In the summer of 2023, I came up with a new and exciting Biology & Laboratory Science class for Upward Bound, a TRIO program at the University of New Hampshire.
My goal was to create a modified Biology course that would challenge students while exploring the wonders of the mind and body. I designed the class to take a comparative approach, covering science, anatomy & physiology, behavior, learning, sensation & perception, Applied Biology such as cybernetics, and bioethics. One of the key features of this course was the heavy emphasis on experiential learning during each 90-minute class period, held twice a week over a period of 6 weeks. I had the opportunity to teach this course in two separate sections, with around 7 students in each.
Another key feature of the course was the use of Giant Cockroaches as an educational animal model. Giant Cockroaches are a cost-effective and ethical alternative to traditional animal models, such as rats or pigeons. This choice was influenced by recent efforts from Learning & Cognition Psychologists (Proctor & Jones, 2020, 2021; Varnon, Barrera, & Wilkes, 2022) aswell as Biologist and Education Specialists (Kneidel, 2015; Wagler & Wagler, 2005; Heyborne, Fast, & Goodding, 2012) to reignite interest in comparative approaches by using animal models in educational settings.
Introductions with Plastic Cockroaches
It is possible that humans have a biological preparedness to dislike insects like cockroaches; however, this should not deter their use in the classroom (Wagler & Wagler, 2021). Keeping this in mind, I devised a series of gradual exposure tasks for the entire class to familiarize them with cockroaches and for me to assess their reactions and comfort levels. I reassured the students that they would never be required to handle cockroaches during the class. As an alternative plan, students had the option to work with a partner or group member for any activities involving the handling of cockroaches.
Prior to the start of the first class, I arranged a display of vented deli cups containing various quantities of plastic cockroaches at the front of the room. As the students entered the class, they displayed a mix of excitement and caution while examining the cups. As part of an icebreaker exercise, each student received a deli cup and was asked to count the cockroaches inside. They then introduced themselves, starting with the person who had the fewest cockroaches.
Following this introduction, we delved into concepts related to the scientific method and introduced the idea of psychobiology, emphasizing the importance of a comparative approach to understand both biology and psychology. As an example, we briefly discussed the study of bees, their role in the ecosystem, and the value of bee research. To further illustrate scientific research, we watched two short videos demonstrating studies on the bee wiggle dance and bee play behavior.
Continuing the exploration of ideas, we delved into the definitions of behavior and mind. We pondered questions such as whether all behavior is visible and whether insects possess minds or engage in thinking processes.
Cuties or Creepies?
I designed a game called “Cuties or Creepies?”. The objective of this game was to expose students to the diverse world of insects, showcasing their various shapes, sizes, and colors. Through a series of slides featuring images of fascinating and unusual insects and arachnids, students were asked to determine whether each creature was a cutie or creepy, and to explain their reasoning. Within the image collection, I included different species of cockroaches with varying appearances to emphasize that insects come in a wide array of forms, challenging the common notion that cockroaches are ugly or unhygienic. This activity provided an additional opportunity for me to gauge student comfort level and provide additional low intensity exposure to cockroaches.
Following the game, we proceeded with a brief review of different types of cockroaches, exploring their habitats, molting process, metamorphosis, and their role in the ecosystem. We also discussed the differences between common cockroaches and giant cockroaches. After the discussion, I distributed deli cups containing dried deceased cockroaches of various species. Students were offered the option to handle them with or without surgical gloves or leave them in cups for observation. This activity allowed for increased exposure and for students to gain familiarity with cockroaches in a controlled setting.
Cockroach Behavior & Anatomy
Prior to the start of the next class, I set up another displays of insect deli cups but this time each cup contained a pair of live cockroaches, one male and one female. After class started, Students were each given a cup and instructed to not remove them but instead observe and draw the animals’ anatomy. After students had completed the drawings. I instructed the students to observe me opening the insect cup and handling a roach, then I selected the student who reported feeling comfortable with handling to hold a roach so the other students could observe the student’s reaction and the cockroach’s behavior in the hand. I instructed students that they could work in groups, and they could use surgical gloves if they felt more comfortable.
A few students expressed that they did not need gloves because they weren’t going to be handling the cockroaches but as soon as they observed other students interacting with the roaches all the students asked for gloves and were excitedly engaging with the cockroaches. Once the students were ready, they were given optional gloves and allowed to hold and observe the roaches. All the students did so with great enthusiasm. Some students were hesitant and asked for assistance. Some students only held the roaches briefly. There were a lot of vocalizations from students in the form of excited gasps and laughter.
During this activity, students were also given a small container with a basil leaf and an orange slice and a small container with wheat flour. Students were instructed to offer the basil and orange and see If the roach would eat them and observe the eating behavior. Students were given a small paintbrush and instructed to dust the antennae with the flour to see if they could elicit and observe antennae cleaning behavior.
The next class as a group we reviewed their drawings of the cockroaches the students had made and commented on the various features that students included. I then drew a more complete anatomical diagram with labeled parts and had students copy it down comparing it to their previous drawings. Parts missing from the drawings were highlighted and parts that were analogous to body parts on humans were also highlighted. This was done partly as a visual demonstration, so students could see what they’ve learned.
Experiment 1: The Cockroach “race track”
After drawing, we conducted a Cockroach “racetrack” experiment described by Kneidel (2015). The experiment involved placing the roaches in a center circle on a “racetrack” and timing how long it took for the roach to cross the outer circle. After 60 seconds had elapsed the trial would end, and a new trial would begin. Students were asked to form a hypothesis about whether male or female cockroaches would exit faster or if they would be about the same. Students were divided into two groups, Team A and Team B. Each team was given five insect deli cups with one male and one female giant cockroach. Each cup also had card with the insect’s identification number and the Team (A or B) Students then conducted the trials and recorded their times on the board. Afterward we averaged the trials and compared the means of each group and each sex. We also discussed some of the challenges and limitations of the experiment.
Giant Cockroach Dissections
As a group, we reviewed the dissection kits and mentioned the names and uses for various dissection tools. We discussed differences between humans and cockroaches in respects to the Nervous system, circulatory system, respiratory system, and skeletal system, Students were shown a video demonstrating a cockroach dissection.
Students dissected cockroaches, some of them in groups. The following class we dissected cockroaches. I euthanized 15 Giant Cockroaches using Ethyl Acetate before class. Students dissected the cockroaches and identified the various parts including the central nervous system.
Click Click: Learning & Shaping Behavior through Experience
Next, we took a break from working with cockroaches and we learned about Stimuli, cues, Habituation, classical conditioning, and operant conditioning. Students were taught about Thorndike, Watson, Pavlov, Skinner, and Bandura and watched videos about each of the scientists and their methods. Students were also taught about how “clickers work”. For the activity, students were given a clicker and practiced training each other. One student was the “Trainer” and one student was the “Trainee”. Students were instructed to avoid using any verbal cues or visual cues and to rely on just the click.
The Biological Origins of Behavior
Students were invited to share what they knew about “nature vs nurture” and then given a brief overview of the concept. Students were instructed given opportunities for “think pair share”.
We then discussed how behavior is formed beginning with inheritance and DNA and progressing to a discussion on the structure and communication of neurons.
Reviewed inheritance, DNA, Amino Acids, hormones, Cell, neurons, neuron membrane, CNS, PNS, neuron communication, synapse, and neurotransmitters.
Experiment 2: Inversion Goggles & the Star Tracing Experiment
At the start of the summer class students were introduced to the idea of psychology, biology, and psychobiology. I explained to students that psychologists might use various methods to study how the mind and behavior work. Students were given a very brief introduction to the case of HM and the star tracing task used.
Students were introduced to the steps of the scientific method. Students were then invited to come up with hypothesis relating to the star tracing task and inversion goggles.
Students were given two-star tracing sheets. The sheets contained a personal identification number and a trial number of which students circled based on the current trial. Students were first given 1 minute to trace using a green marker and no goggles. Then students were given 1 minute to trace using the teal marker. This was repeated at the start of each class for five classes. On the 6th day all the stars were hung up on the classroom walls. Students were reminded that real data was messy! As a group we reviewed the procedure and evaluated the results and compared them to our hypothesis. We also
Sensation, Vision & Forced Perspective photography
Students learned about the anatomy of the human eye and compared it to insect eye anatomy. Students learned how vision works. Students learned about monocular cues and were shown classical paintings to compare the depth or lack thereof. Students were introduced to forced perspective photography, watched a video watched a video about how Disney uses forced perspective in their parks and rides. For an activity student were
Perception, Illusions, & Distortion Goggles
Students were introduced to the idea that sensing is not the same as perceiving. Students were shown a variety of visual illusions. Students had the opportunity to engage in the “rubber hand illusion” Students were given vision distortion goggles where your vision is distorted to the side and instructed to give a high five to a friend, pick up objects, put objects down, throw and catch a ball.
Following that student played yard pong while wearing both the inversion and distortion goggles.
Applied Biology: Cyborg Cockroaches & Bio Ethics
The last portion of the class was an “applied biology” section. The function of this last section is to apply all of the different topics we had touched on during the semester Cockroach anatomy & behavior, Learning (especially habituation), as well as Sensation & illusions. Here we discussed medication, electrodes, neural link, and cyborg cockroaches. Because we only had enough supplies to create one cockroach, I installed the electrodes prior to the start of class. Students were then able to control the cockroach with their phone. This offered an opportunity to recap all of the topics covered during the course. Students were asked to explain what they thought was happening and to identify stimuli, reactions, illusions, habituation etc.
Ryan David Tuttle, M.A. 