BPS7

Plant Systems Basic Foundational Lesson

Unit: Basic Plant Science

Lesson Title: Plant Entomology

Competency: Identify basic pests and their effect on plant growth.

Standards AS.06.01.01.a. Explain the importance of the binomial nomenclature system for classifying . AS.06.01.01.a. Explain the importance of the binomial nomenclature system for classifying animals. NRS.01.02.03.a. Research and examine the characteristics used to identify wildlife and . NRS.01.02.03.b. Apply identification techniques to determine the species of wildlife or . NRS.04.03.01.c. Create a management plan to reduce spread of harmful insects in natural resource systems NRS.04.03.01.a. Categorize harmful and beneficial insects, as well as signs of insect damage to natural resources. CRP.04.02. Produce clear, reasoned and coherent written and visual communication in formal and informal settings. CCSS.ELA.9-10.RIT.3.D. Synthesize Ideas from Multiple Texts (Approaching Texts as a Researcher) Read and comprehend informational text independently and proficiently. CCSS.ELA-9-10.W.2.A. Follow a writing process to produce clear and coherent writing in which the development, organization, style, and voice are appropriate to the task, purpose, and audience; self select and blend (when appropriate) previously learned narrative, expository, and argumentative writing techniques. CCSS.ELA-11-12.W.3.A.c. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA.11-12.RIT.3.D. Read and comprehend informational text independently and proficiently.

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Student Learning Objectives

Slide 3 in BPS7 Plant Entomology Lesson Objective— After completing this lesson on Plant Entomology, students will demonstrate their ability to apply the concept in real-world situations by obtaining a minimum score of 80% on the Case Study Scenario evaluation.

Enabling Objectives As a result of this lesson, the student will… 1. Identify pests and categorize by type 2. Select an insect control measure and describe the effects of that measure

Time: Approximately 100 minutes

List of Resources Cochran, K. (2016). Pharm to farm: Making clinical pharmacy services accessible to missouri farmers [PowerPoint Slides]. Retrieved from http://www.morx.com/assets/docs/CPEHandouts/Pharm to Farm 9-16- Handout.pdf

Insect Identification. (2017). Insect dichotomous key (for separating arachnida from insecta). Retrieved from http://www.insectidentification.org/insect-key.asp

Iowa State University Department of Entomology. (2017). BugGuide. Retrieved from http://bugguide.net/node/view/15740

McHenry, E. (n.d.). Lesson 2: Plant classification [PDF File]. Retrieved from http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences- games/documents/BotanySecondChapter_000.pdf Metcalf, R. L. 1., Metcalf, R. A., & Metcalf, C. L. 1. (1993). Destructive and useful insects: their habits and control. 5th ed. New York, NY: McGraw-Hill.

Plant uses: Other uses. (n.d.). Retrieved from http://www.pfaf.org/user/OtherUses.aspx

Randall, C., Hock, W., Crow, E., Hudak-Wise, C., & Kasai, J. (n.d.). National pesticide applicator certification core manual [PDF File]. Retrieved from http://www.scmac.org/pdf/coremanual2.pdf

Smithsonian Institution. (n.d.). BugInfo: Number of insects (species and individuals). Retrieved from https://www.si.edu/Encyclopedia_SI/nmnh/buginfo/bugnos.htm

Texas master gardener. (2015). Beneficials in the garden and landscape. Retrieved from http://aggie-horticulture.tamu.edu/galveston/beneficials/index.htm

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United States Department of Agriculture National Agricultural Statistic Service. (2016). 2016 state agricultural overview: Missouri. Washington, DC

University of Missouri-Columbia. (n.d.). Entomology: Student reference. [PDF File] Retrieved from https://dese.mo.gov/sites/default/files/aged-Entomology-Student- Ref.pdf

Walliser, J. (2008). Good bug bad bug: Who’s who, what they do, and how to manage them organically. Pittsburg, PA: St Lynn’s Press

Wigglesworth. V.B. (2017). Insect. In Encyclopedia Britannica. Retrieved from https://www.britannica.com/animal/insect

List of Tools, Equipment, and Supplies BPS7 PowerPoint Presentation BPS7 Activity Sheet and Evaluation Packet BPS7 Student Activity Sheet Packet Insect Specimen (if available) Blank paper Markers or colored pencils

Key Terms

Slide 4 in BPS7 Plant Entomology The following terms are presented in this lesson (shown in bold italics): Spiracles Binomial Nomenclature Dichotomous Key

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Interest Approach: Use an interest approach that will prepare the students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here.

Slides 5-6 in BPS7 Plant Entomology Students will work together in groups of three to answer the following questions (Smithsonian facts):  How many different species of insects have been identified in the U.S.? 91,000  How many undescribed species of insects are estimated to be in the U.S.? 73,000  It has been estimated that how many individual insects are alive now? 10 quintillion (10,000,000,000,000,000,000)

So why are there so many insects? Recent figures indicate that there are more than 200 million insects for each human on the planet. Insects play a role in agriculture, environmental sciences, medicine, construction, and product development.

Group together a few triads to make 5 total groups. Assign one area (agriculture, environmental sciences, medicine, construction, and product development) to each group. Ask each group to answer these questions for their corresponding area:

 What are two benefits insects provide in this area?  What could be something harmful insects could cause in this area? (Below is some information from IML that will be helpful for teacher to read prior to this interest approach) o Agriculture: Insects are one of the chief competitors for food and fiber. Each year insects cause millions of dollars in damage to field crops, vegetables, fruits, and fibers in all stages of growth, production, storage, processing, and distribution. Not only do bees make honey, but they also play an important role in pollinating plants. Some insects are helpful to humans by preying on and destroying other insects that are considered harmful. Another example of useful insects is the silkworm, which makes a valuable fiber for clothing and other items. o Environmental sciences: Besides their role in the agricultural fields, insects are very active in breaking down many of the substances in the environment. Many kinds of chemicals, minerals, and organic matter are broken down, recycled, and reused in the environment. Insects play an instrumental part in this degradation process, which is very important to the earth. o Medicine: Insects can transmit diseases by many methods. Insects are a very important part of the research to find out about diseases. This includes and plant diseases as well as human diseases. Because insects reproduce so efficiently and can be handled so easily in large populations, they have been used extensively in genetic research. This contribution to science has provided researchers with a great wealth of knowledge about heredity, biological growth and development, and the causes and treatments of diseases. o Construction: Another large area of insect management is in building construction and maintenance. Knowledge of entomology is important when

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choosing the type of wood to be used in buildings and other structures. Termites cause much damage to wooden structures and building framing. Soil insects are an important consideration when constructing building foundations, roads, structural supports, and landscaping. o Product development: Insects are used in the research and development of many products used in society. Some of the most common products are cosmetics, shampoos, cleaning materials, food preservatives, manufacturing supplies, and medicines.

The final point is that insects are vital to the world we live in. Even though they are small and seem somewhat unimportant, they are essential! This lesson talks about how to identify insects, both harmful and beneficial, and how to manage harmful pests.

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Summary of Content and Teaching Strategies

Objective 1: Identify pests and categorize by type.

. Slide 7 in BPS7 Plant Entomology Teaching Strategies Related Content Show pictures or use a live specimen of an insect and ask students what makes it an Characteristics of an Insect insect versus any other type of animal.  Hardened exoskeleton Then share information to the right.  3 Body Regions (Head, Thorax, Abdomen) Slides 8-14 in BPS7 Plant Entomology  1 Pair Segmented Antennae

 3 Pairs Legs

 1 Pair Compound Eyes

 2 Pairs of Wings Ask students to point out what parts of the insect they see on the picture or specimen. Head Share with them the parts of the insect  Antennae outlined to the right and discuss definition. o Insects have one pair of antennae o Long, jointed feelers o Grow from the insect’s head o Flexible o Come in a variety of shapes o Function as sensors to detect the odor, sound, taste, and touch of the environment  Eyes o Simple eyes: small, located on the top of the head of the adult o Compound eyes: large, located on the head of the adult; made up of a few to several thousand individual eye units, which generally see only light and dark areas  Mouthpart o There are different types of mouthparts. o Chewing o Piercing-sucking o Some insects will have a modification or adaptation of these.

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 Thorax—middle section of an insect’s body. Contains the nerve centers and muscles.  Wings o Come in numerous shapes and patterns depending on the species and function  Legs

Abdomen—the section located at the rear of the insect’s body  Visible or hidden under the wings  Contains the insect’s internal organs (stomach and intestines)  A place to store and carry food back to the nest

 Spiracles—external respiratory opening (“breathing holes”)

 Reproductive Parts

 Contains glands that secrete fluids for making trails or driving enemies away  May have a needle-like projection for piercing or stinging

Instruct students to take 60 seconds and Scientific Classification write down an acronym to remember the  Kingdom scientific classification. At the conclusion  Phylum of 60 seconds, share your acronym and ask  Class for a few students to share. An example  Order would be King Phillip Came Over For  Family Good Spaghetti.  Genus  Species Slides 15-16 in BPS7 Plant Entomology Scientific name:  Every living thing has a scientific name  Made of up of genus and species

 2 parts so it is binomial nomenclature

 Genus- first part of name, written

capitalized

 Species- second part of name, written lower case Students highlight or circle the “G” and “S” of their acronym. Ask students what makes up a scientific name. Share with students why the scientific name is binomial

Basic Plant Science  BPS7  Plant Entomology  Page 8  nomenclature. Student write “Scientific Name is Genus and Species”, next to acronym.

Prior to class beginning, print, cut, and hide Eastern Lubber Grasshopper Classification around the room BPS7.1.  Kingdom –Animalia  Phylum – Arthropoda Instruct students to search around the room  Class – Insecta to find the thirteen slips of paper. This is a  Subclass – Pterygota learning moment, as the question may be  Infraclass – Neoptera asked, “Shouldn’t there only be seven?”  Series – Exopterygota Inform students that some of classification  Superorder – Orthopterodea includes sub categories (instead of just  Order – Kingdom, Phylum, Class, Order, Family,

Genus, and Species) to further classify  Suborder – living things.  Family – Acrididae  Subfamily – Romaleinae Once all thirteen slips of paper have been  Genus – found, students will begin to classify the  Species – microptera grasshopper. Students gather around slips of paper and work together to arrange the slips of paper in the correct order. After they have made their first guess, have some students research online and some use texts you have available to check their answer.

Once students are confident they have arranged the slips in the correct order, check the work and have the students pull the two slips of paper that compose the scientific Scientific name: Romalea microptera Common name (the binomial nomenclature). name: Eastern lubber grasshopper

Slides 17-18 in BPS7 Plant Entomology

Divide the class into 6 groups and name each group an insect order (Coleoptera, Hemiptera, Lepidoptera, Hymenoptera, Orthoperta, Diptera). Students will use BPS7.2 as reference material.

Each group is responsible for creating a  Coleoptera- small poster using a blank sheet of paper, o Means “sheath wings” highlighting their assigned order. They may o Example: beetles use reference material BPS 7.2 or the o 350,000 species Internet for research. Each poster needs to o Complete metamorphosis contain: the order name, example insects in

Basic Plant Science  BPS7  Plant Entomology  Page 9  that order, number or species, key o Chewing or chewing-lapping mouth characteristics, and a drawing of an example parts insect that belongs to that order. Once the o Two pairs of wings: front wings posters are completed, hang them around modified into thick, horny wing the room. covers, hind wings membranous and fold under the front wings when at Distribute BPS7.3 for students to capture rest, some species are wingless down notes from the order posters.  Hemiptera- Students will travel to the different posters o Means “half wings” and write down notes on BPS7.3. o Example: true bugs, chinch bugs o 28,000 species Upon conclusion of taking notes from the o Incomplete metamorphosis posters, students return to their desks and o Piercing-sucking mouth parts complete BPS7.3 with the remaining orders o Two pairs of wings: bases of front found in BPS7.2. wings are thick and leathery, hind wings are membranous and fold Slides 19-24 in BPS7 Plant under front wings when at rest, some Entomology species are wingless  Lepidoptera- o Means “scale wings” o Example: butterflies, moths o 165,000 species o Complete metamorphosis o Piercing-sucking mouth parts o Two pairs of scaly, usually broad, wings, front wings are usually larger than hind wings; long antennae o Large eyes  Hymenoptera- o Means “membrane wings” o Example: ants, bees, wasps o 110,000 species o Complete metamorphosis o Chewing or chewing-sucking mouth parts o Two pairs of wings: small, stiff, and membranous, interlock during flight, front wings are larger than hind wings, worker ants and a few other insects are wingless

 Orthoptera-

o Means “straight wings”

o Example: crickets, locusts,

grasshoppers

o 20,000 species

o Incomplete metamorphosis

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o Chewing mouth parts o Two pairs of wings: front wings narrow and leathery, hind wings are broad and membranous and folded under front wings when at rest, some species are wingless o Medium to long antennae; o Some species make shrill creaking sounds by rubbing special body structures together  Diptera- o Means “two wings” o Example: flies, mosquitoes o 70,000 species o Complete metamorphosis o Piercing – sucking mouth parts o Front wings transparent, hind wings replaced by short, knobbed structures o Large eyes

Ask questions to introduce the need for a dichotomous key:

Slides 25-27 in BPS7 Plant Entomology Identifying insects is valuable for:  Farmers  Who are some people that would  Greenhouse operators have a need to identify insects?  Homeowners

 Inspectors

 Anyone who is in a home, dwelling,

school, or garden that sees an insect!

 When would be a time that it would

be valuable to know what kind of

insect you are dealing with?

Insects can be valuable to have

around! However, some are pests

and can cause damage to crops,

structures, trees, plants, etc.

Properly identifying insects is

essential in determining how to

manage (or not manage) the insect.

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 What characteristics can you Head describe when looking at an insect?  Antennae  Eyes  Mouthpart Thorax  Wings  Legs Abdomen  Spiracles

Introduce the dichotomous key and explain What is a dichotomous key? how to use it with students. Distribute  Identification system that asks you a reference sheet BPS 7.4. Pick an insect (a series of questions to determine the good example is the picture or specimen insect order or family you used at the beginning of this objective) and walk through the questions with the How to use a dichotomous key class. Using the insect in question as a reference, answer each question on the key with “yes” or “no”. Follow the directions on what question to go to next based on your previous response.

Have students complete BPS7.5.

The students go to http://www.insectidentification.org/insect- key.asp and using the dichotomous key, determine the pictured insect.

Objective 2: Select an insect control measure and describe the effects of that measure.

. Slide 28 in BPS7 Plant Entomology Teaching Strategies Related Content Share that insects can be beneficial to plants or harmful to plants. It is important to be able to recognize the role that the insect plays in the garden, greenhouse, field, etc. so it can be managed properly.

Divide the class into two groups. Each group will have insects assigned to research. Students will research using the Internet or other insect resources to complete activity sheet BPS 7.6.

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For each insect assigned, the students will need to:  Determine if the insect is beneficial or harmful to plants  List what the insect does to benefit or harm plants  Draw a sketch of the insect  Write one distinguishable characteristic of the insect  List the reference where the information was found

Slides 29-30 in BPS7 Plant Entomology

These are helpful websites for students to use when researching:  http://bugguide.net/node/view/15740  http://bit.ly/2pPBhTx

When the groups have completed their research, call the class back together as a group. Good (Beneficial) Insects Use the PowerPoint presentations to display Assassin Bug each picture. Group 1 will come to the front of  Insect/Damage: Adult will be the room and teach Group 2 about the insects gray/black in color with a wheel of that they researched. Group 2 will take notes spikes on its back. There is a large about what Group 1 found. The groups then sucking mouthpart that reaches switch roles—Group 2 comes forward to teach underneath its body. what they found about their insects.  Control Methods: No control needed: Beneficial insect Slides 29-30 in BPS7 Plant Entomology Ladybird Beetle  Insect/ Damage: Adult will be red, black, or yellow with a variety of spots or not spots. Larvae are black with reddish orange markings and have spikes on back.  Control Methods: No control needed- Beneficial insect Lacewing  Insect/ Damage: Adults will be green or brown with clear shiny wings. Larvae will be light brown and have mandibles.  Control Methods: No control needed- Beneficial insect Minute Pirate Bug

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 Insect/ Damage: Very small insect with black and white markings.  Control Methods: No control needed- Beneficial insect Parasitic Wasp  Insect/Damage: Insect is tan/brown to black in color. Can have large hair-like appendages coming from abdomen. Where the abdomen attaches to the thorax, it is tiny and gradually gets thicker toward the end of the abdomen.  Control Methods: No control needed- Beneficial insect Syrphid Fly  Insect/ Damage: Insect looks like a stinging insect but is actually a fly. Has only 2 wings and fly type eyes. Abdomen usually paper thin.  Control Methods: No control needed- Beneficial insect

Bad (Harmful) Aphid

 Insect/ Damage: Aphids can be found on undersides of leaves. They leave a honey dew on leaves. Leaf can appear wilted and weak. Insect is usually green but can be yellow or red. Leaves white eggs behind. Males have wings.

 Control Methods:

1. Biological control with ladybird

beetles or lacewings.

2. Chemical control- Malathion or

insecticidal soap.

3. Chemical control - Dimethoate in

weekly intervals.

Corn Earworm

 Insect/ Damage: Larvae will be green or brown with stripes and dots

along back. Adult will be golden/ tan

in color with brown dots on each top

wing. Bottom wings are white with

dark band on bottom. Damage will

be on an ear of corn. They eat and

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bore through the ear. Only attacks corn seeds.  Control Methods: 1. Chemical control - Inject silks with pyrethrins. 2. Chemical control - Hand spray silks with carbaryl. 3. Use biological control with lacewings or parasitic wasps. 4. Cultural control - Fall plowing to disturb larvae. 5. Plant resistant varieties. Codling Moth  Insect/ Damage: Internal pests of fruit. Larvae tunnels holes in apples and other fruit. Adult is small and brown in color with much darker bands on outer edge of top wings. Larvae are light tan in color.  Control Methods: 1. Chemical control- Azinphos- methyl cover spray applied 3 weeks after petals fall. 2. Chemical control- chemically treated bands over trunks. 3. Biological- braconid wasps and ichneumon wasps. (biological control isn’t very effective so best to use biological with a chemical control) Japanese Beetle  Insect/ Damage: Larvae is a white grub. Adult is shiny green with brown elytra with black and white stripes along side of abdomen. Damage appears on any type of foliage or flower. They eat through the middle leaving what looks like a lace pattern in the leaves.  Control Methods: 1. Larvae use milky spore disease. 2. Chemical- Spray carbaryl or malathion when insects first appear. 3. Chemical- spray rotenone in 7 to 10 day intervals.

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4. Mechanical control- Trap baited with kairomones or sex pheromones. Tent Caterpillar  Insect/ Damage: Adult insect brown with 2 white stripes on top wings. Head is thick and furry. Larvae is brown and furry. Damage is thick webs found in trees. Larvae will usually strip leaves within 3 feet of nest.  Control Methods: 1. Chemical control- spot spray with Bt or carbaryl. 2. Prune eggs clusters in winter. 3. Use biological control of braconids or chneumonids on larvae. Termite  Insect/ Damage: Insect usually small and white/tan in color. Soldiers have a bigger head with pinchers. Can have wings and be darker in color like an ant but wings extend way past its body. Damage usually done to wood by boring holes.  Control Methods: 1. Chemical- soil treatment with 0.5% water emulsion of chlorpyrifos- dig holes and apply. 2. Chemical- drill holes and inject with sodium flusilicate

Students will use IML reference material BPS 7.7 to learn about different insect control Insect Control Methods – Directions methods.  Underline the definitions of biological control, chemical Slides 44-46 in BPS7 Plant Entomology control, cultural control, and

mechanical control Distribute reference material BPS7.7 to students and give them directions.  *Star* the examples for each of the 4 methods of insect control  (Parenthesize) anything that is interesting or grabs your attention  Add a “?” by a statement that you After students have completed this activity, call have a question about. them together as a class. Have different students lead the conversation about what they marked on the reference material BPS7.7.

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Ensure that all students are updating their BPS7.7 as the conversation evolves.

Biological  Definition: the use of naturally occurring bacteria, disease, fungi, viruses, insects, nematodes, birds, fish, toads and frogs, lizards, snakes, rodents, weeds, and others to control insects.  Examples; ladybug, praying mantis  Natural enemies of insects, oldest method  Resistant plant varieties- plants develop both in nature and through research to be resistant to insect attacks  Crop rotation- by changing the host species and the environment, insects are less able to build up their populations.  Sterilization- radiation or chemicals can be used to sterilize or genetically alter insects so they cannot reproduce. These insects are released into the environment. Chemical

 Definition: controlling insects with the use of insecticides

 Examples:

o Organic- manufactured materials that consist of mainly carbon, hydrogen, and oxygen. (like Chlorinated Hydrocarbon) o Inorganic o Botanical o Bacterial Cultural  Definition: management of insect populations by modifying the environment to make it less attractive or agreeable to insects

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 Examples: tillage, crop rotation, sanitation, timing of harvesting and planting, and water management.

Mechanical Have students turn to a partner and share their  Using machines or manual answers. operations Slide 47 in BPS7 Plant Entomology What is an insect that your family or someone you know has had a problem with—in a garden, on the farm, in flowers, etc.? How was it controlled?

Review/Summary

Insects are all around us. Insects influence many things around us, including plants—some in beneficial ways and some in destructive ways. It is important to know the good insects from the bad ones and the methods to control the harmful insects to keep our plants healthy.

Slide 48 in BPS7 Plant Entomology

Review Slide 49 in BPS7 Plant Entomology Exit cards Students will answer the following questions on a note card or small slip of paper and hand to teacher as they exit:  What are three things you learned about entomology and insects?  What is one question you still have about entomology and insects?

Kahoot Review – A Kahoot review involves the teacher creating an online quiz and projecting it to the class; students logging in on their tablet, phones, or individual computers, and taking the quiz live! Go to Kahoot.it Once an account has been created, make a quiz for students to take. When students are ready, have the Kahoot ready on the projector board with the game pin they need to enter on their computer to play.

Application

Extended Activities

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Students can collect and pin specimens for an insect collection illustrating different orders of insects.

Students can raise honeybees or crickets and sell the crickets to pet stores.

Students can participate on the Entomology CDE team in FFA.

Evaluation

Project-Based Evaluation (BPS7.8) Students will complete BPS7.8 Case Study Scenario. Students will select which role they want to play (a greenhouse operator or garden owner) in the Case Study Scenario. Each scenario has three situations that need to be addressed via letters to clients. Students will read over the scenario, research to determine what the pest is, what its characteristics are, and how to handle the situation, and then respond to the client with a letter. Each student will write three letters.

Paper-Pencil Quiz Evaluation (BPS7.9) 1. Which of the following is NOT a body region of an insect? 2. Where are the legs and wings attached to on an insect? 3. What are the breathing holes of insects called? 4. Where are the breathing holes located on an insect? 5. How are living organisms classified? 6. How are living organisms classified? 7. What are the 4 types of control methods and how are they different? 8. What is one example of a beneficial insect to plants? How is it beneficial?

Answers to Evaluation

Project-Based Evaluation (BPS7.8 KEY) Use scoring guide provided on BPS7.8 and BPS7.8 KEY to assess student work.

Paper-Pencil Quiz Evaluation (BPS7.9 KEY) 1. C 2. D

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3. B 4. C 5. Binomial Nomenclature: Kingdom Phylum Class Order Family Genus Species 6. Biological ● Natural enemies of insects ● Resistant plant varieties ● Crop rotation ● Sterilization Chemical ● Organic ● Inorganic ● Botanical ● Bacterial Cultural ● Tillage ● Crop Rotation ● Sanitation ● Timing of harvest and planting ● Water management Mechanical ● Using machines or manual operations

7. Assassin Bug Ladybird Beetle Lacewing Minute Pirate Bug Parasitic Wasp Syrphid Fly

Eats other harmful insects

Basic Plant Science  BPS7  Plant Entomology