IPM/Pesticide Safety in the High School

Curriculum

Prepared for the 2007 North American Pesticide Applicator

Certification & Safety Education WorkshopPortland, Maine

Pesticide Education Program

byKerry H. Richards, PhD

Historical Perspective

• Searching for materials as an agricultural science instructor

• Developing a Pesticide Safety Curriculum

• Using the curriculum as a resource for the Pennsylvania Envirothon

• Teacher evaluation of the curriculum

Historical Perspective

• Modification for an IPM focus

• Practical applications in schools– Need for IPM curriculum materials

– National Envirothon Issue Station resource materials

– Pennsylvania Academic Standards

– Student and Instructor Evaluation

Need for Curriculum

• In conjunction with the development of academic standards, the Pennsylvania Department of Education surveyed how frequently certain topics were included as part of their existing curriculum.

Need for Curriculum

• When asked how frequently the nine Environment and Ecology standards are taught, the Integrated Pest Management (IPM) standard was ranked 8th or second to last. *

* Minner, D. D. (1998), Department of Education Report

Need for Curriculum

• Ten IPM concepts were included in the survey

• Of the ten IPM concepts, none were taught by the majority of the schools

• 92% of the schools/instructors indicated that IPM concepts are either not taught or not completely covered

Modification for an IPM Focus

• Lessons Included:

– History of Pest Management

– Introduction to Pest Management

– Alternatives to Chemical Pest Control

– Reducing the Potential for Pest Problems

Modification for an IPM Focus

• Lessons Included:

– Pesticide Registration and Regulation

– Pesticide Labeling

– Health Effects of Pesticides

– Reducing Human and Environmental Effects of Pesticides

– Fate of Pesticides in the Environment

Curriculum Included

• Lesson Plans

– Learning Objectives• S.M.A.R.T

– List of Materials

– Procedures for Evaluation

– Session Outline

National Envirothon Issue Station

• Schools from 62 of 67 Pennsylvania counties used the material to prepare the 1997 Envirothon teams for state competition

• Schools in 34 states and 3 Canadian Providences used the materials to prepare teams for national competition

• Participant feedback was used to improve the materials

Student and Instructor Evaluation

• Once the changes suggested by Envirothon participants were made, the material was pilot-tested in high school science and agricultural science classrooms

• Pre and Post evaluations were conducted to determine changes in students’ knowledge and attitudes relative to IPM

Student and Instructor Evaluation

• The curriculum was evaluated by the instructors who participated in the study

• The curriculum was also evaluated using a tool based on several educational criteria

• Complete study and evaluation data can be found at:– http://etda.libraries.psu.edu/

theses/approved/WorldWideFiles/ETD-27/Richards.pdf

Pennsylvania Academic Standards

• Expectations of student knowledge

• Achievement of the standards demonstrates the attainment of high levels of student competencyin core academic subjects

• Achievement levels are set for all standard areas at grade levels K-12

Pennsylvania Academic Standards

• Environment and Ecology standards are grounded in the complexity of the world and impact on sustainability. (PDE 1999)

• IPM was included as one of the nine core areas of the Environment and Ecology Standards

Pennsylvania Academic Standards

• Achievement benchmarks for IPM by grade level at grades: four, seven, ten, and twelve can be found at:

http://www.pdenewsroom. state.pa.us/k12/lib/k12/ envec.pdf

Pennsylvania Academic Standards

• Achievement benchmarks for IPM by 4th Grade include:

– Know reasons why people control pests

– Identify different methods for controlling pests

– Identify chemical labels

– Identify Integrated Pest Management pracatices inside and outside of the home

Pennsylvania Academic Standards

• Achievement benchmarks for IPM by 7th Grade include:

– Identify the benefits and harmful effects of pests

– Identify how pest management effects the environemnt

– Compare and contrast Integrated Pest Management practices

Pennsylvania Academic Standards

• Achievement benchmarks for IPM by 10th Grade include:

– Identify similar classificatiosn of pests that may or may not have similar effects on different regions

– Analyze health benefits and risksassociated with IPM

– Determine the effects of IPM practices on society over time

Pennsylvania Academic Standards

• Achievement benchmarks for IPM by 12th Grade include:

– Design and explain an IPM plan that usesa range of pest controls

– Explain the complexities associated from moving from one level of control to the next with different IPM practices and compare the related costs

Pennsylvania Academic Standards

• Beginning in the 2002 – 2003 school year, Pennsylvania State Standardized Assessment (PSSA) tests required students to attain one of four categories of achievement in all areas of the standards

Meeting the Needs of “Vocational” Students

• The Pennsylvania Department of Education (PDE) is pushing for students enrolled in a vocational program to graduate with a certification in a skill area

• The curriculum is being revised to facilitate instructors to prepare their students to pass the Private Applicator Certification Exam

Future Directions

• Curriculum update and revision – Align with the National Core Manual

• Integration into existing curriculum areas

• Train-the-trainer for Agricultural Science Instructors

Pesticide Education Program

References:

Minner, D. D. (1998). Standards for environmental and ecology: Final report to the Office of environment and ecology bureau of curriculum and academic services. Harrisburg, PA: Pennsylvania Department of Education.

PDE Academic Standards: http://www.pdenewsroom. state.pa.us/k12/lib/k12/envec.pdf

Curriculum Study Results: http://etda.libraries.psu.edu/theses/approved/WorldWideFiles/ETD-27/Richards.pdf