Plant and

Animal Life
Cycles

A Unit For the First Grade

Prepared by
Shelburne Farms
Sustainable Schools Project
 TABLE OF CONTENTS
PLANT AND ANIMAL LIFE CYCLES: A FIRST GRADE UNIT

Plant and Animal Life Cycles Introduction 4

Lesson 1: Spider and Plant Pre=assessment 6
Lesson 2: Reading and Research 7
Lesson 3: Building a Classroom Terrarium I 8
Lesson 4: Building a Classroom Terrarium II 9
Lesson 5: Spider Bodies 10
Lesson 6: Field Trip! 11
Bibliography 12
Resources for Teachers 14
Community Resources 15
APPENDIX
(L2) Research Form for Plants 16
(L2) Research Form for Spiders 17
(L4) Spider Journal 18
(L5) How to Build Spider Gliders 23
 Plant and Animal Life Cycles
A Unit for the First Grade
Developed by Shelburne Farms’ Sustainable Schools
Project
Grade Level: 1

Essential Question/s: What cycles do we have in our community?

What are needs?
What do plants need? What do spiders need?

Objectives:
Students will:
Discover new facts about spiders and plants by utilizing informational texts
Develop basic research skills, including hypothesizing and observation
Identify the common needs of plants and spiders
Create a habitat for plants and spiders
Identify the parts of plants and spiders

Big Idea/s and Concepts: Life cycles

Community/Place
Relationships—processes—interdependence
Diversity

Skills: Identification
Sort/Classify
Text-based research
Meaningful questioning

Standards:
The Living World 7.13a,b,c,d: Students understand the characteristics of organisms, see patterns of simi-
larity and differences among living organisms, understand the role of evolutions. and recognize the
interdependence of all systems that support life. This is evident when students identify characteristics
of organisms, categorize living organisms, describe and show examples of the interdependence of all
systems that support life…and apply them to local systems and provide examples of change over time.

Sustainability 3.9d: Students makes decisions that demonstrate understanding of natural and human
communities, the ecological, economic, political and social systems within them, and awareness of
how their personal and collective actions affect the sustainability of these interrelated systems. This is
evident when students explore local natural and human communities…, identify the systems within
them, and what is required for these communities to be sustained.
Overview:

This unit, which explores cycles in the community through an investigation of plants
and spiders, is a great accompaniment to the “Food Cycles in our Community” unit, though
this unit can also stand on its own. Meeting the same Living World standard, this unit
touches on issues of sustainability and develops literacy and observation skills within a life
sciences framework. In lesson one, students explore plants and spiders as a pre-assessment,
demonstrating what they already know (or think they know) about both. While introducing
students to the basic facts about spiders and plants, the educator develops a simple thesis
statement about the needs of plants and spiders that will frame the lessons that follow. Les-
son two discusses what plants and spiders need to survive, using informational texts to learn
about them and then discussing their needs as a class. Lesson three introduces a Venn dia-
gram and a terrarium in order to demonstrate what needs spiders and plants have in com-
mon, while in lesson four, students create a habitat for spiders and plants and are given spi-
der journals in which to record their observations – both written and drawn – of the spiders
and plants in their terrarium. In lesson five the class discusses the different parts of a spider
through a creative costume-making exercise in which students turn their teachers or each
other into spiders.
An in depth exploration of a single set of organisms, these lessons bring students into
close contact with living creatures, enabling them to learn about the life cycle of insects.
Guided by their own interests, research and observations, these lessons can make an engag-
ing complement to the life cycles unit or stand on their own, as students strengthen their
reading comprehension and investigative skills while learning about a new creature. This unit
culminates in a fieldtrip that takes students around their own schoolyard or neighborhood
where they can observe plants and spiders in their natural habitats, searching for not just spi-
ders and plants but the things that spiders and plants need to survive and the greater systems
that support them.
Lesson One Procedures
Spider and Plant Pre- 1. Read a book about spiders; we recommend
assessment Anansi the Spider: A Tale for the Ashanti by
Gerald McDermott, which is a great folktale.
Objectives Please see our Spider Bibliography for other
Students will: good books.
• Review what they know about 2. Engage the students in a discussion about
plants and spiders as a pre- plants and spiders, seeing what they already
assessment know. Ask questions like, “How many legs do
spiders have? What colors are spiders? What
Literacy Connection are plants? Where do they grow? Does anyone
Anansi the Spider: A Tale from the have plants in their house?” Write their an-
Ashanti by Gerald McDermott swers on chart paper, keeping in mind that you
are developing a thesis about the needs and
Focusing Questions natures of both plants and animals.
What do we know about spiders?
What do we know about plants? Extensions

Materials • Sing the Itsy Bitsy Spider song with hand move-
• Chart paper ments. Think of other songs or poems that have
• Markers spiders in them, like Little Miss Muffet, and act
• Anansi the Spider book them out, or write a song with the students about
spiders to the tune of a familiar song. Here are a
few great ones from the message board on
http://www.perpetualpreschool.com:

Spider Legs (Chant)

One, two, three, four
Spider legs—we need some more!
Five, six, seven, eight
Every spider has eight!

Bug Song
(sung to the tune of “If You’re Happy and You
Know It”)
Oh, I wish I were an eensy-weensy spider
*clap clap*
Yes, I wish I were an eensy-weensy spider
*clap clap*
I’d go “creepy-creepy-crawly” down the hall and
up your “wally!”
Oh, I wish I were an eensy-weensy spider
*clap clap*
Lesson Two Procedures
Reading and Research 1. Divide the class into four groups. Two groups
will research plants and two groups will re-
Objectives search spiders using informational texts.
Students will: 2. The students will fill out research forms as they
• Discover new facts about spi- discover new facts. Ask students when reading
ders using informational texts the texts whether what they are learning is an
• Develop beginning research important thing to know about all spiders, like
skills, determining whether a new a basic need, or just an interesting idea about
fact is an important thing to a particular spider.
know about spiders, a more gen- 3. Gather the class back together and have stu-
eral fact or simply an interesting dents share what they have learned. Keep track
anecdote of their findings on chart paper.
Focusing Questions Extensions
What do plants need to survive?
What do animals need to survive? • Students can continue research, either at
What ideas do we have about school or at home, utilizing texts, the internet
plants and spiders that may not or other resources, on the topic they did not
be true? get to research in class.
What do spiders eat?

Materials
• Informational texts on plants AIR
and spiders
• Copies of research form for
WATER
students in each group: plants FOOD
and spiders [see appendix]
• Markers
SHELTER
• Chart paper SUNLIGHT
SOIL
Lesson Three Procedures
Building a Classroom 1. Describe a Venn diagram; draw one on chart
Terrarium I paper – one circle for spiders and other for
plants.
Objectives 2. Remind students of their previous research on
Students will: plants and spiders. Ask them what spiders
• Understand that plants and need to survive and fill in the corresponding
animals have some needs in com- circle. Do the same for plants and then fill in
mon the center overlapping section with the com-
monalities.
Focusing Questions 3. Introduce terrariums. Tell the students they
What is a Venn diagram? will have to make sure that both the plants’
What needs do spiders and plants and spiders’ needs are met so they both can
have in common? survive while living in the terrarium.
What’s a terrarium?
Note: Remember to save the Venn diagram for
Materials the next lesson.
•Chart paper
•Markers Extensions
•Large glass jar /s (2 gallon size)
to be used as a terrarium(s) • Students can continue research on spiders
and plants, focusing on common needs. They can
also read about or view other creatures that live
in terrariums.
Lesson Four Procedures
Building a Classroom 1. Divide the class into four groups with enough
Terrarium II supplies for each group to make a terrarium.
2. Ask the class, “What is a habitat?” Review the
Objectives Venn diagram and the needs that both spiders
Students will: and plants share. Now create the terrarium, a
• Create a habitat for spiders habitat for both plants and spiders.
and plants 3. Layer on the bottom of the jar 1.5 inches each
of sand, charcoal and potting soil in that or-
Focusing Questions der. Then plant the plant and water it. Finally,
What do spiders and plants need add the spiders. Observe.
to survive in a terrarium? 4. Ask the students, “What are the spiders do-
What is a habitat? ing?” And, “Is there condensation on the inside
How do spiders behave? of the jar?”
5. Introduce the Spider Journals. Review expecta-
Materials tions of journal writing.
• 4 large glass jars (2 gallon 6. Have students draw the terrarium in their jour-
size) nals and record observations.
• Sand
• Charcoal Extensions
• Potting soil
• Plants • Allow time each day, even several times a day,
• Spiders for continued observation of the spider and plant
• Water habitat.
• Copy of Spider Journal for
each student [see appendix]
• Venn diagram from lesson 2

Habitat: the place or type

of place where a plant or
animal naturally or nor-
mally lives or grows
Lesson Five Procedures
Spider Bodies 1. Tell students that it is often hard to see a spi-
der up close since they are so small but now
Objectives they will have a chance to turn one of their
Students will: teachers or classmates into a spider. Ask for a
• Learn the different body parts volunteer and then ask the students what
of a spider needs to be added to this person to transform
him or her into a spider. How many legs does a
Focusing Questions spider have? Eight!! Add four legs to the per-
What are the parts of a spider? son’s two legs and arms. Continue and as each
How do spiders move? part is mentioned, place the costumed part
onto the spider-to-be.
Materials 2. Show the students a spider crawler and tell
• Materials for “Dress Up A Spi- them they are each going to make their own.
der”: fang, pedipalp, cephalo- Distribute a paper spider body to each student
thorax, abdomen, spinnerets, to color and cut out.
four legs (to add to the two 3. See attached instructions for completing the
arms and two legs) spiders, which will require familiarity with the
• Copies of paper spider glider
following spider body parts:
bodies for each student (see
appendix)
• Long black pipe cleaners for
legs (4 each student) Anatomically correct, climbing spiders have:
• Straws
• String or fishing line • cephalothorax & abdomen
• Tape • 8 legs
• Markers • 4-8 eyes
• Pedipalps: appendages located between the
jaws and the front legs - work like fingers to
grab and manipulate prey & male spider uses
them in reproduction
• Spinnerets: located near the end of the abdo-
men on the underside
• Chelicerae: sharp fangs- inject digestive en-
zymes into prey
• 4-6 silk glands: located in their abdomen
Lesson Six Procedures
Field Trip! 1. Be sure to scope out a route around the
schoolyard beforehand that ensures students
Objectives will see spiders and a variety of plants. Feel free
Students will: to explore beyond the schoolyard, if desired.
• Observe spiders and plants in Kate Carter’s Wildflowers of Vermont or New-
their natural habitats combs Wildflower Guide may be a handy refer-
• Develop scientific observation ence for you that will help you key out com-
skills mon wildflowers found throughout Vermont.
• See the webs of life in their Children may also be able to use Carter’s
neighborhood book, which is organized by flower color.
2. Begin with a class circle. Review with the class
Literacy Connection Spectacular what they have learned about spiders and
Spiders by Linda Glaser plants over the last several weeks. Explain that
today we will continue our scientific observa-
Focusing Questions tions of spiders and plants, but this time, we
Where do spiders live? will be venturing out as explorers into the
Where do plants live? schoolyard! Make sure to stress how students
How do spiders and plants live are to behave – that this isn’t recess – and tell
together in the terrarium? them to be careful when interacting with the
How do spiders and plants live plants and spiders – they are not to touch, but
together outside in our neighbor- can make use of their seeing, hearing and
hood? smelling senses. Also review general safety
How many spiders and plants can guidelines, especially if you will be crossing
you see? streets.
What other types of animals can 3. Make sure all children are dressed appropri-
you see? ately for the weather.
4. Be loose and have fun! Guide your students
Materials through the schoolyard, and be sure to make
• Observation notebooks time for quiet reflection. Have students draw a
• Magnifying glasses plant or spider they find. Key out wildflowers.
• Local plant or spider identifi- Ask about the variety of colors, sizes and
cation books shapes of plants and animals the children see.
Listen to the birds.
5. Back in the classroom, ask the students how
what they observed outside was similar or dif-
ferent from what they have been observing in
the classroom terrarium. Do the spiders out-
side look like our class spiders? Do the plants?
How many different types of plants did we see
outside? How can we use our scientific eyes
whenever we are curious about something we
see outside?
 BIBLIOGRAPHY*

SF = Shelburne Farms F = Fletcher Free Library B = Lawrence Barnes Elementary School

Barrett, Norman. Spiders. New York: Franklin Watts, 1989. B

Colorful photographs help demonstrate the life cycles of spiders.

Berger, Melvin. Spinning Spiders. New York: Harper Collins, 2003. F

Readers will learn about the silk spiders produce, the webs they spin and the prey they capture
in the newest addition to the series the ALA Booklist cited as one of the top-ten nonfiction
series.

Carter, Kate. Wildflowers of Vermont. Waterbury Center, VT: Cotton Brook Publications, 2005.
F

This pocket-sized guide includes beautiful photographs of over 250 wildflowers that grow in
Vermont. Because it is organized by color, one can use it “at-a-glance” to identify wildflowers,
making it an easy guide for children and amateur wildflower enthusiasts.

Glaser,Linda. Spectacular Spiders. Brookfield, CT: Millbrook Press, 1998. F

A young girl admires the work of a garden spider in her backyard and describes its physical
and behavioral characteristics in this simple, lyrical text.

Himmelman, John. A House Spider’s Life. New York: Children’s Press, 1999. F

The small worlds of two common arthropods are revealed in these vividly illustrated picture
stories. This is a clearly written and logically organized text.

Hood, Susan. Wildflowers. New York: Scholastic, Inc., 1989. B

This book is a colorful children’s guide to common wildflowers.

Markle, Sandra. Outside and Inside Spiders. New York: Alladin Paperbacks, 1994. B

This book provides a more advanced look at spiders and their needs.

Markle, Sandra. Spiders: Biggest! Littlest!. Honesdale, PA: Boyds Mills Press, 2004. F B SF

This book describes the physical characteristics, habitats and behavior of different kinds of
spiders.

McDermott, Gerald. Anansi the Spider: A Tale from the Ashanti New York: Henry Holt Company,
1987. F B

Anansi is one of the great folk heroes of the world. In trying to determine which of his six sons
 to reward for saving his life, Anansi the Spider is responsible for placing the moon in the sky.

Nadeau, Isaac. Food Chains in a Backyard Habitat. New York: Powerkids Press, 2002. B

The Barnes Library has several of the titles in this series, which feature food chains and webs
in a variety of habitats, including ponds, forests and meadows. Though the text is advanced,
younger students will surely enjoy looking at the great pictures and having the text read aloud
to them. Tons of scientific vocabulary words are featured.

Newcomb, Lawrence. Newcomb’s Wildflower Guide. New York: Little Brown and Co., 1989.

First published in 1977, Newcomb’s guide is the quintessential wildflower guide for North
America. Use the key in the front of the book to identify flowering species from coast to coast.

Otto, Carolyn B., Spiders. New York: Scholastic Inc., 2001. B SF

This wonderful Level 1 Scholastic Reader details the habitats, life cycles and anatomy of spi-
ders through simple text and great photographs.

Page, Robin and Steve Jenkins. What Do You Do with a Tail Like This?. New York: Houghton Mifflin,
2003. F B

A nose for digging? Ears for seeing? Eyes that squirt blood? Explore the many amazing things
animals can do with their ears, eyes, mouths, noses, feet, and tails in this beautifully illus-
trated interactive guessing book.

Parsons, Alexandra. Amazing Spiders. New York : Knopf, 1990. F B

Text and photographs introduce some of the many members of the spider family.

Robinson, Fay. Mighty Spiders!. New York: Scholastic Inc., 1996. B

Another Scholastic Reader for early readers, this book features a great appendix that includes
a drawing of every spider mentioned in the book plus its name.

Wilsdon, Christina. Insects. New York: Scholastic Inc., 1998. F B

The National Audobon Society’s “First Field Guide” to insects, this book uses beautiful pho-
tographs and clear verbal descriptions to help children identify common insects, from bees
and wasps to roaches, butterflies and more!

Winer, Yvonne. Spiders Spin Webs. Watertown, MA: Charlesbridge, 1998. F SF

This book is a concisely, lyrically written introduction to a dazzling variety of beautifully

painted spiders from around the world. It includes a guide and list of additional resources.

*All three children’s libraries have many more books about spiders that are colorful, rich in facts and age-appropriate. Please
feel free to explore books beyond this list with your students!
 RESOURCES FOR TEACHERS

Duke, Nell K. “The Importance of Informational Literacy”:

http://teacher.scholastic.com/professional/literacypapers/duke.htm

Duke, a leading scholar on childhood literacy, writes about the importance of teaching non-fiction in
the “information age.” This is a great introductory article about why informational texts are crucial to
every student’s development and includes some ideas on how to increase this type of reading in your
classroom.

Duke, Nell K. and V. Susan Bennett-Armistead. “Nonfiction Reading in the Primary Grades”:
http://teacher.scholastic.com/products/classmags/files/Nell_duke_May04.pdf

This is a concise look into the importance of nonfiction texts and how to incorporate them into the
classroom. Copies are downloadable as a pdf file.

Introducing Students to Animals:

http://www.everythingesl.net/lessons/animals.php

Gardening with Kids:

http://www.kidsgardening.com/

Lingelbach, Jenepher and Lisa Purcell, eds. Hands on Nature : Information andActivities for Exploring the Envi
ronment With Children. Woodstock, VT: The Vermont Institute of Natural Science, 1986.

This book is a gold mine of ideas for exploring nature with children and a must for those teaching natu-
ral science in any setting. It includes lessons on spiders, webs and plant life cycles and background in-
formation that provide an overview of the big picture, context and related vocabulary. This book was
foremost in the formation of these lessons.

Northeast Organic Farming Association of Vermont. “School-to-Farm Directory.” NOFA-VT: Richmond, VT,
2004.

This wonderful little book is an in depth guide for teachers who wish to welcome Vermont farmers into
their classrooms. It includes the contact information for many types of farms – from dairies to Christ-
mas tree farms - throughout Vermont.

Smith, Gregory A. “Place-Based Education” April 2002 Phi Beta Kappan (584ff). SF

An interesting look into the multi-dimensional world of place-based education, with particular focus
on the following areas: Cultural Studies, Nature Studies, Real-World Problem Solving, Internships and
Entrepreneurial Opportunities and Induction into Community Processes.

Project Seasons
Project Wild
Something else about spiders
 Community Resources

In Chittenden County and Northern Vermont:

Burlington School Food Project*: Dana Hudson at Shelburne Farms 802-985-8686 x 25
Vermont Farmers: http://www.nofavt.org/ 802-434-4122
Community Volunteers: City Market Coop: http://www.citymarket.coop/ 802-863-3659
Vermont Chefs and Farmers: http://www.vermontfresh.net/ 802-434-2000
The Intervale Center: http://www.intervale.org 802-660-0440
Vermont FEED: http://www.vtfeed.org/ 802-434-4122
Sustainable Schools Project: http://www.sustainableschoolsproject.org/ 802-985-8686 x 31

Beyond Northern Vermont:

Brattleboro, Vermont Food Coop: http://www.brattleborofoodcoop.com/
Farmers: http://www.wwoof.org; http://www.nofa.org/index.php
United Plant Savers [directory of botanical sanctuaries throughout North America]: http://
unitedplantsavers.org/index.php
Nature Conservancy: http://www.nature.org/
Local parks and recreation department, state parks departments
Local restaurants, grocery stores and cooperatives

* The Burlington School Food Project is a partnership of local organizations that work together to
provide better quality, local food and food education opportunities to area schools. Organizations
include the Burlington Legacy Project, Burlington School District, The Intervale Center, The Sustain-
able Schools Project, the University of Vermont and the members of VT FEED.
 NAME:

Research Information on :

What do PLANTS need?

What do PLANTS do for humans and the environment?

Interesting PLANT facts:

 NAME:

Research Information on :

What do SPIDERS need?

What do SPIDERS do for humans and the environment?

Interesting SPIDER facts:

 Spiders a
re:
S p id e r J o u r n a l
1st Grade
Insert Teacher
Spiders are:
My Observations
Insert Date
 Date:
Spiders are:
This is what I saw (Draw a picture of what you see in the
terrarium) Did you know that spiders …
My notes:
I saw a spider today and it….
Page 19 Page 19
 Date:
Spiders are:
This is what I saw (Draw a picture of what you see in the Some people think that Spiders are:
terrarium)
But I think Spiders are:
My notes:
Page 20 Page 20
 Date:
Spiders are:
This is what I saw (Draw a picture of what you see in the
terrarium) Did you know that spiders …
My notes:
I saw a spider today and it….
Page 21 Page 21
 Date:
Spiders are:
This is what I saw (Draw a picture of what you see in the
terrarium) Spiders need these things to grow and live …
My notes:
I saw a spider today and it….
Page 22 Page 22
HOW TO MAKE A SPIDER MOBILE
Materials: Crayons or markers
• Masking Tape
• Scissors
• Straw (1)
• String or fishing line
• Tag board or construction paper
• Pencil
• Pipe cleaners (2)

• Fold paper in half

• Draw half of each segment
• Unfold
• Decorate to look like your bug
• Cut piece of straw to fit in the abdomen area
• Tape straw to the back
• Bend pipe cleaner for legs

• Tape legs to straw

• Cut leftover straw in half
• Cut 5m of string
• Tie small straw pieces to ends of string
• Pull the string through the straw on glider
• Hang it from the ceiling or in a doorway
• You're ready to test it out!
• Pull the two lines apart