Study The Slug

The spotted leopard slug.

       The  air-breathing  molluscs  (Pulvionates)  in  which  the  shell  is  internal  or entirely  absent  are  popularly  called  slugs  ( Limacidce ).  On  the  front  part  of the  back,  near  the  head,  these  animals  have  a  fleshy  plate,  the  mantle,  near the  right  edge  of  which  is  the  opening  or  pore  by  which  they  breathe.  Slugs closely  resemble  snails  in  structure ;  indeed,  all  the  six  families  into  which slugs  may  be  divided,  seem  to  have  been  derived  separately  from  shell-bearing ancestors.  They  love  dark  and  damp  places,  and  crowd  together  in  cellars and  outhouses  and  under  planks  and  stones.  As  they  hide  themselves  during  the  day  and  only  issue  forth  at  night  the  damage  done  by  them  is  often attributed  to  other  creatures,  though  the  presence  of  slugs  may  be  recognized by  streaks  of  slime  in  the  neighborhood.  All  the  air-breathing  molluscs  can secrete  mucus  from  their  body,  and  in  slugs  this  power  is  highly  developed. When  the  animal  is  irritated  the  secretion  of  mucus  is  greatly  increased,  the secretion  being  partly  defensive.  They  use  the  secretion  in  another  way,  for these  animals  will  lower  themselves  from  a  tree  or  shrub  by  means  of  threads of  mucus.  Like  snails,  slugs  often  lift  their  heads  and  move  their  tentacles in  search  of  objects  around  them.  When  they  are  frightened  they  draw their  heads  under  their  mantles  and  contract  their  foot.  They  lay  their  eggs, which  look  like  small  oval  bags  of  jelly,  in  moist  places.  The  eggs  are  from twenty  to  forty  days  in  hatching,  and  the  young  slug  attains  its  full  size  in  a year. 

Required for Observation: A  live  slug;  a  cabbage  leaf;  and  a  live snail.  A  picture  of  the  slug,  and  a  sketch  of  its  teeth. a rasp

Method of Student Observation:

• Compare  the  body  of  the  slug with  that  of  the  garden  snail.
• Show  the  sticky  nature  of  the slime,  and  point  out  that  the  slug will  sometimes  let  itself  down  from  a tree  by  a  thread  formed  of  its  slime.
• Compare  with  the  head  of  a snail.  Explain  that  the  horns  are pulled  inside  out  as  they  are  retracted  ;  and  imitate  the  movement by  pulling  the  finger  of  a  glove  inside out  by  means  of  a  string  attached  to the  tip.
• Exhibit  a  diagram  of  the  teeth.
• The  children  should  watch  the slug  as  it  crawls,  and  observe  the slimy  track  made  by  it.  They  should also  be  allowed  to  see  the  wave-like contraction  of  the  under  surface  as the  slug  crawls  on  a  piece  of  window-glass. 
• Note  that  the  slug  is  an  air-breathing  animal,  and  that  it  cannot live  in  water.  Point  out  the  pulmonary  aperture  on  the  right  side.
  
• Show  a  rasp,  and  compare  the action  of  the  slug's  teeth  with  that of  the  rasp.
• The  children  should  be  encouraged  to  seek  the  slug  in  its  haunts, and  observe  its  habits  in  the  garden or  during  their  rambles.
• Slugs'  eggs  should  be  procured  if possible.  They  may  be  found  under stones  and  other  objects.
  

How To Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following facts about slugs inside of student journals. Assign a point value to the quality of the content.

• General  form - Body  elongated and  tapering  before  and  behind. Convex  above  and  flat  beneath.
• Skin  -  Soft  and  slimy.  In some  species  much  wrinkled.  Color whitish,  yellowish,  brown,  or  black, according  to  the  species.
• Head - Provided  with  four  retractile  horns - -two  longer  and  two shorter.  Horns  used  as  feelers,  and the  eyes  are  situated  at  the  tip  of the  longer  pair.
• Mouth  on  the  under  side  of  the head,  and  provided  with  numerous small  teeth  in  parallel  rows.
• Crawling -  The  slug  crawls  on its  belly,  moving  itself  along  by  a wave-like  contraction  of  the  muscles of  its  under  surface.  As  it  crawls it  leaves  behind  it  a  streak  of  slime, which  soon  hardens  on  exposure  to air.
• Breathing - The  slug  breathes by  means  of  a  lung,  the  air  passing through  an  opening  on  the  right  side of  the  body.
• Feeding -  It  feeds  on  various vegetable  substances,  biting  off  small pieces  with  its  teeth.
• The  Slug  at  rest. The  slug  does not  like  the  light  and  heat  of  the sun.  It  hides under  cover  during the  day,  and  crawls  about  and  feeds at  night.  It  goes  to sleep  all  winter, taking  no  food.
• Young - The  young  of  the  slug are  produced  from  eggs.  They  do not  undergo changes,  like  insects, but  are,  from  the  first,  of  the  same form  as  their  parents.

The finished slug craft
photographed outdoors

Video at Youtube for Students to Watch:

1. Solar-powered slugs by SciShow Kids
2. Banana Slugs: secret of the slime by Deep Look
3. Common Leopard Slugs Are Cool! by Discover Downeast

The Life Cycle of The Slug: Students will need writing and drawing tools, two white paper plates, scissors, white school glue and one brass-plated fastener. The teacher should supply the two paper plates and fastener per student. Draw the different stages of a slugs' life on the first paper plate dividing these into separate pie shaped grid. Color the second paper plate with leaves and twigs; the kinds of natural stuff found on a forest floor. Cut away one small pie shaped window so that the life stages may be viewed through the top paper plate after it has been joined to the first using a fastener at the center of both.  

• Watch a life-cycle film of slugs from BBC Earth.

Craft a Slug From An Egg Carton: You will need the following supplies: masking tape, a 2 chenille stems. recycled cardboard egg carton, white school glue, tissue paper, acrylic paints, and Mod Podge

Step-by-Step Instructions:

Left, the cardboard egg carton cut apart and chenille stem threaded through units.

 

        With scissors cut the cardboard egg carton apart into multiple units. Clean up the edges to make these units neater and relatively of the same size and proportion. Poke a whole in each unit at it's center using the sharp end of your scissors. 

       Wrap the tip end of a chenille stem just outside the snail's end unit to hold the wire in place while the units are threaded onto it. You will be threading these while wadding three inch long pieces of masking tape and tucking it between the units. 

       Position the units in a curved shape as you go. Use more masking tape to adjust the shape of the slug and reinforce it as you proceed.

       Bend the chenille wire to hold the units in place and shape the four horns at the end of the slugs' head.

See the paper mache slug prior to painting after it has been covered with a layer of glue and tissue.

 

       Cover the egg carton units with a few layers of tissue paper and white school glue. Let this pretend slug dry over night before painting it.

The slug as seen from the top, side and bottom after painting it.

       I painted my version of a slug using multiple tan and brown colors because it is to represent a spotted leopard slug. However, students may choose to paint a banana slug yellow or some other kind of slug in it's own color variations. Once the painted surfaces are dry, cover the entire slug in stages with Mod Podge to seal it properly.

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Illustrated in the clip art above are the anatomical features of all slugs.

Study The Rabbit

European Rabbit.

       The  rabbit  is  a  small  rodent  of  the  family  Leporidae - the  same  family  to which  the  hare  belongs.  The  short  fore  legs  have  five  toes  or  digits,  while  on the  long  hind  legs  there  are  only  four.  It  is  smaller  than  the  hare,  and  has shorter  ears  and  hind  legs.  Rabbits  are  so  prolific  that  they  may  become  a pest  as  they  have  in  Australia.  Hares  and  rabbits  differ  from  squirrels, beavers  rats,  mice,  and  other  members  of  the  rodent  family,  in  having  an extra,  though  useless,  pair  of  cutting-teeth  in  the  upper  jaw.   

Required for Compare/Contrast Observation: A live pet rabbit and cat for comparison to each other in the classroom. 

• The first meeting of a cat and rabbit by The Fluffiest

Method of Student Observation:

• Compare and contrast the fur, tail and legs of a cat to a rabbit.
• The rabbits legs are adapted for leaping, on the account of the unequal lengths of their legs. Rabbits cannot walk well.
• Compare the claws of a cat to the rabbit. The claws of a rabbit are not sharp because these are not protected in the way that the claws on a cat are.
• Compare the ears of the cat to the rabbit.
• Observe that the eyes on either side of the head allow a rabbit to see behind its self without turning its head.
• Contrast the teeth of the cat; and note that there are no sharp conical teeth like those of the flesh-eating mammals.
• Show that the rabbit's teeth are not adapted for tearing, but for biting and mastication. The rabbit does not bolt its food like the cat.
  

How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following facts about rabbits inside of student journals. Assign a point value to the quality of the content.

• Structure of a rabbit. It's fur is soft  and  thick. It's tail is short. It's legs in front are short and it's hind legs are long and powerful.
• The rabbit's feet have distinct toes, which are provided with claws; but the claws are not retractile.
• Rabbit's ears are long and can be moved to collect sound from different points of origin.
• Rabbits eyes are very prominent and located at the sides of it's head.
• Rabbits front teeth are sharp for cutting and biting. Their back teeth are for grinding.
• The habits of rabbits include frequent cleaning of it's fur and biting food with front teeth, chewing food with the back.
• Sometimes people eat rabbit or save it's fur for clothing, particularly in the past. 
  

Video at Youtube for Students to Watch:

1. Rabbits versus Cats: Which pet is better? by Sincerely, Cinnabun
2. Meet the giant Flemish rabbits by Jeff the Nature Guy
3. Cocoa Puff has the best family by The Dodo 

The Art Lessons associated with rabbits from my Easter blog may be completed for this assignment are linked to below. Remember the important features of a rabbit when working on the projects. The eyes are located on the sides of the head, rabbits have long ears at the top of their heads and their front legs are shorter than their back ones.

• Stencil rabbits eating clover and then color  - for 3rd through 4th grades
  
• Positive and negative bunnies - paper cutting project and poem about Binny and Bunny - for 1rts through 2nd grades
• Doodle a design that includes a rabbit . . . - for 5th and 6th graders
• Draw a bunny step-by-step - for first through 3rd grade
  

Extended Learning Content: 

• Animal Intelligence - article
  
• Craft a rabbit ring toss game
• Cottontail Rabbits - article

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Anatomy of a rabbit: skull, teeth, tail, legs, eyes and ears.

Study Leaves: Lesson 2 - How does a leaf function?

Tilia leaf

      With  regard  to  the  distribution  of  the  strands  which  traverse  the  green blades  we  distinguish  between  blades  with  a  single  main  strand  and  blades with  several.  Blades  with  a  single  main  strand  are  distinguished  as  feather-like  (pinnate)  and  radiating.  In  the  former  the  lateral  strands  rise  successively  from  the'  main  strand  or  midrib  at  almost  equal  intervals,  and  they take,  at  first  at  least,  a  parallel  course.  In  radiating  leaves  the  later  strands spring  directly  from  the  main  strand  at  the  base  of  the  blade  and  run  like rays  towards  its  edge.  Leaf  blades  with  several  main  strands  are  not nearly  so  varied  in  form  and  structure  as  those  with  only  one,  as  a  rule  they are  long-shaped  with  unbroken  margin,  and  the  most  remarkable  variations among  them  are  in  the  number  of  strands,  their  thickness  and  their  direction.

• This is the second lesson; the first lesson about leaf vocabulary and identification is here.

Require for Observation: Sample clip art drawings for teachers to share with students below. Teachers should also have a few real leafs to show the class the: veins, stalk, stem and tips. 

Method of Student Observation:

• A  suitable  leaf  should  be  tom  in order  to  show  the  tough  and  fibrous character  of  the  veins,  and  the  softer nature  of  the  intermediate  parts  of the  leaf. The arrangement  of  the  veins should  next  be  studied,  holding  the leaf  up  to  the  light  and  looking through  it,  when  necessary,  to  render the  smaller  veins  visible. Finally,  the  leaves  should  be  classified  according  to  their  venation.
• As  much  as  possible  of  this  information  should  be  obtained  from the  class.
• A  plant  may  often  be  killed  by cutting  off  all  its  leaves.  Why  is this?
  

How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following facts about leaf anatomy inside of student journals. Assign a point value to the quality of the content.

• The  veins  (like  the  stalk  and  the midrib)  contain  fibers,  and  are,  therefore,  tough; while  the  other  portions of  the  leaf  are  soft  and  cellular.  The  fibres  are  the  vessels  by  which the  sap  circulates. The  veins  generally  form  a  network,  but  sometimes  they  are  parallel.
• Uses  of  Leaves for The Plant - Leaves  are  the  breathing  organs of  the  plant. They  take  in  gaseous  plantfood  from  the  atmosphere. Leaves have  microscopic  holes  ( stomata )  to  enable them  to  perform  these  functions.) 
• In  the  leaves,  the  sap  of  the plant  is  exposed  to  light  and air.  This  causes  the  formation  of  starch,  sugar,  gum,  and other  substances  required  by the  plant.
• To humans many leaves  are  used  as  food (cabbage,  lettuce,  cress),  some for  making  beverages  (tea), and  many  for  the  preparation of  drugs.
  

Video at Youtube for Students to Watch:

1. Structure of the leaf by FuseSchool
2. Venation of leaf by 7activestudio
3. Travel Deep Inside a Leaf by California Academy of Sciences

Draw the anatomy of a leaf and label it's parts. There is clip art below given as the teachers diagram examples. Students should either bring a leaf from home to draw and label it's parts or gather a leaf from the school playground on a walk with his or her classmates to do the same with. After drawing their own example of the leaf they may color it in with pencils or crayons.

Review What should be illustrate by the students:

• The stalk joins the leaf to the stem of the plant.
• The little branch-looking lines on the leaf are called veins.
• The stalk joins the leaf to the stem of the plant and runs up the middle of the leaf to the tip.
• There are two kinds of leaves called simple and compound. Identify the type you will draw.

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Illustration of midrib, stalk, blade for the Lime tree.
Illustration of Leaf of Wallflower and Leaf of Rose.

Illustrated lily leaf with veins running side by side.
Illustrated lime leaf with a network of veins.
Illustrated small piece of leaf much enlarged showing
cells and breathing holes.

Study Leaves: Lesson 1 - Identify Leaf Types

Leaf varieties by Marco Almbauer.

       Leaves  show  an  almost  infinite  variety  both  of  structure  and  of  shape. They  are  the  breathing  organs  of  the  plant,  and  by  their  aid  the  plant  makes organic  material  from  its inorganic  food.  When  all  the  parts  are  present  a leaf  consists  of  a  blade,  a  leaf-stalk,  and  a sheath  with  stipules.  In  outline  the  blade  shows  every  imaginable  geometric  form  and  is described accordingly.  Those  with  a  notched  instead  of  a  narrow  base  are  described  as heart shaped  (cordate),  kidney-shaped  (reniform),  eared  (auriculate),  arrow-shaped  ( sagittate ),  and spear-shaped  (hastate).  When  the  leaf  is  joined  to the  stalk  by  some  portion  of  its  under surface,  and  not  by  its  bottom  edge,  it is  said  to  be  shield-shaped  (peltate).  Leaves  are  also described  according to  the  character  of  their  top  (apex)  and  of  their  bottom  (base).  If  the blade is  undivided  it  is  said  to  be  entire ;  if  there  be  slight  indentations  on  the margin  the blade is  said  to  be  crenate,  serrate,  or  dentate ;  if  the  indentations  are  considerable  it  is  called incised,  and  if  the  indentations  go  more deeply  still  into  the  green  surface  so  that  the  blade  is divided  into  several parts  it  is  said  to  be  lobed  or  partite.

• This is the first lesson; the second lesson about how leaves function is here. 

Required for Observation: A  number  of  leaves,  of  different  forms - some simple  and  some  compound.  The  leaves  selected  should  also exhibit  different  kinds  of  surface  (rough,  smooth,  hairy,  bright, &c.),  and  a  variety  of  edges  (toothed,  saw-like,  crenate,  spiny,  &c.). The  following  common  leaves  would  make  a  good  selection to collect and show in the classroom: laurel,  nasturtium,  oak,  lilac,  elm,  cuckoo-pint,  dandelion,  horse-chestnut,  rose,  primrose,  wallflower,  iris,  willow,  ground -ivy, ivy,  fir.

Method of Student Observation: 

•  A  typical  leaf,  such  as  that  of  the elm,  lime,  or  beech,  should  be  given to  each  child,  who  should  be  encouraged  to  observe  and  describe  it.
• The  wallflower  leaf  may  be  chosen to  illustrate  the  sessile  leaves,  and  a rose  leaf  to  illustrate  the  compound.
• For  the  observation  a  great  variety  of  leaves should  be  used;  and  each  leaf  should be  examined  and  described  separately  by  the  children.
  

How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following facts about leaves inside of student journals. Assign a point value to the quality of the content.

• General  Description  of  a  Leaf - A  leaf  generally  consists  of  a  stalk ( petiole )  and  a  blade.  The  midrib, running  through  the  center  of  the leaf,  is  usually  continuous  with  the stalk;  and  veins  branch  out  from  it.  Some  leaves  have  no  stalk,  but  sit on  the  stem.  They  are  termed  sessile  leaves. When  a  leaf  is  divided  into  two or  more  parts,  each  of  which  has  its own  stalk,  it  is  called  a  compound leaf. 
• Form  and  Surface  of  Leaves. -Leaves  exhibit  a  great  variety  of form  and  surface. The  principal  forms  are: circular (orbicular),  oval,  ovate,  heart-shaped (cordate),  arrow-shaped  (sagittate), lance-like  (lanceolate),  oblong,  rhomboid,  linear  (long  and  narrow),  angular,  hand-shaped  (palmate),  fingerlike  (digitate). The  edges  may  be  plain,  toothed,
  saw-like  (serrate),  scalloped  (crenate), spiny,  or  deeply  and  irregularly notched. The tip  of  the  leaf  may  be  sharp (acute)  or  blunt  (obtuse).  The  surfaoe,  rough,  smooth,  hairy,  shiny.  

Video at Youtube for Students to Watch:

1. Differences between simple and compound leafs by Kids Cloud - Leaf identified as Palmate versus Pinnate
2. Leaf identified as Phyllotaxy: 5 forms: Alternate, Opposite, Decussate, Whorled and Spiral by sci-ology
3. Learn to recognize different types of leaf shapes by Nature Clearly - basic shapes: elliptic, oval, ovate, oblong, lanceolate, obvovate, linear, reniform, lunate, fiabellate, fan-shaped, subulate, pandurate, pelfate, spathulate, hastate, sagitate, needle shape
4. How are leaf Edges different, Margins: entire, toothed, lobed, ciliate, crenate, dentate, denticulate, doubly serrate, serrate, serrulate, sinuate, spiny, undulate by Compredend & Converse
5. The Longer Tree Identified Lesson Video by Christian Libdan
6. Angie Patterson discusses the identification of trees by looking at leaves by Black Rock Forest
7. Adaxial Surface verses Abaxial Leaf Surface - distinguish the surfaces by Bio Hub

Graphic Organizers To Make: For  the  illustration  of  this  part  of the  lesson  a  great  variety  of  leaves should be used; and  each  leaf  should be  examined  and  described  separately  by  the children.
        Drawings should  also  be  made  of  all  the  principal  forms. After  the  leaves  have  all  been described separately and labeled, they  may  be classified additionally by any of the five following attributes. Choose just one from the five categories for a graphic organizer.

1. according to Palmate or Pinnate - simple and compound
2. according to form or Basic Shapes
3. according to their Edges or Margins
4. Adaxial versus Abaxial according to their surfaces
5. according to Phyllotaxy - growing point of a shoot
   

The leaf art lessons located on my blog here that may be completed for this assignment:

• Create Fall Leaf Patterns - 4th -6th Grade
• Tear and Paste Falling Leaves - preschool
• Craft a Fall Landscape Using Leaf Rubbings - 1rst, 2nd, and 3rd Grade
• Paint, cut and paste a leafy river scene - 1rst, 2nd and 3rd Grade
  

Extended Learning Content: 

• Why Leaves Change Color - article, one of many recommend during seasonal/camp learning at my doll blog
  
• Poison ivy leaves on Looking Glass Lake - part of the story adventures of a nurse paper doll
  

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Kinds of leaves in the clip art: ground ivy, ivy, dandelion, fir, iris, oak, horse chestnut, elm,
 lilac, laurel, nasturtium, and cuckoo-pint.

Study The Spider's Web

Argiope aurantia

       Spiders  are  distinguished  from  all  other  animals  by  their  habit  of  spinning webs.  Many  insects  spin  for  themselves  cocoons,  in  which  they  pass  from  the larval  to  the  complete  (winged)  stage ;  and  some  mites  spin  webs  or  cocoons for  their  eggs ;  but  the  spinning  organs  of  the  spider  are  much  more  complete and  are  used  for  a  much  greater  variety  of  purposes.  They  are  used  to  form the  silken  bag  in  which  the  female  spider  places  her  eggs ;  for  producing  the silk  with  which  she  lines  her  nest ;  and  more  especially  for  forming  the  webs by  means  of  which  she  catches  her  prey.  The  thread  of  the  spider  differs  from that  of  insects  in  being  composed  of  an  immense  number  of  very  fine  threads brought  together  while  soft  enough  to  unite  into  one.  They  use  their  threads also  to  form  bridges,  by  which  they  may  pass  from  one  elevated  position  to another;  to  prevent  themselves  from  falling  when  prowling  about,  and  even as  a  means  of  transporting  themselves  through  the  air. 

Required for Web Observation: Diagram  of  a  garden  spider's  web,  and  an illustration  showing  the  nature  of  the  spinnerets.  Bird-lime. The  children  should  examine  the  web  of  the  garden  spider;  and, if  possible,  watch  the  spider  while  in  the  act  of  constructing  it.

Method of Student Web Observation:

• Call  attention  to  the  regular  geometric  pattern  of  the  web,  noting that  the  outer  threads,  which  form the  foundation  of  the  web,  are  necessarily  irregular,  on  account  of  the disposition  of  the  convenient  points of  support.
• Exhibit  a  diagram  of  the  spinnerets  of  the  garden  spider,  showing the  manner  in  which  the  fibers  unite to  form  a  single  thread.  Give  examples  of  other  sticky  substances, such  as  bird-lime  and  thick  molasses. Show  that  bird-lime  can  be  drawn out  into  very  fine  fibres,  and  that these  fibers  may  be  made  to  unite into  one.  
• The  children  should  watch  the construction  of  the  web  if  possible. If  this  cannot  be  done,  the  teacher should  build  up  a  diagram  of  the  web on  a  black-board,  making  the  various threads  in  their  proper  order.
• The  sticky  nature  of  the  spiral thread  should  be  demonstrated.
  

 How to Grade Study Notes For Student Journals: Every student will need a journal to write in weekly for this online nature study series. Teacher will assign the weekly content in advance.

• Make sure the facts are: written in complete sentences, the first word of each sentence capitalized, and a period should be included at the end of each sentence.
• Spell check your vocabulary and write the words correctly.
• Dress up your journal entries with student clip art, drawings of your own in color or in black and white.
• Student may also include photographs of their own taking for extra credit.

Look for the following three facts about webs inside of student journals. Assign a point value to the quality of the content:

• The  Web. - The  web  is  attached  to bushes,  palings,  or  other  objects  by several  outer  threads  more  or  less  irregularly  disposed.  Radiating  threads pass  from  the  center  of  the  web  to the  above.  Lastly,  a  spiral  thread connects  all  the  radiating  ones.
• The  Spinning  Organs. - The  spinning  organs  of  the  garden  spider  are termed  spinnerets.  They  are  situated  at  the  tip  of  the  abdomen,  and are  six  in  number.  Each  consists  of a  little  cell  of  sticky  fluid,  and  the under  surface  of  the  cell  is  perforated with  numerous  small  holes.  When the  spider  applies  its  spinnerets  to any  object  the  sticky  fluid  adheres
  to  that  object ;  and,  as  the  abdomen is  withdrawn,  a  very  thin  semi-fluid fiber  is  produced  from  each  perforation  of  the  spinneret.  All  the  fibers formed  by  each  spinneret  unite,  while still  fluid,  to  form  one.  Thus  six threads  are  formed,  one  for  each spinneret,  and  these  again  unite  into one.  The  sticky  fluid  then  hardens, forming  a  single  thread  of  silk.
• Building  the  Web. - Various  foundation  threads  are  first  made.  These connect  the  convenient  points  of  support.  The  radiating  threads  are  next formed.  The  spiral  thread  is  next formed,  beginning  at  the  center.  The spider  makes  use  of  its  comb-like hind-claws  in  adjusting  and  uniting the  various  threads.  Both  the  outer and  the  radiating  threads  are  for
  support  only  ;  and  the  spiral  thread, which  has  numerous  little  globules  of a  sticky  fluid  that  does  not  readily solidify  on  exposure  to  air,  forms  the snare  proper.

Video at Youtube for Students to Watch:

1. Animal for Kids: the spider by All Things Animal
2. Is a spider's web a part of its mind? by Deep Look
3. Why spider silk is stronger than steel
4. Spider web research yields...a new musical instrument by Oregon Public Broadcasting
5. 15 cool spider webs by Top Fives
   

Hold a group discussion after viewing a film or on the second day of study. Prompt the students to mention/remember the following information about webs.

•  The  Web. - The  outer  threads  support  the  web. Other  threads  meet  in  the  center  and  are  joined  by  a  spiral  thread. 
• Spinnerets. - The  spinnerets  are  cells  containing  a  sticky  fluid. This  fluid  passes  out  through  small  holes. All  the  fibers  unite  into  one  thread. 
• Building  the  Web. -  The  outer  threads  are  spun  first. Then  those  which  meet  at  the  center. The  spiral  thread  is  formed  last. The  spiral  thread  has  sticky  drops  on  it. 
  

The student art assignments available on this blog for webs: 1rst-6th Grades

• Draw a shaded white spider web design - 5th and 6th grades
• Draw a design from a spider's web using glue and pastels - 3rd and 4th grade
• Craft a Ruote pasta web - 1rst and 2nd grade
• Weave a spider's web for a spooky Fall craft... - 3rd and 4th grade
  

Extended Learning Content:

• How to cut paper spider webs...
• Craft a ''Boo'' spider web wreath for your dollhouse 
• Decorate a fall pumpkin with a spider web vine
• The Cobweb Poem 
  

Free Student Clip Art: Clip art may be printed from a home computer, a classroom computer or from a computer at a library and/or a local printing service provider. This may be done from multiple locations as needed because our education blog is online and available to the general public.

Above are illustrations of: spinnerets, spider's web, end of spider's foot,
comb-like claws, thread covered with sticky drops, attached end of thread.

The Gnu

 The Gnu
by Hilakre Belloc

G. stands for Gnu, whose weapons of defense
Are long, sharp, curling horns, and common sense.
To these he adds a name so short and strong,
That even hardy Boers pronounce it wrong.
How often on a bright autumnal day
The pious people of Pretoria say
"Come, let us hunt the'' - then no more is heard,
But sounds of strong men struggling with a word;
Meanwhile the distant Gnu with grateful eyes
Observes his opportunity and flies.

The Yak

 The Yak
by Hilaire Belloc

As a friend to the children commend me the Yak.
You will find it exactly the thing:
It will carry and fetch, you can ride on its back,
Or lead it about with a string.

The Tartar who dwells on the plains of Thibet
(A desolate region of snow)
Has for centuries made it a nursery pet,
And surely the Tartar should know!

Then tell your papa where the Yak can be got,
And if he is awfully rich
He will buy you the creature - or else he will not.
(I cannot be positive which.)

The Frog

 The Frog
by Hilaire Belloc

Be kind and tender to the Frog,
And do not call him names,
As "Slimy-skin," or "Pollywog,"
Or likewise "Uncle James,"
Or "Gape'a'grin," or "Toad'gone'wrong,"
Or "Billy -Bandy Knees":
The frog is justly sensitive
To epithets like these.
No animal will more repay
A treatment kind and fair,
At least so lonely people say
Who keep a frog (and by the way,
They are extremely rare) .

Squid

 Squid

The ''Squid'' is just a cuttlefish. Ten arms that squirm and fuss
Instead of eight make him a squid and not an octopus.
To hide himself from enemies, he turns the water black
By giving forth an ink stain out of a special sac.
'Tis said that ancient mariners in their simplicity
Mistook this squirming creature for a ''Serpent of the Sea.''
His tail was taken for a head, his inky track for smoke;
So those ''sea serpent'' tales were not entirely a joke.

Danny Duck

 Danny Duck

Danny Duck, the dandy duck
Went walking down the lane.
Then Danny Duck got tired, so
He walked right home again.

Brenda's Easter Visit

        ''Her name is Brenda,'' said daddy, ''and when I saw her yesterday she told me that every year at Easter time she went to the head nurse of the big hospital and found out the names of all the children. Then she went shopping, and it took her a long time to pick out things for little sick children. She picked out for each child a big round chocolate egg which rattled, for inside it there were little sugar candies; also a chocolate chicken and a chocolate bunny. She always picked out ones that had lots of expression too. Around the egg she tied a big red ribbon, around the chocolate chicken's neck she tied a bright green ribbon, around the bunny's neck she tied a bright purple ribbon. Then she put them in a little box and wrote on the box the child's name.

       ''Last year Brenda went to the hospital the day before Easter. It was far from being a pleasant day. There was a cold wind in the air and no sun.

       ''She arrived at the hospital just as all the little children had had their wounds dressed. They were lying in their little white cots trying to keep back the tears that wanted to come.

       ''Brenda asked the nurse if she could go inside with the gifts.

        The child's name in the first cot,' continued the nurse very softly, is Elsa. She has hurt her back, and no one knows how long she will have to lie there.'

       '' 'Elsa,' said Brenda, 'happy Easter. A little chocolate bunny, a little chocolate chicken and a big chocolate egg all said they wanted to wish you a happy Easter.'

       ''Elsa opened her half shut eyes and clutched the box. She opened it eagerly. There they all were! And the chocolate bunny did have the funniest expression! He would have made any one laugh, and his purple ribbon bow was sticking way up on one side with such a saucy expression. Elsa burst out laughing. Afterward the nurse told Brenda it was the first time she's seen Elsa laugh since she'd been brought to the hospital.

       ''Then Brenda took the rest of her boxes around to all the other little sick children. And such happiness as there was in the ward!''

A Wag or Two More for You

 A Wag or Two More for You

The world is glad to-day--
All of the world --let's play!

Along the juicy grass
The good smells pass.

The little leaves all make
New noises as they shake
And twinkle in the sun.
Smooth shadows slide and run.

The buzzing bugs whiz by;
The trees play with the sky;
Oh, you, let's run!
Let's scratch and sniff and dig
Where holes are dark and big!
Come, come let's run!
Oh, Boy, what fun!

That's how I feel to-day.
Oh, Children mine, come play!

Your Dog Friend

Winter Trees

        ''All the winter things,'' said daddy, ''such as the cold Winds, the Snow and the Ice told the Pine Trees and the Fir Treesand the Spruce Trees how much they liked them.

       ''I will tell you a secret,'' said the Pine Tree.

       '' 'Yes,'' said the Snow, as it nestled closer to the branches of the big tree.

       ''Years and years and years ago, I talked to my family about dropping off in the Winter-time. We never got any further than talking about it, for just as I had said, ''Well, and what do you think of the scheme?'' some of the Snow Flakes came and rested on our branches.

       '' 'Oh,'' they said, ''you're so much nicer than the branches without any leaves. There we have to fill up the corners, but with you we can nestle down.''

       '' 'The North Wind told us,' continued the Pine Tree, 'that it was such a joy to have a good strong tree around that wouldn't feel hurt if he played about and had a good time. And so we discovered how much the North Wind liked us.

       '' 'Then,' said the Pine Tree, 'we heard the Grown-Ups. They said what a comfort it was to have some green trees in the Winter and they said how horrible it would be if every tree were quite bare and ugly. And then came the Children. They walked through the woods one snowy day and they stopped to look up at us. 'Ah, how tall those trees are. And how warm it is in these woods. Our favorite trees are the Winter Trees - the Spruce Trees, the Fir Trees, the Pine Trees.''

       '' 'Now do you understand how we have to be as fine looking in the Winter as in the Spring?' And the Snow understood.''

Appetites

Appetites by John Martin

Appetites are ready;
Paws and whiskers clean.
Frocks and panties tidy,
As is plainly seen.
Cricket is a-chirping,
Silver is the moon.
Very, very hungry,
Muff and Fluffy Coon.

Supper's nearly ready;
We are ready, too.
Smell the most delicious
Most delightful stew.
Hear the tinkle, tinkle
Of the stirring spoon.
Just a bit impatient--
Muff and Fluffy Coon.

Now look at the picture,
See if you don't see
Two wee tots as hungry
As wee tots can be.
Keep on looking closely;
Very, very soon
You will see a happy
Muff and Fluffy Coon.

A Knight

 

A Knight

I know a jolly little lad.
He is a "Gallant Knight"
He goes ahead and does his best
in what he knows is right.

Otto The Otter

Otto The Otter's Favorite Story

      Otto the otter was born in a hole in the riverbank. It was not just any kind of hole that happened to be there, but a fine made-on-purpose hole that Father and Mother Otter had dug themselves. It was high enough above the water so that it was warm and dry, but the doorway was at the end of a long tunnel and opened right into the river.
       That underwater doorway worried Otto. How could he get out of an underwater doorway unless he knew how to swim? But how could he learn to swim if he stayed home? Whenever he asked his mother about it, she said, "Wait and see." But one day she said something different. She said, "You're old enough now to find out. Climb on my back, and whatever happens, don't let go."
       Otto climbed on his mother's back, and off she went down the tunnel. She went so fast that Otto didn't have time to think. One minute he was in the tunnel and the next he was in the water. And the next he was out of the water and up on top of the riverbank.
       There was a warm brightness roundabout that made him feel good. "That is sunshine," explained his mother. Young Otto liked sunshine, but what he really wanted was to learn to swim, and he said so.
       "Wait a bit," said his mother. "Watch your father and me till you see how it's done. You weren't born knowing how to swim, even if you were born wanting to know."
       Father Otter came just then and began playing with his son. Otto thought that was great fun and never guessed that Father was testing the baby muscles to see if they were strong and healthy.
       "Now watch me," said Father, "and you'll see some fun."
       He went over to a place on the bank that was as slick as wet fish. It was slick because Father and Mother had been sliding on it with their slick wet bodies. He tucked his front feet beneath his tummy, gave a push with his hind feet, and -- whee-ee -- down the slippery slick slide he went lickety-cut.
       He was back up on the bank again in no time. Then it was Mother Otter's turn. She tucked her front feet beneath her tummy, gave a push with her hind feet, and -- whee-ee -- down the slippery slick slide she went lickety-cut.
       Otto thought that looked like even more fun than swimming. He edged closer and closer to the slide so that he could see exactly how it was done. He got closer and closer - and he put just one foot on one corner of that slippery slick slide, just to see how it felt. And then --whoosh! His feet shot out from under him and he turned a flip-flop in the air and came down on the slickest part of that slippery slick slide. Down he went into the water --kersplash! 

       Quick as a flash Mother Otter was beside him, no, beneath him. She came up under him and had him safe on her back before he could say gulp.

       When she was sure he was all right, she said, "Now that you're in the water, you might as well learn to swim. Kick your feet now. One, two, three, four. One, two, three, four. That's it. I'll be right here to hold you up."

       Little Otto struck out bravely. One, two, three, four. He wasn't the least bit afraid, because he was sure that his mother was holding him up. But clever Mrs. Otter had other plans. She kept sinking lower and lower into the water. Soon she wasn't holding him up at all. He was really swimming by himself, and he didn't know it!

       At last Mother Otter turned quickly and came up to the surface beside Otto. He was so surprised to see her that he almost stopped swimming.

       "Keep kicking," cautioned his mother. "One, two, three, four."

       She sounded so encouraging that Otto began kicking with all his might, his feet churning the water like four little paddles.

       Just then Father Otter came along.

       "Look, Father, I'm swimming all by myself," Otto cried. I'm going to go swimming every day of my life."

        And so he did. He became one of the best swimmers on the river, and one of the best fishermen, too. 

 A river otter named Buddy is rescued.

Read More About Otters:

• One Otterly Adorable Character
• Get to know the keepers of the kelp forests
• Second Chances: Tilly the river otter
• Sea otter gets adopted... 

The Baker's Shop

The Baker's Shop

A Hippity hippity hop! Heigh-ho!
Away to the baker's shop we go!
The baker makes buns;
They are two for a penny.
If you haven't the money,
You cannot get any.
A hippity hippity hop!

A Lullaby

 A Lullaby by Frank Dempster Sherman

Slumber, slumber, little one, now
The bird is asleep in his nest on the bough;
The bird is asleep, he has folded his wings,
And over him softly the dream-fairy sings:
Lullaby, lullaby-lullaby!
Pearls in the deep-
Stars in the sky,
Dreams in our sleep;
So lullaby!

Slumber, slumber, little one, soon
The fairy will come in the ship of the moon:
The fairy will come with the pearls and the stars,
And dreams will come singing through shad-
owy bars:
Lullaby, lullaby-lullaby!
Pearls in the deep-
Stars in the sky,
Dreams in our sleep;
So lullaby!

Slumber, slumber, little one, so;
The stars are the pearls that the dream-fairies
know,
The stars are the pearls, and the bird in the
nest, 
A dear little fellow the fairies love best:
Lullaby, lullaby-lullaby!
Pearls in the deep-
Stars in the sky,
Dreams in our sleep;
So lullaby!

The Sandman

The Sandman

The Sandman comes across the land,
At evening when the sun is low;
Upon his back a bag of sand-
His step is soft and slow.
I never hear his gentle tread,
But when I bend my sleepy head,
''The Sandman's coming!" mother says,
And mother tells the truth, always!

I guess he's old, with silver hair,
He's up so late! He has to go
To lots of children, everywhere,
At evening, when the sun is low.
His cloak is long, and green, and old,
With pretty dreams in every fold-
His shoes are silken, mother says,
And mother tells the truth, always!

He glides across the sunset hill,
To seek each little child, like me;
Our all-day-tired eyes to fill
With sands of sleep, from slumber's sea.
I try my best awake to stay,
But I am tired out with play;
I'll never see him, mother says,
And mother tells the truth, always!

The Wind by Christina G. Rossetti

THE  WIND

WHO  has  seen  the  wind?
Neither  I  nor  you;
But  when  the  leaves  hang  trembling
The  wind  is  passing  through.

Who  has  seen  the  wind?
Neither  you  nor  I;
But  when  the  trees  bow  down  their  heads,
The  wind  is  passing  by.

Where do all the daises go?

 WHERE  DO  ALL  THE  DAISIES  GO?
by Isabella F. Bellows

WHERE  do  all  the  daisies  go?
I  know,  I  know!
Underneath  the  snow  they  creep,
Nod  their  little  heads  and  sleep,
In  the  springtime  out  they  peep;
That  is  where  they  go!

Where  do  all  the  birdies  go?
I  know,  I  know!
Far  away  from  winter  snow
To  the  fair,  warm  South  they  go;   
There  they  stay  till  daisies  blow,
That  is  where  they  go!

Where  do  all  the  babies  go?
I  know,  I  know!
In  the  glancing  firelight  warm,
Safely  sheltered  from  all  harm,
Soft  they  lie  on  mother's  arm,
That  is  where  they  go!

The Little Land

The creatures of ''Little Land''

 THE  LITTLE  LAND by Robert  Louis  Stevenson

WHEN  at  home  alone  I  sit
And  am  very  tired  of  it,
I  have  just  to  shut  my  eyes
To  go  sailing  through  the  skies  -
To  go  sailing  far  away
To  the  pleasant  Land  of  Play;

To  the  Fairy  land  afar
Where  the  Little  People  are;
Where  the  clover-tops  are  trees,
And  the  rain-pools  are  the  seas,
And  the  leaves  like  little  ships
Sail  about  on  tiny  trips;
And  above  the  daisy  tree
Through  the  grasses,
High  overhead  the  Bumble  Bee
Hums  and  passes.

In  that  forest  to  and  fro
I  can  wander,  I  can  go;
See  the  spider  and  the  fly,
And  the  ants  go  marching  by
Carrying  parcels  with  their  feet
Down  the  green  and  grassy  street.
I  can  in  the  sorrel  sit
Where  the  ladybird  alit.
I  can  climb  the  jointed  grass;
And  on  high
See  the  greater  swallows  pass
In  the  sky,
And  the  round  sun  rolling  by
Heeding  no  such  thing  as  I.

Through  the  forest  I  can  pass
Till,  as  in  a  looking-glass,
Humming  fly  and  daisy  tree
And  my  tiny  self  I  see,
Painted  very  clear  and  neat
On  the  rain-pool  at  my  feet.
Should  a  leaflet  come  to  land
Drifting  near  to  where  I  stand,
Straight  I'll  board  that  tiny  boat
Round  the  rain-pool  sea  to  float.

Little  thoughtful  creatures  sit
On  the  grassy  coasts  of  it;
Little  things  with  lovely  eyes
See  me  sailing  with  surprise.
Some  are  clad  in  armor  green  -
(These  have  sure  to  battle  been !)
Some  are  pied  with  ev'ry  hue,
Black  and  crimson,  gold  and  blue;
Some  have  wings  and  swift  are  gone;
But  they  all  look  kindly  on.

When  my  eyes  I  once  again
Open  and  see  all  things  plain;
High  bare  walls,  great  bare  floor;
Great  big  knobs  on  drawer  and  door;
Great  big  people  perched  on  chairs,
Stitching  tucks  and  mending  tears,
Each  a  hill  that  I  could  climb,
And  talking  nonsense  all  the  time -
O  dear  me,
That  I  could  be
A  sailor  on  the  rain-pool  sea,
A  climber  in  the  clover  tree,
And  just  come  back,  a  sleepy-head,
Late  at  night  to  go  to  bed.

Sewing

 Sewing

IF  Mother  Nature  patches
The  leaves  of  trees  and  vines,

I'm  sure  she  does  her  darning
With  the  needles  of  the  pines;

They  are  so  long  and  slender,
And  somewhere  in  full  view,

She  has  her  threads  of  cobweb.
And  a  thimbleful  of  dew. 

Echo

 Echo

I  SOMETIMES  wonder  where  he  lives.
This  Echo  that  I  never  see.
I  hear  his  voice  now  in  the  hedge,
Then  down  behind  the  willow  tree.

And  when  I  call,  "Oh,  please  come  out,'
"Come  out,"  he  always  quick  replies.
Hello,  hello,"  again  I  say;
"Hello,  hello,"  he  softly  cries.

He  must  be  jolly,  Echo  must;
For  when  I  laugh,  "Ho,  ho,  ho,  ho,"
Like  any  other  friendly  boy,
He  answers  me  with  "Ho,  ho,  ho."

I  think  perhaps  he'd  like  to  play;
I  know  some  splendid  things  to  do.
He  must  be  lonely  hiding  there;
I  wouldn't  like  it.    Now,  would  you?

Cloud Castles

Children dreaming of castles and ships in the air...

Cloud Castles by Minnie Leona Upton

LET  us  watch  the  castles,
Castles  in  the  air,
Oh,  so  tall  and  stately,
Far  away  and  fair!
Oh,  the  splendid  windows!
Oh,  the  towers  tall!
Oh,  the  winding  stairways!
We  may  have  them  all !

Let  us  climb  the  stairways,
Let  us  mount  the  towers,
Then  look  down  at  leisure
On  this  world  of  ours;
We  will  see  the  cities
Where  we  cannot  go;
Where  the  long  roads  lead  to
We  will  surely  know! 

All  the  ships  a-sailing,
Oh,  so  far  away,
To  the  wonder  countries
We  will  see  to-day!
All  their  white  sails  gleaming,
Colors  flying  bright,
And  the  foam  behind  them
Sparkling  in  the  light !

We've  no  wings  for  flying,
But  we  need  not  grieve  -
We  will  do  these  wonders
All  in  make-believe!
Under  whispering  maples
Oh,  what  fun  to  lie.
Wide-awake,  yet  dreaming
Of  castles  in  the  sky!