Arthropods – Arachnids

• Greeting, attendance, presenting the lesson objective.
• Brainstorming: Are you afraid of spiders? Why? Are they dangerous? What spiders do you know?
• Show images from the presentation (spiders, harvestmen, ticks, scorpions).

Using the model, students will learn about the spider's body structure and key features of arachnids.

If the model does not load, open it here:
app.corinth3d.com/content/p_zver_tarantule

What to show on the model:

• Cephalothorax and abdomen – main body parts of a spider.
• 8 legs (difference from insects with 6 legs).
• Pedipalps – first pair of appendages used for handling and sensing.
• Venom glands and chelicerae (jaws).
• Eyes – spiders usually have multiple pairs of simple eyes.
• Option to show internal anatomy (for deeper exploration).

• spiders
• harvestmen
• mites (e.g., ticks) – some are parasites
• scorpions – have a venomous stinger

Characteristics of arachnids:

• eight legs,
• body: cephalothorax + abdomen,
• no antennae (unlike insects),
• respire through tracheae or book lungs,
• mostly predators, hunting small insects,
• molting – shedding old exoskeleton to grow,
• ecological importance: maintain balance of insect populations.

Students work in groups, each group draws a different arachnid:

• orb-weaver
• harvestman
• tick
• water spider

Group Task:

• body structure,
• lifestyle,
• distribution,
• interesting facts,
• importance to nature / relationship to humans.

Materials: textbooks, 3D models in Corinth, images, books, tablets.

Each group presents for approximately 2–3 minutes.

• Didactic game "Who am I?" – students have the name of an arachnid on their forehead, others give clues.
• Comparison of arachnids and insects:
  • Arachnids: 8 legs, cephalothorax + abdomen, no antennae
  • Insects: 6 legs, head + thorax + abdomen, antennae
• Notebook entry – mind map or Cornell method.

• Reflection on group work.
• How did working with the Corinth app go? Is the 3D model, VR, or image better?
• Final farewell.