Spiders vs Insects

BE CREATIVE AND HAVE FUN

Make Your Own Spider at Home
- Use any materials you have at home
- Be sure your spider has 8 legs

Make Your Own Batik Fabric (optional)
- see the directions at the bottom of this page
- adult supervision required

Science Activities

Connect to Wonders Unit 2 and Unit 5

Draw a spider and label the body parts
Compare and contrast spiders (arachnids) and insects (How are they alike and different?)
Explain why spiders are important and tell how they help humans and plants.

California Science Standards

(Click Arrow on the Right to See Text)

K Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Students who demonstrate understanding can:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K–12 Science Education:

Science and Engineering PracticesDeveloping and Using ModelsModeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.§ Use a model to represent relationships in the natural world. (K-ESS3-1)
Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.§ Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)
Engaging in Argument from EvidenceEngaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).§ Construct an argument with evidence to support a claim. (K-ESS2-2)
Obtaining, Evaluating, and Communicating InformationObtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.§ Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3) -----------------------------------------------Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence§ Scientists look for patterns and order when making observations about the world. (K-LS1-1) Disciplinary Core IdeasLS1.C: Organization for Matter and Energy Flow in Organisms§ All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)
ESS2.E: Biogeology§ Plants and animals can change their environment. (K-ESS2-2)
ESS3.A: Natural Resources§ Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
ESS3.C: Human Impacts on Earth Systems§ Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (K-ESS3-3)
ETS1.B: Developing Possible Solutions§ Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3) Crosscutting ConceptsPatterns§ Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1)
Cause and Effect§ Events have causes that generate observable patterns. (K-ESS3-3)
Systems and System Models§ Systems in the natural and designed world have parts that work together. (K-ESS2-2),(K-ESS3-1)

Videos and Books about Spiders and Insects

These will help you answer the activities questions

Spiders for Kids

Don't Be Afraid of Spiders!

Insects for Kids

Inspect an Insect

Spiders

Bugs and Insects

10 Interesting Insects

All About Insects

Facts About Spiders

Spider Facts

Spiders for Kids

Spiders

I'm Trying to Love Spiders

Have You Seen My Spider?

Super Spiders

Spider by Gail Gibbons

Aaaaarrgghh Spider

Miss Spider's Tea Party

Anansi the Spider (Ghana Folktales)

The Very Busy Spider

Anansi the Spider

Anansi Tricks Mosquito

Anansi Tries to Steal All the Wisdom

Anansi & the Sky Kingdom

Anansi Goes Fishing

Why Anansi Has Thin Legs

Why Anansi Has Eight Thin Legs

Anansi and the Pot of Wisdom

Anansi and the Pot of Beans

Anansi the Spider

Anansi and the Tug O War

Anasi and the Talking Melon

Anansi Dance for Kids

Anansi the Hungry Spider

Create Your Own Batik Fabric (optional)

Making Connections to the Text (adult supervision is required)

Materials

Pencil
Cotton or Muslin fabric (any size) or white 100% Cotton T-shirts
Fabric Scissors (you can use regular scissors. However, fabric scissors will create cleaner cuts)
Plastic Table Cloths and Drop Cloths
Fabric Dyes (Rit or Dune)
Containers with Lids for the Dyes (empty gallon ice cream containers work well)
Water
Paint stirrers to mix dyes
Bees Wax (available in bulk from Mountain Rose Herbs) OR Elmer’s Glue if you are doing this with younger children.
Double boiler to melt wax (you can sit a mason jar in a pot of water)
Tjanting Needles (if using wax). If using glue, you can use a paintbrush or craft sticks.
Paintbrushes for Dye
Latex-Free Rubber Gloves (optional)
Large Paintbrush for Hot Wax
Large Pot and water (for boiling away the wax)
Drying rack, clothesline, or newspaper and iron

Steps:

Set up your stations:

Wax melting station (if using): melt beeswax over a double boiler and keep on low, so it does not cool too fast.
Drawing station: should be a safe distance from the melting station and should have a flat surface on which you can work.
Dyeing station: large, protected area to mix dyes (use the instructions on your dye box) and use for painting or dipping fabric
wax removal stations: a Large bucket of boiling water in which you can submerge your fabric to melt and remove the wax.
drying station: a protected area used to hang your wet material so that it dries

Make your fabric:

Draw your design on your fabric or tee with the pencil. Or, if you prefer a more abstract design, fold your fabric into geometric shapes (rectangle, square, triangles).
Paint areas of your design and or shape with wax using the Tjanting Needles, carefully. You can do several coats of the wax. Allow the wax to harden a bit.
With the paintbrushes or by dipping the fabric into the dye, add your colors. The wax will prevent the color from coloring those areas. Apply as many colors as you wish and paint as many coats as you would like. You can allow the layers to dry between applications too.
Remove Wax
- If you are using wax, boil your fabric to remove the wax and to set the dye.
- OR spread fabric between two pieces of newspaper and iron until the paper has absorbed the wax. You will have to iron this multiple times.
If you are using Glue, peel the dried glue off of the fabric. Boil fabric to set colors.
Hang Fabric to dry.

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