Certain species of which one of the following organisms are well known as cultivators of fungi ?

Identifies arthropods (a group that includes insects like cockroaches) as detritus feeders that help decomposition alongside fungi.

A student could note that close ecological association between arthropods and fungi makes it plausible some insect species might cultivate or tend fungi and then look up specific insect–fungus farming examples to compare with cockroaches.

States decomposers include 'insects' together with bacteria and fungi, implying ecological overlap and potential interactions between insects and fungal species.

Use this general rule (insects and fungi co-occur as decomposers) plus basic knowledge of insect behaviour to investigate whether any insects specialise in farming fungi, and then check if cockroaches are recorded among them.

Explains symbiotic relationships and gives lichen (algae+fungus) as an example of mutualism, illustrating that fungi commonly form close partnerships with other organisms.

A student could generalise that fungi can form mutualisms with animals and so search for documented mutualistic fungus-cultivating insects and then test whether cockroaches are listed.

Describes where fungi grow (on dead/rotten organic matter) and lists common habitats, suggesting ecological niches where both fungi and detritivorous insects might interact.

Combine this habitat information with knowledge of cockroach habitats (decomposer-rich microhabitats) to identify places to look for cockroach–fungus associations or cultivation behaviour.

Notes environmental factors (e.g., pH, acidification) influence fungal proliferation, indicating that abiotic conditions can affect insect–fungus relationships and plausibility of cultivation in certain environments.

A student could use this to reason that only cockroach species in environments favourable to fungi would be likely candidates for any fungal-cultivating behaviour, and then check species-specific ecology.

Describes symbiotic relationships (mutualism) where two organisms (here algae and fungi) live together and one provides resources while the other provides structure — establishes that animals can form close, functional partnerships with fungi.

A student could use this rule to ask whether some crustaceans might similarly cultivate or tend fungi as part of a mutualistic niche in specific habitats.

Explains where fungi grow (on dead/rotten organic matter or as parasites) and notes regions of high fungal diversity (Western Ghats, Himalaya), indicating ecological contexts where fungi are abundant.

Combine with knowledge of crab distributions to identify places where crabs and plentiful fungi overlap, making cultivation behavior more plausible to investigate.

Lists crabs (including species like coconut-crab) among fauna of mangrove/coastal zones where decomposing plant material and fungal activity are common.

A student could check whether crabs in mangrove/coastal systems interact with or manipulate decomposing plant material in ways that could support fungal growth (e.g., creating substrate or gardens).

Notes behavior of a specific large crab (Giant Robber/Coconut Crab) that manipulates plant material (climbing, breaking coconuts), showing crabs can alter plant substrates.

Extend this behavioral pattern to hypothesize whether substrate-manipulating crabs might create conditions suitable for cultivating fungi (e.g., accumulating detritus or opening food sources).

Defines fungi as decomposers that break down dead organic matter, clarifying what resources would be needed for any animal cultivating fungi (dead plant/animal substrate).

Use this to evaluate whether any crab species create or manage decomposing substrate that fungi could use, an element needed for deliberate cultivation.

Describes symbiotic relationships (mutualism) where a fungus partners with another organism (lichen example), showing fungi can form close, functional partnerships with animals or other organisms.

A student could compare known animal–fungus mutualisms (a standard fact) to ask whether any spiders show analogous behaviours of nurturing or tending fungi.

States that decomposers include fungi and insects which degrade organic matter—highlighting ecological roles animals and fungi can jointly occupy in an ecosystem.

Use this pattern to look for animal taxa (beyond insects) that interact closely with fungi in nutrient cycles and investigate whether any spiders occupy such niches with active fungal cultivation.

Explains that fungi obtain nutrients by decomposing dead organic material and that arthropods (listed as detrivores) participate in decomposition processes alongside microbes.

Extend by checking whether any arachnids (spiders) manipulate substrates to promote fungal growth as part of feeding or nesting behaviour.

Notes the role of fungi as decomposers breaking down dead organisms—indicating fungi are ecologically utilizable resources that animals might exploit or manage.

A student could search for behavioral examples where animals actively manage decomposer fungi (a known phenomenon in some insects) and then look for similar reports for spiders.

Provides concrete imagery of fungi (mushrooms) growing on dead plants and states microorganisms break down complex substances—reinforcing that fungi are conspicuous, exploitable organisms in many habitats.

Use this to motivate field or literature searches in habitats with visible fungal growth to see if any spiders are documented tending or encouraging such growth.