New Evening Times

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Can Insects Save the Planet?

Teacher Guide

Lesson Summary:

Follow the story of two college roommates as they explore possible protein sources in their diets.

Are all protein sources equal in value? What effect does protein food production have on the

environment? Why would someone choose to limit their source of protein?

Core Concepts:

• Proteins are composed of amino acids.

• Foods contain varying types and amounts of protein.

• Protein deficient food poses a risk to both human and animal health.

• Large scale protein-rich food production has negative impacts on the environment

• A One Health approach identifies and seeks solutions to problems that affect the health of humans,

animals, and the environment.

Suggested Grade Level: Grades 9-12

Class time required (approximate):

• Part 1: You’re going to eat what? 30 minutes

• Part 2: Food and Health – Why is protein important? 40 minutes

• Part 3: Does my pet’s protein matter? 30 minutes

• Part 4: Investigating Claims – Can insects save the environment? 30 minutes

• Part 5: One Health and protein sources 40 minutes

developed with support from the National Institutes of Health under Award Number R25GM132758. The content is solely the

responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

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Teacher Preparation:

Part(s) Materials needed for each pair of students

1-5

• 2 copies of student handout Can Insects Save the Planet?

1

• 1 copy of CHiPS FAQs. See page vi

• 1 copy of each of the 7 Nutrition Facts Labels. See pages vii-x (Optional: Place the

labels into a large envelope)

2

• 1 copy of Menu of Common Meals. See page xi

• 1 copy of Amino Acid Cards. See page xii (Optional: bead bags- see part 2 of

suggested procedure)

• 1 Protein Chart (Note: print and cut in half). See page xiii

3

• 1 copy of Facts about Choosing a Pet Food. See page xiv

4

• 1 copy of Why CHiPS? See page xv

5

• For class debriefing: 6 sheets of poster paper. Use these titles for the poster paper:

Animal Problem, Human Problem, Environment Problem, Animal Solutions, Human

Solutions, Environment Solutions.

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Suggested Class Procedure:

General

• Distribute 1 copy of Can Insects Save the Planet? to each student.

• Students work individually or with a partner to complete this lesson.

• NOTE: The topic of protein sources is rich enough to trigger conversations and questions that go

beyond the immediate content in this lesson. Teachers may set up a “Parking Lot” for collecting

student questions or ideas for additional connections/research.

Part 1: You’re going to eat what? (30 minutes)

1. Read the information in the text box to the class.

2. Distribute a copy of the CHiPS FAQs to each individual or pair of students.

3. Distribute 1 envelope containing the 7 Nutrition Facts Labels to each individual or pair of students.

4. Ask students to share their evaluation of the claim about cricket protein and the evidence they feel

supports their idea.

Part 2: Food and Health – Why is protein important? (40 minutes)

1. Ask 1-2 students to read the text box aloud to the class.

2. Distribute a copy of the Menu of Common Meals to each individual or pair of students.

3. Distribute a set of Amino Acid Cards to each individual or pair of students. Optional: The teacher

could prepare baggies containing the appropriate color beads to replace the amino acid cards for

tactile learners.

4. Distribute a Protein Chart to each individual or pair of students.

5. Ask students to identify which proteins Abshir could not produce, and to explain how he was

malnourished even though he was eating protein.

6. Discuss the importance of obtaining essential amino acids through a proper diet. Why might

impoverished people have health/medical problems that we typically do not see in non-developing

nations?

Parking Lot Strategy

• Make a large poster paper or bulletin board area in the classroom as your Parking Lot.

• When students have a question or additional connection, have them write it on a

sticky note and hand it to you or put it in the Parking Lot.

• Only answer questions immediately if they are essential for completing the lesson.

• Put sticky notes with other questions or connections in the Parking Lot.

• At the end of the lesson, review the Parking Lot questions.

• Remove questions that were answered by the lesson.

• Ask students which remaining questions and connections they would like to discuss.

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Part 3: Does my pet’s protein matter? (30 minutes)

1. Students individually read the text box information. Ask one student to identify the question to

which the boys were interested in finding answers.

2. Distribute a copy of Facts about Choosing a Pet Food to each group.

3. Ask students to identify why a good quality pet food is important for the health of their dog/cat.

Part 4: Investigating Claims – Can insects save the environment? (30 minutes)

1. Ask a student to read the information in the text box aloud to the class.

2. Distribute a copy of the Why CHiPS? page to individuals or pairs of students.

3. Differentiation – for students who require extra support reading graphs, the teacher should focus

student attention on the graph axes and titles. Ask a few probing questions to be certain students

are interpreting the information in the graph correctly.

4. Ask students to share their answers for 1-4.

5. Discuss the impact food choice has on their environment. This is a good time to discuss how the

goal is to minimize malnutrition without impacting the health of the environment.

Part 5: One Health and protein sources (20 minutes)

1. Read the information in the first text box aloud to the class.

2. Students work with their partner to complete question 1.

3. Have several students share their answer to question 1. It is important for students to have this

correct before moving on to question 2.

4. Display the following video from the CDC to add to student understanding of One Health.

https://www.youtube.com/watch?app=desktop&v=TG0pduAYESA

5. Read the information in the second text box aloud to the class.

6. Students work with their partner to complete question 2 – their digital slide. Note: Students without

access to digital slide programs like Google or PowerPoint can produce a paper version.

7. Suggestion – Collect the digital slides into one slide deck. Share this slide deck with the class. If you

have ample class time, you may consider having students present and explain their slides.

8. Students receive full credit if their slide links choices of protein sources to the health of humans,

animals and the environment.

Optional Extensions:

1. Have students identify another example of a One Health problem. Have students use their idea to

create a similar slide/poster that explains why their example is a One Health problem. Students can

use examples from their community or from the One Health CDC website.

2. Students keep a 24-hour food log to identify their sources of protein. They then research the impact

each of their protein sources has on the environment.

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Scan the QR code with your

smartphone or tablet camera app to

link to a file with all the websites.

Suggested Resources:

• Centers for Disease Control and Prevention (CDC) - One Health Video

https://www.youtube.com/watch?app=desktop&v=TG0pduAYESA

• Centers for Disease Control and Prevention (CDC) - One Health

https://www.cdc.gov/onehealth/index.html

• Protein Needs in Developing Countries

https://www.sciencedaily.com/releases/2016/02/160223132807.htm

• Menu from the world

https://borgenproject.org/10-poorest-countries-eating/

• Targets to increase food production: One Health implications

https://www.tandfonline.com/doi/full/10.3402/iee.v5.27708

• Benefits and food safety of edible insects

https://www.sciencedirect.com/science/article/pii/S235236461930046X

• Greenhouse gas emissions and agriculture (2007)

http://rstb.royalsocietypublishing.org/content/363/1492/789

• Edible insects produce smaller quantities of greenhouse gasses than cattle (2011)

https://www.wur.nl/en/show/Edible-insects-produce-smaller-quantities-of-greenhouse-gasses-

than-cattle.htm

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Frequently Asked Questions (FAQs)

Q. What is cricket powder?

Cricket powder (also known as cricket flour) is made by grinding crickets, and results in a coarse or fine grain powder.

Because cricket powder is milled from whole crickets, it provides a full nutritional profile that is high in protein, nutrients,

and amino acids.

Q. What does cricket powder taste like?

Cricket powder has a mild nutty and earthy flavor. Some say it tastes slightly like some strains of dried

mushrooms or shellfish. Depending on what they are cooked with, crickets can take on many different flavors.

Q. Can I bake with cricket powder?

Yes. Cricket powder can be used in baking but because of the high protein profile and content, you must add other flours

to pure cricket powder before baking. Typically, people will use a combination of tapioca flour, coconut flour, or other

gluten-free flours mixed with cricket powder to make baked goods. Of course, you may also add a few scoops of our

cricket powder to your favorite recipes to boost your protein and nutrient profiles.

Q. Who eats crickets?

More than 2 billion people worldwide, eat over 1,900 species of edible insects, including crickets. (Source: FAO 2013)

Insect rearing and collection is a promising source of income for the lowest, most vulnerable parts of society as it requires

very little land, water, feed and other resources. Many programs around the world are being established to alleviate

poverty through insect rearing and/or collection.

Q. Are there cricket allergies?

Yes. If you have a crustacean or shellfish allergy, you may be allergic to crickets and should not try them. Crickets are

arthropods and just like shrimp, crabs, and lobsters, they can cause allergic reactions for individuals with a crustacean or

shellfish allergy.

Q. How many crickets are in a serving of cricket powder?

Depending on the cricket processing and milling equipment, it takes approximately 225 crickets to make one serving of

cricket flour. That’s about 5000 crickets per pound of flour!

Q. Are crickets OK for vegans or vegetarians?

No. Typically, vegans and vegetarians do not eat crickets. However, if your food choices are based on environmental or

sustainable concerns, crickets are a great solution. Crickets use only 1/10

th

the amount of water and 1/6

th

the amount of

feed of competing protein sources such as beef. In addition, crickets do not produce the significant levels of greenhouse

gases that cows do, and they do not feed solely on the same crops that people do.

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xi

Menu of Common Meals

Democratic Republic of Congo

• A simple dish, called saka saka is a staple.

• Ingredients include: Cassava leaves (a starchy tree

root), onions, green peppers, garlic paste, peanut

butter, black pepper, spinach, habanero pepper, palm

oil.

Zimbabwe

• The national dish is called sadza.

• It is a cornmeal mush

• It is generally served with a leafy vegetable stew.

• Those who cannot afford meat rely on a wide variety of

fried insects for protein.

• Meats such as beef, springbok, kudu and goat are

consumed by the few who can afford it.

Burundi

• The Burundi meal is a cassava porridge made by boiling

and mashing the cassava.

• Beans are the most common source of protein added to

the porridge.

Central African Republic

• The base of most meals is usually a millet porridge

made with millet, vegetables and spices such as garlic,

onions, chili peppers, okra.

• Peanuts are used to add flavor.

• Meat is scarce and expensive, so nuts serve as daily

protein.

Malawi

• Maize (corn)is the staple of their diet.

• Cooked maize is shaped into patties that are called

nsima.

• The nsima is dipped into a bowl containing ndiwo, a

thick soup of spicy cabbage, beans and vegetables.

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xii

Histadine

Isoleucine

Leucine

Lysine

Methionine

Phenylalanine

Threonine

Tryptophan

Valine

Democratic Republic of Congo

Saka Saka

Zimbabwe

Sadza

Burundi

Cassava Porridge with Beans

Central African Republic

Millet and Insect Porridge

Malawi

Nsima with Vegetable Ndiwo

Pepperoni Pizza (USA)

Grilled Cheese Sandwich (USA)

Impossible Burger (USA)

Peanut Butter & Jelly Sandwich (USA)

“Chirps” Cookies

Any meal containing

Beef, pork, chicken, fish, insects

KEY - Essential Amino Acids

Amino Acid Cards

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xiii

Protein Chart

Protein Name Amino Acids required to build the protein

Actin

(needed for muscles)

Collagen

(connective tissue)

Insulin

(hormone that

regulates blood sugar)

Hemoglobin

(transports oxygen)

Protein Chart

Protein Name Amino Acids required to build the protein

Actin

(needed for muscles)

Collagen

(connective tissue)

Insulin

(hormone that

regulates blood sugar)

Hemoglobin

(transports oxygen)

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xiv

Facts about Choosing a Pet Food

There are many kinds of pet food that can be purchased, but not all foods offer full

nutritional value. Pet foods that do not meet standards could actually harm your pet!

Dogs need several different kinds of nutrients to survive: amino acids from proteins, fatty

acids and carbohydrates, vitamins, minerals, and water. Your dog’s unique nutritional

requirements will depend on its size, its breed, and its stage in life, among other factors.

Dogs cannot survive without protein in their diets. Dietary protein contains 10 specific amino acids that

dogs cannot make on their own. Dietary fats, supply essential fatty acids that cannot be synthesized in

the body and serve as carriers for important fat-soluble vitamins. Fatty acids play a role in cell structure

and function. Essential fatty acids are necessary to keep your dog’s skin and coat healthy. Puppies fed

ultra-low-fat diets develop dry, coarse hair and skin lesions that become increasingly vulnerable to

infections. Deficiencies in the so-called “omega-3” family of essential fatty acids may be associated with

vision problems and impaired learning ability.

Traditional Pet Foods

• Contain a mixture of animal-based proteins, grains, and vegetables to provide a

nutritionally sound food for your dog.

• The animal-based protein comes from meat by-products. By-products are cleaned

parts derived from animals after the meat for human consumption has been

removed. By-products (which do not include hair, horns, teeth or intestinal contents)

are healthy and are very good-quality sources of protein that pets enjoy. The best

way to feed our pets meat-based diets with minimal ecological footprint is to use

every part of the animals we slaughter for human food, including the by-products.

• Contain about 23% crude protein per serving and contain all essential amino acids

required by both dogs and cats.

“Gourmet” Pet Foods

• Animal-based proteins as their main ingredient.

• The meat used in these foods is fit for human consumption. Using this type of

animal-based protein increases the amount of animals that need to be raised and

slaughtered in order to meet the needs of the pet food industry.

• Contain about 34% crude protein per serving and contain all of the essential amino

acids required by both dogs and cats.

Vegan Pet Foods

• Dogs require 10 essential amino acids. When the correct protein sources are mixed,

a complete dog food can be made using only plant-based proteins.

• Cats require 11 essential amino acids. Two of these amino acids can only be derived

from animal-based protein sources. Therefore, cats should never be fed a vegan diet.

• Vegan dog foods usually contain about 24% crude protein per serving

• Food that meets the AAFCO standard contains all of the essential amino acids

required by dogs.

• Vegan diets can help animals with food allergies. This is because allergies can

develop to ingredients fed often and usually include animal-based protein sources.

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1

276

419

2636

0

500

1000

1500

2000

2500

3000

Cricket Chicken Pork Beef

Gallons of Water required

per 1 lb of meat

70 percent of the world’s water that

is withdrawn from aquifers, streams

and lakes goes towards growing

crops. (FAO Rome, 2011)

Livestock uses up 60 percent of all

agricultural land, and on top of that a

third of all crops we grow are used for

livestock feed. Reducing this land use

can increase biodiversity and improve

ecosystem services. (FAO, 2013)

Agriculture and land use account for 24% of greenhouse gas emissions across the globe.

Greenhouse gases are responsible for trapping heat, “forcing” climate change. (Smith,2008)

Eat CHiPs – Reduce Land Use!

Eat CHiPs – Save the Planet

Eat CHiPs – Save Water!

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xvi

NGSS Correlation:

Working Towards Performance Expectations

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement:

Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and

abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types

of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem

conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic

eruption or sea level rise.]

Science and Engineering Practices

• Construct an explanation that includes

qualitative or quantitative relationships

between variables that predict phenomena.

Disciplinary Core Ideas

• Predatory interactions may reduce the

number of organisms or eliminate whole

populations of organisms. Mutually beneficial

interactions, in contrast, may become so

interdependent that each organism requires

the other for survival. Although the species

involved in these competitive, predatory, and

mutually beneficial interactions vary across

ecosystems, the patterns of interactions of

organisms with their environments, both

living and nonliving, are shared.

• A complex set of interactions within an

ecosystem can keep its numbers and types of

organisms relatively constant over long

periods of time under stable conditions. If a

modest biological or physical disturbance to

an ecosystem occurs, it may return to its

more or less original status (i.e., the

ecosystem is resilient), as opposed to

becoming a very different ecosystem.

Extreme fluctuations in conditions or the size

of any population, however, can challenge

the functioning of ecosystems in terms of

resources and habitat availability.

Cross Cutting Concepts

• Patterns can be used to identify cause and

effect relationships.

• Much of science deals with constructing

explanations of how things change and how

they remain stable. (Stability and Change)

• Cause and effect relationships may be used

to predict phenomena in natural or designed

systems.

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Can Insects Save the Planet?

Answer Key

Part 1: You’re going to eat what?

Garrett was interested in meeting his new college roommate, Andre. The boys were not able

to speak directly all summer because Andre was participating in an internship with a relief

organization in the African country of Malawi. Through their text messages and social media

posts, Garrett learned that Andre is health conscious and very interested in saving the planet.

Andre even texted Garrett several ideas on how they could reduce their ecological footprint

as they set up their dorm room. He also let Garrett know that he did not eat meat, but he

didn’t consider himself a vegetarian because he frequently ate

alternative protein sources.

On move-in day, Andre was quick to offer Garrett his famous chocolate

“chirp” cookies. Andre explained that he calls them chocolate “chirps”

because they are made with cricket powder. Garrett wondered, “What

is cricket powder and why would anyone add it to cookies?” Andre

shared a website for CHiPs cricket powder. He encouraged Garrett to

explore the website to learn more about the benefits.

Garrett began his search on the CHiPS FAQ page, because it was full of information.

1. Based on the FAQs, identify at least 3 reasons why people might use cricket powder.

Student answers will vary

2. Based on the FAQs, identify at least 2 reasons why people might not want to use cricket powder.

Student answers will vary

3. What is the benefit of adding cricket powder to a recipe?

Adding cricket powder to a recipe will increase the amount of protein in it.

4. Garrett thinks that eating crickets is just a fad. Why might Andre disagree with him?

Many people around the world eat insects. It is common in many cultures.

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5. Use the Nutrition Facts Labels from common protein sources to complete the data table below.

Protein Source

Serving size

in grams

Calories per

Serving

Total Fat (g)

per Serving

Protein (g)

per Serving

Chicken 112 130 3 25

Pork 112 170 9 22

Beef 112 260 23 20

Tofu 85 70 3.5 8

Lentils (beans) 100 140 0.5 12

Cricket Powder

(insects)

20 100 5 13

Peanuts (nuts) 28 170 14 8

6. According to the CHiPS FAQ page, how many whole crickets would a person need to eat in order to

obtain the same amount of protein contained in 1 serving of cricket powder?

Someone would have to consume 225 whole crickets to obtain the same amount of protein as

1 serving of cricket powder.

7. The CHiPS website advertises cricket powder is high in protein. Based on the nutrition facts labels, is

this a valid claim? Support your answer with evidence.

Student answers will vary – cricket protein is lower than other animal products but higher

than alternative protein sources.

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Part 2: Food and Health - Why is protein important?

Garrett noticed that Andre had a picture of a young child on his desk. When asked about the child,

Andre explained that this was Abshir, the child he sponsors through the relief organization he

interned with in Malawi. Andre told Garrett about the extreme poverty he witnessed in Malawi.

Most people he was helping lacked the basic necessities of life – food, water, medicine, even

shelter. Since many children who live in extreme poverty suffer from malnutrition, Andre decided

to sponsor Abshir hoping to make his life a little easier.

According to the World Health Organization (WHO), 1.2 billion people worldwide live in extreme

poverty. The WHO defines extreme poverty as an income of less than one dollar per day. Many

people who live in extreme poverty suffer from malnutrition, which is a major health burden for

developing countries. The two components of malnutrition are protein deficiency and

micronutrient deficiency (a lack of vitamins and minerals).

The most severe form of protein deficiency is known as

kwashiorkor (kwaa·shee·or·kor). It most often occurs in children

in developing countries where famine and protein-poor diets are

common. The symptoms of kwashiorkor include swelling

(especially in the abdomen), greater risk of bone fracture, stunted

growth in children and an increase in the severity of infection.

Too little protein may cause changes in body composition that

develop over a long period of time, such as muscle wasting.

1. Read each of the meal descriptions in the Menu of Common Meals of some of the world’s poorest

countries. Underline the protein sources in each meal.

2. Use the Protein Source data table from Part 1 to identify the number of grams of protein that would

be available to someone eating each meal. Assume the person is getting one serving for each

protein source.

Country Meal Protein source

Amount of

protein in 1

serving

Democratic

Republic of Congo

Saka Saka

peanuts

8

Zimbabwe

Sadza in a poor

family

insects 13

Burundi Cassava Porridge beans 12

Central African

Republic

Millet Porridge peanuts 8

Malawi Nsima and Ndiwo beans 12

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3. Scientists determine that children between the ages of 1-3 years require 13 grams of protein per

day. Children 4-8 years need 19 grams of protein per day. Children 9-13 years need 34 grams of

protein per day. In many of the world’s poorest countries, there is only one meal a day. Use the

data table in question 2 on the previous page to identify countries where children may not get

enough protein in their diet. Support your choice(s) with evidence.

In Democratic Republic of Congo, Burundi, Central African Republic and Malawi children of all

ages may not get enough protein because their meal contains less than 13 g of protein. In

Zimbabwe, children 4-13 may not get enough protein because their meal only contains 13

grams of protein.

4. The grams of protein, although important, are not the whole story of nutrition. Proteins are large

molecules made of amino acids. The human body is able to synthesize all but nine amino acids.

Those nine amino acids that can’t be synthesized are called essential amino acids and must be

ingested in the foods we eat. Complete the chart below using the Amino Acid Cards for each of the

common meals. Each colored dot represents one of the nine essential amino acids.

Meal

Are all 9 essential

amino acids present?

Missing amino acid(s)

Saka Saka No Methionine, tryptophan

Sadza Yes None

Cassava Porridge No Methionine

Millet and Insect Porridge Yes None

Nsima and Ndiwo No Lysine, Tryptophan

Pepperoni Pizza Yes None

Grilled Cheese Sandwich Yes None

Plant-based Impossible Burger Yes None

Peanut butter & jelly sandwich Yes None

“Chirps” Cookies Yes None

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5. Based on the amino acid composition of these typical meals, which meals do NOT provide all of the

necessary amino acids and could result in malnutrition if they are the only food source for the day?

Saka Saka, Cassava Porridge and Nsima and Ndiwo do not provide all of the essential amino

acids.

6. What is the relationship between meals with animal-based protein sources and the number of

essential amino acids in the meal?

Animal-based protein provides all 9 of the essential amino acids.

During digestion, proteins are broken down into amino acids. These amino acids are absorbed by cells.

Cells use these amino acids to build proteins needed by the body. The Protein Chart lists a few of the

proteins the body synthesizes and a portion of the amino acids required to build that protein.

7. Assume Abshir only eats nsima and ndiwo. Determine which proteins he will be able to synthesize.

Note: Gray circles represent non-essential amino acids that can be synthesized by the body and do

not limit protein production.

Protein Name Can Abshir’s body make this protein?

Actin

(needed for muscles)

Yes No

Collagen

(connective tissue)

Yes No

Insulin

(hormone that regulates blood sugar)

Yes No

Hemoglobin

(transports oxygen)

Yes No

8. Explain how Abshir’s diet may provide enough protein, but still cause him to be malnourished?

Abshir’s diet is lacking two essential amino acids. Without these amino acids, he is unable to

synthesize proteins his body needs.

9. Explain why this type of malnourishment may cause stunted growth and serious health problems.

Support your answer with information from the data table.

Proteins are needed to build the body’s structures like muscle or connective tissue.

Hemoglobin transports oxygen. Lack of oxygen affects the body’s ability to make energy, ATP.

Growth would be affected if these proteins for muscles, collagen and hemoglobin are not

adequately made.

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Part 3: Does my pet’s protein matter?

After college, Garrett and Andre decided to adopt a shelter dog to have as an apartment pet. One

week after adopting their dog, Garrett and Andre scheduled an appointment with a veterinarian to

have their dog examined and to answer a few questions they had about pet health.

Andre wanted to feed their dog vegan dog food. The veterinarian was concerned that the vegan

pet food may not meet all of the dog’s nutritional needs. He offered Andre and Garrett a fact sheet

that explained the benefits and risks of different types of pet food.

1. Use the Facts about Choosing a Pet Food sheet provided by the veterinarian to provide at least two

reasons why the veterinarian might be concerned about the type of pet food Garrett and Andre

choose for their dog.

Pet foods vary in their nutritional value, the vet wanted to be sure the dog was getting proper

nutrition.

Some pet foods may actually harm pets.

2. Garrett wanted to use the “gourmet” pet food because he didn’t like the sound of meat by-products

and felt the gourmet pet food would be healthier. Provide at least one piece of evidence to show

that traditional dog food is just as healthy as the gourmet pet food.

Meat by products contain all of the essential amino acids needed by dogs.

3. Andre would prefer to feed their dog the vegan diet. Is this a good nutritional choice? Support your

answer with information from the fact sheet.

If the food does not have all the essential amino acids, the dog will be unable to make the

proteins he needs to function properly.

4. In Europe, insect-based pet foods are available for pet owners who care about the environment and

do not want to burden the livestock industry. These foods have not been approved in the United

States yet. Based on what you have learned, what advantage would insect-based dog food have

over a vegetarian dog food?

The insect-based food would have all of the essential amino acids the dog needs to be healthy.

May be copied for classroom use.

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Part 4: Investigating Claims – Can eating insects help the environment?

Garrett asked Andre why someone who has many protein food options would choose to use cricket

powder as a protein source. Andre explained that he was interested in decreasing his ecological

footprint. Garrett did not know that his food choices could harm the environment. He wanted to

learn more about how eating insects might help solve some environmental problems.

The Why CHiPS? page was loaded with information on how eating crickets benefits the health of

the environment. Although there is no one definition of sustainable, most people agree that in

order for food to be considered sustainable it should:

• be produced using methods that protect the diversity of plants and animals

• protect the welfare of farmed and wild species

• avoid damaging or wasting natural resources

• promote health and use practices that contribute to local economies

1. Garrett began thinking about his typical daily diet. He realized that he eats beef or chicken at least

twice a day most days. Provide at least 2 reasons why Garrett’s food choice may contribute to

climate change.

Student answers will vary.

2. Identify at least three reasons why shifting to insect-based protein sources might help the

environment.

Student answers will vary.

3. Based on the information provided, identify one action concerned people could take to help with

sustainability that does not involve eating insects.

Student answers will vary.

4. Dogs and cats eat about 25% of the animal derived calories in the United States. Additionally, about

33-43% of the beef industry is used for pet food. If you were a pet owner concerned about the

environment, which one of the pet food types (traditional, “gourmet”, or vegan) would you consider

feeding your pet? Explain your choice.

Student answers will vary.

May be copied for classroom use.

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Part 5: One Health and protein sources

One Health Problem

A university is suggesting that the local government take a One Health

approach to solving complex local problems, such as protein

malnutrition. A One Health approach uses the idea that complex

problems often involve the health of people, animals, and the

environment. Therefore, solutions to One Health problems must be

designed to protect the health of people, animals, and the environment.

1. Use the information in the textbox above to explain what must be involved in a complex problem for

it to be considered a One Health problem.

It must involve humans, animals, and the environment.

To support adoption of a One Health approach, the university officials want to create a series of

slides to provide examples of One Health problems in the community. Your team has been hired to

create a slide to answer the question, “Why is the choice of protein in our diet a One Health

problem?”

Remember how the CDC video used images with captions to help people understand what One

Health problems and solutions involve. Using pictures and captions will help people understand

and remember what the One Health approach involves.

2. Use the information in the text box above and what you learned about the choice of protein in our

diet to develop your slide. Use the following template to organize your slide:

Why is the choice of protein in our diet a One Health problem?

Picture and a caption to

explain how animals

are involved in the

problem

Picture and a caption to

explain how humans

are involved in the

problem

Picture and a caption to

explain how the

environment is

involved in the problem