Skip to content
Would you like to visit your local site?


We noticed you’re located in New Zealand. There isn't a local site available. Would you like to visit the Australian site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Would you like to visit your local site?


Skip to Content
Back to Become a Creative Champion with Crayola
Sign Up!
Skip to Navigation

Worm Words

After enjoying “Diary of a Worm” by D. Cronin have students create mini books about other worlds existing under our feet. Re-use lunch bags to actually make the books and teach a separate science lesson about ecology!

  • Grade 3
  • Multiple Lesson Periods
  • Directions

    1. While studying insects, underground animals or ecosystems, read “Diary of a Worm” by D. Cronin with the students. Discuss how the concept of a diary is a long-term record, and note how the illustrations (light-heartedly) reinforce the journal entries.
    2. Have students choose an insect/animal/underground condition to focus on; assist them in finding factual information on their selected topics. Provide resources for research and sufficient class time for students to gather facts about selected topics.
    3. Demonstrate how to cut and tape the pages of a book, cut from used (but CLEAN) lunch bags. Have students use Crayola© Erasable Colored Pencils to layout the pages with word area and illustration sketch. Instruct the class to use Crayola Construction Paper Crayons to illustrate the text chosen to include, within the guidelines they have planned with colored pencils. When complete, have students erase any visible guidelines.
    4. Share the books among the class. Gather student books together to create an authentic student-science classroom library.
  • Standards

    LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    LA: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

    LA: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    LA: With guidance and support from peers and adults, develop and strengthen writing as needed by planning revising, and editing.

    SS: Describe and speculate about physical system changes, such as seasons, climate and weather.

    SS: Examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions.

    SCI: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

    SCI: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

    VA: Apply knowledge of available resources, tools, and technologies to investigate own ideas through the art-making process.

    VA: Create personally satisfying artwork using a variety of artistic processes and materials.

    VA: Elaborate visual information by adding details in an artwork to enhance emerging meaning.

    VA: Determine messages communicated by an image.

  • Adaptations

    Assign/have students each choose an insect or animal that lives underground; have each create a paper bag book as described. Students share and collect these and add to a classroom library.

    Have students create these eco-friendly books about how different objects react to being in a landfill; how these materials change ‘under the dirt’ over years. Accompany with scientific experimentation by burying compostable materials.


Share this Lesson Plan

  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
Back to top