"How To" Make a Spider
Las Americas Middle School
Science, Math and Writing
This lesson could be appropriate for grades one through three.
Materials: For this lesson you will need to make the Cookie Spiders from the recipe I found posted on a web site for kids. The recipe calls for each child to have peanut butter, ritz crackers, M&Ms, pretzel sticks and something to spread the peanut butter.
Prior knowledge: Students will need to know the basic body parts of the spider.
Description: Using the knowledge of the spider's basic body parts, the students will build an "edible" spider.
Time: This lesson should take approximately 45 minutes to one hour.
Procedure: The students will observe the instructor as he or she models putting the "spider" together. After they have observed the procedure, each student will make a spider of their own to eat. From there the students will make a graphic organizer which lists the materials and steps that were followed during the demonstration. This will be a time for students to collect vocabulary as well as discuss sequence and layout of the paper. This lesson is only the beginning porti on of the total project. Once they have made their cookie spiders, the students will follow up with prewriting activities and then do the actual writing of a "how to" composition.
Suggested URLs pertaining to lesson
Directions: In order to make the spider cookies you will need to gather the necessary materials. Begin by following the directions for making the cookie spiders. They are found on the spider reference link titled "spiders". Discuss what and how the cookies were made emphasizing sequence with words such as first, next, then, before, after, between, last, finally, etc.. Depending on the age level the children should begin to use the food words and sequence words to make a graphic organizer or what some might call an old fashioned outline. The point is for the kids to see the organization of thoughts behind beginning to write. Helping the children understand to label the steps will make the writing process much easier. Once they have labeled the grapic organizer they may begin to write. I usually help a lot and make sure the children use the grapic organizer and write from the ideas and thoughts they have layed out.
Gender Issues: I would like to see that the minority
and lower income students that I teach have a chance to access the web and see
what resources they are able to find.
Special thanks to Susan Boone and Michael Sirois for all their help and to all whose sites are linked.