2.  Have your warm up sheet out  Get your usual chromebook and go to www.tinyurl.com/daniels924 www.tinyurl.com/daniels924  follow the instructions on the padlet  Once you have been checked off, return the chromebook to the cart

4.  Where does the light brown apple moth come from?  How long does it live?  Why is the light brown apple moth nicknamed the “light brown everything moth?”  What steps have been taken in California to eradicate the apple moth?

5.  What can small insects like the light brown apple moth and the Mediterranean fruit fly “set off alarm bells” and “prompt a statewide panic” in California?  What is a quarantine?  Why id the invasive moth raising concerns in Mexico and Canada?  Why do AG Kawamura and Senator Dianne Feinstein believe that agricultural border inspections should be moved back to the Department of Agriculture?

6.  Considering the life cycle of the moths, why would it be difficult to inspect each and every plant brought into the country for invasive species?  What does James R Carey mean when he compares the infestation of invasive insects with cancer?

7.  You will each be given a role: insect, plant or predator  There will be multiple rounds  Each plant will have 10 leaves  Insects will be given one minute to “eat” as many leaves as they can while avoiding the predators  At the end of the round,insects tagged by a predator are dead and must sit down  We will tally the condition of the plants

8.  Rules:  Insects can only take one leaf from a plant at a time and then must move on to a different plant. You can not stay at one plant and eat all of the leaves  When tagged by a predator, insects are out of the game  Plants must remain stationary and give up their leaves, one at a time

9.  2/3 of class will act as plants (10 in 2 nd, 5 in 3 rd )  ¾ of remainders are native insects (4 in 2 nd, 2 in 3 rd )  Remaining students are predators

10.  Tally the condition of the plants at the end of each round  7-10 leaves=healthy plants  4-6 leaves=moderate condition  1-3 leaves=severe damage  0 leaves= dead plant

11.  2/3 of class are plants (10 in 2 nd and 5 in 3 rd )  Remaining students are invasive insects  Predators from round 1 are now insects  *invasive insects often don’t have a natural predator, so they can reproduce in greater numbers so no predators in this round

12.  2/3 of class are plants (10 in 2 nd and 5 in 3 rd )  Each plant should mark the underside of half of their leaves with an x to denote the presence of pesticides  Remaining students are invasive insects  If you eat a leaf with an x, you are out of the game

13.  Spread out as before I will designate an area as a quarantine area  Some plants can go in this area, but not all  Insects may not leave the quarantine area

14.  2/3 of class are plants (10 in 2 nd and 5 in 3 rd )  2 plants mark their leaves with triangles, 2 with squares, and 2 with circles  Now insects can only eat one type of plant

15.  Can you think of any other variations??

16. Which scenario yielded the greatest number of healthy plants? The least? Why are invasive species most dangerous to farmers How might diversification of plants help farmers? Why might large scale farms be resistant to trying this? How did pesticides affect the pest populations? How did they help the plants? What is the downside to using pesticides exclusively?

17.  What is the benefit of quarantine? What is the downside to farmers trying to sell their product?  In your opinion, what other solutions ahould be used to control invasive species and protect crops?