Should We Eat Bugs?

Articles/Websites

Grades6, 7, 8, 9, 10, 11, 12Biology, History, Health

Scientist Reviewed

Provided by The Kid Should See This

Open Resource

What it is

This video describes the history of entomophagy, the practice of eating bugs.
Students will learn that eating nutrient-dense insects can improve global food security and reduce our reliance on modern agriculture.

Teaching tips

Positives

This resource presents many sources of evidence that point to the benefits of eating insects, which could have measurable positive impacts on climate change.
It may help students be more open-minded about global dietary practices.

Additional Prerequisites

It might help for students to be familiar with the environmental impacts of agriculture before exploring this resource.
The video description links to the video's TED-Ed page, which includes a multiple-choice assessment, discussion questions, and links to additional resources.

Differentiation

History classes could discuss how the shift from foraging to agriculture in the Fertile Crescent shaped Western ideology. Students could then create a list of the benefits and disadvantages of agriculture-based societies.
Language arts and writing classes could review the video's claims on the advantages of eating insects and then write persuasive essays about the benefits of entomophagy.
Other resources on this topic include this video on fighting climate change with dietary choices and this interactive data tool that shows the environmental impacts of different foods.

From the scientist review

As this video mentions, lobsters were once considered "not good enough to eat" and were tossed away when they were accidentally caught by fishermen. Today they are an expensive delicacy. If we are going to sustainably produce enough protein for the growing population, we need to rethink our relationship with insects. This resource is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Biology, History, Health
Other types: Videos
Language: English
Location: Africa, Asia, Earth, North America
Provider: The Kid Should See This
Authors: The Kid Should See This, TED-Ed
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-LS1-7. + 13 more

Core

Core Standards legacy

MS-LS1-7.MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
D2.His.4.6-8D2.His.4.6-8 Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8D2.His.5.6-8 Explain how and why perspectives of people have changed over time.
HS-LS2-7.HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-ESS3-2.HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
D2.His.5.9-12D2.His.5.9-12 Analyze how historical contexts shaped and continue to shape people's perspectives.
D4.1.9-12D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

MW.Inq.4.a.MW.Inq.4.a. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
MW.His.8.a.MW.His.8.a. Analyze how current interpretations of cultural exchange of the early modern world are limited by the availability of sources and the perspectives represented (e.g., accounts by Gomes de Zurara, Conquistadors, Ogier Ghiselin de Busbecq, Francisco de Almeida, Bartolomé de las Casas, Francis Xavier).
MS-LS1-7.MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
HS-LS2-7.HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
HS-ESS3-2.HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

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