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SPIDERS SCIENCE LAPBOOK

$3.00

A fun, interactive way to learn about spiders is with this Spider Science Lapbook!

This lapbook includes resources to teach a variety of science standards in a fun, easy and engaging way. From spider anatomy, basic needs of living things, life cycle to research and observations…this lapbook is perfect for your learners and science curriculum!

You can find this lapbook in the Interactive Lapbook Bundle!


This resource includes

Cover
Have your learners color and cut the cover page. Fold a large piece of construction paper or file folder where the ends go to the center. Glue the cover page on the top and cut down the middle after the glue dries.

Spider Title
Have your learners color and cut the spider title. Glue the title on the top of the inside of the lapbook (matching the legs on the cover before gluing.

Spiders Can, Have, Are
Have your learners complete this chart throughout the unit of study. Glue on the top left ‘wing’ of the lapbook.

Spider or Insect Sort
Have your learners cut and glue the pockets on the left ‘wing’ of the lapbook. Then they may sort the characteristics and examples of each.

Anatomy of a Spider
Have your learners color and glue the spider and title on the center of the lapbook. Have your learners glue the words on the correct part of the spider.

What is an Arachnid?
Have your learners write the definition of an arachnid (from science book or online research). Glue the flap on the top right ‘wing’ of the lapbook.

Basic Needs (front & back)
Have your learners write how a spider meets its basic needs. Glue on the right ‘wing’ of the lapbook. (IDEA: Read a nonfiction book and create a chart together first)

Spider Life Cycle
Have your learners draw the different stages of a spiders life cycle.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Next Generation Science Standards

NGSSK-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive. 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.
NGSSK-ESS3-1
Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. 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.

Texas Essential Knowledge and Skills

TEKSSCI.K.9.A
Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: differentiate between living and nonliving things based upon whether they have basic needs and produce offspring.
TEKSSCI.K.9.B
Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to: examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.
TEKSSCI.K.10.A
Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.
TEKSSCI.K.10.B
Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: identify basic parts of plants and animals.

 


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