INVADEMIDDLE 

SCHOOL 

A National Standards-Based Curriculum for Grades 6–8 
DEAR TEACHER, 

Welcome to Hungry Pests Invade Middle School—an exciting educational journey into the world of invasive species. Our parks, 

forests, and crops and the U.S. Department of Agriculture (USDA) need your help. Hungry pests eliminate jobs, threaten our 

food supply, destroy our natural resources, and cost the United States billions of dollars. How do they spread and cause so much 

harm? Too often, it’s the everyday actions of people everywhere, who don’t realize they are helping to spread these invasive 

pests and diseases. 

As an educator, you can help stop the spread of hungry pests by incorporating Hungry Pests Invade Middle School into your 

classroom. This standards-based curriculum for grades 6–8 is designed to engage your students and raise their awareness 

about invasive species through informative, discovery-based activities. Each lesson features at-home connections, additional 

extension activities, and links to cross-curricular subjects. 

In learning how invasive species move around, kids can share this knowledge with family and friends—and be leaders 

in helping to stop the threats. And by using these lessons with your students, you will play a major role in helping to 

Leave Hungry Pests Behind. 

Sincerely, 

Samantha Simon 

Associate Deputy Administrator, Plant Health Programs 

Plant Protection and Quarantine 

Animal and Plant Health Inspection Service 

U.S. Department of Agriculture 

And Your Partners at USDA 

WE THANK THE FOLLOWING ADVISORS: 

• Plant Protection and Quarantine program of USDA’s Animal and Plant Health Inspection Service (APHIS) 

• Doug Streblow, Environmental Specialist with the San Francisco Department of the Environment, CA 

• Martina P. McGhee, Ph.D., Assistant Professor of Elementary Education at Auburn University, AL 

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TABLE of CONTENTS 

Getting Started.............................................4 

Lesson 1: 

Attack of the Invasive Species...........5 

Learning Objectives: 

• Define invasive species during a group discussion 

• Understand the importance of (and our reliance on) 

U.S. agriculture and forests 

• Identify ways in which invasive species 

can harm agriculture and the environment and 

cause problems for people 

• Analyze the various ways that invasive species 

are a threat 

Teacher Handouts 

Letter From Vin .........................................................14 

Exploring the Threat Cards.....................................15 

Student Handouts 

Outlawed! Federal Noxious Weeds: The Aquatics..17 

A Day in Your Life With Invasive Species ...............18 

Exploring the Threat ................................................19 

Lesson 2: 

Meet the Pests ...............................................20 

Learning Objectives: 

• Identify and describe various invasive species 

• Identify where invasive species have been introduced 

• Explain which invasive species pose a local threat 

• Describe the process of discovering, reporting, and 

publicizing the presence of an invasive species 

• Collect, analyze, and interpret different kinds of data 

• Create a map of the United States 

Student Handouts 

Pest Files Research 27 

Hungry Pests Detectives Timeline .........................28 

Lesson 3: 

Invasive Species on the Move 29 

Learning Objectives: 

• Understand how invasive species spread through 

common pathways 

• Describe the efforts of USDA and local State 

agencies in stopping the spread of invasive species 

Student Handouts 

Vin Vasive’s “Top Nine Ways I Spread” .35 

Pest Pathway Storyboard........................................36 

USDA vs. Invasive Species 37 

Breaking News! 38 

Lesson 4: 

Leaving Hungry Pests Behind...........39 

Learning Objectives: 

• Understand what actions you can take to 

stop the spread of invasive species 

• Create a community plan to raise awareness about 

invasive species and help prevent their spread 

Student Handouts 

Movers and Shakers.................................................48 

Message Making ......................................................50 

Spreading the Word! Task List ................................52 
 

 

 

 

 

 

 

GETTING STARTED 

Hungry Pests Invade Middle School is designed for easy implementation in middle 

school classrooms. 

Engaging Lessons 

Each lesson includes an overview, subject connections, suggestions for timing, a list of 

supplies, preparation steps, learning objectives, and essential questions to guide student 

inquiry. Throughout the lessons, you’ll see suggested teacher tips to aid in instruction, 

at-home connections to engage family and friends, and extension activities to deepen 

student exploration and learning during class or to assign as homework. 

Standards-Based 

The curriculum is aligned to national education standards (The Next Generation Science 

Standards, The Common Core State Standards for English Language Arts and Literacy and 

The Standards for Mathematical Practice, and National Curriculum Standards for Social 

Studies) as well as individual State standards for Florida, Pennsylvania, and Texas. A standards 

chart is located at www.aphis.usda.gov/hungrypests/partner-tools/HP_Invade_Middle_ 

School_Standards_Chart.pdf. 

Cross-Curricular 

While lessons might be a natural ft in your science or ELA classroom, learning activities cover 

various topics that connect to several core subjects, such as geography, math, government, 

and economics. 

Project-Based 

Activities are student centered and inquiry led. Each lesson deepens student knowledge of 

invasive species through close reading of relevant texts, team research projects, interactive 

mapping activities, and class refection. In Lesson 4, students get to demonstrate their 

understanding through a capstone project that challenges them to engage an outside 

audience and spread the word about hungry pests. 

Resources 

The Hungry Pests website (www.HungryPests.com) is a valuable tool for both teachers and 

students, featuring: 

• Partner Tools—Download Hungry Pests public service announcements, outreach

materials, and customizable tools. (www.aphis.usda.gov/aphis/resources/ 

pests-diseases/hungry-pests/partner%20tools)

• Educator Tools—Access and download additional curriculum materials and activities.

(www.aphis.usda.gov/aphis/resources/pests-diseases/hungry-pests/educators)

• Youth Page—Access activities, games, and videos for kids to use. (www.aphis.usda. 

gov/aphis/resources/pests-diseases/hungry-pests/usda-efforts/service-learning/ 

hp-learning-service-pack)

• Interactive Infographic: Hungry Pests and You—An interactive game that exposes

students to the impact invasive species have on their daily lives through a visual

and informative survey. (www.aphis.usda.gov/hungrypests/partner-tools/HPYouthActivity.pdf)

• Pest Tracker—Use the Pest Tracker to learn about the invasive pest threat to your State,

and click on the map buttons to view Federal quarantines. (www.aphis.usda.gov/aphis/ 

resources/pests-diseases/hungry-pests/Pest-Tracker )

TEACHER

NOTE 

Lesson 1 is the frst step 

in project-based learning, 

a teaching method in 

which students create 

solutions for real-world 

problems. All activities 

build knowledge of, and 

familiarity with, invasive 

species. They also 

prepare students to take 

ownership in the creation 

of community campaigns 

in Lesson 4 to help 

stop the spread of 

hungry pests. 

Check out the interactive 

infographic to find out 

how hungry pests can 

impact your students’

daily lives!

Tip! HUNGRY 

PESTS 101 

If hungry pests are new to you, 

visit www.HungryPests.com 

and explore “What You Can Do” 

to help protect plants from 

invasive pests. 

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LESSON 1 

ATTACK OF THE 

INVASIVE SPECIES! 

GRADES 6–8 

Lesson Overview: 

Invasive species are a serious threat to our country and have the potential to devastate our crops and trees. This lesson will 

introduce to students the concept of invasive species. Students will begin to explore the damage and threat these pests cause 

and, most importantly, discover how invasive species can, or already do, impact their own lives and communities. Making the 

issue of invasive species relevant to students’ daily lives expands awareness and provides personal and group motivation for 

more research, learning, and action—all of which will take place in Lessons 2, 3, and 4. 

Topic: 

Learning about invasive species: what they are, 

the threats they pose, and damages they can cause 

Subject Connections: 

Science, English Language Arts, Social Studies 

Suggested Timing: 

Four 45-minute class periods 

• First Class—Pest Background Knowledge;

Vin-troduction; Outlawed! Federal Noxious

Weeds: The Aquatics 

• Second Class—Invasive Species Executive Order

• Third Class—A Day in Your Life With Invasive

Species; Why Should I Care?

• Fourth Class—Exploring the Threat 

Note: Extra class periods can be added to 

accommodate more time for research during 

the Exploring the Threat activity. 

Supplies: 

• Access to computer lab, computers, and

Internet connection

• Chart paper

• Markers

• Teacher Handouts:

1. A Letter From Vin 

2. Exploring the Threat 

• Student Handouts:

1. Outlawed! Federal Noxious Weeds: The 

Aquatics 

2. A Day in Your Life With Invasive Species 

3. Exploring the Threat 

Preparation: 

• Copy and cut out one set of the Exploring the Threat cards.

• Make copies of the student handouts for each student.

• Download and print copies of the fact sheet titled Outlawed! Federal

Noxious Weeds: The Aquatics www.aphis.usda.gov/plant_health/ 

plant_pest_info/weeds/downloads/NWposter.pdf.

• Download and print copies of the invasive species Executive 

Order (Executive Order 13112) at www.invasivespeciesinfo.gov/ 

executive-orders-invasive-species. 

• Access the public service announcement (PSA) “A Lot of Mouths 

to Feed” on the Hungry Pests website (www.aphis.usda.gov/aphis/ 

resources/pests-diseases/hungry-pests/educators) or print A Letter 

From Vin.

• Access Hungry Pests and You, the interactive infographic game

(www.aphis.usda.gov/hungrypests/partner-tools/HPYouthActivity.pdf ).

Learning Objectives: 

Students will... 

• Define invasive species during a group discussion.

• Understand the importance of (and our reliance on) U.S. agriculture

and forests.

• Identify ways in which invasive species can harm agriculture and

the environment and cause problems for people.

• Analyze the various ways that invasive species are a threat.

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM 5 

Essential Questions:

What are invasive species?

What kind of threat do invasive species pose? 

What kind of damage can invasive species cause?

How do invasive species affect me and my State, community, and family?

Why are U.S. agriculture and forests important? How do I rely on them?
 

 

 

 

 

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Introduction 

Pest Background Knowledge 

Introduce the concept of invasive species to students by having them draw upon existing 

knowledge about pests from real-world experience or previous units/lessons. Post the 

following questions on chart paper around the room: 

• What is a pest? 

• What does invasive mean? 

• What are species? 

• What are invasive species? 

Ask students to move around the room and write a response for each prompt. After 

each student has visited each prompt, ask for a student representative to summarize the 

responses. Make sure students understand that invasive species can be plants, animals, 

or pathogens that are not native to an ecosystem and are likely to cause harm. In the 

following lessons, students will focus on invasive plant pests and diseases. Alert students 

to the fact that invasive pests might even be found in their own backyards! 

Defining

PESTS 

According to the 

International Plant 

Protection Convention 

(IPPC) Glossary of 

Phytosanitary Terms, a 

pest is a species, strain, or 

biotype of plant, animal, 

or pathogenic agent 

injurious to plants or 

plant products. 

Tip! MAKE IT VISUAL! Make students squirm in their seats by sharing images of

hungry pests. Visit the invasive species slideshow for each pest on the Hungry 

Pests Threat page at www.aphis.usda.gov/aphis/resources/pestsdiseases/hungry-pests/The-Threat. Just click the pests of interest and use 

the right and left arrows on the main image screen to scroll through the photos. 

Share with students an example of a hungry pest to help them further understand 

the elements of an invasive species. For example, the giant African snail is an invasive 

pest that was frst found in southern Florida in the 1960s. It took 10 years and $1 million 

to eradicate it from the State, but the snail was reintroduced into Florida in 2011. The 

giant African snail is one of the most damaging snails in the world because it feeds on at 

least 500 types of plants and can cause structural damage to plaster and stucco structures. 

This snail can also carry a parasitic nematode that can lead to meningitis in people, making 

it a threat to human health. The giant African snail reproduces quickly, generating about 

1,200 eggs in a single year. 

Tip! GIANT AFRICAN SNAIL PEST CARDS Print copies of the giant African

snail pest card (www.aphis.usda.gov/hungrypests/partner-tools/HPPestCards-GAS.pdf) to share with students. 

Vin-troduction 

Introduce students to Vin Vasive, the spokesbug for hungry pests everywhere. 

Depending on access to technology, you can either read aloud A Letter From Vin 

(Teacher Handout 1) or play the 60-second PSA “A Lot of Mouths to Feed” on 

www.aphis.usda.gov/hungrypests/educator-tools/letter-from-vin.pdf to 

expose students to Vin’s menacing ways. Afterward, have students share their 

reactions to Vin Vasive and make predictions about the kinds of damage he 

might bring to agriculture and the environment, as well as the problems he 

might cause for people. 

GIANT AFRICAN SNAIL 

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM 66 
 

Exploration + Research 

Outlawed! Federal Noxious Weeds: The Aquatics 

To provide students with more information on invasive species, have students read 

Outlawed! Federal Noxious Weeds: The Aquatics. (www.aphis.usda.gov/plant_health/ 

plant_pest_info/weeds/downloads/NWposter.pdf). 

Tip! JIGSAW READING Break up Outlawed! Federal Noxious Weeds: The 

Aquatics factsheet by assigning small student groups to research each weed. After 

groups have read about their assigned invasive weed, have them share what they 

learned with the rest of the class. Take it to the next level by having each group 

create a pest team name. (For example: “Pest Plant Preventers,”“Weed Busters,” or 

“Team Invasive Species.” 

After students have read the factsheet, they can answer the following exploratory questions 

to help them summarize the informational text. 

1. What are invasive species? 

2. How do you think they get to the U.S. from other countries? 

3. What does APHIS stand for? 

4. Why are invasive species threatening? 

5. How do invasive species travel within the U.S. to new states? 

6. Who wrote the factsheet text? Why does the author care about invasive species? 

7. How does APHIS protect the United States from invasive species? 

8. What are some ways individuals can stop the spread of invasive weeds? 

After students complete the worksheet, review each question and call on students to 

share their answers. Have them generate a list of any unanswered questions they still 

have about invasive species. Keep the list visible in the classroom for students to reference, 

and have them work to answer the questions as they learn more about invasive pests in 

future activities. 

Tip! DRAW IT! After students have fnished the fact sheet, have them fip the page 

over and create a pictorial representation of how invasive species travel. 

Invasive Species Executive Order 

To foster a deeper understanding of the term invasive species, have students read the 

invasive species Executive Order (Executive Order 13112). 

Tip! SOCIAL STUDIES CONNECTION The invasive species Executive Order 

shows how serious the Government is about invasive species. Use this opportunity 

to help students further understand how Executive Orders are made and to discuss 

with students the Government’s role in establishing order and security. 

Before sharing the reading, ask students what they know about Executive Orders. Explain 

that an Executive Order is an ofcial instruction by the President that tells Federal agencies 

to follow certain policies and procedures. 

IMPORTANT 

ACRONYMS 

USDA 

The U.S. Department 

of Agriculture (USDA), 

also known as the 

Agriculture Department, 

is the Federal executive 

department in the 

United States that 

provides leadership 

on food, agriculture, 

natural resources, rural 

development, nutrition, 

and related issues. 

Website: www.usda.gov 

APHIS 

The Animal and Plant 

Health Inspection 

Service (APHIS) is an 

agency within USDA. 

APHIS’ mission is to 

protect the health, 

welfare, and value of U.S. 

agriculture and natural 

resources. Website: 

www.aphis.usda.gov 

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Divide students into five different groups, one for each section of the Executive Order text:

• Section 1. Definitions

• Section 2. Federal Agency Duties

• Section 3. Invasive Species Council

• Section 4. Duties of the Invasive Species Council

• Section 5. Invasive Species Management Plan

Make each group responsible for reading and becoming experts on their assigned section. 

Tip! NEW VOCABULARY Remind students to highlight and defne any new terms they 

encounter while reading. (New vocabulary may include: concurrence, conjunction, 

consultation, dissemination, eradication, non-indigenous, noxious, nuisance, practicable, 

propagating, prudent, restoration, suppressing, vested.) Have students add to a classroom 

word wall or vocabulary journal as they go. 

Have groups prepare a short 60-second presentation to share their sections with the rest of 

the class. Give groups a sheet of chart paper to use for outlining important details and key facts 

from their sections. Encourage students to create visuals in order to explain complex concepts. 

After the presentations, hang the chart paper around the room for students to reference in 

upcoming activities. 

Close the activity by asking students to refect on the invasive species Executive Order as a 

whole. Ask: 

• Why do you think former President Clinton issued an Executive Order? How did the Executive 

Order define invasive species? What council did the Executive Order establish? Do you think 

the Executive Order was helpful? Why or why not? 

Main Activity + Assessment 

5. A Day in Your Life With Invasive Species

Have students read the USDA blog post A Day in Your Life With Invasive Species (Student 

Handout 2). The article explains how invasive species can impact our daily lives, from the 

breakfast table to an afternoon baseball game. 

Tip! A DAY IN YOUR LIFE REFLECTIONS Have students draft short paragraphs 

sharing one thing they learned that surprised them from the A Day in Your Life With 

Invasive Species blog post. Students can use the following prompt: “After reading the 

A Day in Your Life With Invasive Species blog post, I was surprised to learn that...” 

After reading, have students complete the interactive infographic Hungry Pests and You 

(www.aphis.usda.gov/hungrypests/downloads/kids-activity-sheet.pdf), a game that 

exposes students to the impact invasive species can have in their lives. 

After completing the game, have students talk with a peer about the experience. Ask: 

• What items did you pick? 

• Were you surprised by the results? 

• What did you learn? 

Encourage students to share the game with family and friends via social media or email to 

help others learn more about hungry pests. 

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DID YOU 

KNOW

Share with students the following ways that invasive species attack their favorite foods, 

drinks, sports, and activities: 

FOODS 

• Pancakes. Asian longhorned beetle larvae eat maple trees from the inside out, 

affecting the production of maple syrup. 

• Macaroni and cheese. The Khapra beetle threatens our grains, including noodles and 

other pasta. 

• Bananas. The false codling moth is a threat to our fruits, including bananas. 

• Peanut butter and jelly. The spotted lanternfly feeds on the grapevines that produce 

the grapes used to make grape jelly. 

• Rice. The Khapra beetle can infest stored rice. 

DRINKS 

• Lemonade. Huanglongbing (citrus greening) threatens our citrus. 

• Orange juice. Mexican fruit fly maggots can ruin many of our fruits, including oranges. 

• Apple juice. Mediterranean fruit fly maggots are also a threat to many fruits, such 

as apples. 

• Grape juice. The European grapevine moth could put California’s grape and wine 

industry at risk if reintroduced. 

SPORTS AND ACTIVITIES 

• Hiking. Emerald ash borer, Asian longhorned beetle, gypsy moth, and sudden oak 

death could destroy trees along your favorite hiking trails. 

• Gardening. The giant African snail munches on more than 500 different types of plants. 

• Camping. Hungry pests could turn your summer campsite into a barren winter scene 

made up of dying or defoliated trees and bushes. 

• Biking. Hungry pests could alter the tree-lined scenery of your favorite bike route. 

• Bird watching. The habitat of your favorite birds could be on the menu of 

hungry pests. 

• Baseball. Emerald ash borer has destroyed tens of millions of U.S. ash trees and could 

turn ash baseball bats into a luxury item. 

6. Exploring the Threat 

Now that students have gained more awareness of invasive species and discovered the 

impact these pests could have in their own lives, have them dig deeper to discover the various 

environmental, economic, and human health damages invasive pests can cause. 

Have students draw an Exploring the Threat card (Teacher Handout 2) from a hat or box. 

(Note: There are 11 threat cards. Depending on class size, students can share cards and work in 

pairs or groups of three.) 

Each card contains a diferent threat and additional prompts (e.g., Why is biodiversity 

important? What trees grow in my community?) to help students refect on the impact each 

threat could have in their community and their State. 

PUSH OUT

NATIVE

SPECIES

What native species are in

your community or State? 

REDUCE BIOLOGICAL 

DIVERSITY

What is biological diversity?

Why is biodiversity important? 

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM 9 

IMPACT

GLOBAL TRADE

How can a change in

imports or exports threaten

our food security? 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERMS TO 

KNOW 

• Agriculture—the production of plants and animals useful to humans, involving soil cultivation 

and the breeding and management of crops and livestock 

• Biological diversity—the amount of genetic, species, or ecosystem variation within an area 

• Native species—plants or animals that exist in an area naturally, not by human introduction 

• Treatments—actions taken to prevent damage caused by invasive species: 

• Application of insecticides on trees 

• Soil fumigation to reduce the number of root-infesting pests and diseases 

• Solarization (covering a field with plastic and letting the sun “cook” the soil pests) 

• Economic impact—the cost of invasive species on an area’s economy 

• Economic dependency—a country’s reliance on outside economies and countries for support 

• Self-reliance—a nation or region’s ability to grow enough food to feed its own population 

without depending on outside help 

• Industry—the production of goods or services, such as farming, mining, logging, and manufacturing 

• Artisan—a skilled worker who makes items like furniture, clothing, and jewelry by hand 

• Grower—a person who grows a particular type of crop (fruits, vegetables, and grains) 

• Types of farmers: 

• Dairy farmers—raise cattle, goats, sheep, or other milk-producing animals 

• Ranchers—raise livestock such as cattle, sheep, goats, and horses 

• Poultry farmers—raise chickens, turkeys, ducks, or geese for meat, egg, and feather production 

• Potential human health issues: 

• Meningitis—an acute inflammation of the protective membranes covering the brain and 

spinal cord that can be life threatening (the giant African snail can carry a parasite that can 

transmit this disease to people) 

• Insect stings—painful wound caused by an insect’s stinger and venom 

THE DEVASTATING EFFECTS OF 

INVASIVE SPECIES 

Invasive species can: 

• Push out native species. 

• Place other species at increased risk of extinction. 

• Reduce biological diversity. 

• Kill forest trees. 

• Alter wildfire intensity and frequency. 

• Damage crops. 

• Cost industry and Government millions of dollars in treatment expenses. 

• Prevent the sale of products from infested areas. 

• Create economic dependency on products from other countries. 

• Threaten the jobs of farmers, artisans, builders, and others who depend on agricultural and 

forestry products. 

• Endanger personal health (e.g., stings from imported fire ants or meningitis from giant African snails). 

GIANT AFRICAN SNAIL 

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Have students research the card they selected using the Exploring the Threat research sheet 

(Student Handout 3). 

• What is the threat? 

• What kind of threat is it? (Environmental, Economic, Human Health) 

• How is this threat connected to the environment, the economy, or human health? 

• How does this threat cause concerns for the environment, economy, or human health? 

• What are some of the unintended consequences of the problem? 

Tip! GUEST SPEAKERS Invite local farmers, growers, artisans (who depend upon 

natural materials), or builders to the class as guest speakers. Have them explain their 

job to students and refect on the potential damage invasive species could cause to the 

work they do. 

After students have researched their individual card, they can move into larger groups based 

on the overall categories (environment, economy, and human health) and create a group 

presentation to share what they’ve learned with the rest of the class. 

Tip! MIX IT UP! Invite students to get creative when presenting their research. For 

example, they could create a commercial, song, skit, or poster. 

ONLINE 

RESOURCES 

• www.HungryPests.com—USDA’s public outreach website on the invasive species 

threat and how people can “Leave Hungry Pests Behind” 

• www.invasivespecies.gov—the official website of The National Invasive Species 

Council, which provides high-level interdepartmental coordination of Federal 

invasive species actions 

• www.invasivespeciesinfo.gov—a National Agricultural Library website established 

in 2005 to meet the information needs of The National Invasive Species Council and 

other users 

• www.asianlonghornedbeetle.com—USDA’s public outreach website on the 

Asian longhorned beetle 

• www.smokeybear.com/wildfires.asp—Smokey Bear’s official website for kids, 

which provides a wealth of information about forest fires 

• www.ready.gov/kids/disaster-facts/wildfires—a kid-focused website of the 

U.S. Department of Homeland Security’s Federal Emergency Management Agency 

that explains the threat of wildfires 

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Tip! THREAT CARDS EXTENSION ACTIVITIES

• Have students answer the prompt on their threat card in their journals. After 

students are finished, they can share their response with a peer or invite students 

to read them aloud to the class. 

• Use the prompts on each threat card for longer and more in-depth personal 

research projects. 

• Explore the connections between threat cards by creating “story webs.” Students 

should explain their thinking with each connection. For example: 

o Dead forest trees could lead to more wildfires. 

o Damaged crops could threaten the jobs of farmers and artisans. Forest pests 

could harm builders who may need to pay more for certain lumber. 

• Turn it into a game by rewarding the student who can identify the most connections. 

• Laminate the cards to prolong their use. 

DID YOU 

KNOW

Invasive pests and diseases take a serious bite out of the U.S. fruit and vegetable 

industry each year.

While the exact number may be hard to nail down, losses certainly reach into the billions of 

dollars. For just one disease (citrus greening) in one State (Florida), the losses are alarming: 

more than $4.5 billion was lost in citrus production from the 2006/07 to 2010/11 production 

seasons, according to University of Florida research. In Texas, the imported fire ant—a pest 

for a variety of crops, including fruits and vegetables—costs the State $1.2 billion annually, 

according to Texas A&M University AgriLife. And nationwide, invasive insects and plant 

diseases cost the United States an estimated $40 billion each year in damages to trees, 

plants, crops, and related eradication and control efforts.

Reflection + Evaluation 

7. (Wrap Up) Why Should I Care?

At the end of the lesson, have students refect upon the impact invasive species can have on 

them personally by writing a journal entry in response to the prompt: “I care about invasive 

species because....” Require students to include text references from the A Day in Your Life 

With Invasive Species blog post and the research they did in the Exploring the Threat activity. 

Tip! DIGITAL CLASSROOM Have students post their journal entries on a class blog 

or create a new “Invasive Species” blog to share all their writing for the unit. Invite 

students to create a clever and catchy blog name and web address. 

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Extensions 

Vin’s Vocabulary 

Collect new and unknown invasive species vocabulary to add to a classroom list. Vocabulary 

may include: agriculture, certifed, compliance, entomology, eradicate, infestation, invasive, 

native/nonnative, quarantine, regulations, safeguard, smuggle, species, and USDA. Once the 

word is added to the list of “Vin’s Vocabulary,” give students points for each time they use one 

of the words in a class discussion or in writing. At the end of the unit, name the student with 

the most points the Ultimate Vin’s Vocabulary Champ! 

Protect Your Environment Trek 

Go on a nature walk and observe the native species that can be or are impacted by 

invasive species. Students can prepare for the trip by visiting the pest profles on 

www.HungryPests.com to research host plants and creating a checklist of those native 

to their area. As students identify items on their checklist, ask them to pause and consider why 

these plants are important and what would happen if invasive species threatened them. After 

the trip, students can write in their journals about how the trip might have afected their view 

of the local environment. 

Natural Resources Research: Wood Is Wood, Isn’t It? 

To explore how invasive species can impact a widely used natural resource (wood), have 

students research and explore diferent tree species, where they grow, and how various 

woods are used in their community, in our country, and in products they use on a daily basis. 

What’s Up With Wildfres? 

Investigate wildfres—another way, aside from invasive species, that natural resources 

are threatened. Students can research and discuss local stories or events caused by 

wildfres and visit both the Federal Emergency Management Agency website 

(www.ready.gov/kids/disaster-facts/wildfires) and the Smokey Bear website 

(www.smokeybear.com/wildfires.asp) to learn more. 

Hungry Pests on the Prowl 

Defne the fve types of relationships in the animal and plant kingdoms (i.e., mutualism, 

predation, parasitism, competition, commensalism). Then, identify which one describes 

the relationship between hungry pests and the plants they like to eat (parasitism). 

No Pests Taste Test (requires in-person learning environment) 

Plan a class Hungry Pests Potluck featuring food that could be threatened by invasive species, 

and invite the school’s administration and staf to join in. Food could include: oranges, orange 

juice, grapefruit, limes, lemons, grapes, corn, eggplant, lima beans, bananas, avocados, 

apricots, peaches, tomatoes, walnuts, rice, noodles, and other items impacted by hungry pests. 

Students can create a menu or make cards to place next to each food noting the invasive 

species that attack it. 

#HungryPests 

Invite students to stay current on hungry-pest news and the adventures of Vin Vasive by liking 

“Hungry Pests” on Facebook or Twitter (@HungryPests) and sharing updates with their friends. 

Depending on your classroom technology policy, have students use their smart phones as 

“palmtops” (laptops in the palms of their hands) at key moments during the lesson to tweet 

and post what they are learning about invasive species. 

AT-HOME 

CONNECTION: 

Host a meal for your 

family featuring 

interesting facts about 

invasive species and 

food. Create information 

cards about each dish 

and which invasive pests 

pose a threat to the 

ingredients in that dish, 

as well as where that pest 

can be found and what 

to do if you fnd it. This 

could also be adapted 

to a potluck—when and 

where appropriate. 

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM 13 
 

I’ll tell you, this is on

A LETTER FROM VIN TEACHER HANDOUT 1

LESSON 1 

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM

Dear Students,

e great State. 

But it hasn’t been a walk in the park. I

mean, they call me “invasive species”. Nice,

huh? Or, hungry pests. Like I’m some kind 

of bad guy or something. I mean, do I 

look invasive? No! You should think of me

as a culinary tourist, a footloose foodie

of your fields and trees. I just want to

sample the locale fare. Just a taste! And

I’m not the pushy type. People help me get

around, mostly on the things they move 

and pack. Did you know I’m completely 

vegetarian? Yeah, very healthy! 

Hungry Pests, yeah right! Oh, 

gotta run! I do have a 

lot of mouths to feed.

Love,

Vin 

1
 

EXPLORING THE THREAT TEACHER HANDOUT 2A 

LESSON 1 

PUSH OUT 

NATIVE SPECIES 

What native species are in

your community or State? 

PLACE OTHER 

SPECIES AT

INCREASED RISK

OF EXTINCTION 

What species are at risk of extinction

in your community or State?

 REDUCE 

BIOLOGICAL DIVERSITY 

What is biological diversity? 

Why is biodiversity important? 

KILL FOREST 

TREES 

What native trees grow in

your community? 

ALTER WILDFIRE 

INTENSITYAND 

FREQUENCY 

What kind of damage do wildfires cause?

How often do wildfires happen in your

community or State? 

DAMAGE CROPS 

What crops (fruits and vegetables) grow

in your community, State, or region? 

What are your favorite fruits and vegetables?

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM
 

TEACHER HANDOUT 2B

EXPLORING THE THREAT LESSON 1 

COST INDUSTRY 

AND GOVERNMENT 

MILLIONS OF 

DOLLARS 

IN TREATMENT 

What do you think the Government 

should spend money on? 

CREATE 

ECONOMIC 

DEPENDENCY ON 

PRODUCTS FROM 

OTHER COUNTRIES 

What species are at risk of extinction in

your community or State? 

ENDANGER 

PEOPLE 

(stings from imported fire ants, meningitis

from giant African snails, severe skin burns/ 

blindness from giant hogweed sap) 

What actions can you take to reduce this risk? 

PREVENT 

THE SALE OF PRODUCTS FROM INFESTED AREAS 

What agricultural products (dairy, 

meat, fruit, vegetables, nuts, grains) do

you rely on from other States? 

THREATEN THE 

JOBS OF FARMERS, 

ARTISANS, AND 

BUILDERS 

Do you know anyone who is a farmer? 

Artisan? Builder? 

IMPACT 

GLOBAL TRADE 

How can a change in imports or exports

threaten our food security?

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM
 

 

Outlawed! Federal Noxious Weeds: 

The Aquatics 

STUDENT HANDOUT 1 

LESSON 1 

Name:____________________________________________________________________________Date:_____________________________ 

DIRECTIONS: 

After reading the Outlawed! Federal Noxious Weeds: The Aquatics factsheet, answer the following questions about 

invasive species. Remember to use textual evidence. 

1) What are invasive species?

2) How do you think they get to the U.S. from other countries?

3) What does APHIS stand for?

4) Why are invasive species threatening?

5) How do invasive species travel within the U.S. to new states?

6) Who wrote the factsheet text? Why does the author care about invasive species?

7) How does APHIS protect the United States from invasive species?

8) What are some ways people can stop the spread of invasive weeds?

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM

1
LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM

A DAY IN YOUR LIFE WITH INVASIVE SPECIES STUDENT HANDOUT 2

LESSON 1

A Day in Your Life With Invasive Species 

Posted by Greg Rosenthal, Public Affairs Specialist, USDA’s Animal and Plant Health Inspection Service, 

on February 21, 2017 at 11:24 AM 

USDA has proclaimed April to be Invasive Plant Pest and 

Disease Awareness Month, so this is the perfect time to 

consider how invasive species can crawl, swarm or ooze their 

way into your daily life. The fact is, invasive pests and diseases 

hunger for many of the same things we enjoy each day. And 

as they feast on America’s agricultural and natural resources, 

they can devastate crops and forests, throw ecosystems out of 

balance and lead to lost jobs and closed export markets. 

So let’s follow a day in your life with these invasive species, 

starting right at the breakfast table. You savor your glass of 

orange juice at breakfast. Citrus greening disease also loves 

America’s citrus trees—to death, costing Florida’s citrus 

industry billions of dollars and thousands of jobs. You pour 

maple syrup over your pancakes. If Asian longhorned beetles 

had their way, they’d be enjoying those maples, too—as 

they eat them from the inside out. This tree killer, now in Massachusetts, New York, and Ohio,

threatens forest resources valued at billions of dollars. 

After breakfast, you might relish spending time in the garden or backyard. The giant African 

snail won’t want to leave your landscape because it can munch on 500 different types of plants. 

This slimy pest, which can carry a parasite that can cause meningitis in people, was detected in 

Florida in 2011. USDA and the State are actively eradicating it and have collected and destroyed 

more than 115,000 snails. 

Invasive pests and diseases prefer many of your lunchtime favorites. Exotic fruit fly maggots 

can’t resist apples, pears, and dozens of other fruits and vegetables. In Florida, Texas, and 

California, USDA and its partners have eradicated numerous exotic fruit fly outbreaks over the 

last several decades before they could wreak havoc on crops. 

The afternoon is a great time for a baseball game. But the sound of an ash bat smacking a ball 

into the stands could be silenced. The emerald ash borer beetle, detected in 18 States, has 

destroyed tens of millions of ash trees so far. 

So it’s plain to see why USDA has dedicated an Invasive Plant Pest and Disease Awareness Month. 

We don’t want these destructive invasive species to shadow you as you go about your daily life.
 

 

EXPLORING THE THREAT STUDENT HANDOUT 3 

LESSON 1 

Name:____________________________________________________________________________Date:_____________________________ 

DIRECTIONS: 

Using the Exploring the Threat card you selected, research the threat listed on your card. 

1) What is the threat?

2) What kind of threat is it? Environmental Economic Human Health 

3) How is this threat connected to the environment, the economy, or human health?

4) How does this threat cause concerns for the environment, economy, or human health?

5) What are some of the unintended consequences of this problem?

Draw an image of 

how this problem can 

cause unintended 

consequences to other 

environmental or 

economic systems. Use 

pictures, arrows, and 

words to describe how 

this threat is connected 

to people and the 

environment. 

LESSON 1 • ATTACK OF THE INVASIVE SPECIES! WWW.HUNGRYPESTS.COM

3
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON 2 

MEET THE PESTS 

GRADES 6–8 

Lesson Overview: 

Now that students have been introduced to the threat invasive species pose in their lives, they’ll get to know the individual 

pests more—what they look like, what they threaten, where they live, and where they might pose a threat. 

Topic: 

Exploring diferent invasive species and the specifc threats 

they pose 

Subject Connections: 

Science, English Language Arts, Social Studies, Math 

Suggested Timing: 

Three 45-minute class periods 

• First Class—Wanted! The Pest Files research project

• Second Class—Hungry Pests Detectives Timeline

• Third Class—Map It Out! Invasive Species in the

United States; Hungry Pests Re-Cap

Note: Extra class periods can be added to accommodate more time 

for research during the Pest Files Research activity. 

Supplies: 

• Access to computer lab, computers, and Internet

connection

• White banner paper or large map of the United States

• Manila file folders (three per student)

• Collage materials

• Student Handouts:

1. Pest Files Research 

2. Hungry Pests Detectives Timeline 

Preparation: 

• Make copies of the Hungry Pests Detectives Infographic 

worksheet for each student.

• Make three copies per student of the Pest Files Research 

worksheet.

• Provide three manila “pest files” folders per student.

• Download and print copies of APHIS’ Hungry Pests Profile 

Cards at https://www.aphis.usda.gov/aphis/resources/ 

pests-diseases/hungry-pests/partner%20tools. 

Learning Objectives: 

Students will... 

• Identify and describe various invasive species.

• Identify where invasive species have been introduced.

• Explain which invasive species pose a local threat.

• Describe the process of discovering, reporting, and

publicizing the presence of an invasive species.

• Collect, analyze, and interpret different kinds of data.

• Create a map of the United States.

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 20 

Essential Questions:

What are some of the specific invasive species to watch out 

for and why?

What do they look like? Where would I find them?

Which invasive species are threatening my community 

and State?
 

 

 

 

Introduction 

Wanted! The Pest Files 

Have students build on their invasive species knowledge by getting to know individual 

pests better. Ask them to take on the role of “invasive species investigators” and select three 

invasive pest threats they are interested in learning more about. These can be pests that 

are in their State or neighboring States or pests from the targeted invasive pests listed on 

www.HungryPests.com. 

Note: Depending on class size, students could work in teams. Make sure that the class covers as many 

diferent species as possible to complete a full classroom set. If there is more interest in certain pests than 

others, have students randomly draw their three pests from a hat. 

The following Hungry Pests are most likely to be moved accidentally by the general public: 

• Asian citrus psyllid 

• Asian longhorned beetle 

• Asian gypsy moth 

• Citrus greening disease 

• Coconut rhinoceros beetle

• Emerald ash borer

• European cherry fruit fly

• European grapevine moth 

• European gypsy moth 

• False codling moth 

• Giant African snail 

• Imported fire ant

• Khapra beetle

• Light brown apple moth

• Mediterranean fruit fly

• Mexican fruit fly

• Old World bollworm

• Oriental fruit fly

• Sudden oak death

IMPORTANT! Because Hungry Pests are always on the move, this list is always changing! 

Check www.HungryPests.com for the latest list. 

WANTED

Tip! HUNGRY PESTS IN YOUR State Visit www.aphis.usda.gov/aphis/

resources/pests-diseases/hungry-pests/The-Threat to see which pests are 

specifcally threatening your community, State, and neighboring States. 

After students have chosen the three pests they want to focus on, they can begin to assemble 

“clues” about each pest by researching and gathering information from existing APHIS resources 

(see below). Clues will include where the pest is found, what it threatens, where it originates, 

signs and symptoms, and (to be completed in Lesson 4) what people can do to stop the spread. 

Pest Files Research Resources 

• Hungry Pests website: www.HungryPests.com 

• Pest Cards: www.aphis.usda.gov/aphis/resources/pests-diseases/hungry-pests/ 

USDA-Efforts/Partner-Tools 

• How Pests Spread: www.aphis.usda.gov/aphis/resources/pests-diseases/ 

hungry-pests/How-They-Spread 

Have students use the Pest Files Research worksheet (Student Handout 1) to collect all of the 

clues and document their research. As they complete the worksheet, ask students to leave 

the last section (“What you can do to stop the spread”) blank for now. Students will revisit that 

question in Lesson 4. 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 21 
 

 

 

 

 

 

Tip! INCLUDE DIFFERENT LEARNING STYLES The Pest Files Research worksheet 

is provided as a guide for students to collect information. Encourage students to use 

other learning styles to share their research. Students could make charts or graphs, write 

or perform a song or poem, or come up with other creative ways to communicate what 

they learned. 

Pest Files Research Worksheet 

• Name of pest 

• Sketch of pest 

• Where it poses a threat 

• What is at risk 

• Pest origin 

• Signs and symptoms 

• What you can do to stop the spread 

DID YOU 

KNOW

Cryptic Pests: Students might be interested to learn that some pests are considered 

“cryptic.” This means they are found inside of plants and not easily seen without 

microscopes or laboratory equipment. 

For example, a fruit fy maggot or false codling moth larvae would be inside the fruit 

and would not be visible by just looking at the fruit. Some plant pathogens like citrus 

greening may not be apparent for years before symptoms appear. Plum pox virus is 

another cryptic pest that requires molecular diagnostics to confrm plant infection. 

Tip! CAREER CONNECTIONS As students are working on their pest fles, take 

the time to connect their research to future career pathways. 

• Scientifc Illustration: Students who become interested in drawing and 

sketching the pests will be excited to learn that being an insect or botanical 

illustrator is a viable career option. These illustrators create detailed drawings for 

scientifc research and textbooks. 

• Computer Mapping and GIS: Students who enjoy mapping the pest 

locations will be interested in the wide range of career opportunities involved in 

creating maps and analyzing their results. GIS (geographic information system) is 

sophisticated software used to capture, manipulate, manage, and present many 

diferent kinds of geographic data, including pest locations. 

Have students create “pest fles” for each of the three pests they select using manila folders 

and the Pest Files Research worksheet. 

Tip! GATHERING EVIDENCE Invite students to get creative with their pest fles 

and include additional images, notes, articles, and information they fnd during 

their research. Have students create collages using what they collect. 

After students have completed their pest fles, they can present their fles to the class. 

After all of the pests have been presented, ask students to refect on all of the pests 

they’ve researched and identify the pests they think are the most damaging and why. 

Have students pick a location in the classroom to display their pest fles. 

EXTENSION 

ACTIVITY 

Students can identify 

their favorite pest from 

their pest fles research 

and delve even deeper 

to become experts on 

that pest. Have students 

work in groups to create 

a detective-style skit 

that shares what they’ve 

learned about the pest 

with the rest of the class. 

Invite them to create 

scenarios that involve 

crime scenes, suspect 

interviews, and evidence 

collection. 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 22 
 

Exploration + Research 

Hungry Pests Detectives Timeline 

Introduce students to the process of Hungry Pests detection. Write the following list of “How 

Hungry Pests Are Detected” on the board, and have students discuss each step. 

How Hungry Pests Are Detected 

1. Often, a regular person (like you or me) 

is the first to notice an invasive pest (in 

the garden or at a park, on a walk, while 

camping, or during similar activities). 

Federal or State pest survey specialists 

or farmers also find signs of plant pests 

and diseases. 

2. Sightings are then reported to the local 

land manager or local USDA office 

(www.aphis.usda.gov/planthealth/ 

sphd). 

3. If it is a first detection in the entire 

country, the reporting has to go through 

an important “Chain of Custody.” Chain 

of custody means that the movement of 

the sample is tracked and documented 

as it goes through the identification 

process and that only authorized 

agricultural officials can make the 

final confirmation. 

4. USDA scientists identify the pest, 

confirming the detection. A DNA analysis 

may be performed. 

5. If needed, information such as photos 

from a microscope or the sample 

itself may be sent to the Smithsonian 

Institution to confirm the identity. 

6. Information is then sent to various 

databases, organizations, and individuals 

to help notify other interested people or 

groups of the detection. 

7. In conjunction with State partners, USDA 

announces the detection to the world. 

To better understand how invasive species are 

detected, reported, confrmed, and recorded, 

have students create a timeline of the process 

using the Hungry Pests Detectives Timeline 

worksheet. Ask them to document each step 

of the process and visually explain what 

happens in each step with a drawing. 

Encourage students to think about how to 

communicate this information creatively. 

After students have created their individual 

timeline using the Hungry Pests Detectives 

Timeline worksheet (Student Handout 2), 

have them work collaboratively to create a 

giant timeline using chart paper. Have 

students split into smaller groups, with 

each group focused on a separate step of 

the process. 

After all groups are fnished, have them 

present their step of the process in order. 

Hang up the timeline in the school’s hallways 

or cafeteria to educate passing students and 

staf on the pest detection process. 

AT-HOME 

CONNECTION: 

ON-THE-GO TIMELINE 

After students are 

fnished with their 

Hungry Pests Detectives 

Timeline worksheet, have 

them take it home and 

share it with their family. 

Students can work with 

their family to decide 

an appropriate place, 

such as a refrigerator or 

bulletin board, to post 

the timeline so that 

everyone in their family 

can reference the process 

if they ever discover an 

invasive pest. Provide 

extra credit to students 

who share pictures of 

their timeline displayed 

in their house and 

initialed by their parents! 

Main Activity + Assessment 

Map It Out—Invasive Species 

in the United States 

Explain to students that once an invasive 

species is detected and confrmed, one way 

the information is communicated to the public 

is through mapping. To gain an awareness of 

where and which specifc invasive species can 

be found within the United States, students can 

draw a large map of the country on banner paper 

and label each State (or use a large, existing 

physical U.S. map). Visit the interactive citrus 

quarantine map to explore current citrus pest 

detections: www.aphis.usda.gov/aphis/maps/ 

plant-health/citrus-map 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 23 
 

DID YOU 

KNOW

Maps can also be used in climate risk analyses that try to predict areas of the United 

States that may be at risk for introduction of a pest or disease. 

Direct students to fnd pests in their State: www.aphis.usda.gov/aphis/resources/pestsdiseases/hungry-pests/Pest-Tracker and current APHIS maps to identify which of the targeted 

invasive species are under Federal quarantine in each State. A quarantine establishes an area 

within which a quarantine pest is present and is being ofcially controlled. Potentially infested 

or infected materials may not be allowed to leave the quarantine area or may need to be 

treated, inspected, and given a certifcate or permit before leaving. (Note: Explain to students 

that the APHIS maps only show pests for which Federal quarantines have been established. It is 

possible that other pests exist and have been detected but don’t have Federal quarantines.) 

Have students sketch each pest or cut out the Pest Cards (www.aphis.usda.gov/aphis/ 

resources/pests-diseases/hungry-pests/USDA-Efforts/Partner-Tools) and start by placing 

on the map the pests that are under Federal quarantine in their State. They can then move 

on to neighboring States until pests have been placed in every State where they are under 

Federal quarantine. 

Tip! GEOGRAPHY CONNECTION Use this activity as an opportunity to create 

a cross-curricular connection to social studies and geography. Emphasize the 

importance of using geographic tools like maps to collect, analyze, and interpret 

diferent kinds of data. 

This lesson is also a great opportunity to help students learn more about biodiversity 

and connect to agriculture and ecology. As students complete the map, ask them 

to discuss what grows where, what is natively grown in each State, and what has 

been introduced. 

Looking at the entire United States, have students analyze and interpret the pest data they are 

mapping. Ask them to observe and hypothesize: Which States have the most quarantines? Which 

States have the least? Why do you think that is? 

DID YOU 

KNOW 

The volume of international trade and travel, climate, e-commerce, and proximity to 

pest infestations are all factors that can impact the size and prevalence of pest 

populations in your area. Invasive pests can be good hitchhikers and will travel from 

great distances through human-assisted pathways unless people make an efort to 

leave those pests behind. 

Next, have students look specifcally at their own State and community and discuss the fndings. 

Ask them to observe and hypothesize: What invasive or nonnative pests are found in your State? 

Why do you think that is? Remind students that reported or mapped detections don’t necessarily 

indicate spread. If pests or diseases are detected in a location, USDA will begin looking in other 

areas where they could become established and, as a result, more pests may be detected. 

However, it can be difcult to determine whether pests or diseases found at one location came 

from an existing infestation or another source. Separate introductions from diferent sources 

might have occurred. 

When the map is completed, display it in the cafeteria, school hallway, or another location 

where there is a lot of student trafc. Have students make it interactive by posting questions 

about invasive species for the school community to ponder while viewing the map. 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 24 
 

 

 

Tip! MATH CONNECTION—MEET COMMON CORE! Use this activity as an 

opportunity to create a cross-curricular connection to math, studying ratios 

and describing distributions. 

• Pest Ratios: Have students use ratio language to create ratio relationships 

between two pest quantities found on the map. For example, “The ratio of 

pests in Texas to Michigan was 3:1, because for every pest Michigan had, 

Texas had three.” 

• Pest Statistics: Help students write their own statistical questions using 

the map they created as a data set. (For example, “How many invasive or 

nonnative pests are in my State?”) Remind them that a statistical question 

anticipates variability in the data related to the question and accounts for it 

in the answers. After they’ve created their question, have them share it with 

another classmate to solve. 

Refection + Evaluation 

4. Hungry Pests Re-Cap 

At the end of the lesson, invite students to refect on what they learned about invasive species 

during their research. Ask all students to write on a sticky note at least one thing that surprised 

them. Have students post their takeaways on the wall and read what their peers posted. After 

they’ve read what everyone else has written, ask students to identify three to fve overall 

“umbrella themes” and group similar notes under the appropriate theme. Example umbrella 

themes include: Pest Locations, Pest Threats, Pest Descriptions. 

Extensions 

Up Close and Personal 

Using bug nets or plastic containers, have students travel outside the classroom to collect 

insects around their school. With magnifying glasses, students can explore the insect’s anatomy 

and create diagrams of what they see using appropriate vocabulary (such as antenna, thorax, 

abdomen, tibia, etc.). Ask students to compare the pests they fnd to the insects they researched 

during the Pest Files Research activity: Did you fnd any invasive species? How do you know? Make 

sure students safely release the insects when they are done. 

Make Your Own Vin Vasive 

To better recognize hungry pests and further students’ knowledge of insect anatomy, 

have students use art to create large 3-D paper-maché replicas, masks, drawings, or posters 

of each pest. Scientifcally label each part of the insect body (antenna, head, compound eye, 

thorax, abdomen, leg, wing, etc.) and discuss each part’s form and function. Remind students 

that other creatures have these parts, too, not just invasive pests. Use existing Pest Cards as 

resources (www.aphis.usda.gov/aphis/resources/pests-diseases/hungry-pests/USDAEfforts/Partner-Tools). When fnished, display the pest creations around the school to raise 

awareness about invasive species. 

(See summer camp lesson “Masked Vin Vasive” for more activity details: 

www.aphis.usda.gov/hungrypests/partner-tools/HP-YouthActivity.pdf.) 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 25 
 

 

 

 

 

 

 

 

 

Who Am I? “Guess the Hungry Pest” Game 

To put new knowledge of invasive species to the test, have students play this fast-paced 

guessing game. Pin diferent Pest Cards (www.aphis.usda.gov/aphis/resources/pestsdiseases/hungry-pests/USDA-Efforts/Partner-Tools) to each student’s back, making sure 

not to show students the card in the process. Have students move around the room asking 

their peers “yes” or “no” questions about their hidden pest’s identity until they are able to 

correctly guess which pest is pinned on their back. Allow students to use their pest fles 

(completed at the beginning of the lesson) as a reference during the game. 

Be a Pest 

Invite students to use their creative writing skills by creating a short story from the perspective 

of an invasive pest. Encourage them to choose a pest they are interested in learning more 

about. Have students consider what the pest’s daily routine is, what challenges it faces, and 

what its goals are. Require students to include fgurative language (such as imagery, simile, 

metaphor, alliteration, personifcation, onomatopoeia, hyperbole) and sensory details (sight, 

hearing, touch, smell, taste), plus at least three facts from the Hungry Pests website. Share the 

examples below for the giant African snail. They can also create a class Hungry Pests blog to 

share their creative writing and research. 

Giant African Snail Creative Writing Examples: 

• Figurative language (simile): The giant African snail moved as slowly and sluggishly as 

a turtle. 

• Sensory details (sight): The giant African snail’s shell was a brownish color with darker 

brown stripes. 

• Facts: 

o The giant African snail consumes at least 500 types of plants. 

o The giant African snail can cause structural damage to plaster and 

stucco structures. 

o The giant African snail can carry a parasitic nematode that can cause meningitis 

in people. 

Beetle Busters! 

• For Students: To learn more about one specific hungry pest, the Asian longhorned 

beetle, have students visit USDA’s Asian longhorned beetle website and complete 

the Community Leaders lesson plan (www.aphis.usda.gov/pest-disease/alb/ 

uploads/2015/09/FSALB-2449-ALB-Educator-Guide-Update-2015.pdf ). As Beetle 

Busters, your students will be community leaders as they meet content standards, while 

building scientific-inquiry, leadership, and civic engagement skills. 

• For Teachers: Visit USDA’s Asian longhorned beetle website (www.aphis.usda.gov/ 

aphis/resources/pests-diseases/asian-longhorned-beetle/alb-educate-kids) to 

download the Complete Educator’s Guide To Stopping the ALB. The guide features additional 

inquiry-based and cross-curricular pest activities that are classroom-ready. 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM 26 
 

PEST FILES RESEARCH STUDENT HANDOUT 1 

LESSON 2 

Name:____________________________________________________________________________Date:_____________________________ 

DIRECTIONS: 

Complete Pest Files Research worksheets for as many hungry pests as possible. 

Visit www.HungryPests.com for help during your research.

Pest Name: Pest Location: 

(Color in States where the pest has been detected.) 

Sketch the pest here: 

What’s at risk? 

•______________________________________ 

•______________________________________ 

•______________________________________ 

•______________________________________ 

•______________________________________ 

•______________________________________ 

•______________________________________ 

______________________________________ 

Where does the pest originate? 

Signs and symptoms: 

What you can do to stop the spread: (Lesson 4) 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM

1
 

 

 

 

 

 

 

 

HUNGRY PESTS DETECTIVES TIMELINE STUDENT HANDOUT 2 

LESSON 2

Name:____________________________________________________________________________Date:_____________________________ 

DIRECTIONS: 

Unscramble the steps of detecting and reporting a hungry pest, and create a timeline documenting the process 

from beginning to end. Create a visual to explain what happens at each step. 

HUNGRY PESTS DETECTIVES: PROCESS BANK 

• Send to Smithsonian—If needed, information such as photos from a microscope or the sample itself may be sent to the 

Smithsonian Institution to confirm the identity. 

• Sightings Reported—Sightings are reported to the local land manager or local USDA office. 

• Announcement—USDA and State partners announce the detection to the world. 

• “Chain of Custody”—If it is a first detection in the United States, the reporting goes through an important “Chain of Custody.” 

• Pest Sighting—A regular person (like you or me) is the first to notice an invasive pest (in the garden or at a park, on a walk, while 

camping, or during similar activities). 

• Scientist Confirmation—USDA scientists identify the pest, confirming the detection. A DNA analysis may be performed. 

• Identity Sent to Databases—Information is then sent to various databases, organizations, and individuals to help notify other 

interested people or groups of the detection. 

LESSON 2 • MEET THE PESTS WWW.HUNGRYPESTS.COM

STEP 6
 

 

 

 

 

 

 

 

 

 

 

 

LESSON 3 

INVASIVE SPECIES 

ON THE MOVE 

GRADES 6–8 

Lesson Overview: 

This lesson explores the many pathways hungry pests use to enter new locations, establish, and spread, as well as the eforts 

already in place to stop them. Students will understand more clearly why it’s important to track the pests’ spread, how big of an 

efort and undertaking it is, and how people can make the problem worse—often unknowingly. 

Topic: 

Discovering how invasive species spread and what is being 

done to stop them 

Subject Connections: 

Science, English Language Arts, Social Studies 

Suggested Timing: 

Three 45-minute class periods 

• First Class—Vin Vasive’s “Top Nine Ways I Spread;” 

Pest Pathway Storyboards 

• Second Class—USDA vs. Invasive Species 

• Third Class—Breaking News!; 3-2-1 Pests! 

Note: Extra class periods can be added to accommodate more time 

for writing during the Breaking News! activity, and research during 

the USDA vs. Invasive Species activity. 

Supplies: 

• Sticky notes

• Collage materials

• Access to computer lab, computers, and Internet

connection

• Student Handouts:

1. Vin Vasive’s “Top Nine Ways I Spread” Infographic 

2. Pest Pathway Storyboard 

3. USDA vs. Invasive Species 

4. Breaking News! 

Preparation: 

• Download and print copies for each student of USDA’s

press release “USDA Urges Public to Help Stop Invasive 

Pests and Protect Plant Health” at www.aphis.usda. 

gov/aphis/newsroom/news/sa_by_date/sa-2020/ 

april-ippdam.

• Make copies of student handouts for each student.

Learning Objectives: 

Students will... 

• Understand how invasive species enter new locations and

spread through common pathways.

• Describe the efforts of USDA and local State agencies in

stopping the spread of invasive species.

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM 29 

Essential Questions:

How do invasive species enter new locations and spread?

What is USDA doing to fight these hungry pests?

What is my State doing to fight invasive species?
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction 

Vin Vasive’s “Top Nine Ways I Spread” 

Introduce students to the top ways that hungry pests enter new locations and spread (also 

known as pathways) by sharing Vin Vasive’s “Top Nine Ways I Spread” Infographic (Student 

Handout 1). Pathways are any means that allow the entry or spread of a pest or disease. 

Pathways could be plants, plant parts, agricultural products, wood packaging, soil, containers 

of all kinds, or vehicles that are contaminated with pests, disease-causing microbes, or seeds 

from harmful weeds. People can accidentally move these dangerous, invasive hitchhikers 

across countries, continents, and oceans. 

DID YOU 

KNOW

International trade is the system of importing and exporting goods by ships at our 

seaports, cargo planes at our international airports, and trucks and trains crossing 

our land borders. With the staggering volume of international trade, invasive 

species have an unprecedented opportunity to cross great distances—hundreds or 

thousands of miles—on a daily basis. 

Ask students the following inquiry-generating questions to get them thinking about 

the impact of international trade in their lives: 

• What ports do you live near? 

• Which U.S. ports do you think are the busiest? Why? 

• Why is international trade a game-changer for the movement of invasive species? 

Distribute copies of the infographic to each student. Have diferent students volunteer to read 

each pathway aloud to the class. Pause after each and ask students to raise their hands if they 

have had any personal experience with the pathway. (For example: Does your family own an 

RV? Have you ever gone camping and used frewood?) 

INTERNATIONAL 

PATHWAYS 

• International cargo 

• Passengers and 

their baggage 

• Airplanes 

• Trucks 

• Trains 

• Ships 

• International garbage 

• Ballast water (water 

stored within a ship’s 

hull for stability) 

• Smuggling 

• Mail parcels 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM 30 
 

Exploration + Research 

Pest Pathway Storyboards 

Using Vin Vasive’s “Top Nine Ways I Spread” Infographic, have students select one 

pathway to explore further. (Note: Make sure that every pathway is accounted for among 

students.) Students can use the Pest Pathway Storyboard worksheet (Student Handout 2) 

to create a storyboard that tells the story of their pathway. For example, how might a pest 

use frewood to enter a new location and spread? Outdoor furniture? Plant parts? Have 

students research their pathway online and collect any information that will be helpful 

when creating the storyboard. 

After students have fnished their research, have them transfer the information they 

gathered into a three-part storyboard. Students can draw each image or create collages 

using magazine clippings and cut paper. Share the following as an example: 

1. Before: What was the situation like before the

invasive species was introduced?

Example: Citrus is plentiful and local farmers 

are profiting from its sale. 

2. Pest Introduction (Cause): How is the hungry pest

introduced? Where does it come from? (Pathway)

Example: An international traveler accidentally 

brings Mediterranean fruit fly (or Medfly) 

maggots hiding on undeclared fresh fruit into 

the United States. 

3. After (Effect): What happens to the situation now that the invasive

species has been introduced?

Example: The Medfly maggots begin to feed inside fruits and 

vegetables like citrus and peppers, causing them to spoil and rot! 

Local farmers are unable to sell the damaged citrus as they usually 

would, and their jobs become threatened. 

Tip! STORYBOARD BASICS AND INSPIRATION Explain to students 

that storyboards are graphic organizers that use a sequence of images 

and captions to explain a story in chronological order. They are often made 

to guide the creation of a commercial, movie, or animation. They are also 

used in comic books or graphic novels. To help inspire students with their 

storyboards, fnd examples of movie, comic, or graphic novel storyboards 

online to share with students. Then, have students discuss the pros and cons 

of using only illustrations to tell a story. 

Once students have completed their storyboards, have them group the storyboards by 

pathway and display them on a classroom wall. Give each student a small stack of sticky 

notes to list diferent ideas on each storyboard about how the pest might have been 

stopped. For example, people can help stop the spread of pests via outdoor gear by making 

sure to clean their shoes before leaving a camping trip. 

After students have had enough time to post their ideas, ask them to share some of 

them with the class. Explain to students that they will further explore diferent tactics for 

stopping the spread of invasive pests in Lesson 4. 

RESEARCH 

RESOURCE 

To aid students during 

their pathway research, 

invite them to visit 

www.aphis.usda.gov/ 

aphis/resources/pestsdiseases/hungry-pests/ 

How-They-Spread, an 

interactive web page 

with descriptions of 

each pathway. 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM 31 
 

 

 

 

 

 

 

 

 

USDA vs. Invasive Species 

Now that students have a better understanding of how invasive pests spread, have them 

investigate what USDA is doing (in the United States and abroad) to stop pests from spreading. 

Students can work in pairs to research USDA’s eforts to contain and eradicate fve diferent 

hungry pests. (See list below for sample pests and research links.) Have them use the USDA vs. 

Invasive Species worksheet (Student Handout 3) to organize the information they fnd. 

Sample pests: 

• Coconut rhinoceros beetle 

Go to www.aphis.usda.gov, and click on “Pests and Diseases” link at left, and then

find and click on “coconut rhinoceros beetle.” 

• Asian longhorned beetle 

(www.aphis.usda.gov/aphis/resources/pests-diseases/asian-longhorned-beetle)

• European grapevine moth 

(Follow the directions for the coconut rhinoceros beetle, but scroll down to the

“European grapevine moth” link.)

• Light brown apple moth 

(Follow the directions for the coconut rhinoceros beetle, but scroll down to the

“light brown apple moth” link.)

• Spotted lanternfly 

(www.invasivespeciesinfo.gov/profile/spotted-lanternfly) 

• European gypsy moth 

(www.invasivespeciesinfo.gov/profile/european-gypsy-moth)

EUROPEAN GYPSY MOTH 

DID YOU 

KNOW

Share with students the following examples of USDA’s successful pest eradication 

eforts. 

• Plum pox virus attacks stone fruit (peaches, plums, and even almonds!) and is the

most devastating stone fruit disease in the world. The spread of plum pox virus

in the United States could jeopardize our country’s nearly $1.4 billion stone fruit

industry. After the discovery of this disease in Pennsylvania—the first-ever detection

of it in the United States—the Secretary of Agriculture declared an emergency

to carry out an eradication program in the State. Plum pox virus was ultimately

eradicated in Pennsylvania by surveying and sampling leaves of stone fruit trees,

cutting down all positive trees, and creating a buffer zone around them. The

disease was also detected and eradicated in Michigan, and in 2019, plum pox virus

was eradicated nationwide. Learn more: www.aphis.usda.gov/aphis/ourfocus/ 

planthealth/ppq-program-overview/plant-protection-today/articles/plumpox 

• After more than 100 years, U.S. cotton is free of the devastating pink bollworm!

The pest, which has cost U.S. producers tens of millions of dollars, was eradicated

through rigorous control and regulatory activities. The United States supplies

nearly one-third of the raw cotton traded globally. Eradicating the pink bollworm

safeguards cotton for domestic and international markets.

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM 32 
 

 

 

 

Tip! ECONOMICS CONNECTION Use this activity as an opportunity to emphasize 

the measures USDA takes to keep pests out of the country by regulating imported 

commodities and other agricultural items (such as fruits, vegetables, plants, seeds, 

and many plant products, including handicrafts and wood crates). Some imported 

items are required to go through treatment (cleaning/disinfection, cold treatment, 

or other methods) and receive a phytosanitary certifcate before they can enter 

into the United States. Ask students to discuss and explore the reasons why such 

regulations are necessary. 

After students have completed the USDA vs. Invasive Species worksheet, ask pairs to share with 

the class one eradication efort from their research that they think was the most successful. 

Main Activity + Assessment 

Breaking News! 

To help synthesize their research on eradication eforts, ask students to take on the role of 

reporters for a local newspaper. Explain that they just received breaking news from USDA 

about what it is doing to stop the spread of invasive species. As research, have them read 

USDA’s press release from April 2021, "USDA Encourages the Public to Protect Plants Against 

Invasive Pests in April" at www.aphis.usda.gov/aphis/newsroom/news/sa_by_date/sa-2021/ 

protect-plants-invasive-pests-month. 

USDA IN THE NEWS! Visit APHIS’ newsroom (www.aphis.usda.gov/aphis/newsroom/ 

news) to download more press releases and research documents to use during the lessons. 

After students are fnished reading the article, have them recap the following: 

• What initiatives is APHIS leading to stop the spread of invasive species? 

• Who does APHIS partner with? 

Tip! INTEGRATING INFORMATIONAL TEXT—MEET COMMON CORE! 

Providing multiple texts on the same topic can help students experience a variety 

of text structures, purposes, and writing styles. The wide variety of informational 

texts available can also help you easily accommodate diferent reading levels in your 

classroom. (For example: a short press release on invasive species versus a complex 

multipage report on eradication eforts. 

Using the Breaking News! worksheet (Student Handout 4), students will write a short and 

informative article for a local newspaper on what they learned from their research and USDA’s 

press release. Have students re-read the article and determine what information 

they should share through their local newspaper. Ask students to highlight specifc quotes 

they would like to feature. 

Tip! QUOTE SANDWICHES As students are writing their news articles, push them 

to create “quote sandwiches” with the quotes they choose from the press release. 

Have them introduce the quote in their own words and explain the quote afterwards 

with a supporting sentence. 

• Quote Sandwich Example: In the article "USDA Encourages the 

Public to Protect Plants Against Invasive Pests in April," U.S. Secretary of 

Agriculture Thomas J. Vilsack says that every year "in this increasingly 

interconnected and mobile society, it has become even more important for 

the community to help us protect our agricultural and natural resources 

from the threat of hitchhiking invasive pests." This means foreign pests 

are increasingly mobile today because they hitchhike with people and the 

things we move. The easier it becomes to buy things online from overseas 

or travel internationally, the easier it is for invasive, hitchhiking pests to 

travel with us undetected if we aren't careful. 

AT-HOME 

CONNECTION: 

SPREAD THE NEWS! 

When students have 

fnished writing the 

frst draft of their news 

article, ask them to take 

it home and share with 

their family. After family 

members read the article, 

have students interview 

them to collect quotes to 

include in their writing. 

Require students to 

include at least one 

quote from a family 

member in their fnal 

draft of the news article. 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM 33 
 

 

 

Remind students to use their USDA vs. Invasive Species worksheet to aid their research as “investigative journalists.” 

Tip! HUNGRY PESTS LIVE! After students have completed the Breaking News! worksheet, 

have them act out their stories as news anchors. Invite students to dress up, create a news set, 

and videotape their reporting for other students to see. 

Refection + Evaluation 

Wrap Up—3-2-1, Pests! 

At the end of the lesson, have students complete a “3-2-1 exit ticket” to recap what they learned 

during the lesson and help you check for individual student understanding. 

Ask them to share: 

• Three things they learned about the spread of invasive species,

• Two things about invasive species in their State that they’ll share with their family

and friends, and

• One thing about invasive species that they still have questions about.

Revisit any misunderstandings or questions students have during Lesson 4. 

Extensions 

Hungry Pests Theater 

Have students take the cause and efect storyboards they created earlier in the lesson and 

turn them into 2-minute performances complete with scripts, costumes, and/or puppets. 

Students can share their skits within their class or perform for younger students in their 

school or community. 

Pathway Charades 

Have students take turns silently acting out each diferent pathway while the rest of the class 

races to guess the pathway frst. 

Hungry Pests and Pathways 

Visit www.aphis.usda.gov/hungrypests/partner-tools/HP-YouthActivity.pdf to download 

“Outlawed! Federal Noxious Weeds: The Aquatics”—a fun, “tag-like” game about invasive 

species and their pathways. The game can be played indoors in a gym or outdoors. Divide 

students into two teams: Invasive Species and Nature Protectors. Locate diferent pathways 

(such as boots, plants, frewood, backpacks, hay, lawn furniture, or other items) to bring in 

and place in various locations around the playing feld. Nature Protectors must tag Invasive 

Species before they reach their pathways. See full details in the online activity fle. 

AT-HOME 

CONNECTION: 

ONE NIGHT ONLY! 

Plan a special night to 

perform the Hungry 

Pests Theater skits for 

family and community 

members. Have students 

create Hungry Pests 

tickets that feature 

interesting facts about 

invasive species and 

distribute these as 

invitations. 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM 34 
 

VIN VASIVE’S “TOP NINE WAYS I SPREAD” INFOGRAPHIC 

STUDENT HANDOUT 1 

LESSON 3 

Name:____________________________________________________________________________Date:_____________________________ 

Moving Vehicles 

Outdoor Gear 

Firewood 

Recreational Vehicles 

Internet Sales 

Mail 

Passenger Baggage 

Plants and Plant Parts Agricultural Materials 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM
 

PEST PATHWAY STORYBOARD STUDENT HANDOUT 2 

LESSON 3 

Name: Date:

DIRECTIONS:

Select one pathway to explore further. Use the graphic organizer below to create a storyboard that shows how 

pests spread using the pathway. Break it up into the three steps below: Before, Pest Introduction (Cause), and 

After (Effect).

PATHWAY NAME:_

BEFORE: 

What is the situation like before the

invasive species is introduced? 

PEST INTRODUCTION 

(Cause): 

How is the invasive species 

introduced? (Pathway) 

AFTER (Effect): 

What happens to the situation 

now that the invasive species has 

been introduced? 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM

____________________________________________________________________________ _____________________________ 

__________________________________________________________________________________________________________
 

USDA VS. INVASIVE SPECIES STUDENT HANDOUT 3 

LESSON 3 

Name: Date:

DIRECTIONS:

Work with a partner to research what USDA is doing to eradicate the invasive species listed 

below. Write an explanation of their efforts across the United States and abroad. Make sure 

to cite the source of your research. BONUS: Highlight any efforts that are happening in your State!

INVASIVE SPECIES USDA EFFORTS 

Source: 

Source: 

Source: 

Source: 

Source: 

LESSON 3 • INVASIVE SPECIES ON THE MOVE WWW.HUNGRYPESTS.COM

____________________________________________________________________________ _____________________________ 
WWW.HUNGRYPESTS.COM

BREAKING NEWS! STUDENT HANDOUT 4

LESSON 3 • INVASIVE SPECIES ON THE MOVE

LESSON 3 

Name:____________________________________________________________________________Date:_____________________________ 

DIRECTIONS:

You’ve been hired as a reporter for your local newspaper! After reading the USDA press release “USDA Encourages 

the Public to Protect Plants Against Invasive Pests in April,” write a news article sharing the information with 

your community. Include at least two quotes from the press release.

Local Newspaper Name 

Headline

Author

Article

Photo

Caption
 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON 4 

LEAVING HUNGRY 

PESTS BEHIND 

GRADES 6–8 

Lesson Overview: 

USDA and individual States are doing all they can to prevent the spread of invasive species, but they need your help! It’s a big 

job to stop Vin Vasive. In this lesson, students move into action by exploring what they can do personally to prevent the spread 

and how they can encourage their friends, family, and community to leave hungry pests behind. 

Topic: 

Empowering students to become local hungry pests 

ambassadors and do their part to stop the spread of 

invasive species in their community 

Subject Connections: 

Science, English Language Arts, Social Studies 

Suggested Timing: 

Five 45-minute class periods 

• First Class—Seven Ways To Leave Hungry Pests Behind!

• Second Class—User Personas; Invasive Species

Social Network

• Third Class—Taking Action!; Message Making

• Fourth Class—Spreading the Word! 

• Fifth Class—Presenting: Hungry Pests!;

A Community Plan

Note: Extra class periods can be added to accommodate more 

planning during the Spreading the Word! activities. 

Supplies: 

• Poster materials (markers, poster board, etc.)

• Access to computer lab, computers, and Internet

connection

• Access to the Hungry Pests public service

announcements (PSAs) featured in the Partner Tools

section of www.HungryPests.com 

• Student Handouts:

1. Movers and Shakers 

2. Message Making 

3. Spreading the Word! Task List 

Preparation: 

• Make copies of the student handouts for each student.

Learning Objectives: 

Students will... 

• Understand what actions to take to stop the introduction 

(entry and establishment) and spread of invasive species. 

• Create a community plan to raise awareness of invasive

species and help prevent their introduction and spread.

Essential Questions: 

What can I do to prevent the introduction and spread of 

invasive species? 

How can I report hungry pests? 

How can I teach other people what I know and help them 

prevent the introduction and spread of invasive species? 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 39 
Introduction 

Seven Ways To Leave Hungry Pests Behind! 

USDA has identifed seven key things people can do to help prevent the spread of invasive pests. 

To introduce students to each of the seven tips, show them the video “Seven Ways to Leave 

Hungry Pests Behind” on www.HungryPests.com. 

1. Buy it where you burn it, or buy certifed, heat-treated frewood. When you are 

camping outside and need to start a fre, buy or gather local frewood. You can also buy 

certifed, heat-treated frewood. Invasive pests and their larvae can hide and ride long 

distances in frewood. Don’t give them a free ride to start a new infestation. If you must move 

frewood (even just a short distance), make sure it has been heat-treated to kill any pests that 

might have been in or on it. 

2. Plant Carefully. Ask your parents to avoid using plant species in their gardens that could 

bring invasive pests to your State. For example, orange jasmine, a common landscape plant 

in citrus-producing States, can carry the Asian citrus psyllid! Make sure to purchase your 

plants from domestic nurseries or familiarize yourself with import regulations if buying them 

from overseas sources. Can’t verify the source? Don’t buy it! 

3. Don’t Bring or Mail fresh fruits, vegetables or plants into your State or another State 

unless agricultural inspectors have cleared them beforehand. 

4. Cooperate With Quarantines. Cooperate with any agricultural quarantine restrictions and 

allow authorized agricultural workers access to your property for pest or disease surveys. 

5. Keep It Clean. Wash outdoor gear, shoes, and bikes between fshing, hunting, or camping 

trips. Clean lawn furniture and other outdoor items (such as swing sets, soccer balls, toys, 

kiddie pools, and portable sandboxes) when moving from one home to another. 

EUROPEAN GYPSY MOTH 

ASIAN LONGHORNED BEETLE 

6. Learn To Identify. If you see signs of an invasive pest or disease, write down or take a 

picture of what you see and then report it to your nearest USDA ofce. Visit www.aphis. 

usda.gov/planthealth/sphd for contact information. 

7. Speak Up. When returning from international travel, tell U.S. Customs and Border 

Protection ofcers at the port of entry (airport, seaport, or land border) if you are carrying 

any agricultural items or food. To learn more, go to www.aphis.usda.gov/travel. You can 

also call USDA-APHIS at (301) 851-2046 for plant-related questions or (301) 851-3300 for 

animal-related questions. 

After students have watched the video, split them up into seven diferent teams, one for each 

way to leave hungry pests behind. Have students work within their teams to create a large 

poster for their pathway. Make sure that students have a catchy “call to action” for each poster 

—a short description to help explain what someone can do to prevent invasive pests from 

spreading—and an interesting visual. Remind students to think about what will attract a 

viewer to stop and read the information on their poster. 

ORIENTAL FRUIT FLY 

KHAPRA BEETLE 

ASIAN CITRUS PSYLLID 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 40 
 

 

 

 

 

 

 

 

 

Poster Checklist: 

. Call to action 

• Example: Don’t mail me! 

. Short description to explain the pathway 

• Example: Invasive species like the Asian citrus psyllid can hitchhike on plants, and 

Mediterranean fruit fly larvae can hide inside fresh fruits and vegetables. Don’t mail 

fruits or vegetables to friends or family unless agricultural inspectors have cleared 

them for you. For guidance, call your local USDA State Plant Health Director’s office 

(contact information at www.aphis.usda.gov/planthealth/sphd). 

. Interesting visual 

• Example: A drawing of a package filled with fruits and vegetables with an 

Asian citrus psyllid on top. 

Other Call-to-Action Examples: 

• Going camping? Buy or collect firewood where you burn it. Don’t move firewood 

unless it is certified and heat-treated. 

• Clean your boots and bikes! 

• Think before you pack! 

• When you come home from vacation, declare your fruit or beware! 

• Helping with a new school garden? Plant carefully! 

While the posters are in progress, hang them up for a quick class critique. Have each group 

present their poster and ask students to provide constructive feedback and suggestions for 

improvement. Have fellow students think about the following questions for each poster design: 

What is the call to action? Is the pathway clear? Does the poster’s visual make me want to stop 

and look? Is it memorable? Make sure groups take notes during the critique and integrate any 

important changes into their poster design. 

Tip! GLOW AND GROW Guide the classroom critique of student work by asking for 

peers to share one glow (something the poster is doing really well) and one grow 

(something the poster could improve upon) for each poster. 

After the posters are complete, laminate and hang them up around the school to share the 

information with other students, teachers, and staf. Posters can also be photographed and 

displayed on a class blog or school website. 

Exploration + Research 

“Movers and Shakers” 

Many people interact with invasive species without realizing it. Based on their outdoor activities, 

outdoor hobbies, or occupation, “movers and shakers” are people who can play a valuable role 

in helping to stop the spread of pests. Have students break into teams of two or three and 

randomly select a category from the list of people who may interact with invasive species. 

Movers and Shakers: 

• International travelers 

• Gardeners 

• Commercial producers

• Sports players 

• Outdoor enthusiasts

• Bird watchers 

• Summer campers 

• Urban park rangers 

• Hunters 

• Loggers and foresters 

• Growers, ranchers, and farmers 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 41 
 

Ask each student group to create a fctitious persona for the category they selected using the 

Movers and Shakers worksheet (Student Handout 1). Explain to students that this will be a 

valuable tool to help them better understand a specifc demographic or target audience. 

Tip! UNDERSTANDING A TARGET DEMOGRAPHIC Before students start 

working on their fctitious personas, explain what a “target demographic” is— a 

specifc group of people to whom a business markets its products or services. Do a 

quick online image search to locate diferent examples of demographics to share. 

Demographic profles are most often used as a tool for marketing and design 

research. (For example, a children’s clothing store might create customer profles of 

diferent groups of kids they want to attract to their stores.) Seeing samples will help 

kick-start student creativity! 

Using the Movers and Shakers worksheet, have students generate a creative name for each 

persona (for example, “Brian the Bird Watcher” or “Faye the Farmer”), a sketch of the person, a 

description of what they do, a list of potential encounters the person might have with invasive 

species, and steps they can take to stop the introduction and spread. Share with students 

the sample Movers and Shakers worksheet as a model. After the worksheets and personas 

are complete, have students share in small groups. Ask them to consider the similarities and 

diferences between the various people profles. 

Tip! OUT IN THE COMMUNITY Have students turn their profles into mini-fyers or 

posters by making copies and distributing them around the community. Ask students 

to think of strategic places where they can distribute their Movers and Shakers 

worksheets and share the message. For example, a student who creates a profle for a 

gardener could ask to hang the mini-fyer up at a local greenhouse or garden supply 

store. Assign students to hang their persona profle up in at least one location and 

document it by taking a picture. 

Invasive Species Social Network 

To help bring the profle characters closer to home, have each student create a web that maps 

all of the people they know (including themselves!) who fall into the above categories. 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 42 
 

 

 

 

After students have created their webs, ask them to pause and consider how they could help 

each target audience understand the importance of stopping the introduction and spread of 

invasive species. 

Have students pick one person in their web and create a personalized list of actions that person 

can take to help stop hungry pests. For example, a student who knows a gardener might 

remind them of the following actions: 

• Learn more about invasive plants and avoid planting those that could bring invasive pests 

into your State. 

• Inspect plants for signs of disease or pests before planting them. Report any signs to your 

local Extension office or Master Gardener program. 

• When purchasing plants online or through a catalog, check first with a local USDA office 

(www.aphis.usda.gov/planthealth/sphd) to see if any restrictions apply. 

Encourage students to include visuals (drawings or magazine cut-outs) to reinforce 

each action. 

Once the list of actions is complete, have students discuss how they plan to share the list with 

the target audience. Suggestions include emailing or mailing. 

Main Activity + Assessment 

Taking Action! 

As a class, have students discuss what motivates them to take action. Ask students to share 

an example of a cause they have supported and explain why they participated in supporting 

that cause. Sample causes could include homelessness in their community, recycling and the 

environment, or bullying at school. 

Tip! JOURNAL IT OUT Before students share their examples with the class, have them draft 

a journal entry about the cause they supported. Make sure they go into detail about how 

they learned of the cause, how they supported it, and why it was important to them. 

Message Making 

Now it’s time for students to apply what they learned by launching their very own invasive species 

public outreach campaigns. 

MEDITERRANEAN FRUIT FLY 

Tip! FINDING PUBLIC SERVICE ANNOUNCEMENTS (PSAs) USDA has many 

invasive species PSAs available on our YouTube page: www.youtube.com/user/USDAAPHIS/ 

videos. The Ad Council (www.adcouncil.org) is another great place 

to look for PSAs about topics ranging from digital literacy to energy efciency. 

To prepare students for creating their own invasive species outreach campaign later in the lesson, 

have students discuss and evaluate existing PSAs. 

Tip! REPLAY! Shorter PSAs can pack a lot of information into a small period of time. Replay 

each PSA two to three times to make sure students catch everything. You can even 

pause before each showing and ask students to focus on a particular aspect, such as the 

messaging, visuals, or call to action. 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 43 
 

 

 

 

 

 

 

 

 

 

After viewing each PSA, ask students to critically evaluate each campaign using the 

Message Making worksheet (Student Handout 2). Make sure students consider target 

audience, messaging, content, and call to action when assigning their grade. 

Once everyone has completed the worksheet and assigned the PSA a grade, poll the 

class to gauge student reaction. 

Tip! INSPIRING ACTION Push students to think critically about the PSAs they are 

evaluating. Have students identify one PSA to journal about in more depth. Make 

sure they answer the following questions in their refection writing: Why is the PSA 

efective? How does it inspire me to act? 

Repeat the Message Making worksheet and grading process for as many PSAs as possible. 

Spreading the Word! 

Using the PSA and advertising techniques students found to be successful during the 

Message Making and Taking Action activities, have students work together to create a class 

campaign to spread the word about invasive species. 

Tip! COMMUNITY PARTNERS Collaborate with nearby community organizations, 

environmental associations, or your nearest USDA ofce to make your class 

campaign more powerful. Ask the partners to assist students with research, 

provide feedback, and help the project reach a larger audience. 

As a class, discuss the following questions: 

• Who should our audience be? 

• How can we get people to care? 

• What kind of campaign should we create (poster, video, etc.)? Why? 

Have students brainstorm diferent ideas for campaigns or outreach projects and vote on 

which one they think will be most efective. (Note: Projects can be done as a class or in 

small groups.) Invite students to use the partner tools (such as the Hungry Pests bookmark, 

bumper sticker, magnet, or fyers) on the Hungry Pests website (www.aphis.usda.gov/aphis/ 

resources/pests-diseases/hungry-pests/partner%20tools) to support any outreach 

eforts, or they can create their own. 

Below are some examples of outreach ideas: 

• Create a skit.

• Organize a student-led assembly.

• Produce a local hungry pests PSA for the radio or TV.

• Develop a social media campaign.

• Write a musical rap, rhyme, or song. (Check out APHIS’ summer camp activity,

“Critter Jam,” for more information at www.aphis.usda.gov/hungrypests/partnertools/HP-YouthActivity.pdf .)

• Install location-specific signage at local fishing, farming, or hiking locations or trails.

Once the projects have been fnalized, have students use the Spreading the Word! Task List 

(Student Handout 3) to plan how they will carry out their idea and identify who will do what 

and by when. 

MEXICAN FRUIT FLY 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 44 
 

 

 

 

 

 

 

 

 

 

Tip! TEAM LEADERS Pre-assign, or have groups nominate, team leaders to help 

manage the project. Team leaders can take responsibility for keeping the team on 

schedule, delegating tasks to team members, and coordinating team communication.

Refection + Evaluation 

Presenting: Hungry Pests! A Community Plan 

Using all they have learned about invasive species, ask students to prepare a PowerPoint or 

other visual presentation to share their research and plan of action with relevant audiences, 

such as parents and school and community members. (Note: This can be done as a class, in small 

groups, or as part of a summative assessment.) 

Tip! GRADING PROJECT-BASED LEARNING Create a project-based learning 

rubric for Spreading the Word! and Presenting: Hungry Pests! A Community Plan 

to guide students and help you measure specifc learning outcomes. Use the following 

key components of project-based learning to develop appropriate criteria for your 

own rubric: 

• Research 

• Teamwork 

• Creativity 

• Presentation 

Have students practice creating efective presentations by requiring the use of both words 

and imagery to organize the research they’ve gathered. Students can use the PowerPoint 

template found in the “Partner Tools” section of the Hungry Pests website (www.aphis.usda. 

gov/aphis/resources/pests-diseases/hungry-pests/partner%20tools) as a starting point 

for their own presentations. 

Tip! PUBLIC SPEAKING 101 Before students share their presentations with an 

outside audience, ask them to generate a list of things they think efective public 

speakers do. Use the list below as a prompt. 

• Make eye contact with the audience. 

• Speak slowly. 

• Use body language. 

• Create note cards. 

• Practice ahead of time. 

Refer to this list of student-generated criteria for efective public speaking when 

grading their presentations. 

LIGHT BROWN APPLE MOTH 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 45 
IMPORTED FIRE ANT 

 

 

 

 

Extensions 

In the News 

For schools with daily announcements or video screens, have students arrange to show the 

Hungry Pests commercials, located on the Partner Tools page of the Hungry Pests website at 

www.aphis.usda.gov/aphis/resources/pests-diseases/hungrypests/partner%20tools. 

Hello My Name Is... 

To prompt dialogue within the school community about invasive species, have students wear 

Vin Vasive name tags around school for a day. Just download tags from www.aphis.usda.gov/ 

aphis/resources/pests-diseases/hungry-pests/partner%20tools and print on sticker paper. 

Students can identify themselves as invasive species ambassadors and answer any questions 

their peers might have. 

Anti-Vin Vasive 

Now that students have become familiar with Vin Vasive, the spokesbug for hungry pests 

everywhere, create an “Anti-Vin” character to act as a more positive environmental ambassador 

for invasive species-free environments. Have students draw and name their character. 

Hungry Pests Herald 

Contribute articles about invasive species to a class, school, or local newspaper. Ask students 

to consider the audience they want to target, the format they think will be most efective 

(letter, essay, speech, poem), and the tone they want to use. Invite students to check out 

the sample “Feature Article” and “Short Newsletter Story” in the Partner Tools section of the 

Hungry Pests website (www.aphis.usda.gov/aphis/resources/pests-diseases/hungrypests/partner%20tools ) as examples. After the articles are written, have students publish 

their newsletter by printing and sending copies home to share with family and friends. Copies 

could also be distributed to local businesses, libraries, or media channels for community 

members to read. 

HUNGRY TO 

LEARN 

MORE? 

The Cooperative 

Extension Service, 

operated by USDA and 

partner universities, is a 

good resource for feld 

trips, job shadows, or 

research information. 

To fnd the Cooperative 

Extension Ofce nearest 

you, visit www.nifa. 

usda.gov/aboutnifa/how-we-work/ 

partnerships/landgrant-collegesuniversities. 

Real-World Research 

Travel outside of the classroom, or research online, to collect primary source research about 

individuals and their relationship with invasive species. Students can conduct interviews in 

person or virtually with local outdoor enthusiasts, hunters, gardeners, bird watchers, growers, 

ranchers and farmers, loggers and foresters, or park rangers. Students can also call or visit 

local APHIS ofces to speak with representatives or invite them to visit the class (virtually or in 

person). For contact information, go to www.aphis.usda.gov/planthealth/sphd. 

For additional educational resources, students can check out the links below: 

• Bugwood website: www.bugwood.org 

• USDA Forest Service website: www.fs.fed.us 

• USDA Forest Service Woodsy Owl campaign: https://apps.fs.usda.gov/symbols 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 46 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hungry Pests Jeopardy 

As a fnal review of the unit, create a classroom version of Jeopardy using invasive species 

as the topic. Categories could include “Notable Pests,” “Name that Pathway,” “Famous 

Quarantines,” “Important Impacts,” and “Potpourri” (a varied selection of invasive species 

facts). Have students prepare for the game by reviewing all of the work they’ve created and 

revisiting www.HungryPests.com for a refresher. 

Plant Health Professionals 

Arrange for community members with careers in agriculture or entomology to visit the school 

and share information with students about where they work, what they do, and any interactions 

they have with invasive species. Extension educators, master gardeners, State plant regulatory 

ofcials (www.nationalplantboard.org/members.html), and USDA plant health safeguarding 

specialists (www.aphis.usda.gov/planthealth/sphd) are great professionals to consider. 

DID YOU 

KNOW

Your students’ crusade against hungry pests doesn’t have to end! There are plenty of job 

opportunities available for students who are interested in protecting our Nation’s resources 

from invasive species. 

Possible careers include: 

• Biologist

• Botanical illustrator

• Chemist

• Computer modeler

• Entomologist

• Environmental advocate

• Extension educator

• Forester

• GIS mapping specialist

• International trade specialist

• Pest control operator

• Pest identifier

• Pest survey specialist

• Plant health safeguarding

specialist

• Plant pathologist

• Secretary of Agriculture

• U.S. Customs and Border

Protection agriculture specialist

USDA offers a summer program for middle and high school students interested in learning 

more about plants, animals, and agribusiness. For details, visit the APHIS website at 

www.aphis.usda.gov/agdiscovery. 

FALSE CODLING MOTH 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM 47 

DID YOU 

KNOW
 

MOVERS AND SHAKERS STUDENT HANDOUT 1A 

____________________________________________________________________________ _____________________________ 

LESSON 4 

Name: Date:

DIRECTIONS: 

Using the prompts below, create a fictitious profile of a person for the category you selected 

(international travelers, outdoor enthusiasts, hunters, gardeners, bird watchers, growers, 

ranchers and farmers, loggers and foresters, or commercial producers).

Hello! My name is: What I do: 

What I look like: Potential encounters with invasive species: 

Things I could do to help stop the introduction and spread of invasive species: 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM
 

MOVERS AND SHAKERS STUDENT HANDOUT 1B 

LESSON 4 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM
MESSAGE MAKING STUDENT HANDOUT 2A 

LESSON 4 

Name:____________________________________________________________________________Date:_____________________________ 

DIRECTIONS: 

Using the graphic organizer below, take notes while you watch each public service announcement (PSA). 

PSA TITLE: 

TARGET AUDIENCE: 

MESSAGE: 

CALL TO ACTION: 

REFLECTION QUESTIONS: 

1. What did you learn? 

2. What made the PSA memorable? 

3. Does the PSA make you want to change your behavior? Why or why not? 

4. Is the message important to you? 

5. Do you have any unanswered questions? 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM
PSA TITLE:

TARGET AUDIENCE:

MESSAGE:

CALL TO ACTION:

MESSAGE MAKING STUDENT HANDOUT 2B 

LESSON 4 

Name: ______________________________________________________________ Date: _________________________ 

DIRECTIONS: SAMPLE

Using the graphic organizer below, take notes while you watch each 

public service announcement (PSA). 

PSA TITLE: 

“I Try To Fit In"

TARGET AUDIENCE: 

People who might transport invasive species without realizing it 

MESSAGE: 

“Hungry pests are invasive insects and other pests that threaten to devour

our plant resources. Examples include trees, ornamentals, food crops, as well 

as threatened and endangered plants.”

CALL TO ACTION: 

Leave hungry pests behind! Go to hungrypests.com and get the facts. 

REFLECTION QUESTIONS: 

1. What did you learn?

Hungry pests eat our plant resources!

2. What made the PSA memorable?

The fact that Vin is such a creepy character.

3. Does the PSA make you want to change your behavior? Why or why not?

I’m definitely going to visit HungryPests.com to learn more.

4. Is the message important to you?

Yes. Trees are really important to our environment.

5. Do you have any unanswered questions?

How do people transport hungry pests?

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM
 

SPREADING THE WORD! TASK LIST STUDENT HANDOUT 3 

LESSON 4 

Name: Date:

DIRECTIONS: 

Use the graphic organizer below to help complete your Spreading the Word! campaign. As a 

group, create a list of tasks you will need to complete to achieve your goal. Decide who will be 

responsible for each task and when it will be due. 

____________________________________________________________________________ _____________________________ 

DESCRIPTION OF PROJECT: 

TASK PERSON RESPONSIBLE DUE DATE 

LESSON 4 • LEAVING HUNGRY PESTS BEHIND WWW.HUNGRYPESTS.COM
 

 

 

 

 

 

 

 

 

 

Learn More 

Explore the following resource links with your students for more information on hungry pests and existing initiatives. 

• The National Invasive Species Council was established by Executive Order 13112 to ensure that Federal programs and

activities to prevent and control invasive species are coordinated, effective, and efficient: www.invasivespecies.gov 

• Invasive species Executive Order 13112: www.invasivespeciesinfo.gov/executive-orders-invasive-species 

• Center for Invasive Species and Ecosystem Health: www.invasive.org 

• Find your local Cooperative Extension office to connect with experts who provide useful, practical, and research-based

information to agricultural producers, small business owners, youth, consumers, and others in rural areas and communities of

all sizes: www.nifa.usda.gov/about-nifa/how-we-work/extension 

• USDA Forest Service: www.fs.fed.us 

• The American Phytopathological Society: www.apsnet.org 

• The Nature Conservancy’s Invasive Species initiative:

www.nature.org/en-us/what-we-do/our-priorities/protect-water-and-land/land-and-water-stories/ 

invasive-plant-species-invasive-species-education-1/ 

• “Don’t Pack a Pest” campaign: www.dontpackapest.com 

• USDA’s AgDiscovery summer program for middle and high school students: www.aphis.usda.gov/agdiscovery 

• First Detector, a program of the National Plant Diagnostic Network (NPDN), trains people to detect and report invasive plant

pests and diseases: www.firstdetector.org 

Educational Resources 

USDA’s National Invasive Species Information Center, Educational Resources: 

www.invasivespeciesinfo.gov/subject/educator 

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ofces, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, 

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conducted or funded by USDA (not all bases apply to all programs). Remedies and complaint fling deadlines vary by program or incident. 

Persons with disabilities who require alternative means of communication for program information (e.g., Braille, large print, audiotape, American 

Sign Language, etc.) should contact the responsible agency or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or contact USDA through 

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To fle a program discrimination complaint, complete the USDA Program Discrimination Complaint Form, AD-3027, found online at How to File a 

Program Discrimination Complaint (www.ascr.usda.gov/fling-program-discrimination-complaint-usda-customer) and at any USDA ofce or write 

a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 

632-9992. Submit your completed form or letter to USDA by: (1) mail: U.S. Department of Agriculture, Ofce of the Assistant Secretary for Civil 

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USDA is an equal opportunity provider, employer, and lender. 

Revised July 2022 

Program Aid No. 2153 WWW.HUNGRYPESTS.COM 53