We recommend groups of 15 students working with an instructor.

I. All about the Glassy-Winged Sharpshooter
A. What is the Glassy-Winged Sharpshooter?
B. What does it do?
C. How can we help stop the insect from spreading?

II. Projects
A. Reports
B. Labs

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I. All About the Glassy-Winged Sharpshooter

A. What is the Glassy-Winged Sharpshooter?

1. If already teaching a unit about insects, devote one class session to discussing "pests."

2. Begin by asking students to list insects that live in this area that might affect the ecology or economy. Write the names on the board. Ask students whether the effect of these insects may be - can the insect have a positive impact by spreading pollen, for example, or is the insect capable of killing plants? Possibly students will mention the Glassy-Winged Sharpshooter, if they've heard about it.

3. If students do not bring up the GWSS, write it on the board, and ask students if they've heard about it. Tell them that today you're going to discuss the GWSS, since it's an insect that is already having an important impact on the state's ecology.

4. Ask the students if they know what the GWSS is, and if they've ever seen one. If they say they have, ask them how big it is, what color, etc. Ask them where they heard about the insect.

5. Compare their ideas with the real thing. Show a photo, pass out brochures, and if possible, pass around a vial with a GWSS in it (available from the Agricultural Commissioner's office.)

B. What does the Glassy-Winged Sharpshooter do?

1. Now is a good time to show the video, or the PowerPoint presentation depending on what's best for your classroom.

2. When the video or presentation is over, talk about the information. Ask the students to explain what the insect does. Make sure to focus on impacts that directly affect them and that they can easily understand. Repeat that there are two ways in which GWSS can potentially harm plants.

a. W hen the GWSS feeds, it sucks huge amounts of liquid out of plants. Explain that GWSS drinks 13 milliliters of water every day, or about 200-300 times its body weight - the equivalent of a human being drinking 4,300 gallons of water every day! An infested citrus orchard in Southern California needed an increase in water irrigation of 25% -- that's a lot of water. If you have access to the video, this is a great time to talk about Sharpshooter rain, the liquid the insect excretes while it's feeding, that leaves white stains on plants, sidewalks, cars or anything else outside. If you can't show this process in action, show them photographs of the white stains on fruit and leaves.

b. Read a list of plants that are affected by diseases the insect carries (almonds, alfalfa, citrus, oleander, grapes, etc. - a full list in available on www.bugspot.org). Ask students to imagine what they'd miss about these plants (no more fruit salad, almond Hershey bars, etc.).

3. If there's time, discuss native vs. non-native animals. Talk about how non-native insects move into other areas - by simply flying or moving on their own, or being transported on food or plants. Point out that sometimes imbalances can result with movement of non-native species into other areas.

C. How can we stop the insect from spreading?

1.Talk about the inspection program -- how inspectors are carefully inspecting plant material that comes into the county. The video shows how biologists turn leaves upside down to inspect them - if possible, demonstrate this. Show pictures of an egg mass - this is what they are usually looking for. You can even invite an Ag Dept. inspector to visit your classroom.

2. Talk briefly about the hotline they can call if they find a GWSS , and the website which gives additional information.

3. Talk about what might happen in case of an infestation. If available, provide information about possible treatment and prevention methods, and how each may work. Additional information on these options can be found at www.bugspot.org or www.cfbf.com.

II. Projects

A. Reports

1. Divide the students up into groups and ask them to prepare a report on a specific aspect of insects. Topics might include pest management, pest biology, farming, impacts of non-native insects on ecology, etc. Projects could be presented orally with slides or photographs, or as a PowerPoint presentation.

2. Alternatively, students could pick different pests or diseases to report on - perhaps ones that affect or have affected the area they live in. gypsy moths, the blue-green sharpshooter, Sudden Oak Death, and Pierce's Disease are just a few ideas. Reports would include information about the insect or disease, and what cures and possible treatments are available.

3. Send students home with a Sharpshooter Spotter kit, including magnifying glasses, pictures of the insect, flagging they can use on plants to mark suspicious areas, a sticker, and a magnet for their refrigerator at home. Encourage them to make regular inspections of their yards. One alternative report idea would be a "survey," where students report on the insect life in their backyards or local park over a period of months.


B. Labs

1. If your school has a lab facility, this is another opportunity to expand the unit. Contact your local Agricultural Commissioner or University of California campus about having someone speak to students or acquiring samples that can be viewed under a microscope - GWSS, egg masses, or Sharpshooter rain. Depending on what stage current research is at when you contact them, they may have other ideas about ways in which students can learn about the insect.

2. Students may be interested to learn about the digestive and excretory system of the GWSS, how it is able to excrete so much water so quickly, and is capable of spreading disease. As research continues on this insect, we hope to have more information available about this aspect of the insect.