ipm pesticide safety in the high school curriculum
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Pesticide Education Program. IPM/Pesticide Safety in the High School Curriculum. Prepared for the 2007 North American Pesticide Applicator Certification & Safety Education Workshop Portland, Maine. by Kerry H. Richards, PhD. Historical Perspective.

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ipm pesticide safety in the high school curriculum

Pesticide Education Program

IPM/Pesticide Safety in the High School Curriculum

Prepared for the 2007 North American Pesticide Applicator Certification & Safety Education WorkshopPortland, Maine

byKerry H. Richards, PhD

historical perspective
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 perspective1
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
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 curriculum1
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 curriculum2
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
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 focus1
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
Curriculum Included
  • Lesson Plans
    • Learning Objectives
      • S.M.A.R.T
    • List of Materials
    • Procedures for Evaluation
    • Session Outline
national envirothon issue station
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
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 evaluation1
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
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
slide14

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 standards1
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 standards2
Pennsylvania Academic Standards
  • Achievement benchmarks forIPM 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 standards3
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 standards4
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 standards5
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 standards6
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
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
Future Directions
  • Curriculum update and revision
    • Align with the National Core Manual
  • Integration into existing curriculum areas
  • Train-the-trainer for Agricultural Science Instructors
slide23

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
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