Lesson: Locust Invasion!

Write “insect” in the middle of a physical or digital whiteboard. Ask students to add ideas to the board by writing names, drawing images, or adding photos of insects that they know about. Discuss traits that insects have in common (exoskeleton, 3 pairs of legs, one pair of antennae, etc.) Then ask students which insects they think might be helpful or harmful (or both) to people. Prompt them to explain their reasoning.

Open the magazine view of the article to page 8. Zoom in on the locust image at the bottom of the page. Ask students if they have heard of locusts. Have them share what they know about the insects. Ask students to make observations about the image, using guiding questions like: What features indicate that a locust is an insect? What does a locust probably eat? Where might locusts be found?

Read the article’s text aloud to the class. Pause after you finish each section and ask for students to summarize what you read about the characteristics and behavior of locusts and their impact on people. Be sure to also examine the diagram and the map. After reading, share the “Insects on the Move” skills sheet with your students and have them complete it independently. Encourage students who finish early to discuss the post-reading question: “Consider the conditions that spawned the locust outbreak. How might increased storms and rain, brought about by climate change, affect future swarms?”

Before you continue, think about how food insecurity directly affects your community and students and whether it is feasible to facilitate a sensitive and respectful discussion about this issue. Write food insecurity on the board. Ask students what feelings or ideas that phrase evokes. Discuss its meaning: not having reliable access to sufficient, affordable, and nutritious food. As a class, brainstorm factors that could lead to food insecurity (for example, economic hardships, natural disasters, conflicts). Have students complete the “Food Shortage” skills sheet. Discuss possible ways to improve food security.

Have students complete the article’s “Check for Understanding” and “Read and React” summary and reflection.

⇨ SEL: This lesson plan contains social-emotional learning (SEL) support related to social awareness.

⇨ VIDEO EXTRA: Explore how scientists are working to prevent harmful locust swarms.