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Erin Jamieson Education 140

Erin Jamieson Education 140. Body of a Spider. Spiders are composed of two main body parts, they walk on eight legs, they have simple eyes, and piercing jaws. Spiders grow when they shed their outer layer, or their external skin. Background Information on Spiders. Spiders are not insects.

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Erin Jamieson Education 140

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  1. Erin Jamieson Education 140

  2. Body of a Spider • Spiders are composed of two main body parts, they walk on eight legs, they have simple eyes, and piercing jaws. • Spiders grow when they shed their outer layer, or their external skin.

  3. Background Information on Spiders • Spiders are not insects. • When spiders are molting that they are the most susceptible to harm from the predator. This is because their outer protective layer is not hard at this point. • To mating spiders go through a mating process. This occurs once the male spider is fully-grown. At this time he leaves his web and goes to look for a mate. Spiders look for a mates based on the chemical scent that the female spider emits.

  4. Picture of Spider in class- view seen by the human eye Spiders can livealmost anywhere they want to in the world. They have different preferences to weather. Some like very hot and humid, others like places where it is dry, and some like to live underground. Wherever they live spiders spin webs to help they catch their food which consists of smaller animals that become trapped in the web.

  5. Drawing of a spider

  6. View of spider from class microscopes • The microscopes are an authentic use of technology in the classroom because all students need to know how to use them. They allow students to view detail that the eye normally could not see. Microscopes prove to students that there is more to objects than what meets the eye.

  7. View of Spider Spinneret from bugscope • The ESEM microscopes enforces the idea that there is more to an object than meets the eye. This microscope can be used as a tool to enhance students learning and curiosity. • This technology can also create a conversation about what is the difference between the two types of microscopes. What allows this one to see more detail than the other?

  8. NSES Standard • “One basis for understanding the similarities, differences, and relationships between science and technology should be experiences with design and problem solving in which students can further develop some of the abilities introduced in grades K-4. The understanding of technology can be developed by tasks in which students have to design something and also by studying technological products and systems.” • http://www.nap.edu/readingroom/books/nses/html/6d.html#st • This is quote is taken from the standards for science and technology for 5-8th grade science. The bugscope project is a great representation of this standard because students see how they use technology to help them learn about science. Students get to have to “design” or ask their own questions about the program and how it works as well as are able to talk virtually to someone about the pictures that they are seeing of their bugs.

  9. How bugscope can be used in other classes. • ART- Bugscope would work well in association with an art lesson. The unit in art could be on nature or animals and the students could send in bugs, then look at them, and finally take one of the views of the bug and draw it. • English- Bugscope could be used to facilitate creative writing in the classroom. Students to collect bugs and send them away and when they look at them they would write stories about the things they see about the bugs. One idea could be to write the story from a bugs point of view and say that its not fair that so many people do not really see them for what they truly are!

  10. Literature Sources • Charlotte’s Web • Magic School Bus- Bugs, Bugs, Bugs • Insects Are My Lifeby Megan McDonald • About a girl who has a real fascination with bugs There is Even a DVD for the Magic school bus

  11. REFERENCES • Picture of spider with labels- • http://images.google.com/imgres?imgurl=http://muextension.missouri.edu/explore/images/g07386spiderparts.jpg&imgrefurl=http://muextension.missouri.edu/xplor/agguides/pests/g07386.htm&h=205&w=360&sz=19&tbnid=PhWfAGxjIhgJ:&tbnh=66&tbnw=117&hl=en&start=14&prev=/images%3Fq%3Dspiders%26svnum%3D10%26hl%3Den%26lr%3D%26client%3Dsafari%26rls%3Den-us%26sa%3DN • Bugscope picture- http://bugscope.beckman.uiuc.edu/members/database.cgi?Account%20Name=2005-029&Frame%20Number=000099 • Regular pictire of spider http://images.google.com/imgres?imgurl=http://www.museum.vic.gov.au/spidersparlour/images/vicfunnel.jpg&imgrefurl=http://www.museum.vic.gov.au/spidersparlour/spider14.htm&h=246&w=365&sz=23&tbnid=OMjtJ6akH7EJ:&tbnh=79&tbnw=118&hl=en&start=1&prev=/images%3Fq%3Dpicture%2Bof%2Ba%2Bspider%26svnum%3D10%26hl%3Den%26lr%3D Background information on spiders • http://www.amonline.net.au/spiders/ • Australian Museum • http://www.sedl.org/scimath/pasopartners/spiders/background.html • Southwest Educational Development Laboratory

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