A WEB QUEST
by larry G. bullington,
Introduction | Task | Process | Evaluation | Conclusion | Credits
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.
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.
· Some people think spiders are creepy; some people keep them
· Spiders can be dangerous to people; some are helpful to
· 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:
· 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?
· 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.
· 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.
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 2 weeks to complete this task.
· 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:
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.
(Please Circle ONE.)
1. I answered all questions with complete sentences.
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. _________________________
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?
(n.d.). Identifying the brown
recluse spider. Retrieved March 19, 2003,
(2002, Jan/Feb). Webmaster. Audubon,
Ellis, T. (1998). Spiders
of medical importance. Retrieved March 19, 2003, from
Graham, A. (1976). Foxtails,
ferns, and fish scales: A handbook of art and
nature projects. New York: Four
Johnson, J. (1996). Simon
& Schuster children’s guide to insects and
York: Simon & Schuster Books for Young Readers.
Mearns, A. (2003, March).
The three little pigs’ guide to animal buildings.
(2003). Spider- World book online
Americas edition. Retrieved
March 29, 2003, from
reaction to insect or spider venom. (2002). Retrieved April 9, 2003, from
Vest, D. (1999). The
hobo spider web site. Retrieved
March 19, 2003, from
template. (n.d.). Retrieved March 19,
Zackowitz, M. (2002,
October). The icky adventures of Brady Barr:
National Geographic Kids,
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
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
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