Agriscience Fundamentals and Applications 6th Edition Burton

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Lesson Plan

Unit 14 – Safe Use of Pesticides

Performance Objective

After the learner completes Unit 14 and participates in the suggested activities, the learner should be able to determine the nature of chemicals used to control pests, to know important terms regarding chemical safety, and to practice the safe use of pesticides.

Competencies

Describe the previous and current trends of pesticide use in the United States. Recognize some popular classes of chemicals used for pest management and their roles in pest control.

Read and interpret information on pesticide labels. State the components of protective clothing for individuals handling pesticides.

Describe the environmental and health concerns relating to pesticide use.

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 element a uniform substance that cannot be further decomposed by ordinary means. compound a chemical substance that is composed of more than one element.

inorganic compound a compound that does not contain carbon.

organic compound a compound that contains carbon.

contact herbicides herbicides that will not move or translocate within the plant. systemic herbicide a herbicide that is absorbed by the roots of the plant and translocated throughout the plant.

phloem tissue conductive tissue responsible for transport of food downward in a tree.

preemergence herbicide a herbicide applied prior to weed or crop germination.

postemergence herbicide a herbicide applied after the weed or crop is present.

insecticide material used to kill insects or protect against their attack.

protectant fungicide a fungicide applied prior to disease infection.

eradicant fungicide a fungicide applied after disease infection has occurred. formulation the physical properties of the pesticide and its inert ingredients. signal words the required words on the label that denote the relative toxicity of the product.

symbols warning illustrations such as a skull and crossbones located on a chemical container that warn of chemical toxicityto humans and animals.

LD50 lethal dose of a pesticide required to kill 50 percent of a test population.

LC50 lethal concentration of a pesticide in the air required to kill 50 percent of the test population.

toxicity a measurement of how poisonous a chemical is.

acute toxicity a measurement of the immediate effects of a single exposure to a chemical.

chronic toxicity a measurement of the effect of a chemical over a long period of time and under lower exposure doses.

carcinogen a chemical capable of producing a tumor.

Curriculum Standards Correlations

National AFNR Performance Indicators: PS 03.02, PS 03.03, PS 03.04

CCTC Standards: AG-ANI 5, AG-ENV 3, AG-ENV 4, AG-PL 1, AG-PL 2, AG-PL 3, ST 3, ST 4, ST-SM 1

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 14

Instructor Notes:

Have students type the Terms to Know and their meanings with a word processor program.

Plan for the County Agricultural Extension Agent to speak to the class about pesticide safety. (Pesticide Labels, Risk Assessment and Management. Pesticide Storage Health and Environmental Concerns)

Demonstrate the use of safety equipment by assembling a collection for student viewing (Risk Assessment and Management)

Make copies of a commonly used pesticide labels, and familiarize the students with all the information it contains. (Pesticide Labels)

Writing assignment write a summary about the Bio-Tech Connection article on Substituting Biological for Chemical Pesticides. (Health and Environmental Concerns) Allow time to review Unit 14 and complete the self-evaluation. Use the ClassMaster CD to create a test.

Class Activities and Projects

1. Divide the class into as many work teams as you have computer workstations with access to the Internet. Assign the students to search for Web sites that (1) identify new pesticides and (2) describe licensing requirements of different states for pesticide consultants and applicators. Have the teams report their findings to the class.

2. Conduct a class debate on pesticide safety Have students work in teams of two on an assignment to debate food safety. Each team will debate in both the affirmative and the negative positions on the issue of using pesticides on food crops. Identify a champion debate team, and give the students appropriate recognition.

3. Invite a local organic farmer to come and discuss the advantages and disadvantages of organic farming. Invite the guest speaker to discuss what alternate methods he or she uses to keep yields high and pest infestations at bay.

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4. Using the CourseMate resources, have students identify key information on a pesticide label in Worksheet 14-01 and characterize the impact of pesticide use on crops in Worksheet 14-02.

5. Suggest an FFA SAE (supervised agricultural experiences) project idea: Lead farm safety program for elementary students. (FFA SAE Ideas, Environmental Service Systems 38).

Essay Questions

1. Define selective herbicides and identifyand explain factors associated with the selectivity of herbicides.

A selective herbicide kills or affects only a certain type or group of plants. The selectivity of an herbicide can be caused by many different factors. Some of these factors include: o Differences in herbicide chemistry, formulation, and concentration; o Differences in plant age, morphology, growth rate, and plant physiology; and o Environmental differences such as temperature, rainfall, and soil type.

2. List and describe the action and uses of the families of herbicides. Cetanilides interfere with cell division and protein synthesis. They are applied either as preemergence or as preplant applications for control of annual grasses and some annual broadleaf weeds.

Dinitroanilines act on root tissue, preventing root development in seedling plants. They are preemergence herbicides applied to prevent weed germination and should be incorporated into the soil

Phenoxy herbicides affect plants by overstimulating growth. They perform best when applied as postemergence foliar sprays. They are selective herbicides that affect broadleaf weeds in grass crops. Triazines are photosynthetic inhibitors that interfere with the process of photosynthesis. They are preemergence herbicides used to control both annual and broadleaf weeds in grass crops.

3. List the five classifications of insecticides and provide an example of each. Inorganics (sulfur or silica aerogel)

Oils (superior oils)

Botanicals (pyrethrum, rotenone)

Synthetic organics (examples will vary)

Biorational/Microbial (Bacillus thuringiensis)

4. List and define the signal words and symbols used on pesticide labels. The signal words and symbols describe acute toxicity of the pesticide. The different categories are based on LD50 and LC50 values and on skin and eye irritation. The signal words used on pesticide labels are (1) danger poison, (2) warning, and (3) caution. These words are used to alert the person handling or using the pesticide to the poisoning effect of contact with the chemical.

5. List five ways to reduce pesticide exposure. Select a pesticide formulation with a lower exposure potential. For example, granule formulations have a much lower exposure potential than do emulsifiable concentrates. Use protective clothing and other safety equipment during the time of pesticide mixing, application, and disposal. Apply pesticides during weather conditions that will not cause pesticide drift and that provide for the most effective control.

Check all application equipment for proper working condition before applying pesticides.

Store pesticides and application equipment properly.

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 14

Read Unit 15

CourseMate

Review the Study Guide

Complete the assignments for Unit 14 (14-01 and 14-02)

Complete worksheets for Unit 14 (14-01 and 14-02)

Studythe Flashcards

Explore the Web links

Complete the pre-assessment quiz for Unit 15

Complete the post-assessment quiz for Unit 14

Review engagement tracker to track student progress and time spent on each activity.

Lab Manual

Exercise 5: How Degrading Maintaining a Healthy Environment

Online Resources:

Learn about pesticide safety from the United States Department of Agriculture and the United States Environmental Protection Agency. Search for “USDA Pesticide Safety Education Program, “EPA pesticide fact sheets ”

The American Association of Pesticide Safety Educators provides educational materials. Search for “AAPSE, Virginia Tech Pesticide Programs.”