Chapter Tarantulas

Lessons Using Captive-Bred

arantulas can get students excited about animals, science, nature, and the study of Earth’s ecosystems (Figure 8.1). As predators, they perform many essential ecologi- cal services that directly benefit the health of ecosystems. Students often have many Tmisconceptions about spiders, so learning about them can teach students how important spiders are to global ecosystems. This knowledge can also change your students’ beliefs about the importance of preserving Earth’s ecosystems. A Figure 8.1. Captive-Bred Adult classroom tarantula therefore provides an excel- Female Brachypelma boehmei (Mexican lent opportunity to integrate information about Fire Leg Tarantula) spiders and other arachnids (e.g., scorpions [order Scorpiones] and harvestmen [order Opil- iones]) into many of the Next Generation Science Standards (NGSS) (NGSS Lead States 2013) ecosystem concepts. The lessons in Chapter 8 can be integrated into a middle school science unit with a focus on environmental science and ecology concepts that support the NGSS. Table 8.1 (pp. 90–94) shows how the lessons in Chapter 8 support the NGSS, the Nature of Science, and the Common Core State Standards (CCSS).

All images are courtesy of the author unless otherwise noted. Full-color versions are available at www.nsta.org/arthropods.

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Lesson 8.1. Tarantula Models Materials and Preparation To prepare for this lesson, gather the following tools and materials: For the class • Toothpicks • Remind students not to eat any food used in the lesson. • Pipe cleaners • Ensure that all modeling clay • Modeling clay waste is picked up and disposed • Fruit and candy of properly when the lesson is • Computer for students’ online research finished. Dry clay dust can be a health hazard. • Students’ science notebooks • Use caution when working with • Television for viewing movie segments sharps (scissors, pipe cleaners, Safety and so on), which can cut or Making Tarantula Models puncture skin. For this lesson, start by asking students what they • Wash hands with soap and water know about tarantulas so you can determine whether upon completing this lesson. their knowledge is scientifically accurate or based on misconceptions. It is common for people to have misconceptions about tarantulas (e.g., that they can jump very far and that their bites are deadly). Such misconceptions are one of the reasons people fear tarantulas. Gently address any misconceptions and let students know that although such misconceptions are common, they are untrue. Many students find a tarantula in the classroom exciting, but some students might be apprehensive at first. After I address my students’ misconceptions, we engage in a simple but fun icebreaker lesson.

Figure 8.2. Two Tarantula Models by Students

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Copyright © 2018 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions. TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product_detail.aspx?id=10.2505/9781681403052 Chapter Introduce the classroom tarantula (and further address misconceptions) by allowing students to observe the tarantula. Then have students build an anatomically correct model of the tarantula (including the two body parts, the eyes, and the appendages) based on their observations. Have students do online research about common tarantula anatomical characteristics such as eye, leg, abdomen (opisthosoma), cephalothorax (prosoma), chelicerae, pedipalp, and spinneret. Figure 8.2 (p. 95) shows tarantula models students made after observing a classroom tarantula. Those examples are made from fruit, candy, and toothpicks but students can also make such models using modeling clay and pipe cleaners. Have students answer the following questions in their science notebooks:

1. What are some common tarantula misconceptions students in your class have? Pick two of these common tarantula misconceptions and explain and refute them.

2. List four anatomical characteristics of the classroom tarantula and identify how those characteristics benefit the species. Write a brief story about what a typical day would be like for the tarantula if it did not have two of these anatomical characteristics. Draw a diagram of your tarantula model and label its anatomy.

After students have built their models, have them compare the models with the classroom tarantula one more time to verify that their models are anatomically correct. Do not allow students to eat their models. Please dispose of the models and leftover materials promptly to avoid growth of mold. Have a classroom discussion with students about how the anatomical characteristics of the tarantula benefit the species. Assess students’ tarantula models by using the rubric at the end of the chapter. Research shows that this simple, fun, and educational lesson decreases students’ fear of tarantulas (Wagler and Wagler 2014). After the classroom discussion, show segments from movies such as Arachnophobia, which demonstrate some misconceptions your students may have about tarantulas and spiders. (Please seek parental permission for any movie segment to be shown to students.) You can extend this lesson by having a discussion with your students about the anatomical similarities and differences among arachnids. Ask students, “What are some animals that are closely related to tarantulas?” See whether students understand that all arachnids are related and share common anatomical characteristics because of their shared common ancestry. Now have students use Google Images to search for common arachnids (e.g., spider, tick, mite, and scor- pion) and not-so-common ones (e.g., amblypygid, uropygid, opiliones, pseudoscorpion, and solpugid) and compare their anatomical similarities and differences. Common arachnid anatomical characteristics for students to research online include leg, abdomen (opisthosoma), cephalothorax (prosoma), chelicerae, and pedipalp. Also allow students to perform internet searches for images of fossil arachnids. Use the word fossil and the name of any of the arachnids listed above. Compare the anatomical similarities and differences between these images of fossil arachnids and extant species, emphasizing the evolutionary concept of

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common ancestry. Also have students identify anatomical characteristics that differ between arachnid groups. Have students answer the following questions in their science notebooks:

1. Identify and describe two types of living arachnids that are related through common ancestry. Draw a diagram of each and label their common anatomical characteristics.

2. Identify and describe two types of fossil arachnids that are related through common ancestry. Draw a diagram of each and label their common anatomical characteristics.

3. Write a paragraph describing the common anatomical characteristics of all arachnids.

Lesson 8.2. Ecosystem Integration: Illustrated Short Stories About Tarantulas and Food Web Posters Materials and Preparation To prepare for Lesson 8.2, gather the following tools and materials: For every 3–4 students • Use caution when working with sharps • Computer for students’ online (scissors, pipe cleaners, and so on), which research can cut or puncture skin.

• Colored poster board and colored Safety construction paper • Colored markers • Glue sticks • Scissors

Researching and Writing Short Stories About Tarantulas Learning about ecosystems is part of the middle school science curriculum and the NGSS. The presence of a tarantula (or tarantulas) in the classroom can be a positive experience and can motivate students to learn about the importance of tarantulas and other arachnids in global ecosystems. This information can be easily integrated into your existing curriculum lessons on ecosystems by placing special emphasis on the beneficial role that spiders and other arachnids play in global ecosystems. In the first part of this lesson, students will write illustrated short stories about tarantulas. Begin the lesson by telling students the scientific name of the classroom tarantula and then

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