Spiders: Web-builders and Wanderers – Standards


The activities in this unit help children understand the basic concepts in the Disciplinary Core Ideas listed here. You can use the following list as a guide for lesson planning. These Disciplinary Core Ideas are taken from Grade Band Endpoints in A Framework for K-12 Science Education. Additionally, our activities give children opportunities to engage in many of the Science and Engineering Practices and reflect on the Crosscutting Concepts as identified in the Next Generation Science Standards.

Grades K-2 Disciplinary Core Ideas
LS1A: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find and take in food, water and air. p.144
LS1C: All animals need food in order to live and grow. They obtain their food from plants or from other animals. p.147
LS1D: Animals have body parts that capture and convey different kinds of information needed for growth and survival – for example, eyes for light, ears for sounds, and skin for temperature or touch. Animals respond to these inputs with behaviors that help them survive (e.g. find food, run from a predator). p.149
LS2A: Animals depend on their surroundings to get what they need, including food, water, shelter, and a favorable temperature. Animals depend on plants or other animals for food. They use their senses to find food and water and their body parts to gather, catch, eat, and chew the food. p.151
LS3A: Organisms have characteristics that can be similar or different. Young animals are very much, but not exactly, like their parents and also resemble other animals of the same kind. p.158
LS3B: Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. p.160

Grades 3-5 Disciplinary Core Ideas
LS1A: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior and reproduction. p.144
LS1C: Animals and plants alike generally need to take in air and water, animals must take in food, and plants need light and minerals. p.148
LS1D: Different sense receptors are specialized for particular kinds of information, which may then be processed and integrated by an animal’s brain, with some information stored as memories. Animals are able to use their perceptions and memories to guide their actions. Some responses to information are instinctive – that is, animals’ brains are organized so that they do not have to think about how to respond to certain stimuli. p.149
LS3A: Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. p.158
LS4B: Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. p.164
LS4D: Scientists have identified and classified many plants and animals. p.167

Grades 6-8 Disciplinary Core Ideas
LS1C: Animals obtain food from eating plants or eating other animals. p.148
LS1D: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. p.149
LS4D: Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth, from terrestrial to marine ecosystems. p.167


In addition to science content, activities in this unit also can help students to practice the following mathematics and language arts concepts. The Common Core Standards listed here are in addition to the ones that our activities typically address, as listed in the Four Winds document, The Nature Program: Alignment with Learning Standards.

Grades K-2 Common Core Standards
Mathematics Standard K.CC: Count to 100 by ones and tens. Understand the relationship between numbers and quantities; connect counting
to cardinality. Count to answer “how many?” questions about as many as 20 things.

Grades 3-5 Common Core Standards
Reading for Informational Text Standard 7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages).
Mathematics Standard 3.MD: Tell and write time to the nearest minute and measure time intervals in minutes.

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