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Spiders in Their Web (with Lunch!)

The student will use create a spider web of lines in drawing, add a cut paper spider and draw their ‘lunch’ of bugs.

  • Grade 1
    Kindergarten
    Pre-Kindergarten
  • Multiple Lesson Periods
  • Directions

    1. During a unit of study focused on spiders and their habitats, have students look at a variety of spider images and the webs in which they live. Discuss spiders and their habitats, and how they are part of our own environment. Use nonfiction and fiction texts to read about spiders to gather facts for research. Use Crayola© Erasable Colored pencils to record basic facts: 2 body parts, 8 legs, exoskeletal, 8 eyes, and a spinneret at the rear of the spider to create webs, etc. Discuss where spiders can be found, as well as the safety measures when spiders are encountered (i.e. poisonous spiders). Discuss the varying structures of web design and what kinds of LINES (spiral, intersecting, tangled, parallel, etc.) are created within these webs.
    2. Provide students with pastel colored construction paper. Have them use Crayola Construction Paper Crayons to draw an ORB web by drawing an “X” from corner to corner of the paper. Demonstrate as needed.
    3. Next, ask students to draw an overlapping “T” to create the structure of the web. Continue to draw the web by starting in the center and spiraling out, overlapping the intersecting lines until the page is full.
    4. Use colored paper, Crayola Blunt-Tip Scissors and glue sticks to make a spider for the web. Encourage students to cut ovals and circles for the body and head, rectangles for the legs, and use Construction Paper Crayons to draw the 8 eyes and any other pattern or designs on the spider. Glue the spider to the web. For a more interesting effect, show students how to bend the legs and glue only the feet so the spider stands up, away from the web.
    5. Use Construction Paper Crayons to draw a variety of insects caught in the web for lunch! Also note that even spiders save food for future meals and wrap silky web around a captured insect.
  • Standards

    LA: With prompting and support, ask and answer questions about key details in a text.

    LA: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts).

    LA: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

    SCI: Use observations to describe patterns of what plants and animals (including humans) need to survive.

    SCI: Make observations of plants and animals to compare the diversity of life in different habitats.

    MATH: Identify and describe shapes.

    MATH: Analyze, compare, create and compose shapes.

    VA: Students will demonstrate the ability to generate and conceptualize artistic ideas and work.

    VA: Organize and develop artistic ideas and work.

    VA: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

    VA: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

  • Adaptations

    Possible classroom resources include: The Very Busy Spider by Eric Carle; Spiders by Gail Gibbons; National Geographic Readers; Spiders by Laura Marsh; Spiders: Amazing Pictures and Fun Facts on Animals in Nature by Kay de Silva; AAAAARRRGGGHH! Spider! By Lydia Monks

    Use white paper, Construction Paper Crayons and Washable Watercolor Paint to create the same spider and web lesson in a Crayon resist technique. The softer texture of the Construction Paper Crayons allows the student to lay down more wax on the paper for a more successful resist technique.

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  • Collaboration.
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