Transcript IPM/Pesticide Safety in the High School Curriculum by Kerry H. Richards, PhD

Pesticide Education Program
IPM/Pesticide Safety
in the High School Curriculum
by
Kerry H. Richards, PhD
Prepared for the 2007 North American Pesticide Applicator
Certification & Safety Education Workshop
Portland, Maine
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 competency
in 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 risks
associated 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 uses
a 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