Agriscience Fundamentals and Applications 6th Edition Burton
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Lesson Plan
Unit 13 – Biological, Cultural, and Chemical Control of Pests
Performance Objective
After the learner completes Unit 13 and participates in the suggested activities, the learner should be able to develop an understanding of the major pest groups and some elements of effective pest management programs.
Competencies
Define pest, disease, insect, weed, biological, cultural, chemical, and other terms associated with integrated pest management.
Understand how the major pest groups adversely affect agriscience activities.
Describe weeds based on their life cycles.
Describe both the beneficial and detrimental roles that insects play.
Recognize the major components and the causal agents of disease
Understand and explain the concept of integrated pest management.
Terms to Know
The following terms are used in this unit and defined in the text glossary Spanish translations of the terms also appear in the glossary vector a living organism that transmits or carries a disease.
arachnid a living creature such as a spider or mite that is distinguished from insects by having eight legs.
pathogen organism that produces disease.
annual weed a weed that completes its life cycle within one year.
biennial weed a weed that will live for two years.
perennial weed a weed that lives for more than two years.
rhizome horizontal underground stem.
node portion of the stem that is swollen or slightly enlarged that gives rise to buds. stolon a stem that grows aboveground.
meristematic tissue plant tissue responsible for plant growth.
noxious weed a plant that causes great harm to other organisms by weakening those around it.
exoskeleton the external body wall of an insect.
entomophagous insects that feed on other insects.
metamorphosis the change in growth stages of an insect.
instars the stage of the insect during the period between molts. disease triangle the term applied to the relationship of the host, pathogen, and the environment in disease development.
abiotic (nonliving) diseases diseases caused by nonliving organisms. biotic diseases diseases caused by living organisms. fungi plants that lack chlorophyll. hyphae the threadlike vegetative structure of fungi.
mycelium a collection of fungal hyphae bacteria one-celled microscopic organisms. viruses pathogenic entities consisting of nucleic acid and a protein sheath.
mosaic a virus disease of plants in which a leaf shows a symptom of light- and darkgreen mottling of the foliage
nematodes a type of roundworm.
key pest a pest that occurs on a regular basis for a given crop.
pest population equilibrium a condition that occurs when the number of pests stabilizes or remains steady.
economic threshold level the level of pest damage to justify the cost of a control measure.
quarantine isolation of pest-infested material. targeted pest an identified pest that, if introduced, poses a major economic threat. eradication complete control or removal of a pest from a given area
pheromone a chemical secreted by an organism to cause a specific reaction by another organism of the same species.
cultivar a group of plants with a particular species that has been cultivated and is distinguished by one or more characteristics; through sexual or asexual propagation, it will keep these characteristics.
biological control pest control that uses natural control agents.
cultural control pest control that adapts farming practices to better control pests
chemical control the use of pesticides for pest control.
pesticide resistance the ability of a pest to tolerate a lethal level of a pesticide.
pest resurgence ability of a pest population to recover.
Curriculum Standards Correlations
National AFNR Performance Indicators: AS 03.01, AS 08.02, PS 03.02, PS 03.03, PS 03.04
CCTC Standards: AG 6, AG-ANI 5, AG-ENV 3, AG-ENV 4, AG-PL 1, AG-PL 2, AGPL 3, ST 3, ST 4, ST-SM 1, ST-SM 2
Green Sustainability Knowledge and Skills Statements: Agriculture, Food, & Natural Resources Career ClusterTM 1, 2, 3, 4, 6, 7, and 8; STEM Career ClusterTM 2, 4, and 5; STEM Career ClusterTM Science and Mathematics Pathway 2, 3, and 4
Instructor Resources
Computerized test bank in ExamView®
Instructor slide presentations
Correlation guides (National AFNR, CCTC, and Green Sustainability) Image Library
CourseMate materials for Unit 13
Instructor Notes:
Make a word search puzzle by visiting www.puzzlemaker.discoveryeducation.com. Select Terms to Know from the beginning of the chapter to use in the puzzle that will be given to students as a handout. Use the puzzle as a “bell ringer activity” and introduction to the lesson. Have students write the meanings of selected words on the back of the handout.
Assign students to make a collection of their choice of weeds or insects. (Types of Pests) Give students a silhouette of an insect and have them label its parts. (Types of Pests)
© 2015 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publically accessible website, in whole or in part.
For a computer lab exercise, have students use the Excel program to make graphs similar to Figure 13-16. (Types of Pests)
Allow time to review Unit 13, and supervise completion of the self-evaluation as a review for the sectional test.
Class Activities and Projects
1. Contact the agricultural extension office that serves your county or parish to obtain literature about pests that are problems in the area near your school. Ask the agent to talk with your class about the best way to control the pests that have been identified. Make a chart with the following elements: pest name, kind of damage, and methods of control.
2. Design and construct a public display that tells the story of integrated pest management. Prepare teams of students to explain this concept for controlling pests, and help them set appointments to present what they have learned to civic clubs, community groups, and other interested parties.
3. Have each student bring five weeds, including the roots, to class. Spend a class period identifying the weeds using field guides. Discuss the type of damage each of the weeds is known to inflict on the environments of other plants, animals, and humans.
4. Using the CourseMate resources, have students fill out the pest control strategies chart in Worksheet 13-01.
5. Suggest an FFA SAE (supervised agricultural experiences) project idea: Take pictures and make a CD for plant or insect identification. (FFA SAE Ideas, Plant Systems 56)
Essay Questions
1. Why are weeds considered pests?
Weeds can be considered undesirable for any of the following reasons:
o They compete for water, nutrients, light, and space, resulting in reduced crop yields.
o They decrease crop quality
o They reduce aesthetic value.
o They interfere with maintenance along rights-of-way.
o They harbor insects and disease pathogens.
2. What characteristics do insects share?
Insects are in the class Insecta and are characterized bythe following similarities:
o Each insect has an exoskeleton, which is the body wall of the insect. It provides protection and support for the insect.
o The exoskeleton is divided into three regions: head, thorax, and abdomen.
o The segmented appendages on the head are called antennae and act as sensory organs.
o Three pairs of legs are attached to the thorax of the body.
o Wings are present (one or two pairs) in the majority of species. This permits mobilityand greater use of habitat.
3. What are the three factors included in the disease triangle. How does the disease triangle relate to integrated pest management?
The occurrence and severity of plant disease is based on the following three factors:
o A susceptible plant or host must be present.
o The pathogenic organism, or causal agent, must be present.
o Environmental conditions conducive to support of the causal agent must occur. Disease-control programs are designed to affect each or all of these three factors. For example, if crop irrigation is increased, a less favorable environment may exist for a particular disease organism Breeding programs have introduced disease resistance into some new plant lines for many different crops. Pesticides may also be used to suppress and control disease organisms.
4. Explain the concept of the economic threshold level in integrated pest management. The economic threshold level is the point where pest damage is great enough to justify the cost of additional pest-control measures. Until the pest population increases to a high enough level that the cost of controlling the pest is less than the cost of the losses that the pest causes, no control actions are taken.
5. What are the advantages of using pest resistant varieties as a part of integrated pest management?
Some advantages of resistant varieties are as follows:
o Minimal cost of pest control
o No adverse effect on the environment
o A significant reduction in pest damage
o Abilityto fit into any IPM program
Suggested Assessment/Homework Activities
You may choose to assign any or all of these items or provide some as additional review options or for extra credit. Depending on the length of your course, you may break the unit reading into segments or assign different items for homework each night. Note that the lab manual exercises are designed to be conducted in a group lab setting and require additional materials and preparation, and may be spread across units.
Textbook
Complete Self-Evaluation for Unit 13
Read Unit 14
CourseMate
Review the Study Guide
Complete the assignments for Unit 13 (13-01 and 13-02)
Complete worksheet for Unit 13 (13-01)
Studythe Flashcards
Explore the Web links
Complete the pre-assessment quiz for Unit 14
Complete the post-assessment quiz for Unit 13
Review engagement tracker to track student progress and time spent on each activity.
Lab Manual
Exercise 14: Are You a Competitor? Weed Identification Lab
Exercise 15: Don’t Bug Me Insect Anatomy
Online Resources:
Learn about the principles of integrated pest management from the United States Department of Agriculture and the United States Environmental Protection Agency. Search for “EPA, pesticides, fact sheets.”
Get integrated pest management information specific to your region. Search for “integrated pest management centers.”
Gale Agriculture Collection
o Eze, S. C., & Echezona, B. C. (2012). Agricultural pest control programmes, food security and safety African Journal of Food, Agriculture, Nutrition and Development, 12(5), 6582+.
o Goodhue, R. E., & Grogan, K. A. (2012). Citrus growers vary in their adoption of biological control. California Agriculture, 66(01), 29+
Answers
© 2015 Cengage Learning All Rights Reserved May not be scanned, copied or duplicated, or posted to a publically accessible website, in whole or in part.
