Abstract

A great concern for extension groups throughout the United States is locating anddeveloping methods to educate producers and the general public about entomology and IPM. Through the development of the internet, a new means for educational tools for IPM can be delivered and used by teachers, health officials, and county extension agents.Elementary Insects is a series of modules developed for youth grades 2nd –5th. The modules cover a variety of topics including Mosquitoes, Fleas, Spiders, and Good Bugs, Bad Bugs in the Landscape.

Significance to Educators

Little information has been converted to formats that meet the public’s demand for high quality design and interactivity. Elementary Insect’s has developed innovative new cirricula, graphics and Internet modules available to teachers, county extension agents, and health departments throughout the United States. Each module is based on the Integrated Pest Management (IPM) philosophy for pest management. The modules were developed to allow continuing education to producers and the general public about IPM, in order to reduce risks to human health.

Objectives 1) Develop four modules on elementary insects for use by county agents and teachers.2) House this information at a website for access by those interested in using the Materials.3) Distribute this information to agencies in the United States interested these materials. 4) Development and distribution of a video clips available on the internet including information for teachers and students on various collecting techniques, preparation of insects, and curation and display.

Materials and Methods

During 2006 and 2007, 175 students in four schools were reached in Richardson, TX and 245 students in seven schools and educational organizations were reached in San Antonio, TX. Good Bugs, Bad Bugs in the Landscape and Spiders: Spooky or Cool modules weretopics covered with these groups.

In Richardson, TX: Lesson 1 of both modules were administered to the students by KimSchofield, and teachers were given module booklets to continue the lessons theremainder of the week. In San Antonio, TX the complete Mosquito module and lessons three and four of Good Bugs, Bad Bugs in the Landscape were administered by Molly Keck.

Descriptive Statistics were performed by Dr. Jeff Tomberlin.

Each module consisted of four items:

1) A booklet of reading exercises and activities. Reading exercises included information about general entomology, insect life cycle, IPM strategies and the general biology of specific insects.

2) Instructions, which provided a basic outline of how each lesson should be taught and answer keys providing answers to student questions.

3) Pre and Post evaluations for students. When possible, students were given pre and post tests.

Results

Good Bugs, Bad Bugs Module

The pre and post tests for the lessons in this module were presented to ten classes in Richardson and Garland. A total of 198 students completed the pre and post tests for all four lessons in Richardson and Garland. The topic for lesson one is general entomology; lesson 2, insect lifecycles; lesson 3, beneficial insects; and lesson 4 covers harmful insects.Overall, students showed an overall increase in knowledge seen in Table 1. The increase in knowledge is based on the average grades for pre and posts tests. For lesson one, the average pre-test score was 85 and the average post-test score was a 93. The overall increase in knowledge is 8%. For lesson two, the average pre-test score was 79.5 and the average post-test score was 83. The increase in knowledge for lesson two was 3.5%. For lesson three, the average pre-test score was 68.5 and the average post-test score was 83. The overall increase in knowledge for lesson three was 14.5%. Finally for lesson four, the pre-test average score was 79.5 and the average post-test score was 84.5. The overall increase in knowledge was 5%.Selected questions in which students showed an increase or decrease in knowledge are represented in Tables 2 and 3. Student exhibited an increase in knowledge between 1% and 16% after receiving the lessons. However, question 1 in lesson 2 showed a decrease in knowledge of -6.5%.It was not always possible to administer pre and post tests in all situations, therefore, only pre and post tests were analyzed.

Discussion

The Elementary Insects modules are an effective and useful form of education for youth. Youth showed an average increase in overall knowledge after receiving the module curriculum, indicating a retention of the material.

Good Bugs, Bad Bugs in the LandscapeThis curriculum was written for and presented to 2nd and 5th grade students. Some of the 2nd graders had a difficult time with the reading material, but they were able to understand all presented material after it was explained by the instructor.

Students did retain the information presented in Good Bugs, Bad Bugs in the Landscape. It is important that students understand that not all insects are hamrful int eh environment. This information is critical to IPM practices, because IPM promotes controlling only harmful insects and conserving beneficial pests.

Students showed a high increase in knowledge in all four lessons. This indicates that prior to receiving the material, they were unaware of the ways in which insects can be beneficial and harmful. If youth understand how insects can be beneficial, they will be less inclined to fear or want to eliminate all insects. Based on the high percent increase in knowledge between pre and post tests and individual questions, we believe that this module is highly effective in educating students about beneficial and harmful insects.

It is also interesting to note that prior to receiving the material, students were unaware that bed bugs were a real insect. With bed bugs becoming a reemerging pest problem again, this information is important for students to understand. It is also quite possible that student’s parents are unaware that bed bugs are real insects, since they have not been a pest for several decades. This information will help educate both youth and adults about this potential pest.

Spiders: Spooky or Cool? Booklet

Overall, educators were very pleased with the modules. They enjoyed the recommended questions for each lesson that promted class discussion and student critical thinking. Activities were educational and supplimental to the lessons, but were also enjoyable to the students. Educators expressed great interest in using modules in the future.

Future Research: 1) Continued promotion of the current curriculum.2) Development of additional modules covering the following topics: butterflies and moths, ticks and termites. Acknowledgements:

The authors would like to thank Arapaho Classical Magnet, O’Henry, Kindred, and Colonial Hills Elementary Schools, Alamo Area Mutual Housing Association Learning Centers, and Rosemont Learning Center for their cooperation and involvement in the Elementary Insects Modules.

Elementary Insects: Urban entomology education for youthKeck, Molly E.1, Kimberly M. Schofield2, Jeffery K. Tomberlin Texas Cooperative Extension, Texas A&M University System

(1) mekeck@ag.tamu.edu (2) k-schofield@tamu.edu

Table 3. Mean difference in percent correct answers between Good Bugs, Bad Bugs Booklet pre and post tests.

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

+16% -6.5% +1% +12.5% +4% +0.5% +4.5% +10% +4% +7%

L1 Q1 What is entomology? a) The study of spiders, b) The study of insects, c) The study of creepy crawly things, d) The study of life

L2 Q1 What is metamorphosis? a) The study of insects, b) A type of insect, c) A change in form, d) A scientist

L2 Q2 What are the life stages of an insect with complete metamorphosis, like a butterfly? A) Egg, larva, pupa, adult, b) Egg, immature, adult, c) Baby, child, adult, d) Teenager, adult

L2 Q3 What are the life stages of an insect with incomplete metamorphosis, like a praying mantis? a) Egg, larva, pupa, adult, b) Egg, immature, adult, c) Baby, child, adult, d) Teenager, adult

L3 Q1 All insects are harmful or bad. a) True, b) False

L3 Q3 Which of the following are ways insects can be beneficial or good? They can be_______. a) Predators, b) Pollinators, c) Recyclers, d) All of the above.

L3 Q4 Why are bees and butterflies important? a) They are pollinators, b) They are recyclers, c) They are predators, d) They are not important.

L4 Q5 Why are preying mantises and lady beetles important? a) They are pollinators, b) They are recyclers, c) They are predators, d) They are not important.

L4 Q2 Which of the following are ways insects can be harmful or bad? They can _____. a) Sting, b) Carry disease, c) Eat gardens and farm crops, d) All of the above.

L4 Q6 Are bed bugs real? a) True, b) False

Table 2. Selected questions from the Good Bugs, Bad Bugs in the Landscape Booklet.

Spider Module

The pre and post tests for the lessons in this module were only presented to three classes,

Students showed an overall increase in knowledge. The increase in knowledge is based on the average grades for pre and posts tests.

Selected questions in which students showed the greatest increase in knowledge are represented in Tables 4, 5 and 6. There one pre and post test evaluation for the entire module, consisting of five questions. Student exhibited an increase in knowledge between % and % after completing the booklet.

Pre-test Score

Post-test Score

Average Increase

Table 4. Average increase in knowledge comparing pre and post test grades for Spiders: Spooky of Cool booklet.

Q1 The body parts of a spider are called: a) Body and Tail, b) Cephalothorax and Abdomen, c) Head, Thorax and Abdomen, d) Head and Body

Q2 How many legs does a spider have? a) 2, b) 4, c) 6, d) 8

Q3 To grow, spiders must shed their skin. The outer layer they shed is called ______. a) Hairy, b) Molting, c) Exoskeleton, d) Fur

Q4 A fear of spiders is called ______. a) Silly, b) Arachnophobia, c) Cytotoxin, d) Spider Fear

Q5 Most spiders are harmful. a) True, b) False

Table 5. Questions from the Spiders: Spooky or Cool booklet.

Table 1. Average increase in knowledge for Good Bugs and Bad Bugs of the landscape based on pre and post test averages.

Lesson 1 Lesson 2 Lesson 3 Lesson 4

+8% +3.5% +14.5% +5%Table 6. Mean difference in percent correct answers between Spiders: Spooky or Cool booklet pre and post tests.

Q1 Q2 Q3 Q4 Q5