Teacher Overview - Pt. D
Sample Schedule
| 1) Find out what students know about spiders.
2) Getting comfortable: show spiders & containers. 3) Assign: Live spiders due next Tuesday (or before). | 1) Make pooters & spider rakes (see Special Spider Tools).
2) Practice pooting flies (30 min.). 3) Go over collecting techniques, problems finding/collecting etc. | 1) Slide show and video on spider research and behavior
(teacher produced) | ||
| 1) Hand-out Prey-Eaten data sheet
2) Discuss or provide and activity on observations, forming hypotheses, and designing experiments. | 1) Spiders due.
2) Observation #1 3) Identify spiders. | 1) Observation #2
2) Continue to ID spiders if necessary. | 1) Discuss Mark & Recapture studies
2) Review procedures and group/individual duties. | 1) Mark Spiders (Day 1-Class Exp.- Do Spiders Limit the Numbers of Their Prey?) |
| 1) Review questions collected from spider observations.
2) Begin Student Experiments by having the students write a hypothesis and procedure (see Spider Study - Student Experiment) | 1) Recapture Spiders (Day 2-Class Experiment- Do Spiders Limit the Numbers of their Prey?)
2) Begin discussing results. | 1) Prey Eaten data due.
2) Work on Mark & Recapture lab write -up and discussions | 1) Give students back procedures
2) Discuss experimental design. | 1) 30 minutes to work on experiment (see Spider Study - Student Experiment.) |
| 1) 30 minutes to work on experiment
(see Spider Study - Student Experiment). | 1) 30 minutes to work on experiment
(see Spider Study - Student Experiment). | 1) 30 minutes to work on experiment
(see Spider Study - Student Experiment). 2) Discuss how to write up results of students' experiment | 1) Discuss.
2) Write up results. 3) Assign reading. 4) Start introducing and using terms. | Video: Amazing World of Spiders |
| 1) Kaibab Deer Activity
(Lessons of the Kaibab) -discuss natural relationship (balance) between the # of predator-prey | 1) Students make posters and prepare presentations. | 1) Wrap-up
2) Review | Test | Evaluate the effectiveness of the unit. |
Equipment and Supplies
- Containers for spiders. Supplied by students.
- Drosophilia fruit fly cultures. Check with Biological Supply Companies or the University of Arizona.
- House fly cultures. See Rearing House-flies (Barrass) in references for starting and maintaining cultures.
- Slides and video tapes of spider studies made by Deborah Schiedemantel.
- Pooters. Homemade from plastic tubing and old nylons.
- Study Site located on or off campus.
- Field measuring tape, metric.
- Acrylic paint, fine tip brushes or other applicator.
- Dissecting microscopes, hand lenses.
- Spider identification keys.
- Barnes, R.D. 1980. Invertebrate Zoology. Philadelphia, PA. Saunders College/Holt, Rinehart and Winston.
- Barrass, R. 1976. Rearing house-flies Musca domestica L. and the use in laboratory practical work. J. of Bio. Ed. Great Britian. 10(4), 164-167.
- BSCS 1992. Biological Science an Ecological Approach. Green Version. Colorado Springs, Colorado. Kendall/Hunt Publ. Co.
- Calver, et. al. 1990. A simple simulation for teaching capture-recapture methods of population estimation. J. of Bio. Ed., Great Britian, 24(4), 267-271.
- Cherif, A. 1993. Relevant inquiry: six questions to guide your students. The Science Teacher. December. 26-27. National Science Foundation.
- Crompton, J. 1950. The Spider. New York. Nick Lyons Books.
- Foelix, R. 1982. Biology of Spiders. Cambridge, Mass., Harvard University Press.
- Higgins, R. C. 1982. Predation of Notiophilus (Coleoptera: Carabidae) on Collembola as a predator-prey teaching model. J. of Bio. Ed., Great Britain. 16(2) 128-130.
- Howe, A.C. and L. Jones. 1993. Engaging Children in Science. New York. MacMillan Publishing Company.
- Jackson, R.R. 1992. Eight-legged Tricksters. Bioscience. 42(8), 590-597.
- Kaston, B.J. 1972. How to Know the Spiders. Pictured Key Nature Series. USA. Wm. C. Brown Company Publishers.
- Lawson, A.E. Biology: A Critical-Thinking Approach. T13-T17. Addison-Wesley Publishing Company.
- Levi, H.W. and L.R. Levi. 1990. A Golden Guide. Spiders and Their Kin. New York, New York. Western Publishing Company, Inc.
- Mantel, G. and S. Heath. 1986. The use of urban open spaces for environmental education. J. of Biol. Ed. Great Britain. 20(4), 279-286.
- National Science Foundation. Preface. Learning Cycle Project. Utah State University.
- Shear, W. A. 1986. Spiders. Webs, Behavior, and Evolution. Stanford, CA. Stanford University Press.
- Stokes, D. W. 1983. Stokes Nature Guides. A Guide to Observing Insect Lives. Boston, Mass. Little, Brown and Company.
- Uetz, G.W. 1992. Foraging Strategies of Spiders. Trends in Ecology and Evolution. Elseview Science Publishers Ltd. UK. 7(5), 155-159.
- Wise, David, H. 1993. Spiders in Ecological Webs. Great Britain. Cambridge University Press.
Return to Teacher Overview
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Continue to Spider Unit: Activities and Handouts
Background Materials
| Teacher Overview - Objectives, Lessons, Tips, Materials, Resources, Schedules | Collecting &Caring for Spiders -
Handout | Special Spider Tools - Handout |
Student Activities
| Spider Observations - Lab | Spider Study - Individually Designed Lab | Do Spiders Limit the # of Prey - Class Lab |
Copyright 1997. All rights reserved.
http://biology.arizona.edu/sciconn/lessons/scheidemantel/