping the slack silk underneath them until an insect hits the line.  When that happens, the loose silk whips along the line and tangles the prey.  Cribellate spiders and other pea-sized spiders create these webs.

Triangle Webs are created in the shape of a triangle.  The spider weaves silky strands of spokes and spirals that connect to all three strands.  The triangle spider waits at one end of the web for an insect to land.  When it does, the spider shakes the web so the insect is caught and cannot escape.

Barns

Charlotte's Web

This is a wonderful story about relationships and friendships, of caring and helping one another. It is a tale about Wilbur the pig, Fern, and Charlotte the spider. The story begins as Wilbur is born the runt of the litter.  Fern's father, Mrs. Arable, decides to end the pig's life as he would cost too much to raise.  His daughter, Fern, is horrified by the fact that Wilbur might die so she begs her father to allow her to raise Wilbur.  Mr. Arable gives in to Fern until Wilbur gets too big and then he is moved to the Zuckerman's farm.  Fern visits Wilbur everyday.  It is at this farm where most of the magic of the story takes place.

After reading Charlotte's Web you will be ready to begin this webquest.

You will now embark on your own adventure learning about these charming characters through various activities. You will work with an assigned partner and must complete all the tasks in the order they are given. Keep all completed tasks in the folder provided. Have fun! Remember to share the work equally with your partner.

Task 1: View these different barns. Which one do you think Charlotte lived in? Pick the barn you think she lived in and draw it. Then write 5 sentences that describes your drawing. Be sure to use many details including color, size, contents, doors, windows and what surrounds it.

Task 2: Investigate pigs and write down some facts about them. Visit a hog farm to see a slide show about hogs. When you reach this page you must select Cyber Farm Tour to view the pictures. Work with your partner and together use these facts and write a rhyming poem about pigs. Try using the vocabulary words from the story! Read this poem about penguins and use it as a model for your poem about pigs.

The Penguin by Roxanne Williams I am a bird you know quite well, All dressed in black and white. And even though I do have wings They're not designed for flight.   I waddle,waddle,waddle, On my funny little feet. Across the icy snow I go To find a fishy treat!

Task 3: Learn about spiders. First visit here  to learn about different kinds of spider webs. What kind of web do you think Charlotte made? Draw the we you think Charlotte made and write three sentences about the web. 

Task 4: Click here to learn all about spiders. After you finish reading each page click the next button to go on. As you read fill in the information on your spider worksheet. 

Task 5: Complete the diagram of a spider by using all the information provided on the chart at Enchanted Learning. Your teacher will print out one copy of the diagram and make copies. 

Task 6: Complete a Venn Diagram comparing Wilbur and Charlotte and real pigs and spiders. How are they alike? How are they different?

Task 7: When you have finished this wonderful story, complete this comprehension quiz. 

Once all the tasks have been completed, check the spelling, punctuation marks, capital letters, and grammar. You may now visit the following sites to play some games! Have fun! Oink! Oink!

Charlotte's Web Crossword Puzzle
Charlotte's Web Hangman

Conductors and Insulators Lesson

 

Electricity: Conductors and Insulators

Lesson # 7 of 15

Name: Keri Calhoun                                                                       Subject Area(s): Science

Duration of Lesson: 65 Minutes                                                     Grade Level: Fourth Grade

Context for Learning: (Attention to students’ backgrounds, interests, and needs):

17 students, 6 boys, 11 girls. Ages 9-12, 4th grade. One student has an IEP and will require special instruction. Majority of students will require extra prompting in order to get to the higher level thinking and understanding of questions.

State Standard(s):

GLE 0407.12.3 Explain how electricity in a simple circuit requires a complete loop through which current can pass, GLE 0407.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning, investigations, and recording data, GLE 0407.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation, GLE 0407.Inq.3 Organize data into tables, graphs, drawings, or diagrams.

Behavioral Objectives:

Students will be able to predict and experiment, coming to a conclusion on 14 items being either conductors or insulators. Students will be able to record predictions and findings in a science notebook as well as make a graph of the whole class’ findings.

Language Objectives:

Vocabulary: conductors, insulators, hypothesis and result 

Students will define the words and use the words in their science folder where they record their hypothesis and results, as well as on the graph we will create as a class online.

Formative Assessment (Process):

While students are working with their partners testing each item in the bag, the teacher will walk around checking for understanding and proper procedure. If students are able to determine correct conductors and insulators this shows comprehension.

Summative Assessment (Product):

Students will complete a chart for conductors and insulators. If students are able to place items under appropriate columns this shows student comprehension.

Materials:

Small light bulb, bulb socket, 2 D-cell battery, 2 battery holder, 3 wires, miscellaneous items to test as conductor and insulators, science activity book, science folder

Procedures: 

Time	Learning Activities -Teacher	Learning Activities - Students	Purpose
****Use  numbers to sequence procedures and align Time, Learning Activity and Purpose in each column.
10 min   5 min 25 min 7 min 13 min	Anticipatory Set: Teacher will ask students to predict whether each item is a conductor or insulator based on their previous experiences with building an electrical circuit. Teacher will display the graph as he/she inputs students’ data on the projector for all students to see. Teacher will introduce the words conductor and insulator to students pointing out that when we said it makes the bulb light up the bar for conductor grew, and when we said it does not make the bulb light up the bar for insulators grew. Ask students what conductor means and what insulator means based on this. Presentation/Explicit Instruction: Make a circuit with a conductor, make a circuit with an insulator and a conductor as an example for the whole class. After each example have students tell you if it is a conductor or insulator and why. On the board write a sample of what students should write in their science folder for each item they test. A hypothesis and a result. Structured Practice/Exploration: Teacher will instruct students to repeat the same process for each item in their bag of conductors and insulators, and record their findings in their science notebook. Fold a piece of paper in half and label one side “Conductors (Light On)” and the other side “Insulators (Light off)”. Guided Practice/Feedback:  Teacher will lead a whole class conversation comparing the class’ hypothesis to their findings. Independent Practice/Application: Teacher will ask students to find similarities in the conductors and insulators. What makes a conductor conduct energy? Use the similarities and your findings to define conductor and insulator.	Students will be seated at their desks, after the teacher introduces each item students will give a thumbs up for conductor and a thumbs down for insulator. Students will be seated with their science partner watching the demonstration. Students will be seated with their science partner testing each item in their bag. After each item students will record the results in their science folder. Students will be seated with their science partner raising their hands to contribute to the conversation about their findings and how they compare to their hypothesis. Students will be seated with their science partner. They will discuss with their partner how the items in the conductor column are similar and what makes them a conductor, defining the word in their own terms. Then students will do the same for insulators.	To introduce students to lesson and vocabulary, and to activate prior knowledge of electrical circuits. To demonstrate the process students will go through in order to complete the activity. To give students and opportunity to explore the science process and to get a better understanding of electrical circuits, conductors and insulators. To check for comprehension and help students better understand their findings during the activity. To demonstrate comprehension and develop a deeper understanding of conductors and insulators.

Electricity

Go to this website and read about electricity. Once you have read all three pages answer the following questions. Open a blank word document and type the question number, the letter for the answer and the answer (Example 1. A. Apple). Be sure to type your name and date at the top of the document. 

1. A material that lets electricity pass through it is called ...
   A. an electrical conductor
   B. an electrical insulator
   C. an electrical appliance

2. A material that does NOT let electricity pass through it is called ...
   A. an electrical conductor
   B. an electrical insulator
   C. an electrical appliance

3. Which of the following materials is an electrical conductor?
   A. Silver
   B. Silver-colored plastic
   C. Cork

4. Which of the following materials is an electrical insulator?
   A. Aluminum
   B. Gold
   C. Rubber

5. In which circuit will the bulb or bulbs glow brightest?
   A. A simple circuit with one bulb and one battery
   B. A simple circuit with one bulb and two batteries
   C. A simple circuit with two bulbs and one battery

6. Why is a bulb brighter when it is powered by two batteries rather than one?
   A. Because the flow of electricity in the circuit is less
   B. Because the flow of electricity in the circuit is the same
   C. Because the flow of electricity in the circuit is greater

7. Ruby has connected two bulbs across two batteries in a simple circuit. How can she make the bulbs dimmer?
   A. Replace one of the batteries with a section of wire
   B. Replace one of the batteries with a cork
   C. Replace one of the bulbs with a section of wire

8. Ruby makes a complete simple circuit with one bulb and three batteries. The bulb lights for an instant and then goes out. Why?
   A. Not enough electricity flows around the circuit
   B. Too much electricity flows through the bulb's filament
   C. The batteries are flat

9. Why is electrical wiring usually made from copper?
   A. Because copper is shiny  
   B. Because copper conducts electricity
   C. Because copper is not magnetic

10. Why is electrical wiring usually covered with a layer of plastic?
   A. To make it look pretty
   B. To help electricity flow along the wire
   C. To make it safe

National Parks

Where am I?
Use this link to find out what state the following national parks are located in. Find the location of at least 10 national parks on the list.
Acadia
Arches
Big Bend
Canyonlands
Carlsbad Caverns
Death Valley
Denali
Everglades
Glacier
Grand Canyon
Great Basin
Great Smokey Mountains
Kings Canyon
Mammoth Cave
Mount Rainier
Petrified Forest
Redwood
Rocky Mountain
Yellowstone
Yosemite


Once you have located at least 10 national parks follow the directions and links below to learn more about our national parks.


Yellowstone National Park
Click here to listen to a story about Yellowstone National Park, then answer the following questions on a piece of paper.


1.Where is Yellowstone National Park located?
2.What erupts out of a geyser?
3. According to this passage, why don't park rangers want grizzly bears to eat garbage from trashcans?
4. How did the cutthroat trout get its name?


Everglades National Park
Click here to learn more about the Everglades National Park. Once on the page scroll down to where it says "Now it's your turn to explore!" and click on the links to learn more. Use the information in those links to answer the following questions on a sheet of paper.


1. How old is Everglades National Park?
2. What does the name Everglades mean?
3. What is your favorite animal that can be found in the Everglades National Park?
4. What is a habitat?

Latitude and Longitude

Hi class!
Today you will be learning about latitude and longitude by working your way through this webquest. You will follow along with this page and the links posted on this page to learn, explore and play. Start with number one and work your way down. If you run out of time please note what number you are on in order to pick up where you left off. Make sure you have a pencil and paper with you in order to complete the webquest. You will be turning in your paper at the end of the webquest. Good luck and have fun!

A.
Read the following questions. Click on the link to find the answers to the questions. When you believe you have found the answers record them on your paper.


1. What does latitude and longitude tell us?
2. How do we measure latitude and longitude?
3. Which lines run horizontal (side to side)?
4. Which lines measure North and South?
5. Which lines run vertical (up and down)?
6. Which lines measure East and West?
Click here for help answering the above questions

7. What is the equator?
8. Does the equator run vertical or horizontal?
9. What is the latitude of the equator?
10. What is the imaginary line called that separates the northern and southern hemisphere?
Read the first paragraph in this link to help you answer the above questions.
11. What is the prime meridian?
12. Does the prime meridian run vertical or horizontal?
13. What is the longitude of the prime meridian?
Click here for help answering the above questions

B.
Practice finding places using latitude and longitude. Click the link below and follow the directions.
Click here to practice longitude and latitude.

C.
You are finally at the last part of the webquest. In this part you will go on a treasure hunt. Use the  coordinates to locate the treasure. Each time you find the treasure you get 10 points, each time you pick the wrong spot you will lose 10 points. You have to find 5 treasures in 100 seconds in order to go to the next level. Record the highest level you get to along with your final score. Click here to play the game!

Congratulations! You are now a master at longitude and latitude and treasure hunting!