Teacher assigns each group of 3-4 students an institution in the local community to research, or allows groups to choose from a menu. It is recommended that the teacher make a few phone calls in preparation for this activity to find best contacts for these instutions, and provide them to the student groups. Students may have personal ties to a particular place that would make research easier there, and they should feel free to use those.

Here are some suggested types of community institutions that students might research:

Each student in the group takes on a different role in the research project. The “place” student is the liaison to the pest control decision maker at the community institution the group has chosen to research. With help from the rest of the group, this student should generate a list of questions to ask, and then conduct an interview with that pest control decision maker, either in person or over the phone. See tips for phone interviews. Note: The research work of the other 2-3 students in the group depends, to some extent, on information about pest problems and pesticide use obtained during this interview. This student should be particularly conscientious, and in case the first contact doesn't work out, should have a few back up contacts to try.

The “pest” student researches the anatomy, life cycle, and population biology of a particular species of pest that is problematic in the group's chosen institution, its role in a natural ecosystem, and the circumstances under which it becomes a pest. The teacher should help students to choose pest species so that there is not too much overlap within the class.

The “pesticide” student researches a product that is commonly used to control the problem pest in the group's chosen institution, if pesticides are used. The student can look into the chemical class, structure & properties of the chemical, its history and common uses, regulations governing its use, and possible alternatives to use of this chemical. If pesticides are not used to control the pest at the community institution, the student should look into a pesticide commonly used to control this pest elsewhere - what products are at the hardware store, or recommended by cooperative extension?

In some cases, the class will need to work on another project in class while conducting individual research on these topics.

Students integrate data gathered to answer the following questions: What is the institution’s response to this particular pest problem? What are the risks and benefits of this response? Is it the best response given the situation? What other responses would the students suggest?

Together, students create power point presentation to share with the class, showing findings from their research and their conclusions.

Students follow up with institution contact to thank them and, where appropriate, offer information and suggestions about improvements to their pest control program. See Desserts: Community Activism Action Plan.