By C. Rhein Hazelwood Central High School Teacher’s Page Activity

In your science journal, identify each of these as an arachnid, crustacean, or insect. List the different characteristics! CLICK ON EACH TO LEARN MORE. A. B. C.

ARACHNIDS Examples- spiders, scorpions, mites, and ticks Have only two body regions Have no antennae Have spinnerts to create silk thread for webs, although all spiders do not make webs Have no mandibles for chewing, use of extracellular digestion allows digestive enzymes from the spider’s mouth liquefy the internal organs for the spider Have six or eight simple eyes Gas exchange takes place in book lungs Have six-pair of appendages To learn more about the six-pair of appendages click on

–ARACHNID APPENDAGES: –The first pair are called chelicerae, often modified into pinchers or fangs. –The second pair are called pedipalps, adapted for handling food and sensing. –The four remaining pair are modified as legs for walking. Of the 30,000 species of spiders, only about a dozen are dangerous to humans. In North America, you need to be aware of only two. Do you know what these two are called? Click on, but beware!

What is this deadly single arachnid as dark as night? Shiny black with a red, hourglass-shaped spot on the underside of the abdomen. A bite from this spider can make a person sick, but if the person gets medical treatment, the bites are rarely fatal. Click for name Do you know the other one?

What is this solitary nightmare called? It is brown to yellow and has a violin-shaped mark on its body. Once again, immediate medical treatment will prevent death if bitten by this spider. Click for name Review

CRUSTACEANS Examples-crabs, lobsters, shrimps, crayfishes, barnacles, pill bugs Some have three body sections, others have two Have two pair of antenna for sensing food Have two compound eyes Have mandibles for crushing food Have five pairs of walking legs used for walking and seizing prey most are aquatic and exchange gases as water flows over feathery gills back Review

INSECTS The largest group of arthropods Examples-flies, grasshoppers, lice, butterflies, bees, and beetles, etc. Have three body parts-head, abdomen, thorax Have three pair of legs for locomotion Have one pair of antennae used to sense vibrations, food, and pheromones. Spiracles in the abdomen open to tracheal tubes used in gas exchange Excretion takes place by malphigian tubules Have a tympanum, a flat membrane used for hearing Only invertebrates that can fly back Click for insect reproduction

INSECT REPRODUCTION! Insects undergo a series of changes in body structure as they develop. What is this process called? METAMORPHOSIS Click to learn of two types of metamorphosis

What are the two types of metamorphosis that insects can undergo called? CLICK ON EACH TO LEARN MORE! Insects either go through, COMPLETE METAMORPHOSIS or INCOMPLETE METAMORPHOSIS

Complete Metamorphosis Draw these pictures in your science journal and label these steps next to the appropriate picture (pupa, adult, egg, larva) 1._____________ 2._____________ 3.______________ 4._____________

Incomplete Metamorphosis Draw the pictures in your science journal. Label each step next to the picture (egg, nymph, adult). 1.________________ 2._______________ 3.________ Review

REVIEW OF ARTHROPODS In your science notebook, write the questions and answers. In what ways have wings been an adaptive advantage for insects? List three arthropods and explain how they have effected your life in the past year? Why is an insect who undergoes complete metamorphosis at an advantage over insects who undergo incomplete metamorphosis ? Concept Map 1st page

Create a Concept Map that relates the following terms and phrases: arthropods, antennae, leg, crustacean, thorax, tracheal tubes, book lungs, insect, compound eye, arachnid, malphigian tubules, appendage. 1st Page

Teachers Page Objectives: The student will be able to describe different arthropods and their biodiversity. The learner will need to use a science journal throughout the entire PowerPoint program while the student follows along with their science journals. The teacher can then collect the science journals at the end of the program and check for understanding. The program was designed to be an introduction to arthropods and invertebrates. This program was created to ignite discussions of misconceptions of arachnids, crustaceans, and insects, by allowing the students to brainstorm and write down characteristics at the beginning. Then, the teacher will show the characteristics and lead a guided discussion with the students. Go backback