ipm/pesticide safety in the high school curriculum prepared for the 2007 north american pesticide...
TRANSCRIPT
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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
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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
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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
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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.
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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
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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
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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
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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
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Curriculum Included
• Lesson Plans
– Learning Objectives• S.M.A.R.T
– List of Materials
– Procedures for Evaluation
– Session Outline
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Future Directions
• Curriculum update and revision – Align with the National Core Manual
• Integration into existing curriculum areas
• Train-the-trainer for Agricultural Science Instructors
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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