Eight-Legged Encounters—Arachnids, Volunteers, and Art help to Bridge the Gap between

28 Pages·2017·2.92 MB·English

insects
Article
Eight-Legged Encounters—Arachnids, Volunteers,
and Art help to Bridge the Gap between Informal and
Formal Science Learning
EileenA.Hebets1,*,MelissaWelch-Lazoritz2,PawlTisdale3andTrishWonchHill4
1 SchoolofBiologicalSciences,UniversityofNebraska-Lincoln,402ManterHall,Lincoln,NE68588,USA
2 DepartmentofNeurologicalSciencesMind&BrainHealthLabs,UniversityofNebraskaMedicalCenter,
Omaha,NE68198,USA;[email protected]
3 IndependentArtist,Lincoln,NE68502,USA;[email protected]
4 MethodologyandEvaluationResearchCoreFacility,UniversityofNebraska-Lincoln,
Lincoln,NE68583,USA;[email protected]
* Correspondence:[email protected];Tel.:[phone]
Received:9January2018;Accepted:16February2018;Published:26February2018
Abstract: Increasedintegrationandsynergybetweenformalandinformallearningenvironments
is proposed to provide multiple benefits to science learners. In an effort to better bridge these
two learning contexts, we developed an educational model that employs the charismatic nature
of arachnids to engage the public of all ages in science learning; learning that aligns with the
Next Generation Science Standards (NGSS Disciplinary Core Ideas associated with Biodiversity
and Evolution). We created, implemented, and evaluated a family-focused, interactive science
event—Eight-LeggedEncounters(ELE)—whichencompassesmorethantwentymodularactivities.
Volunteersfacilitatedparticipantinvolvementateachactivitystationandoriginalartworkscattered
throughout the event was intended to attract visitors. Initial ELE goals were to increase interest
in arachnids and science more generally, among ELE participants. In this study, we tested the
efficacyofELEintermsof(i)activity-specificvisitationratesandself-reportedinterestlevels,(ii)the
self-reported efficacy of our use of volunteers and original artwork on visitor engagement, and
(iii) self-reported increases in interest in both spiders and science more generally. We collected
surveydataacrossfiveELEeventsatfourmuseumandzoositesthroughouttheMidwest. Wefound
thatallactivitiesweresuccessfulatattractingvisitorsandcapturingtheirinterest. Bothvolunteers
and artwork were reported to be effective at engaging visitors, though likely in different ways.
Additionally,mostparticipantsreportedincreasedinterestinlearningaboutarachnidsandscience.
Insummary,ELEappearseffectiveatengagingthepublicandpiquingtheirinterest. Futureworkis
nowrequiredtoassesslearningoutcomesdirectly,aswellastheabilityforparticipantstotransfer
knowledgegainacrosslearningenvironments.
Keywords: STEAM;evolution;biodiversity;spiders;citizenscience;NGSS
1. Introduction
An understanding and appreciation of scientific knowledge and of science as a process is
fundamental, not only to daily life, but also to the future of our planet and our societies [1].
Though an understanding of the utility of science is generally appreciated by the time students
enter middle and high school, interest and engagement in science declines during this same time
period[2]. Decliningscienceinterestinturnleadstodecliningscienceproficiencyandpersistence[3],
and is expected to hinder science learning [4]. These patterns of decreased science interest and
persistenceresultinamajorsocietalchallenge—fewerandfeweradultsarescientificallyliterate[5–7].
Insects 2018,9,27;doi:10.3390/insects9010027 www.mdpi.com/journal/insects
Insects 2018,9,27 2of28
Onechampionedpathtowardsincreasingscienceliteracyforyouthaswellasadults,istoincreasethe
quantityandqualityofsciencelearningopportunitiesoutsideoftraditionalclassrooms[8–11].
Thoughsciencelearningcanhappeninanumberofdifferentofways,cancomefromavarietyof
sources,andcanhappeninamultitudeofenvironments,therearethreecommonlyrecognizedsectors
ofeducation: (i)formaleducationinschoolsanduniversities,(ii)workplaceeducation,and(iii)free
choice learning, or informal education [12]. “Informal learning” and “informal education” were
termsoriginallyadoptedbymuseumandenvironmentaleducatorstodistinguishbetweenactivities
associated with in-school time versus out-of-school time reviewed in [13]. Such “out-of-school”
learningcanbefacilitatedbymuseumsorsciencecenters,television,radio,booksormagazines,or
participationincommunityorganizations,amongothers. Theprevalenceofthesefreechoicelearning
opportunities, combined with the relatively limited amount of time people spend in classrooms
throughout their lives, makes informal science learning critical for the public’s understanding of
science[14–16]. Indeed,informalsciencelearninghasbeenshowntoaccountfornearlyhalfofthe
public’sscienceunderstanding[15]. Giventheknownimpactandimportanceofinformalscience
education[17],itisimperativetoaskhowthecontentofinformalscienceprogrammingaligns,ordoes
notalign,withthesciencelearninggoalsofformalscienceeducation.
Inrecentyears,thedichotomybetween“formal”and“informal”hasbecomelessclear,andwe
have seen a push towards better integration, or bridging, across the two learning contexts [13,18].
Indeed, even in higher education (colleges and universities), formal learning has begun to adopt
pedagogical strategies historically frequented in informal settings (e.g., Scientific Teaching; [19]).
Anongoingtransformationinundergraduateeducation[20–24],forexample,isresultinginincreased
opportunitiesforstudentstousescienceprocessskillsortosynthesizeexperimentalresultsinthe
classroom[25]. Whiletheedgesmaybeblurring,cleardistinctionsnonethelessremainbetweenformal
andinformaleducation—e.g.,policymakersdeterminethegoalsandframeworkofformal,butnot
informal,sciencelearning;andinformallearningtendstobedoneonavoluntarybasis,andoftenhas
asocialcomponent[13]. Amovementtowardsthefurtherintegrationofformalandinformallearning
isdrivenbythenumerousproposedbenefitsforlearnersofallages—e.g.,(i)increasingmotivation
forlearning,(ii)building“connectedknowledge”,and(iii)facilitatingthelearningofnewskills[13].
Coincidentwiththesebenefits,challengestointegrationremain,andamongthesechallengesisthe
alignmentofknowledgecontentandlearninggoalsacrosscontexts.
ThedevelopmentoftheK-12NextGenerationScienceStandards(NGSS)[26]—formaleducation
sciencestandardsin theUnitedStates—was guidedby theU.S. NationalResearch Council(NRC)
framework, that highlights the importance of learning how to evaluate claims, how to construct
argumentsbasedonevidence,andhowtointerpretandunderstandmodels[27]. Thesestandards
are intended to help create a scientifically literate society. Following their implementation, it was
suggested that external entities and organizations, such as scientists from higher education and
researchorganizations, aligntheircontributionstotheseneweducationalgoals[28]. Inparticular,
giventheimportanceofinformalsciencelearning,anintegrationofNGSShasbeensuggestedtobe
criticaltobuildingsciencelearningecosystems[28,29];collaborativelearningcommunitiesthatcan
contributetoincreasedscienceliteracy. Acrossthecountry,thereareongoingeffortstointegrateacross
formalschoolcurriculumandscience,technology,engineering,andmathematics(STEM)learning
opportunitiesinavarietyofvenues,includingcommunitysciencecenters,museumsandsummerand
afterschoolprograms[30,31].
In this study, we set out to contribute to the growing STEM learning ecosystem of Lincoln,
Nebraska(NE),andotherMidwesterncommunities,byusingarachnidstoconveysciencecontent
associatedwithsomeofthebiodiversityandevolutionconceptsintheNGSS.Wedidthisthroughthe
creationofaninteractive,hands-oninformalsciencelearningevent,entitledEight-LeggedEncounters
(ELE).WefirstimplementedELEatMorrillHall,partoftheUniversityofNebraskaStateMuseum
(UNSM), but later, broadened our reach to museums and zoos in Colorado (CO) and Ohio (OH).
Wefocusedexplicitlyonmuseumsandzoos,becauseresearchhasdemonstratedthatevensingletrips
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toamuseumcanhaveanimpactonthelearningofscientificconcepts[32,33],includingimprovingthe
conceptualunderstandingofevolution[34,35]. Thus,giventhedemonstratedimportanceofmuseum
and zoo visits as vehicles for informal science learning [14,36–39], in addition to our previously
establishedconnectionswithsuchvenues,weusedfourmuseumsandzoosinNE,CO,andOHtotest
ourELEprogram.
Thisstudyleveragesauniquecombinationof(i)personalconnectionsbetweenmuseumstaff
anduniversityprofessors,(ii)indepthknowledgeof(arachnid)organismalbiology,biodiversity,and
evolution,(iii)workingknowledgeofNextGenerationScienceStandards(NGSS),and(iv)aworking
relationshipbetweenlifescientistsandsocialscientists,toultimatelycreate,implement,andtestan
educationalmodelthatbridgesinformalandformalsciencelearningthroughthepurposefulalignment
ofsciencelearninggoals. Wecontributedirectlytothefieldofinformalscienceeducationbyproviding
amodelofcollaborationamongdistinctsectorsofeducation(formalandinformal),andassessingits
efficacy. InourevaluationofELE,weexploretheimpactofintegratingbothartandsocialinteractions
(i.e., volunteers facilitating activity stations) in informal science learning experiences. Finally, we
providepreliminaryevidenceoftheusefulnessofanorganismalfocus—inthisinstance,arachnids—in
increasing public interest in both animals and science. In the following sections, we outline our
rationaleforanarachnidfocus,andthenprovidedetailsofELEanditsassociatedevaluation.
1.1. WhyArachnids?
Many invertebrates are ubiquitous, easy to maintain in a classroom, and familiar to virtually
all students around the globe, making them potentially useful for engaging students in hands-on
sciencelearning.Indeed,insectsandtheircrustaceanrelativesinparticularhavebeenusedsuccessfully
fornumerous“guided”inquiryunits—e.g.,pillbugs(crustacean),butterflies,mealworms,ladybugs,
honeybees,mosquitoes,andtermites(reviewedin[40,41]). Bycontrast,however,arachnids(spiders
andtheirrelatives)havenottraditionallybeenincorporatedintoformalorinformalsciencelearning
tothesameextent(butsee[42,43]). Nonetheless,likeinsects,manyarachnidsareabundant,familiar
(atleastspiders),easilymaintainedincaptivity(e.g.,tarantulas,[44],scorpions,[45]),morphologically
andbehaviorallydiverse[46,47],andplayimportantecologicalroles.Spiders,forexample,areestimated
toconsume400–800milliontonsofpreyannually,makingthemkeyplayersinnaturalecosystems[48].
Thediverseanddistinctpropertiesofspidersilkalsomakeitofinterestforuseinavarietyofbiomedical
applications(reviewedin[49–54]),suchasbonetissueengineering[55],andassubstratestofacilitate
tissueregeneration[56].Spidersilkisalsobeingusedformaterialsinnovationinareasencompassing
optics,electronics,andtextiles,amongothers[49,54].Similarly,arachnidvenoms(predominantlyspiders
andscorpions)arebeingexploredfortheirpotentialuseasanalgesics,antimalarials,antiarrhythmics,
andantimicrobials[57,58],aswellasforpesticidedevelopment[59–61].Ultimately,arachnidsarehighly
relevanttoourlives,ubiquitousinnature,wellknown,andtremendouslydiverse,makingthemwell
suitedforengagingthepublicinsciencelearning.Indeed,theextraordinaryfeaturesandfeatsofspiders
alonehavebeentoutedasarichsourceofbothinspirationandcontentforsciencelearningacrossa
multitudeoflifesciencecoreconcepts[62].Finally,arachnidmorphology,behavior,andevolutionary
historyaredistinctfromthoseofinsects,thusofferinguniqueeducational,ecological,andculturalroles
insociety(foranoverviewofinsects,see[63]).
Despite the numerous features that might make arachnids ideal organisms to leverage for
hands-on science learning, students and teachers alike are often afraid of and/or dislike arachnids.
Children and adults, for example, tend to have negative attitudes towards spiders ([64], reviewed
in[65]).Weproposethatsuchnegativeattitudes,however,arelikelyassociatedwithalackofknowledge.
Deficientknowledgeofarachnidsamongthegeneralpublicisdemonstratedbythefactthatchildren
oftencategorizespiderswithinsects,despitetheirdistinctformandevolutionaryhistory[66].Evenadults
groupspiderswiththemost“disliked”bugs[67].Amongyoungadults,forexample,27%ofsurveyed
U.S. college students included “spiders” in their list of disliked bugs [67]. Prior research using live
spiderswithchildreninaneducationalsetting,however,foundthatarachnidinterventionscouldleadto
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decreasedfearanddisgustofspiders,aswellasincreasedpositiveenvironmentalbeliefs[42].Amore
recentstudyincorporatedexemplarsfromfivelivingarachnidorderstoexplorehumanattitudestowards
arachnidsandsimilarlyfoundthatarachnidinterventionscanleadtodecreasedfear,perceiveddanger,
anddisgust[43].Thispriorworkdemonstratesthatnegativeattitudestowardsarachnidsarenotbarriers
totheirinclusioninscienceeducation.Notably,spiderswerealsothemostcommonlyrecalled“bug”[67]
amongadults;meaningthatspidersarehighlymemorable.Indeed,morethantwentyyearsofresearch
andpublicengagementusingarachnids(Hebets,EApersonalobservation)suggeststhatpeopleofall
agesaresimultaneouslyexcited,worried,intrigued,scared,andcaptivatedbyarachnids.Wesuggest
thatthestrongemotionalresponseelicitedbyarachnidscanprovideafoundationandentrypointfor
stimulatingsciencelearning.
1.2. ELEOverviewandGoals
Eight-LeggedEncounters(ELE)consistsofaseriesofinteractivemodularscienceactivitiesthat
usearachnidstoconveylifescienceideasalignedwiththeNGSScoreconceptsofBiodiversityand
Evolution. OverarchinggoalsofELEweretoincreasescienceinterest,knowledge,understanding,and
futurescienceengagementineventparticipants—especiallyknowledgeandunderstandingrelatedto
thefocalNGSScoreconcepts. Bybridginginformallearningexperienceswithformallearninggoals,
weaimedtoprovidebothafoundationofknowledgeandanadditionalcontextofknowledgeupon
whichformaleducationcanbuild. ImmediategoalsofELEweretoengagevisitors;increasepositive
attitudestowardsarachnids,explicitlyspiders;andincreaseinterestinscience. Whilelikelyimpactful
onitsown,ELEwasmeanttocontributeyetanotherdimensiontolocalSTEMlearningecosystems.
Intermsofevaluation,wefocusedexplicitlyonquestionsregarding(I)activity-specificvisitor
interest;(II)theimpactofartandvolunteersonoverallvisitorengagement;(III)improvedattitudes
towardsspiders;and(IV)increasedinterestinscience(Table1). Asthisstudyencompassestheinitial
developmentandefficacy-testingofELE,assessmentsofknowledgegainwerebeyondthescopeof
ourcurrentevaluation. Thiscurrentstudyfocusesontheefficacyoftheoverallmodel,butdoesnot
yetexplorethelongtermimpactofthemodelontheparticipantsand/orthecommunity.
Table1.OverviewoffocalstudyquestionsassociatedwithEight-LeggedEncounters.
Howinterestedwereparticipantsindistinctactivities?
Howeffectivewerethevolunteersandartworkatengagingvisitors?
Didparticipatingintheeventimprovepositiveattitudestowardsspiders?
Didparticipatingintheeventincreasescienceinterest?
TheprimaryaudienceforEight-LeggedEncounterswasvisitorstothemuseum/zooontheday
oftheexhibit. TheELEeventattheUniversityofNebraskaStateMuseum’sMorrillHall(hereafter
UNSM)inspring2013wastheinauguralevent. Infall2013,asubsetofELEactivitieswaspresentedat
theButterflyPavilioninChesterfield,CO(BP).Inspring2014,UNSMhostedthesecondELE(UNSM
2014),followedbyanothereventinfall2014,hostedbytheDenverMuseumofNatureandScience
(DMNS)inDenver,CO.Finally,theToledoZoohostedasubsetofELEactivitiesduringtheirannual
“BugFest”infall2017(TZ).ThetwoELEeventsatUNSMwerewelladvertised,andmanyvisitors
cametothemuseumexplicitlyfortheexhibit. Incontrast,ELEwasnotwelladvertisedattheother
sites,andthus,themajorityofvisitorsattendingthemuseum/zoowerenottherewiththeexplicit
intentofparticipatinginELEactivities.
Eight-LeggedEncountersusedtwoprimarymeansofengagingvisitors—(a)livevolunteersthat
engagedwithparticipantsateachactivitystation,and(b)originalartworkinvariousformsthroughout
the exhibit (detailed in ELE Activities). We explicitly used volunteers because “interactivity” and
informal,interpersonalsocialinteractionsaresuggestedtobecriticaltolearningandengagement[68,69].
Intermsoforiginalartwork,werecruitedandcollaboratedwithalocalartist(P.T.)soastofacilitatea
non-scientist’sinterpretationofarachnids.
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EachELEstationtypicallyhad1–3volunteersatalltimes,dependinguponthesizeofthevenue
andthenumberofavailablevolunteers. Manyofthevolunteersweregraduatestudentsfromthe
UniversityofNebraska-Lincoln(UNL,allfiveevents),theUniversityofColoradoBoulder(BP),the
UniversityofColoradoDenver(BP),andBowlingGreenStateUniversity(TZ).Additionalvolunteers
includedstaffatlocalzoos(e.g.,Henry-DoorlyZoo,UNSM),anddocentsandvolunteersfromthe
DMNS.Undergraduatestudents,aswellasfellowfacultyfromUNL(UNSM;DMNS)andBowling
GreenStateUniversity(TZ),alsoparticipatedasvolunteers. Thelevelofsciencebackgroundacross
volunteers was variable. Undergraduates were predominantly Biology majors, graduate students
weremostlyfromEcology,Evolution,andBehaviororientedprograms,andfacultyweremostlyfrom
BiologyandPsychologydepartments. Therewerenoincentivesforvolunteers(e.g.,noextracredit)
otherthanreceivinganEight-LeggedEncounterstee-shirt. Volunteerswererecruitedpredominantly
throughpersonalinquiriesandemaillistservs.
Volunteerswereassignedastation(s)priortotheevent,andwereprovidedwithvolunteer“cheat
sheets”,whichtheywereaskedtolookoverandstudy. Inmostcases,previouslytrainedvolunteers
wereabletorunthroughmockdemonstrationswithallnewvolunteerspriortotheirparticipation.
Theeventexplicitlytargetedfamiliesbypurposefullyincorporatingactivitiesthatweimagined
wouldbeengagingforarangeofages—fromtoddlers(e.g.,ReadAloud)toadults(e.g.,Community
Experiment). Ourexpectationwasthatifweprovidedengagingactivitiesforawiderangeofaudience
ages,entirefamilieswouldbemorelikelytocome,wouldstaylonger,wouldlearnmore,andwould
bemoreengagedoverall. Parentsandotherfamilymembersareknown,forexample,tohavestrong
influencesonstudentattitudesaboutpursuingscience[70–72]. Sharedfamilyexperiencesininformal
sciencelearninghasalsobeenshowntoincreasebothscienceinterestandscienceself-efficacy([73,74],
reviewedin[75]).
1.3. ELEConceptualThemes
WhendesigningEight-LeggedEncountersactivities,wefocusedontwobroadconceptualthemes:
BiodiversityandEvolution. Biodiversityknowledge,especiallyamongyouth,isfrequentlybiased
towardsvertebrates—e.g.,mammals,birds,andreptiles. Ironically,thetaxathatrepresentthemajority
ofearth’sbiomassandspeciesrichness—i.e.,arthropods—areunderrepresented[76]. Indeed,there
arefarmorespeciesofspiders(47,099;[77])thantherearemammals(<5500), birds(~10,000), and
reptiles (lizards, snakes, turtles, crocodiles, tuataras, and amphisbaenians) (10,450; [78]) together.
Biodiversity,andconservingtheearth’sbiodiversity,isimperativeforthehealthofourplanet,aswell
asourselves[79],andweattemptedtousearachnidstoconveysomeofthisamazingbiodiversity.
Importantly, biodiversity is a Disciplinary Core Idea in the NGSS (LS4.D: Biodiversity and Humans;
seeTables2–5).
Coincidentwithconservingearth’sbiodiversityisanecessaryunderstandingofevolution.Indeed,
understandingevolutionisrelevantforconservation,agriculture,andmedicine—itisimperativefor
helpingussolveourmostpressinglocalandglobalchallenges[80–82]. Unfortunately, theUnited
Statesrankssecondtolastamongtheindustrializednationsintermsofacceptanceofevolution[83],
andanumberofstudiesdemonstratethateventhosethatacceptevolutiondemonstratefundamental
misunderstandings(reviewedin[84]). Giventhesedeficiencies,formaleducationappearsinadequate
inprovidingafoundationofunderstandingofevolutionarytheory[84]. Asaresult,manymuseums
acrosstheworldhavebeguntodevelopandevaluateexhibitstargetingevolutionarytheory,focusing
theirevaluationontheeffectivenessofsuchexhibitsincontributingtoconceptualchangewithrespects
to reasoning about evolution [34,35]. Given this, we leveraged arachnids to convey Disciplinary
CoreIdeasintheNGSSassociatedwithevolution(LS1.A:StructureandFunction;LS3.B:Variationof
Traits;LS4.A:EvidenceofCommonAncestryandDiversity;LS4.B:NaturalSelection;andLS4.C:Adaptation;
seeTables2–5).
In addition to the specific Biodiversity and Evolution-based core ideas, we additionally
incorporatedthefollowingcoreconceptsintovariousactivities: LS1.D:InformationProcessing;ETS1.C:
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OptimizingtheDesignSolution;LS1.B:GrowthandDevelopment;andLS2.A:InterdependentRelationshipsin
Ecosystems(seeTables2–5). WealsoincorporatedtheScienceandEngineeringPracticesofDeveloping
andUsingModelsandAskingQuestionsandDefiningProblems,aswellasthecross-cuttingconceptsof
StructureandFunction;Scale,Proportion,andQuantity,andScienceAddressesQuestionsabouttheNatural
andMaterialWorld(seeTables2–5).
1.4. ELEActivities
WiththethemesofBiodiversityandEvolutioninmind,weidentifiedfourdistinctcategoriesof
activities: (I)ClassificationandTaxonomy,(II)SpidersandSilk,(III)PathofPredators,and(IV)Hands-on
Science. Throughout,wetriedtoincorporatebestpracticesininformalscienceeducation,forexample,
usingliveanimalswhenpossible[85]. Weoutlinetheassociatedactivitiesbelow.
1.4.1. ClassificationandTaxonomy
Classification and Taxonomy activities included any number of the following discrete modules:
WhatisanArthropod,CreateaChelicerate,andAssembleanArachnid(Table2). Thesemodulesallfocuson
thearachnidsandtheirarthropodrelatives—i.e.,whatphysicalcharacteristicsuniteand/ordistinguish
differentgroupsofarthropods,andtowhatanimalsarearachnidsmostcloselyrelated? Whatistheir
evolutionaryhistoryandtheirevolutionaryrelationships? Activitiesinthisgeneralcategoryinclude
games,aswellasartsandcrafts.
Table2.ArthropodClassificationandTaxonomyActivities,alignmentwithNGSS(DisciplinaryCore
Ideas,Science&EngineeringPractices)andbriefdescriptions. Superscriptabbreviationsrepresent
thevenueswhereactivitieswereincorporated(ButterflyPavilion,CO2013BP;UniversityofNebraska
StateMuseum—MorrillHall,NEUNSM2013;2014;DenverMuseumofNatureandScience,CO2014DMNS;
ToledoZoo2017TZ).
Module NGSS BackgroundandActivityDescription
Background:Arthropodsarethemostdiversegroupof
LS1.A:Structure&Function animalsonourplanet,andtheyincludetheinsects,
WhatisanArthropod? LS4.A:EvidenceofCommonAncestry&Diversity crustaceans,andchelicerates.
(BP;UNSM2013,2014;DMNS) LS4.D:Biodiversity&Humans Activity:Game.Participantstrytoplaceplasticmodel
AskingQuestionsandDefiningProblems
arthropodsintheirappropriatesquarebaseduponexternal
bodyfeatures—e.g.,sixlegsvs.eightlegsvs.tenlegs.
Background:Arachnidsaresurprisinglydiverse,with
11differentlivingordersthatvaryinsize,structure(form),
AssembleanArachnid LS1.A:Structure&Function sensorycapacity,habitat,andbehavior.
(BP;UNSM2013,2014TZ) LS4.D:Biodiversity&Humans Activity:Coloring,cutting,taping/pasting.Participants
createtheirownnovelarachnidbychoosingafrontand
backbodyparttocolorandputtogether.
Background:Arachnidsarearthropodsthatareclosely
relatedtohorseshoecrabsandseascorpions.Theyallshare
CreateaChelicerate LS1.A:Structure&Function ageneralbodyplan:2bodyparts,4pairofwalkinglegs,a
LS4.D:Biodiversity&Humans pairofchelicerae(mouthparts),andapairofpedipalps.
(BP;UNSM2013,2014;DMNS;TZ) DevelopingandUsingModels Activity:Claycreation.Participantsbuildtheirown
chelicerateusingairdriedclayandpipecleanersofvarious
colorrepresentingdifferentappendages.
1.4.2. SpidersandSilk
The Spider and Silk activities include of any number of the following discrete modules: Build
a Burrow, Catch a Moth, Sticky vs. Wooly Silk, Tissue Paper Flower, Weave a Web, Sound Station, and
Read Aloud. Many of the modules within this category focus on one extraordinary feature of
spiders—their ability to produce multiple kinds of silk which they use in a diversity of distinct
ways(e.g.,protectingeggs,buildingshelter,catchingprey,wrappingprey,transferringsperm,etc.).
SimilartotheClassificationandTaxonomystations,theseactivitiesalsoincludegames,artsandcrafts,
aswellasfreeplay(Table3).
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Table3.SpiderandSilkActivities,alignmentwithNGSS(DisciplinaryCoreIdeas,Science&EngineeringPractices,Cross-CuttingConcepts),andbriefdescriptions.
Superscriptabbreviationsrepresentthevenueswhereactivitieswereincorporated(ButterflyPavilion,CO2013BP;UniversityofNebraskaStateMuseum—Morrill
Hall,NEUNSM2013,2014;DenverMuseumofNatureandScience,CO2014DMNS;ToledoZoo2017TZ).
Module NGSS RationaleandActivityDescription
LS1.A:Structure&Function Background:Thefirstspidersdidnotbuildorbwebstocatchpreyoutoftheair,butinsteadbuiltsilk-linedburrows,oftenwithsilken
LS1.D:InformationProcessing triplinesradiatingawayfromtheburrow’slip.Spiderscandetectvibrationsthroughthesesilkentraplines.
BuildaBurrow
(UNSM2014) LS4.C:Adaptation Activity:Craft&Game.Participantsbuildasilk-linedburrowusingfishinglineassilk,andfoamdoorhangersandsnapbraceletsas
LS4.B:NaturalSelection burrows.Oncebuilt,apreyencounterissimulated:electrictoothbrushesareusedtostimulateoneofthetriplines,andthe
DevelopingandUsingaModel participantsarechallengedwithdetectingwhichtriplinewastriggered.
LS1.A:Structure&Function Background:The“bolasspiders”provideanunusualexampleofadaptationwithrespecttoforging.Adultfemalesproduceachemical
LS1.D:InformationProcessing thatmimicsthepheromonesoflocalmoths.Asmalemothsapproachwhattheyexpecttobeafemale,thehuntingspiderswingsa
CatchaMoth
(BP;UNSM2013,2014;DMNS;TZ) LS3.B:VariationofTraits lineofsilkwithastickydropletattheendtocapturethemothoutoftheair[86].
LS4.B:NaturalSelection Activity:Game.Participantsswinga“bolas”—astringwithapingpongballcoveredinVelcro—athangingmothscoveredin
LS4.C:Adaptation matchingVelcropatchestotrytocatchthemoutoftheair.Weusefeltmothsmodeledaftertwospeciesthataretargetprey.
LS1.A:Structure&Function
Background:Spidershaveevolvedtwoprimarywaystomaketheirwebssticky.Cribellatespiderscombouttheirsilkusing
LS3.B:VariationofTraits
specializedstructurestogiveitadhesivepropertiesthatrelyonVanderWaalsforces,whileEcribellatespidersaddstickyglue
LS4.B:NaturalSelection
Stickyvs.WoolySilk dropletstotheirsilk.
(UNSM2014) LS4.C:Adaptation Activity:Experiment.Participantsareprovidedtwopiecesofyarn.Withonepiece,theyadddropletsofgluealongthelengthand
ETS1.C:OptimizingtheDesignSolution
thendropconfetti(i.e.,prey)ontheyarn.Withtheotherpiece,theyuseaneyebrowbrushtocombouttheyarnandsimilarlydrop
DevelopingandUsingaModel
confettiontop.Theythenliftupthetwopiecesofyarnandobservetheirrespectiveabilitiestocaptureprey.
AskingQuestions&DefiningProblems
Background:Somecrabspiderscanchangecolortomatchthefloweronwhichtheysit.Theyambushpredators,waitingtograb
LS4.B:NaturalSelection insectsthatvisittheflower.
TissuePaperFlower
(BP;UNSM2013,2014;DMNS) LS4.C:Adaptation Activity:Craft.Usingdifferentcoloredcratepaperandpipecleaners,participantscreatetheirownflower.Oncecreated,theypicka
DevelopingandUsingaModel crabspider—eitherwhiteoryellow—andplaceitontheflower.Volunteersdiscusswiththemtheimportanceofcamouflageforthese
ambushpredators.
Background:Orbwebs—i.e.,“classic”spiderwebs—arecomplexstructuresthatarecreatedusingdifferentsilktypeswithdifferent
LS1.A:Structure&Function
WeaveaWeb properties(e.g.,strength,toughness,elasticity),generatedfromdifferentsilkglands.
(BP;UNSM2013,2014) LS3.B:VariationofTraits Activity:Sewing.Participantsuseyarnofdifferentcolor,plasticcanvas,andchildren’ssewingneedlestosewaspiderwebpattern.
Structure&Function
Differentcoloredyarnisusedtosignifythedifferenttypesofsilk.
LS1.A:Structure&Function Background:Manyspiders“sing”bycreatingvibrationsthatcanbesentthroughvarioussubstrates—e.g.,leaves,grass,pineneedles.
SoundStation
(BP;UNSM2013) LS1.D:InformationProcessing Activity:Listen.Participantsareinvitedtoputonheadphonesandlistentothesoundsgeneratedbyspiders.Laminatedphotographs
LS4.D:BiodiversityandHumans ofthestructuresusedtogeneratethesesoundsaccompanythisstation.
Background:Toddlersneedanopportunitytoletoutenergy,play,andexplore.Thiscanbeaccomplishedinamannerthat
ReadAloud simultaneouslyexposesthemtoscience-relatedcontent.
NotApplicable
(BP;UNSM2013,2014) Activity:Listeningandplay.Toddlersareinvitedtoplaywitharthropodstuffedanimals,puppets,andpuzzles.Avarietyof
arachnid-themedchildren’sbooksareavailabletolookthrough,andvolunteersreadbooksaloudatintervalsthroughouttheevent.
Insects 2018,9,27 8of28
Table4. PathofPredatorsActivities. Allelevenstationswereimplementedatfourofthefivefocalevents(MorrillHall, NE2013and2014; ButterflyPavilion;
andDenverMuseumofNatureandScience). AttheToledoZootheMiniPathofPredatorswasimplemented(Amblypygi,Araneae,Scorpiones,Thelyphonida).
DisciplinaryCoreIdeas(NGSS)coveredinthePathorPredatorsactivitiesinclude:LS1.A:StructureandFunction;LS1.B:GrowthandDevelopment,LS1.D:Information
Processing;LS2.A:InterdependentRelationshipsinEcosystems;LS4.B:NaturalSelection;andLS4.C:Adaptation;LS4.D:BiodiversityandHumans.Cross-Cutting
ConceptsincludeScale,Proportion,andQuantityandScienceAddressesQuestionsabouttheNaturalandMaterialWorld.
Order CommonNames ActivityDescription
Ectoparasites:Usethedigitalhandheldmicroscopetolookcloselyattheseectoparasites—animalsthatfeedonotheranimalsfromtheoutside.Canyoutellwhich
Acari TicksandMites
individualshadarecentbloodmeal?Haveyoueverhadonefeedonyou?
AmblyReach:Useyoursenseoftouchtoexploreanewenvironment—reachintoaboxandguesswhatisinside.
RainforestCafé*:Experiencewhatitwouldbeliketogetalloftheinformationaboutyoursurroundingsfromanappendage—reachintoopeningsinthisartificial
Whipspider;Tailless
Amblypygi treetrunkandcomparewhatyoufeelwiththe“menu”provided.
whipscorpion
AmblyWave*:Learnhowamblypygidsfightoneanotherandhowscientistsdiscoveredthattheyuseairparticledisplacementtodeterminewhowinsthefight.
Tryyourhandatanamblypygidbattlebyvibratingyour“antenniformleg”asmanytimesaspossibleoveranopponent’s“sensoryhair”.
EatlikeanArachnid1:Arachnidsdigesttheirfoodexternallypriortoingestion,andthenusetheirsuckingstomachtopullintheliquefiedfood.Eatlikeanarachnid
bysuckingupapplesaucethroughastraw.
Araneae Spider
SpiderSenses*:Learnaboutspider’ssenses,inparticular,theirabilitytodetectvibrationsinwebs.Howgoodwouldyoubeatdetectingprey?Whileblindfolded,
placeyourfingersonthedifferentwebstringsanddeterminewhichoneisbeingvibrated.
Whichoneoftheseisnotliketheother?Theanimalscalled“daddylonglegs”intheUnitedStatesareactuallynotspiders,donothavevenom,andcannotbite
Harvestmen;
Opiliones humans.Oneeasywaytodistinguishspidersfromharvestmen(thepreferredcommonname)isthatharvestmenlookliketheyonlyhaveonebodypart(though
Daddy-long-legs(inUSA)
theyreallyhavetwo).Lookattheimagesontheposterandseehowmanyharvestmenyoucanfind.
BlindMaze:Palpigradesaretinyblindarachnidsthatnavigatetheirworldusingsensesotherthanvision.Testhowgoodyoumightbeatnavigatingtheworld
Palpigradi Microwhipscorpion
usingonlytouch—putonablindfoldanduseyourfingerstotrytocompleteathree-dimensionalmaze.
Falsescorpion; Phoresy:Pseudoscorpionsarenotoriousforhitchingrideswithotheranimals—abehaviorcalledphoresy.Experiencewhatitwouldbeliketohitcharidebysitting
Pseudo-scorpiones
Bookscorpion onaskateboardandusinglongmetalpincerstograbontoafriendastheypullyoualong.
Egg&SpoonRelay:Malericinulidstransferspermtofemalesusingaspecializedbasket-likestructureontheirthirdwalkinglegs.Theytransfertheirspermtoa
Ricinulei Hoodedtickspider locationonthefemalethatsitsinbetweenthetwobodyparts.Ricinulidsalsolackeyes,andarethusblind.Tryyourhandatricinulidspermtransferby
transferringsperm(i.e.,actuallyanegg)toafemalericinulid(constructedoutoffoamballsandemptytoiletpaperrolls)usingaspoon;nowtryitblindfolded.
DiggingforPrey:Schizomidsaresmallpredatoryarachnidsoftenfoundinleaflitter.Seewhatpreyareavailabletoschizomidsbydiggingthroughoneofthetubs
Schizomida Shorttailedwhipscorpion
ofleaflitter.Forceps,vials,andhandlensesareavailableforthoseinterestedincatchingandobservingtheirpotentialprey.
ScorpionShine:Allscorpionshavebeta-carbolineand4-methyl,7-hydroxycoumarinintheircuticle,whichcausesthemtofluoresceunderultravioletlight.Shinea
blacklightflashlightonascorpion.Whydoyouthinktheyfluoresce?
Scorpiones Scorpion
StingersandPincers*:Thereisoftenanegativerelationshipbetweenthesizeofascorpion’spincersandthesizeofitsvenombulb.Scorpionsthatrelymoreontheir
pincersforpreycapturetendtorelylessontheirvenom.Testhoweffectivepincers(i.e.,forceps)ofvaryingsizeareatcapturingpreyofvaryingsize(i.e.,seeds).
Windscorpion;Sunspider; EatlikeanArachnid:Arachnidsdigesttheirfoodexternallypriortoingestionandusetheirsuckingstomachtopullintheliquefiedfood.Eatlikeanarachnidby
Solifugae
Camelspider suckingupapplesaucethroughastraw.
ChemicalDefenses:Vinegaroonsgetthiscommonnamefromtheirdefensivebehavior—sprayingliquidfromglandsattheirhindendtowardspredators.Theliquid
WhipScorpion;
Thelyphonida ismadeupprimarilyofaceticacid,andthussmellslikevinegar.Takeacottonball,squirtliquidonitfromthebottleprovided.Holdthecottonballuptoyour
Vinegaroon
nosetoseehowwellthisstrategywouldworkifyouwerethepredator.
*ActivitiesnewtotheToledoZooexhibit(2017);1ThisactivityhasbeenusedfortheAraneaestation(ToledoZoo)aswellastheSolifugaestation(NE&CO2013–2014).
IInnsseeccttss 22001188,, 99,, x2 7 99 ooff 2288
1.4.3. Path of Predators
1.4.3. PathofPredators
The Path of Predators is a set of eleven stand-alone stations representing the eleven living
arachTnhiedP oarthdeorfsP—reAdactaorris, iAsamsbeltyopfyeglei,v Aenrasntaenade,- aOlopnieliostnaetsio, nPsarleppigrerasedni,t iPnsgetuhdeoeslceovrepniolinveins,g Raircaicnhunliedi,
oSrcdheirzso—mAidcaa,r Si,cAormpbiolynpesy,g Sio,Alifruagnaeea,e a,nOdp Tilhioenlyeps,hPoanlipdiga r(aTdaib,lPes 4e)u. dTohsocuogrphi tohneeys ,wReicrein ourliegii,nSaclhlyiz cormeaitdead,
Stoco wrpoirokn teosg,eStohleifru igna teh,eairn ednTtihreetlyy,p thhoen Pidatah (oTf aPbrleeda4t)o.rsT chaonu bgeh ttrhimeymweder deoowring itnoa allnyyc sriezaet,e ddetpoenwdoinrkg
tuopgoenth tehrei navtahielairbeilnittyir oetfy s,ptahceeP aantdh osftaPffr.e dFaotro resxcaamnpblee, twrihmilme ethded EoLwEn evtoenatnsy ins iNzeE, danedp eCnOdi ningcluupdoend
tthhee afuvlali lealbevileitny sotaftsiponacs,e sapnadces tlaimff.itaFtoiornesx aremqpuliere,dw uhsil etot hmeoEdLifEy ethvee nftuslli nexNhiEbiat nindtoC Oa riendculucdeded fotrhme
fautl ltehlee vTeonlesdtaot ioZnoso,,s pOaHce. liOmuirta tmioondsifrieeqdu iMreidniu sPtaothm oof dPifryedtahteorfsu lilnecxluhdibeidt inAtomablryepdyugcie, dAfroarnmeaaet,
tShceoTrpoiloedneosZ, aonod,O THhe.lOypuhromnoiddai.fi edMiniPathofPredatorsincludedAmblypygi,Araneae,Scorpiones,
andTThheely Ppahtho nofi dPar.edators and the Mini Path of Predators have associated activity booklets that go along
withT thhee sPtaatthioonfsP. rTehdaet borosoaknledtsth inevMitien piaPrattihciopfaPnrtesd taoto grrsahba av epeansscoilc, igaote odna ac tjiovuitrynebyo othkrloetusgthh athteg oexahloibnigt,
wanitdh dthisecsotvaetiro tnhse. wThoendboerofkulle wtsoinrlvdi toef paarartcihcinpiadnst (sStuopgprlaebmaepnetanrcyil M,gaoteorniaalsj—ouPrnatehy otfh Prroeudgathorths eanedxh Mibiint,i
aPnadth doif sPcroevdeartotrhs)e. Twhoen adcecrofrudliowno-srtlydleo fboaorakclehtns ihdasv(eS ounpep pleamgee ndteadriycaMteadt etori eaalsc—h aPraatchhonfidP roerddaetor.r sThaensde
MpaingiesP apthroovfiPdree diantsotrrsu).cTtihoensa cfcoorr dpiaornti-csitpyalenbtso, oaknledt sohftaevne opnroevpiadgee odpepdoicratutendittieose afochr awrraicthinngid aonrdd/eorr.
Tdhreasweipnagg. eEsapchro pvaidgee ianlsstor uhcatsio anns f“oArtp Harotmiciep”a nsetsc,tiaonnd, wofittehn spurgogveidsteioonpsp oofr taucntiivtiietsiefso rthwatr ictianng baen dd/oonre
doruatwsidineg o.fE tahceh epvaegnet. aTlshoe hfiarssta pna“gAe toHf othme eb”osoekclteito nad,wdiittihonsaulglyg ehsatsio an sphoyflaocgtievnietiteics ttrheaet rceapnrbeseednotinneg
othuets hidyepootfhtehseizeevde nretl.aTtihoensfihrisptsp aamgeoonfgt thhee beoleovkelnet oarddderitsi.o Ansa lplyarhtiacsipaapnhtsy cloogmepnleettiec atrne aecrteivpirteys aetn etiancgh
tohredhery psottahteiosniz,e dvorelulantitoeenrssh ipstsaammpo ntghetihre ealcetviveintyo rdboerosk.lAets pina rttihciep aonrtdsecro-smppelceiftieca nloaccattiivointy aotne atchhe
oprhdyelrosgteantieotnic, vtroeleu.n Utepeorsn sctoammppltehteioirna ocft iavlilt yacbtoivoiktileest ianntdh ereocredipert- ospf eaclilfi sctalmocpatsi,o pnaortnictihpeanpthsy cloagne snheotiwc
ttrheeei.rU cpoomnpcloetmedp lebtoioonkloeft atoll aac vtiovliutinesteaenr datr etcheeip ftroonfta ltlasbtlaem apnsd, ptahretyic irpeacneitvsec aan psrhiozwe (tih.ee.i, rtcooym sppliedteerds
binoiotikallelty,t oanadv tohleunn toereirgiantatlh aertfwroonrtkt atabtlteooasn)d. Ethacehy Preacthe iovfe Parepdraitzoer s(it.aet.i,otno ywsapsi dcoemrspionsiteidal olyf, 1a–n2d tathbelens
ocroivgeinreadl awrtiwtho prkhottaotgtoroaps)h.s,E parcehsePravtehdo sfpPerceidmateonrss, taantido nwwheans pcoomssipboles,e dlivoef s1p–e2citmabelness icno vtrearnesdpawreitnht
pchonottoaignrearpsh. sI,np rpeasertrivceudlars,p eEcLimE enosft,eann dhawdh elinvep owsshibiple ,slpivideesrps ec(Aimmebnlsypinygtri)a,n ssppaidreenrst c(oAnrtaanineaeres),.
Ihnaprvaretsitcmuleanr, (EOLpEiloioftneensh),a pdsleiuvdeowshcoiprpsipoindse,r ssc(oArmpibolnysp (ySgcio),rsppioidneerss),( Aanrdan veianee)g,haraorvoensst m(Tehnel(yOpphiloionnideas)),.
pEsaecuhd Poastcho ropf iPornesd,astocrosr pstiaotniosn(S acdodrpitiioonneasll)y, ahnadd vitins eogwarno oonrisgi(nTahle alyrtpwhoornki dsaig).n—Ea3c h× P5a ftth foofaPmr epdaotsotresr
sbtoatairodn (aFdigduitrieo n1a),l leyxcheapdt iatst tohwe nToolreidgoi nZaoloa, rwtwhoicrhk hsiagdn 6— ×3 8× ft 5orfitgfionaaml aprotwstoerrkb poaarindt(eFdi gcuanrev1a)s,eesx (cFeipgtuaret
t2h)e. ETaolcehd oPZatoho ,owf Phriecdhathoar dst6at×ion8 fatlsoori hgianda lanar otwriogrinkapl asitnatmedp c(Sanuvpapsleesm(eFnigtaurrye M2)a.tEearciahlsP—atFhigofuPrere Sd1a)t,o ra
ssteartiieosn oafl stowoh atdo athnreoer igtriandailnsgta cmarpd(sS wupitphl eomriegnintaarl yarMtwatoerrkia olsn— oFnieg usirdeeS 1a)n,da fsuenri efascotsf towno thtoe tohtrheeer
t(rFaidgiunrge c3a)r,d sa wseitth oofr iogriingailnaarl twscourlkptounreosn e(Ssuidpepalenmdefnutnarfyac tMsoatnerthiaelso—thFeirg(uFrieg uSr2e),3 )a,nads eatto fleoarsitg ionnael
sicnutelpratuctrievse( aScutpivpilteym (Tenabtalery 4)M. aterials—FigureS2),andatleastoneinteractiveactivity(Table4).
.
FFiigguurree 11.. OOrriiggiinnaall aarrttwwoorrkk ppaaiinntteedd oonnttoo ffooaamm ppoosstteerr bbooaarrddss ((33 ×× 55 fftt)) aanndd hheelldd oonn eeaasseellss aattttrraacctteedd
ppaarrttiicciippaannttss ttoo tthhee eelleevveennb biiooddiivveerrssiittyys sttaattiioonnssa assssoocciiaatteeddw witithht thheeP Paatthho offP Prreeddaatotorrss..
Insects 2018,9,27 10of28
Insects 2018, 9, x 10 of 28
Insects 2018, 9, x 10 of 28

Figure 2. Six-by-eight foot original canvases were used to draw in attende es at the Toledo Zoo’s Path
Figure2.Six-by-eightfootoriginalcanvaseswereusedtodrawinattendeesattheToledoZoo’sPathof
Fofi gPurreed a2t.o rSsi xe-vbeyn-et.i ght foot original canvases were used to draw in attendees at the Toledo Zoo’s Path
Predatorsevent.
of Predators event.

Figure 3. Original artwork trading cards were handed out to youth following the completion of the
FPiagtuh roef P3.r eOdraitgorins aalc tairvtiwtioesrk. Y toraudthin wg ecraer dasb lwe etore c hhoaonsdee don oeu ot ft tow yoo ourt hth froelelo dwififnegr etnhte d ceosmigpnlse.t Tiohne obfa tchkes
Figure3.Originalartworktradingcardswerehandedouttoyouthfollowingthecompletionofthe
Poaf teha ocfh P creadradt ohrsa da citnivfoitrimesa. tYioonu trhe gwaerrdei nagb leth teo fcohloloowsei nogn et oopf itcws:o O orrd tehrr enea dmifef;e rCeonmt dmeosing nNsa. mThee (bwahckens
Patoahfv oaefialPcahrbe ldecaa);tr oHdr ashbaaicdtat itiv;n iaftonierdsm .FaYutoniou Fnta hrcetwg. aerrdeianbgl ethteo cfohloloowseinogn etoopfictsw: oOordretrh rneaemdei;f fCeroemnmtdoens iNgnams.eT (hwehbeanc ks
ofeachcardhadinformationregardingthefollowingtopics: Ordername; CommonName(when
available); Habitat; and Fun Fact.
1.4a.v4.a iHlaabnled)s;-Hoanb Sitcaite;nacned FunFact.
1.4.4. Hands-on Science
The Hands-on Science activities included two modules that allowed participants to play the role
1.4.4. Hands-onScience
of scTiehnet iHstasn (dTsa-obnle S 5c)i.e nInce paacrtitviciutileasr ,i ntchleu dCeodm mtwuon imtyo Edxupleersi mtheantt aalllloowweedd p paarrtitcicipipaanntsts t oto p claoyll etchte t rhoelier
oofw Tsnch ileeinvHetia ssntpsdi sd(-Teoarn,b rSluec ni5e n)i.tc Itenha rcpotuaivrgtihitci uae slpairrne, c-tdlhueeds iCegdonmetwmd ouexnmpiteoyr diEmuxlpeeensrtit,mh caeontlltae lacltlol dowwaeteadd, pe pnaartetrirtc idicpiapataann,t ostsbt ostoepr cvloaeyl lreetchatle -tthriomelieer of
scioedwnattnais lttisrve(enT sdapbsi,ld eaen5r,)d .r uIunnl tpiitm atrhatrtieocluuygl arhre ,aat dhp erae C-fdoinemsaimlg uwnnerdiitt yee-xEupxpep roeimrfi methneetn, tecxaoplllleoercwitm eddeantpat.,a erDntiutceeirp tdaoan tstasp, atoocbecs eoarlnvledec rtleotaghlie-stitirimcoaewl n
livdecoasntpasi tdtrraeeirnn,dtrsus,, n thaient dtCh ourmoltmuimguhnatiateylpy Er xerep-daerdeims aige nnfiten odanl elywx ptroietoreki-mu ppel anoctef, cdtohulelr eiencxgtp dteharetima U,eeNnntSt.M eDr eduveae tntao,t sos ibpnsa eLcreivn aceonrldena ,l lNo-tgEiims. teicdala ta
trecn odnss,taranidntus,l ttihme aCtoemlymrueanditya Efixnpaerl iwmrenitte o-unplyo tfotohke pelxapcee rdiumreinngt. tDheu UeNtoSsMpa ecveeanntsd inlo Lgiinstcioclanl, cNoEns. traints,
the CommunityExperimentonlytookplaceduringtheUNSMeventsinLincoln,NE.