Halloween: Arachnids

Grade Level: 9-12

Subject/Content: Science/Biology

Summary of Lesson: Students will be able to recognize organisms found in phylum Arthropoda and describe the characteristics that place them into this phylum

Focus Question: What is an arthropod and what characteristics divide arthropods into their class?

Resource(s): Science Resource Center

Procedures:

1. This lesson flows best in line with the study of classification. It can be introduced at any time during the study of kingdom Animalia so try to plan it for Halloween time
2. Since its Halloween, decorate your room with some arachnids, dim the lights and cue up a scene from the movie, Arachnophobia
3. Discuss the video and some misconception about spiders. Give the students computer time to access the article, Lanoue, Stephanie A. "Arthropoda." Animal Sciences. Ed. Allan B. Cobb. New York : Macmillan Reference USA, 2002. Science Resource Center. Gale. 20 July 2007
4. On a piece of lined paper have the students define phylum Arthropoda. Have them list information about their digestive, reproductive, respiratory, circulatory and skeletal systems. Below their information have them design a chart that shows the different classes of arthropods, the characteristics of each class and examples from each class
5. On the back of their paper tell students to write down why they think the movie they watched as an introduction was titled Arachnophobia
6. Initiate a class discussion starting with why the movie was titled Arachnophobia. Lead into discussion about the other classes of arthropods to review their chart contents
7. After the discussion, provide each student with a small note card.
8. Provide computer access and have the students search in the Science Resource Center for "spider". Instruct them to click on the multimedia tab to find photos
9. Tell students to find an article about a particular specie of spider that interests them and record its kingdom, phylum, class, order and specie (if they can find it), a general description about the spider, where it live etc. and any unique characteristics it has. This time have them print out a small picture of their spider to (they can add color using colored pencils if the photo is in black and white, or some may prefer to draw their spider in detail with color)
10. In small groups have the students share their picture, some facts about their spider and then give specific examples of why their spider is placed into the phylum and class it is part. Have them use the picture of the spider as a model
11. After the students have shared out in their groups, provide them with a space to hang up their spider picture and description card. Some can even be hung from the ceiling using fishing line. You can even add a little fake spider webbing! It creates quite a creepy Halloween bulletin board for all to see and learn from
12. Pass out creepy (and cheap) spider rings

Steps/Activities by Student(s):

1. Participate in a discussion about the movie clip and some misconception about spiders
2. Access the article, Lanoue, Stephanie A. "Arthropoda." Animal Sciences. Ed. Allan B. Cobb. New York: Macmillan Reference USA, 2002. Science Resource Center. Gale. 20 July 2007.
3. On a piece of lined paper define phylum Arthropoda and list information about their digestive, reproductive, respiratory, circulatory and skeletal systems
4. Below the information you collected, design a chart that shows the classes of arthropods, the characteristics of each class and examples from each class
5. On the back of your paper, write down why you think the movie clip you saw came from a movie titled Arachnophobia
6. Participate in a class discussion about why the movie was titled Arachnophobia and what the other classes of arthropods are like
7. Obtain a note card from your teacher
8. Using the computer, search in the Science Resource Center for "spider" and click on the multimedia tab to find photos
9. Find an article about a type of spider that interests you and record its kingdom, phylum, class, order and specie (if you can find it), a general description about the spider, where it live etc. and any unique characteristics it has. Print out a small picture of your spider and color it or draw your spider in detail with color
10. In a small group share your picture, some facts about your spider and then give specific examples of why your spider is placed into the phylum and class it is part of. Use the picture of the spider as a model
11. After you have shared out in your group, hang up your spider picture and description card to display on the bulletin board created by your teacher

Outcome: Students will be able to recognize phylum Arthropoda organisms based on their characteristics and relay information about their internal systems to others

Related Activities: This activity can also be modified slightly for all of the other kingdoms and phylums during a classification unit. Multiple bulletin boards representing key phylums of study would result in a dynamic learning atmosphere.

Standard Date: December 1994

Content Standard(s): NS.9-12.1(A) Abilities necessary to do scientific inquiry, Understandings about scientific inquiry; NS.9-12.3(C) Biological evolution, Behavior of organisms, Interdependence of organisms

Performance Indicators:

• At Level 1, the student is able to:
• Chart information from an article about phylum Arthropoda
• At Level 2, the student is able to:
• Investigate and learn about unique examples of phylum Arthropoda
• At Level 3, the student is able to:
• Draw conclusions and help others draw conclusions about organisms based on organism characteristics

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer-based technology
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research, and improve communications
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations

ISTE NETS for Students

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem-Solving & Decision Making
• Technology Operations and Concepts

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively
• Standard 2: The student who is information literate evaluates information critically and competently
• Standard 3: The student who s information literate uses information accurately and creatively