Bugspot -- Curriculum

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Glassy-Winged Sharpshooter Educational Curriculum
For High School Classrooms

We recommend groups of 20 students working with an instructor for the excursion, reports and labs.

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

II. Projects
A. Take a Walk!
B. Reports
C. Labs

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 "non-native insects."

2. Begin by asking students to list insects that live in this area, and the affect they may have on the ecology or economy of the area. Write the names of the insects on the board. Ask students whether the insects may have a positive impact by spreading pollen, for example, or is the insect capable of killing plants? Students may 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 a non-native insect that is already having an important impact on the state's ecology.

4. Explain that the insect is moving north through California, and ask the students how many plants it is feeding on here.

5. Ask the students how many known lethal plant diseases the glassy-winged sharpshooter can spread.

6. Ask students if anyone knows how the insect came to be called a "Sharpshooter." Explain that one of its unique behaviors includes moving around to "hide" behind a stalk when approached, similar to what sharpshooters did during civil war days.

7. Pass out pamphlets comparing various insects and discuss the differences between the insects, along an informational pamphlet and magnet. If possible, pass around a vial with a GWSS in it. Discuss the unique behaviors of this leafhopper that can actually fly about ½ mile at a time, and mention that the behavior it's named for will be evident in the video.

B. What does the Glassy-Winged Sharpshooter do to plants?

1. Now is a good time to show a video or PowerPoint about the insect.

2. Explain what the insect does to the list of 200+ plants it is feeding on
in California, by telling students that there are two ways in which GWSS can potentially harm plants:

A. Explain how the insect feeds, and contrast that to methods used by other insects. When 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 - to keep trees healthy and productive.
If you have seen 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. Images of Sharpshooter rain are included in posters about the insect.

B. Discuss the list of plants that are affected by diseases the insect can carry - almonds, alfalfa, citrus, grapes, oleanders, coffee, etc. A full list can be obtained by calling 1-866-BUG-SPOT. Ask students to imagine what they'd miss about these plants (no more fruit salad, almond Hershey bars, etc.).

3. Discuss how diseases spread by this insect can kill plants by blocking the xylem, or circulatory system, preventing water from nourishing the plant.

C. How can we stop stop this non-native insect from spreading?

1. As this is a non-native insect, talk about the concepts of prevention and early detection. Discuss inspecting plants for eggs, nymphs and adults.

2. Discuss early detection as an effort to prevent widespread detection. Provide information about possible treatment 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. Take a Walk!

1. One project option is to take the students to a nearby park or recreation area to look for insects on plants. You can have them look for interesting plant and insect specimens to share with their classmates. Tell them it's okay to bring back some insects, and you will need to check to see if it is acceptable to remove any plant life. If suspicious insects are located, students can use a "Sharpshooter Spotter kit" to mark the effected plant, and a baggie can be used to capture insects.

2. After this "Sharpshooter spotting" expedition, have the students try to identify insects they found and discuss the impact these bugs may have on plants. If anyone thinks they've found a Sharpshooter, compare the insect to the pictures, and have the students explain why the insect is or isn't a Sharpshooter. If it looks like it could be one, call 1-866-BUG-SPOT right away.

3. If possible, have the students return their specimens to where they found them after the presentations. Encourage them to inspect their yards and neighborhood parks, and share the information they have learned with family members and neighbors.

B. Reports

1. If you want to extend the unit over a larger number of class meetings, divide students up into groups and ask them to prepare a report on a specific aspect of insects. Topics might include pest management, pest biology, 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 write reports on different insects or diseases that can be transmitted by insects. Reports would include information about the insect and/or disease, and what cures and possible treatments are available.

C. 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. Because the GWSS extracts and then excretes so much water every day, some students may be interested to learn more about the digestive and excretory system of the GWSS. As research continues on this insect, we hope to have more information available about this aspect of the insect.

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	Glassy-Winged Sharpshooter Educational Curriculum For High School Classrooms
	We recommend groups of 20 students working with an instructor for the excursion, reports and labs. I. All about the Glassy-Winged Sharpshooter A. What is the Glassy-Winged Sharpshooter? B. What does it actually do? C. How can we help stop the insect from spreading into other counties in California? II. Projects A. Take a Walk! B. Reports C. Labs 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 "non-native insects." 2. Begin by asking students to list insects that live in this area, and the affect they may have on the ecology or economy of the area. Write the names of the insects on the board. Ask students whether the insects may have a positive impact by spreading pollen, for example, or is the insect capable of killing plants? Students may 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 a non-native insect that is already having an important impact on the state's ecology. 4. Explain that the insect is moving north through California, and ask the students how many plants it is feeding on here. 5. Ask the students how many known lethal plant diseases the glassy-winged sharpshooter can spread. 6. Ask students if anyone knows how the insect came to be called a "Sharpshooter." Explain that one of its unique behaviors includes moving around to "hide" behind a stalk when approached, similar to what sharpshooters did during civil war days. 7. Pass out pamphlets comparing various insects and discuss the differences between the insects, along an informational pamphlet and magnet. If possible, pass around a vial with a GWSS in it. Discuss the unique behaviors of this leafhopper that can actually fly about ½ mile at a time, and mention that the behavior it's named for will be evident in the video. B. What does the Glassy-Winged Sharpshooter do to plants? 1. Now is a good time to show a video or PowerPoint about the insect. 2. Explain what the insect does to the list of 200+ plants it is feeding on in California, by telling students that there are two ways in which GWSS can potentially harm plants: A. Explain how the insect feeds, and contrast that to methods used by other insects. When 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 - to keep trees healthy and productive. If you have seen 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. Images of Sharpshooter rain are included in posters about the insect. B. Discuss the list of plants that are affected by diseases the insect can carry - almonds, alfalfa, citrus, grapes, oleanders, coffee, etc. A full list can be obtained by calling 1-866-BUG-SPOT. Ask students to imagine what they'd miss about these plants (no more fruit salad, almond Hershey bars, etc.). 3. Discuss how diseases spread by this insect can kill plants by blocking the xylem, or circulatory system, preventing water from nourishing the plant. C. How can we stop stop this non-native insect from spreading? 1. As this is a non-native insect, talk about the concepts of prevention and early detection. Discuss inspecting plants for eggs, nymphs and adults. 2. Discuss early detection as an effort to prevent widespread detection. Provide information about possible treatment 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. Take a Walk! 1. One project option is to take the students to a nearby park or recreation area to look for insects on plants. You can have them look for interesting plant and insect specimens to share with their classmates. Tell them it's okay to bring back some insects, and you will need to check to see if it is acceptable to remove any plant life. If suspicious insects are located, students can use a "Sharpshooter Spotter kit" to mark the effected plant, and a baggie can be used to capture insects. 2. After this "Sharpshooter spotting" expedition, have the students try to identify insects they found and discuss the impact these bugs may have on plants. If anyone thinks they've found a Sharpshooter, compare the insect to the pictures, and have the students explain why the insect is or isn't a Sharpshooter. If it looks like it could be one, call 1-866-BUG-SPOT right away. 3. If possible, have the students return their specimens to where they found them after the presentations. Encourage them to inspect their yards and neighborhood parks, and share the information they have learned with family members and neighbors. B. Reports 1. If you want to extend the unit over a larger number of class meetings, divide students up into groups and ask them to prepare a report on a specific aspect of insects. Topics might include pest management, pest biology, 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 write reports on different insects or diseases that can be transmitted by insects. Reports would include information about the insect and/or disease, and what cures and possible treatments are available. C. 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. Because the GWSS extracts and then excretes so much water every day, some students may be interested to learn more about the digestive and excretory system of the GWSS. As research continues on this insect, we hope to have more information available about this aspect of the insect.
	[home][activities & events][compliant retailers][contact us][educational][faq] [how you can help][important links][press releases][reference][volunteer opportunities]