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Cooperative Extension System

College of Agricultureand Natural Resources

Introduction Grades 4 & 5 Curriculum

IPMINTEGRATED PESTMANAGEMENT

INTEGRATED PEST MANAGEMENT

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Welcome to Integrated Pest Management (IPM)! IPM is a science and information based pest management system dedicated to reducing our dependence on pesticides. It starts with a management program that denies pests food, water and/or shelter, then adds monitoring systems, host resistance, natural enemies, and uses pesticide applications only as a last resort.

IPM offers unique opportunities as the basis of a school curriculum and can be integrated with many subject areas. The rationale of Integrated Pest Management addresses the environmental concerns currently impacting the world. Embedding IPM in the curriculum will add relevance to science, mathematics, language arts, and social studies as students examine real problems that impact their daily lives. In the future, citizens will be asked to make increasingly difficult decisions concerning their environment. This curriculum will help prepare students to critically evaluate their options.

Each strand in the curriculum is aligned with the Connecticut Frameworks and National Science Standards. Strands can be used individually as stand alone activities to support existing curriculum or they can be combined to develop a concept in some depth. Those strands that present the core concepts of IPM are identified.

Resources, references, and support materials are provided for each lesson. Web-based resources change frequently and, while all were valid at the time of publication, should be checked before using them. If more information is needed, or if you are looking for illustrations of many of the examples used, visit the University of Connecticut IPM website (www.hort.uconn.edu/ipm/).

The creation of a comprehensive curriculum package like this is only possible as a team

effort. In this case, the team started with Richard A. Ashley, Emeritus Professor of Horticulture and former Coordinator of the Connecticut Integrated Pest Management Program, Donna R. Ellis, Extension Educator and Program Coordinator, Nursery Crops IPM, and Marilyn S. Chase, Public Service Specialist and IPM Webmaster, for the Department of Plant Science in the College of Agriculture and Natural Resources at the University of Connecticut. They knew IPM, had a vision as to how it could contribute to K - 12 education, and knew enough about curriculum writing to know they could not do it alone.

Dale Schimmel, Ph.D., District Supervisor for Mathematics and Science, and Cheryl-leigh Kusmer, Emeritus Teacher and Social Studies Coordinator,

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knew how to create curriculum that was useful and exciting, and they were eager students of IPM. They wrote lessons that integrated the principles of IPM with children’s natural interests in order to provide teachers with a developmentally appropriate way to present the concepts of the IPM program.

The lessons in each curriculum strand were designed in a clear, logical format. Working close by with Dr. Schimmel and C. Kusmer, Susan Schadt, Art Director/Graphic Designer, Kevin Noonan, Graphic Designer, and Sarah Richards, Graphic Designer, Office of Communication and Information Technology in the College of Agriculture and Natural Resources provided the graphic illustrations and final presentation designs. Chris Rowlands also contributed to this process through the creation of Izzy the Praying Mantis. Finally, to facilitate editing the project, Patsy Evans, Writer/Editor, from CIT, joined the authors for the final review.

The authors and the entire creative team would like to extend their sincere thanks to the following for their support, encouragement and facilitation of this project:

• The Bingham Trust for their financial support of this project.

• USDA CSREES for providing Smith-Lever 3(d) Extension IPM program funds.

• USDA CSREES Northeastern IPM Center for their financial support.

• The administration of the College of Agriculture and Natural Resources, University of Connecticut:

Kirklyn Kerr, Ph.D. Dean and Director

Cameron Faustman, Ph.D.Associate Dean, Academic Programs Nancy Bull, Ph.D.Associate Dean, Outreach and Public Service

Nancy Weiss and Amy HanaburghDevelopment and Alumni Affairs

Bruce WilburDirector, Office of Communications and Information Technology

• Ed Rajotte, Pennsylvania IPM Coordinator, for his encouragement and sharing of materials.

• Erica Bosley Jenkins, Community and School IPM, Michigan State University Pesticide Education Program, for sharing of materials “Exploring Urban Integrated Pest Management.”

Welcome

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What is IPM? By Richard A. Ashley, former IPM Coordinator

The general public is demanding safe food and water, and an environment protected from contamination. Methods are needed to minimize the potential problems associated with pesticides and fertilizers without adversely affecting the economic viability of Connecticut agriculture, the green industries, and our quality of life.

The University of Connecticut Cooperative Extension System (CES) in conjunction with the Department of Plant Science has developed and implemented the Integrated Pest Management (IPM) Program to address these concerns.

What is IPM?

Integrated Pest Management (IPM) has been defined in many different ways. Since initial applications of IPM were in commercial agriculture, many of the definitions include references to agriculture, but IPM goes well beyond agricultural

applications. In fact, the IPM approach can be applied to virtually any pest situation. Two favorite definitions are:

“Integrated Pest Management (IPM) is the coordinated use of pest and environmental information to design and implement pest control methods that are economically, environmentally and socially sound. IPM promotes prevention over remediation and advocates integration of at least two or more strategies to achieve long-term solutions.”

Or

“IPM is a concept that uses a multidimensional approach for minimizing pest damage, empowering farmers, increasing the income and production of the farmer, and restoring a balance to the ecosystem.”

Neither of these definitions fits every application of IPM, yet both include the basic principles of the system. IPM is a systems approach. Every decision should be made only after considering its impact on pest management. For example, if we are choosing a cucumber variety to grow in the garden, we might consider whether we want early or late maturity, dark green or lighter green color, vine or bush growth habit. But if we also select varieties that carry natural resistance to powdery and downy mildew, scab and anthracnose, we grow the kind of cucumbers we want and eliminate the need to spray to control four of the most common diseases of cucumbers. If we decide to locate the dog’s dinner bowl on a hard, smooth surface that contains spills and can be easily cleaned, we eliminate a potential food source for ants and roaches. Placing the dog’s bowl on a porous floor or where spills can roll or be pushed under appliances may create a romantic dining experience for insect pests.

What is IPM?

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Grades 2 & 3

CurriculumGrades 2 & 3


Curriculum

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IPM: Dedicated to Reducing Pesticides through:

• Science

• Math

• Social Skills

• Language Arts

• Technology

• Art

• FUN!


• Science

• Math

• Social Skills

• Language Arts

• Technology

• Art

• FUN!

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Grades 2 & 3Curriculum


INTEGRATED PEST

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Lesson Plan Contents

Introduction

Unit 1: Pest Identification

General Background

Lesson 1: More Than Just Dust Bunnies

Lesson 2: A Weed By Any Other Name

Lesson 3: Dormant Demons

Lesson 4: Johnny Appleseed Would Be Proud

Unit 2: Pest Control Methods

Section 1: Biological / N

atural Control

General Background

Lesson 1: Ant Antics

Lesson 2: There's No Such Thing as a Free Lunch

Lesson 3: Friend of Foe?

Section 2: Chemical Control

General Background

Lesson 4: Weather vs. Whether

Lesson 5: Pesticide Wise

Lesson 6: Time Trials

Lesson 7: Fact or Fiction

Section 3: Cultural, Mechanical, Regulatory Control

General Background

Lesson 8: GM...It's Not Just a Car Anymore!

Lesson 9: Hopper Hunt

Lesson 10: Design a Landscape

Lesson 11: Environmental Entrepreneurs

Lesson 12: Who's Minding the Store?

Lesson 13: Hygiene for Horror

Unit 3: Biodiversity

General Background

Lesson 1: A Picture is Worth 1,000 Words

Lesson 2: More Than the Spice of Life

Lesson 3: E3K - Earth's Endangered Ecosystems

Lesson 4: Alien Invaders

Lesson 5: Acid Rain Ruin

Lesson 6: Biosphere: Building a Balanced World

Lesson 7: Building Your Own Biosphere

Lesson 8: Exploding Population

Lesson 9: Consuming Passions

Lesson 10: Biodiversity in Your Own Backyard

Biodiversity Enrichment Projects

Introduction

Enrichment 1: World Wide Advertising Campaign

Enrichment 2: Town Meeting

Enrichment 3: Conduct a BioBlitz

Enrichment 4: How Green is Your Classroom?

Enrichment 5: Service Learning Project Ideas

Assessments



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Understand the Pest

To make IPM work we must understand the pest. Knowledge of the pest’s life cycle, where it lives and what it eats helps us devise strategies to interrupt its activities by altering management practices rather than by using pesticides. This knowledge is readily available through your Cooperative Extension System.

Knowing that Colorado Potato Beetles overwinter in debris at the edge of gardens and fields and then walk into the garden in search of food allows us to trap them in a simple plastic-lined trench. Trapping the adults early in the season prevents egg-laying and provides a season-long solution for this potato pest without needing to apply pesticides.

Action Threshold

It is also important to know that all pests don’t have to be controlled. The term “action threshold” is used to describe the level of pest presence that requires control. With plant diseases, action thresholds are frequently the first occurrence of disease symptoms or the occurrence of climatic conditions (usually temperature and humidity levels) that favor development of the disease. With insects, weeds and vertebrate pests, the action threshold is usually linked to the presence of some critical population level or the appearance of feeding damage on a critical number of the plants in the area being protected.

Action thresholds vary considerably from pest to pest. For young cabbage plants, the action threshold for Imported Cabbage Worm is 35 percent infestation. If 35 percent or more of the plants are infested, yield reductions will likely result that will have a higher economic value than the cost of control. By comparison, seeing a single

cockroach scurry across your kitchen floor would indicate a need for control measures. Generally, action thresholds are lower where human health or aesthetics are affected and higher where productivity is measured.

Multiple Strategies

The use of multiple strategies greatly increases the effectiveness of IPM measures. If a simple trench trap will prevent most Colorado Potato Beetles from reaching your garden, using floating row covers to enhance early potato development and to prevent potato beetles from feeding on the emerging potatoes raises the effectiveness of control to nearly 100 percent -- all without the use of pesticides.

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Pesticide Resistance

Pests like Colorado Potato Beetle or Common House Fly have demonstrated a remarkable ability to develop resistance to insecticides. To understand resistance management, you must first understand how a resistant population develops. Think of resistance as “speeded-up natural selection” or as “artificial selection.” Natural selection is the process nature uses to select the most fit individuals for survival. Successful individuals pass on genes to their offspring, which are encoded with a certain trait that helps them overcome some specific environmental adversity or hardship. Repeated applications of the same pesticide “artificially

selects” for the individuals from the pest population that can detoxify, tolerate or avoid a specific poison. Individuals susceptible to the poison perish, leaving those with resistant genes to reproduce and pass on the beneficial trait. After several generations and repeated exposures, you simply “weed out” all susceptible individuals, and are left with a resistant population. This selection process happens with any type of biotic pest including insects, diseases, and weeds. Resistance develops quickly for pests that have many generations per year, reproduce rapidly, and have few susceptible individuals migrating in from other areas or from wild hosts.

The use of multiple control methods helps prevent the development of resistance. For example, you can slow or manage resistance by alternating between pesticides that use different modes of action (for example, a stomach and a nerve poison). The individual pests lucky enough to possess a gene that can detoxify one material are unlikely to tolerate a second toxin that works differently.

Prevention is the Key

With IPM, the emphasis is always on prevention. Figure (1) illustrates how management efforts might escalate in the face of a severe pest infestation. The basis of control efforts would be a combination of several cultural and mechanical practices intended to make the environment less attractive to the pest or to physically trap or exclude the pest. If the pest were still present in sufficient numbers to cause unacceptable damage to plants, pets or property, to pose a health or safety risk, or cause discomfort to humans, the use of biological controls would be considered. These would include use of natural predators, parasites or pathogens that are usually specific to the pest. If problems continued, use of the “soft” pesticides would be considered. These materials include highly specific materials such as

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growth regulators and more general materials, like repellents, soaps and oils. Low human toxicity and a minimal impact on the environment characterize all these materials. Many also have little impact on beneficial organisms that may be present.

As a last resort, conventional or “hard” pesticides may be required to adequately control the pest. If this is the case, the pesticides with the least effect on non-target organisms and the lowest impact on the environment are chosen. Our knowledge of the pest and its habits frequently allows us to gain a high level of control with the use of only small amounts of pesticide through proper placement and timing of the applications.

IPM and the Environment

Finally, IPM empowers you to impact the future of our environment. Agriculture was the first to adopt IPM principles. Government and some industries have followed them. In Connecticut, homeowners manage more land and may apply more pesticides than agriculture and government combined. You can do your part to restore balance to the ecosystem by supporting farms, business and government agencies that use IPM. Also, you can take the socially and environmentally responsible action of using IPM in and around your own home.

IPM has been called the common sense approach to pest management. It surely is. IPM costs no more than conventional pest management methods yet it protects the environment, helps maintain or restore the ecological balance while maintaining the productivity, appearance and quality of our environment, and adds to our quality of life.

Shouldn’t you be using IPM?

Exploring Urban Integrated Pest Management Michigan State University Pesticide Education, �00�

IPM stands for Integrated Pest Management. IPM is an effective and environmentally sensitive approach to pest management that uses a combination of common-sense practices. Knowledge about pest biology and habitats are used to select the best combination of common-sense practices that will keep pests under control. In greenhouses, fields, yards, and inside homes and schools, IPM uses a series of steps that result in making pest management decisions that control the pests with the least effect on people, pets and the environment.

Understanding the needs of pests is essential to implementing IPM effectively. Pests seek habitats that provide basic needs such as air, moisture, food, and shelter. Pest populations can be prevented or controlled by creating inhospitable environments, by removing some of the basic elements pests need to survive, or by simply blocking their access into buildings. Habitat modification may be used in combination with traps, vacuums, biological control or pesticides. An understanding of what pests need in order to survive is essential before action is taken.

By anticipating and preventing pest activity and combining several pest control methods, you can achieve long-term results.

* CHEMICALLEVEL 2

* CHEMICALLEVEL 1

BIOLOGICAL

PHYSICAL - MECHANICAL(pest behavior)

CULTURAL(human behavior)

"conventional"(chemical and organic pesticides, etc.)

"biorational"(insect growth regulators, pherominerals, oils, soaps, repellants.)

pest pathogens, nematodes,predators, parasites

sticky traps, barriers, vacuuming

exclusion/containment,sanitation, maintenance,communication

IncreasingIntervention

IncreasingToxicity

Emphasison

Prevention

IPM Hierarchy of Actions

*Formulation of chemicals should emphasize minimizing potential exposure to non-targets.

What is IPM?

Figure 1:

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What is IPM?

Through IPM you will:• Identify the pests.• Take away their water.• Take away their food.• Take away their hiding places.• Eliminate the existing population. • Deny entry into the building.

Key Points• Integrated Pest Management (IPM) is an approach

to managing pests effectively with the least effect on people, pets and the environment.

• IPM focuses on prevention of pests through sanitation and habitat modification. We look at why the pests are there.

• The six steps in IPM are: inspect and investigate, identify and learn, monitor, choose control methods, evaluate and educate.

• Proper identification of pests, knowledge of their biology and careful monitoring allow us to target our control methods where the pests are, resulting in effective management with the least effect on people, pets and the environment.

• When we use pesticides as part of the IPM program, we choose pesticides with the lowest toxicity that are applied with the least exposure to people and the environment.

Why Not Just Use Pesticides Alone?

After World War II, pesticides became a widely available and very effective way to kill pests. They were considered almost magical in what they could do. But by the 1960s it was becoming apparent that there were downsides to the over-reliance on pesticides.

Some problems include:• resistance, when the pest is no longer controlled

by the pesticide• movement away from the site of application

• contamination of food, water, air, and people• exposure to people, pets and wildlife• high cost from frequent applications• kill beneficial organisms like lady beetles.

Pesticides can also be misused or used in such a way that people are exposed to them as much or more than the pests are. The presence of pests can create panic that can lead to overuse.

What is a Pest?

A pest is any living thing (plant or animal) that bothers or annoys us, our pets or animals, damages things we value, occurs where we do not want it, or causes or spreads disease. This is a pretty broad definition, and in fact people don’t always agree that something is a pest. A dandelion may be a pest to one person and a wildflower to another. A cockroach can be a pest to one person and food to another!

What is a Pesticide?

A pesticide is any substance or mixture of sub-stances used to prevent, destroy, repel pests or reduce the damage pests cause.

While people often think that pesticides are chemicals aimed at insects, common pesticides include household disinfectants such as bleach and kitchen and bathroom cleaners aimed at bacteria. Other common pesticides include those targeted at insects (insecticides), rats and mice (rodenticides), weeds (herbicides), and fungi (fungicides).

All pesticides sold in the U.S. must comply with the requirements of the Environmental Protection Agency (EPA). Most products are registered directly with the EPA and contain their stamp of approval, an EPA Registration Number, on the label.

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What is IPM?

Some newer products may contain active ingredients that are considered “minimum risk”. These are exempt from EPA registration, but must still comply with minimum EPA standards. These products will not have an EPA number.

Additionally, all pesticides must be sold in the manufacturer’s original, unopened container with a complete label. It is illegal to sell pesticides in containers without a complete label.

The IPM Decision-Making Process

The IPM approach to pest management uses a basic decision-making process. While the strategies and tactics may change, the steps taken to determine if and when treatment is needed and which methods to use are the same each time. Instead of remembering many specific “recipes” for pest control, pest managers use this decision-making process for all pests.

This process helps determine:• If treatment is necessary• Where treatment activity should take place• When action should take place• Which strategies and tactics are best to use

The following pages will provide detail on the overall process that we use to answer these questions.

The IPM Steps

IPM follows six basic steps. Each step is described below with examples. Most of the examples in this resource deal with IPM in schools, homes and other buildings. In managing pests of plants, we would still follow the same basic steps, but the monitoring and control methods would be slightly different.

1. Inspect and Investigate An inspection reveals where the pests are coming from, what pests might be present, and what conditions are present that can contribute to pest problems. This is the detective stage. Clues gathered from talking to people and inspecting the building and grounds provide a picture of pests, areas, and problems that need to be addressed.

Look for:• pests• signs of pests and damage caused by pests

(droppings, cast skins)• conditions good for pestsDiscover:• What pests do you have?• Where are they coming from?• What are they eating?

The results of the inspection should be recorded on a form showing what was found in each room or area of the building. Maps of the rooms and building should be made or obtained. The initial inspection helps form the basis for an overall pest management plan. Inspection doesn’t end when the management plan is written. Inspections need to occur on a regular basis to monitor and evaluate the pest situations.

2. Identify and LearnCorrect identification of a pest is important in IPM. Knowing that it is a bug is not enough. Since different species have different habits and preferences, knowing the exact identification will aid in the management process.Once the pest is identified, read about its life-cycle, food sources, preferred habitats, special skills, and natural enemies. The best management plan will take all of these factors into account.

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For example, house mice are very curious animals and are constant nibblers. They also travel next to walls and other surfaces and travel the same route over and over. The knowledge of this behavior tells us that snap traps placed next to walls where we have seen signs of the mice (droppings, etc.) should be effective at removing the current population. The Norway rat has different habits and would require different strategies for control. If the actual animals are not visible, then identification requires knowing the difference between rat droppings and mouse droppings, and looking at damage, footprints, and other signs left behind.

3. MonitorMonitoring is the regular and ongoing inspection of areas where pest problems are occurring or could occur. Information from these inspections is gathered and recorded. Monitoring:• helps determine if, where and when treatment is

needed.• helps pinpoint infestations and problem areas• allows you to evaluate and fine-tune treatment

Is the population increasing or decreasing? On plants, is the natural enemy population increasing? Has the population reached a level where treatment is necessary? For many indoor and public health pests, the amount we can tolerate is zero or close to zero. In this case, monitoring helps us detect new populations quickly, thus making control easier.Aids are available to assist in monitoring for many pests. For German cockroaches, we can place sticky traps in places near where we think they are living. Regular checking of the traps will tell us if the population is increasing or decreasing, if the make up of the population is changing (are we catching

more nymphs than adults?), and what direction they are traveling in. Sticky traps and other monitoring traps are available for many pests.

4. Choose Control MethodsAs mentioned before, IPM emphasizes prevention. We do this by identifying and removing (if possible) the causes of the problems, rather than simply attacking the symptoms (pests). The information that was gathered in the previous steps helps determine the best control methods to pick for a particular situation.

Treatment strategies should be:• least hazardous to human health.• least disruptive to natural controls in landscapes.• least toxic to nontarget organisms.• most likely to be permanent and prevent the

recurrence of the pest problem.• cost-effective in the short and long-term.• appropriate to the site.

Possible Control Methods Include:

Habitat Modification

In order to prevent pests, we need to learn what about the building or grounds is providing the pests with the habitat they need to thrive. We then modify the habitat so that it no longer provides the pest with a suitable environment in which to live.

Habitat modification may involve:• Sanitation. Frequent and careful cleaning can

eliminate food for pests. Reducing clutter takes away hiding places.

• Designing or altering the structure. Incorporate pest-resistant structural materials, fixtures and

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furnishings. For example, in commercial kitchens stainless steel wire shelving on rolling casters reduces roach habitats and facilitates sanitation.

• Eliminating sources of water. Fixing leaks and eliminating standing water can take away water and moisture that pests need to survive.

• Eliminating the pest habitat. Caulking, filling holes and fixing broken doors or windows helps keep the pests from returning Removing dense vegetation near building eliminates rodent hiding places.

PhysicalPhysical control methods generally involve mechan-ical or non-chemical ways of killing or removing existing pests.

Some choices include:• trapping.• vacuuming.• barriers.• “fly swatters”, or removing pests by hand.

Biological Control

Using natural enemies of the pest is one choice for control. Examples of this are cats (who eat mice) or tiny wasps that lay their eggs inside the eggs of cockroaches.

Pesticides

Pesticides may be used in combination with other control methods. Pesticides chosen for the IPM program are usually used when needed to help eliminate existing populations. Other means such as habitat modification keep the pests from coming back.

We choose the least toxic options and target them at where the pests are living and people will not come into contact with them. Fogs and bombs are not used in IPM. If we use pesticides, we choose-and use them as they are intended. This means reading and heeding all instructions on the pesticide label.

5. EvaluateEvaluation provides a regular opportunity for participants in the IPM program to examine the monitoring records and check to make sure that the program is addressing the pest problems. This step also allows you to adjust and improve the program.

Ask yourself the following questions:• Were the actions we took necessary or would the

problem have gotten better without action?• Did the actions we took and treatments we used

solve the problem?• Could we manage the problem better next time?• Do we need more or better information to aid in

pest management decisions in the future?

6. EducateEducating others is an important step through all stages of an IPM program. Information that will help change people’s behavior, especially in how they dispose of garbage and store food, plays a very key part in successfully managing pests. Even young children can do their part to take food, water and hiding places away from pests.

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Steps and Tactics of IPM: The Nuts and Bolts

Integrated Pest Management is about managing pest organisms “scientifically”, in a socially and en-vironmentally-sound way. As such, IPM is a special-ized form of environmental management wherein scientific research and real world application work together. This involves both a step-wise process and tactical components of management. The six steps of IPM are followed no matter which environment is harboring what pests. Tactics chosen will depend upon circumstances. A list of these steps is below. Details follow explaining each step and tactic.

Steps of IPM:1. Proper identification2. Learn pest/host biology3. Sample environment for pests4. Determine Action Threshold5. Choose tactics* (below)6. Evaluate results

Tactics of IPM:

1. Cultural 2. Physical3. Genetic4. Biological5. Chemical

• “Biorational”• “Conventional”

6. Regulatory

Six Steps of IPM

1. Proper identification of damage and responsible “pest” Cases of mistaken identity may result in ineffective actions. If plant damage due to over-watering are mistaken for a fungal infection,

a spray may be used needlessly and the plant still dies. If a beneficial insect is eating aphids on a sickly plant, the insect might be killed because of “circumstantial evidence”, and make the problem worse.

2. Learn pest and host life cycle and biologyAt the time you see a pest, it may be too late to do much about it except maybe spray with a pesticide. Oftentimes, there is another stage of the life cycle that is susceptible to preventative actions. For example, weeds reproducing from last year’s seed can be prevented with mulches.

3. Monitor or sample environment for pest population Preventative actions must be taken at the correct time if they are to be effective. For this reason, once you have correctly identified the pest, you begin monitoring BEFORE becomes a problem. For example, in school cafeterias where roaches may be expected to appear, sticky traps are set out before school starts. Traps are checked at regular intervals so you can see them right away and do something before they get out of hand. Some of the things you might want to monitor about pest populations include:

• pest present/absent?• distribution - all over or only in certain spots?• increasing or decreasing in numbers?

4. Establish action threshold (economic, health or aesthetic) In some cases, a certain number of pests can be tolerated. Soybeans are quite tolerant of defoliation, so if you have only a few caterpillars in the field and their population is not increasing dramatically, there is no need to do anything. Conversely, there is a point at which you MUST do something. For the farmer, that point is the one at which the cost of damage by the pest is MORE than the cost of control. This is an economic threshold.

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Tolerance of pests varies also by whether or not they are a health hazard (low tolerance) or merely a cosmetic damage (high tolerance in a non-commercial situation). Personal tolerances also vary - many people dislike any insect; some people cannot tolerate dandelions in their yards.

5. Choose appropriate combination of management tactics* For any pest situation, there will be several options to consider. See Six Tactics section.

6. Evaluate resultsDid your actions have the desired effect? Was the pest prevented or managed to your satisfaction? Was the method itself satisfactory? Were there any unintended side effects? What will you do in the future for this pest situation?

Six Tactics of IPM

The goal of using multiple tactics or “many small hammers” is to effectively suppress pests below injurious levels and avoiding outbreaks. Many tactics keep pest populations off-balance and avoids development of resistance to pesticides. Least-toxic effective methods are used before more toxic ones whenever possible. What are the categories of tactics and specific actions included in each?

1. Cultural methodsSuppress pest problems by minimizing the conditions they need to live (water, shelter, food). Planting plants that are adapted to your growing conditions, planting them in the right place, giving proper attention to their water and nutritional needs and the like. Strong plants resist diseases, outgrow weeds and are less likely to succumb to insects.

2. Physical methodsPrevent pest access to the host or area, or, if the

pests are already present, physically removing them by some means. For example, this could mean using barriers, traps, vacuuming, mowing or tillage, depending upon the pest and situation.

3. Genetic methodsUse pest-resistant plant varieties developed by classical plant breeding. Recently, this category has been expanded to include genetically engineered pest resistance, such as Bt corn or potatoes. There are also special uses of genetic techniques on pests themselves, such a “sterile male” insect releases.

4. Biological methodsUse predators, parasites and diseases of pests in a targeted way to suppress pest populations. Use of microbial diseases of pests has become part of the chemical pesticide registration process and is treated below under Chemical methods. Use of predators and parasites as biocontrol for pests are handled in one or more of 3 ways:

a) conservation and encouragement of naturally occurring biocontrol organisms by cultural techniques or at least avoidance of harming them

b) augmentation of naturally occurring species by purchasing and releasing more of the same

c) “classical” biological control in which new biocontrol species specific to pests are sought and introduced

5. Chemical methodsThere are many “chemicals” that are used in pest management situations, but not all chemicals are alike from the standpoint of their range of action, toxicity, or persistence in the environment. There will be more information on the classes of chemicals in the Learning to Use Tactics section, Activity Lessons from Labels.


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“Biorational”Biorational chemicals are those that are less universally toxic and target a specific aspect of pest biology. An example might be diatomaceous earth used to scratch the surface of insects to dehydrate them, or microbial pesticides that affect only a specific group of insects.

There are some biorational chemical tactics that are hard to classify by toxicity or that are used together in innovative ways with other tactics. An example of this would be insect pheromones used together with sticky traps. Pheromones are the chemicals produced by insects to attract their mates, and so these substances are not toxic. But they can be used in large amounts to “confuse” the mating process or to attract insects to a trap. Other examples of such chemicals are repellants, attractants, and antifeeding agents.

“Conventional”Conventional pesticides currently refers to synthetically produced compounds that act as direct toxins (nerve poisons, stomach poisons, etc.) There are many new classes of chemicals being added to the older conventional pesticides

6. RegulatoryRegulatory control refers to the role played by government agencies in trying to stop the entry or spread of pests into an area or into the country via inspection, quarantine, destruction of infested material, and other methods.


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Web Resources

Web SitesGeneral

Note: These resources can be accessed directly from the University of Connecticut Integrated Pest Management (IPM) website at www.hort.uconn.edu/ipm/

As you know, many websites change addresses frequently. Check web links for updates before using a lesson.

California Environmental Protection Agency Department of Pesticide RegulationSearchable database of pesticide products and manufacturers. Search engine produces detailed reports. http://www.cdpr.ca.gov/docs/label/prodnam.htm

Discovery Channel School On-line teacher resources. http://school.discovery.com/teachers/

DK Interactive Learning Educational products, on-line store. http://us.dk.com/

Environmental Media CorporationTeacher’s guides for K-12 environmental education. Topics include ecosystems, biodiversity, freshwater and coastal wetlands and animals. http://www.envmedia.com/

F.X. Browne, Inc. Environmental ConsultingUseful links to environmental education and data, extensive kids page with environmental games, activities and songs.www.fxbrowne.com

Integrated Pest Management (IPM) in SchoolsFact sheets and tool kits for adopting IPM in the school environment.http://www.epa.gov/pesticides/ipm/

Iowa State University Insect GalleryInsect images. http://www.ent.iastate.edu/imagegallery/

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Iowa State University IPM CurriculumLesson plans and class materials on biological control and sustainable horticulture for secondary schools.http://www.sustain.iastate.edu/lessons.html

Minnesota Department of Agriculture IPM ProgramIPM Publications, including fact sheets for common household pests. Features “Join Our Pest Patrol - A Backyard Activity Book for Kids - An Adventure in IPM”.http://www.mda.state.mn.us/ipm/IPMPubs.html

National Oceanic and Atmospheric Administration (NOAA) Year of the OceanKid’s and Teacher’s Corner includes activity and coloring books, fact sheets, endangered species, coral reefs and more. http://www.yoto98.noaa.gov/kids.htm

North American Commission for Environmental Cooperation (CEC)A 2002 report on biodiversity and the state of the North American environment. 116-page report available as a PDF file. http://www.cec.org/soe/

Penn State University School IPMIPM references and teaching tools, curricula, publications, videos, links, IPM for parents, teachers and children, educational opportunities for educators, school IPM resources database.http://paipm.cas.psu.edu/schools/schoolEduc.html

Scientific American Frontiers On-line Teaching Guides are filled with science activities for middle school students. The easy-to-print format can be freely downloaded and photocopied from the web site for classroom use. http://www.pbs.org/saf/educators.htm

University of Connecticut IPMInformation on Integrated Pest Management for home landscapes, many crops, weeds, biological control, schools, educational resources, links. http://www.hort.uconn.edu/ipm/

University of Nebraska-LincolnPesticide education resources and links to pesticide labels. http://pested.unl.edu

U.S. Department of AgricultureScience projects in environmental science, agriculture and botany. http://www.ars.usda.gov/is/kids/fair/ideasframe.htm

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Web Resources

U.S. Department of Agriculture Agricultural Research Service (ARS) Sci4KidsSci4Kids is a series of stories about current science research projects at ARS. The eye-catching, colorful and informative web site for ages 8 to 13 shows how science is not in a far away laboratory but is a part of our daily life. Includes sections on plants, insects and water.http://www.ars.usda.gov/is/kids/

U.S. Department of Agriculture National Invasive Species DatabaseIncludes Federal actions with all invasive species.http://www.invasivespeciesinfo.gov/

U.S. Environmental Protection Agency (EPA) WetlandsExtensive information on wetlands and watersheds. Includes fact sheets, habitat information, wetland maps, why wetlands are important and how to protect them.http://www.epa.gov/owow/wetlands/

U.S. Geological Survey The Learning Web features K-12 teacher and student materials about the Earth: land, water, plants, animals and maps. http://www.usgs.gov/education/

The Fun Stuff web site features learning web trivia game, kids game page, activities and creating maps.http://interactive2.usgs.gov/learningweb/fun/index.htm

U.S. Geological Survey National Biological Information Infrastructure Teacher ResourcesMany links to teacher resources for K-12 biology, biodiversity, ecology, Connecticut and other state activities. http://www.nbii.gov/education/

Washington State UniversityPesticides: Learning about Labels. Discusses information contained on pesticide labels in an easy-to-follow manner. http://pep.wsu.edu/factsheet/understanding.htm

World Wildlife Fund Windows on the Wild (WOW)Biodiversity educational guides, activities and other resources. Includes online interactive games for students. Links to WWF Virtual House web site where students learn how their lifestyles affect Earth’s biodiversity.http://www.worldwildlife.org

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Insects

BugscopeThe Bugscope project is an educational program for K-12 classrooms. Classrooms remotely operate a scanning electron microscope to image “bugs” at high magnification.http://bugscope.beckman.uiuc.edu/

ChickscopeProvides an opportunity to gather scientific data and interact with scientist and students in other classrooms. http://chickscope.beckman.uiuc.edu/

Entomological Society of America (ESA)Insect information and lesson plans for K-8, career information for high school and college students, educational materials, Beeswax newsletter for kids.http://www.entsoc.org/

The Pollination Home PageBeneficial insects, pollinators, images, kids’ bug page. http://pollinator.com/

University of Florida Insect-related software, IPM in schools, Feature Creature site, links to top-rated insect web sites and others.http://pests.ifas.ufl.edu/

University of Kentucky Department of EntomologyInsect newsletter for teachers, lesson plans, educational games, insect stories, insect collecting, resource materials.http://www.uky.edu/Agriculture/Entomology/ythfacts/resourc/resourc.htmhttp://www.uky.edu/Agriculture/Entomology/ythfacts/entyouth.htm

Virginia Tech Department of EntomologyInsect and mite identification for household pests, pest of ornamental plants, vegetable crops, biological and other alternative control methods. Includes fact sheets and slide shows for many insect pests.http://everest.ento.vt.edu/~idlab/idlist.html

Virginia Tech Wonderful World of Insects Comprehensive web site with common, pest and beneficial insect information. Includes images of insects, IPM, biocontrol, insect ecology, and newsletters. http://www.ento.vt.edu/

Web Resources

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Web Resources

Weeds, Invasive Plants and Native Alternatives

Connecticut College ArboretumWeb site for the Connecticut College Arboretum. Includes many plants that are native to Connecticut.http://www.conncoll.edu/ccrec/greennet/arbo/

Connecticut Invasive Plant Working GroupWeb site for statewide organization that includes a list of non-native invasive plants, invasive fact sheets, images and a management guide.http://www.hort.uconn.edu/cipwg

Invaders Database SystemInvasive plants database.http://invader.dbs.umt.edu/

Invasive Plant Atlas of New England (IPANE)Regional website with comprehensive information on invasive plants in New England. Includes photos, fact sheets, and distribution maps. http://www.ipane.org

The Nature Conservancy Wildland Invasive Species ProgramIdentification, images and management for weeds and invasive plants of natural areas. Includes invasive species alerts. http://tncweeds.ucdavis.edu/

Northeastern Weed Science SocietyLinks to weed identification, management and image links. Includes native and invasive weeds, aquatic and terrestrial weeds. http://www.newss.org/

Plants National Databasehttp://plants.usda.gov/

University of California Weed Photo GallerySearchable database with color images, line drawings and identification information for common farm and landscape weeds. Includes weeds of ornamentals and turfgrass. http://www.ipm.ucdavis.edu/PMG/weeds_common.html

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University of Connecticut Plants DatabaseSearchable database for native and non-native plants in Connecticut and beyond. Plant characteristics, including height, flower and foliage color and bloom period can be entered into the database to identify unknown plants or obtain ideas for landscapes. http://www.hort.uconn.edu/plants/

University of Florida Center for Aquatic and Invasive PlantsInformation and images of native and non-native invasive aquatic and terrestrial plants.http://aquat1.ifas.ufl.edu/welcome.html

University of Maryland Home and Garden Information CenterFeatures a Plant Diagnostic web site with photographic keys to help diagnose and solve plant problems through the use of IPM principals. http://www.hgic.umd.edu/

Virginia Tech Weed Identification GuideImages and information on common weeds.http://www.ppws.vt.edu/weedindex.htm

Washington State Noxious Weed Control BoardTeacher curriculum on noxious weeds in Washington for grades 6-12 that can be adapted for Connecticut.http://www.nwcb.wa.gov/

CD-ROMs and other Software

“Bug Explorers” (age 4-8) CD-ROM. Memorex Software $34.95 http://www.worldvillage.com/wv/school/html/reviews/bugs.htm

“Buggy Software.” Insect and Insect-related software. Includes tutorials on bugs butterflies, pesticide labels, and pests in and around the home. http://pests.ifas.ufl.edu/software/

“Earth Explorer, the Multimedia Encyclopedia of the Environment” (ages 11-adult), presents information on critical environmental issues. Includes games to develop thinking skills, a compendium of original graphic art, media pre-sentations and audio clips, interactive data sets, and several hundred articles and photos in interactive formats. Sponsored by the National Science Foundation and prepared in cooperation with the American Association for the Advancement of Science. Sunburst Communication, 101 Castleton St., Pleasantville, NY 10570. Phone: 1-(800)-321-7511. http://www.sunburst.com.

Multimedia Resources

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“Eyewitness Encyclopedia of Nature 2.0”. Grades 4 and above. Award-winning, highly visual, interactive encyclopedia that takes students on a journey through the world of nature. Explore hundreds of species of animals and plants and their habitats. 1995. Order # 0-7894-3336-2. $59.95. DK Interactive Learning, Order Dept., 95 Madison Ave., New York, NY 10016. www.dk.com.

“GTV- Planetary Manager” (grades 5-12) encourages students to investigate environmental problems and grapple with solutions. Available from the National Geographic Society, Educational Services, 1145 17th Street, NW, Washington, DC 20036. Phone: 1-(800)-368-2728. Also available from Videodiscovery, 1700 Westlake Avenue, North, Suite 600, Seattle, WA 98109, which has a variety of other science-related videodisks and CDROMS.

“Habitat and Dependence” (grades 6-12) looks at habitats, food chains, and interdependence as it examines how humans affect habitats. Available from Journal Films, 1560 Sherman Avenue, Suite 100, Evanston, IL 60201. Phone: 1-(800)-421-2363.

“Insects. Version 1.0”. Grades 6-12. Learn insect behaviors and characteristics and explore the role they play in an ecosystem. CD-ROM features interactive experiments and explorations, journal activities and video segments. 2000. Order # 743559. $49.95 plus $6.50 shipping/handling. Discovery Channel School, Science Collections. Discovery Communications, Inc., Bethesda, MD 20814. Phone: 1-(888)-892-3484. www.discoveryschool.com.

“STV: Rain Forest” (grades 5-12) gives students a close-up look at rain forests and why they’re in trouble. National Geographic Society, Educational Services, 1145 17th Street, NW, Washington, DC 20036. Phone: 1-(800)-368-2728.

Videos

“Agriculture…It’s the Way We Live”. 15-minute video from the New Haven County Farm Bureau to accompany the teachers’ resource guide “Food for Thought” to illustrate the importance of agriculture in the state and many issues facing Connecticut farmers. $10.00. CT Ag in the Classroom. Phone: 1-(860)-298-4404.

“Alien Invaders: Invasive Species and the Threat to Biodiversity”. Cambridge Educational. $79.00. Phone: 1-(800)-468-4227. http://www.cambridgeeducational.com


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“Basic Facts about Insects”. 24-minutes. #566V. Educational Video Network. Phone: 1-(800)-762-0600. http://www.edvidnet.net

“Biological Control: Learning to Live with the Natural Order”. 28 minutes. Free. National Biological Control Institute http://www.aphis.usda.gov/nbci/nbcistor.html

“Biological Control: A Natural Alternative”. 28 minutes. Free. National Biological Control Institute http://permanent.access.gpo.gov/lps3025/nbci.html

“Biosphere 2”. Scientific American Frontiers. Show #601. $20.00. Phone: 1-(800)-315-5010.

“Eyewitness Insect”. For all ages. Emmy Award-winning series seen nationally on PBS. 30-minute video is packed with information and stunning live action photography, enabling students to experience nature from a completely unique perspective. 1997. Order # 0-7894-0036-7. $12.95. DK Interactive Learning, Order Dept., 95 Madison Ave., New York, NY 10016. www.dk.com.

“Eyewitness Plant”. For all ages. Emmy Award-winning series seen nationally on PBS. 30-minute video provides a colorful tour of the world’s most dazzling flora, from the most magical to the most bizarre. 1997. Order # 0-7894-2149-6. $12.95. DK Interactive Learning, Order Dept., 95 Madison Ave., New York, NY 10016. www.dk.com.

“Green Means” (ages 12-adult) is a series of short programs about ordinary people who are making positive contributions to the health of the planet. Environmental Media, P.O. Box 1016, Chapel Hill, NC 27514. Phone: 1-(800)-368-3382. Email:[email protected].

“How to Make a Difference” (grades 7-12) is a series of three videos on endangered species, wetlands, and population. Each provides background information and examples of people working for change in their communities. Make a Difference Videos, National Audubon Society Productions, P.O. Box 364, Matawan, NJ 07747.

“Insects - Facts and Folklore”. Grades 6-12. 26-minute video with focus on insects, pesticides and ecology. Find out why insects aren’t bad creatures after all. 1997. Order # 745067. $39.95 plus $6.50 shipping handling. Discovery Channel School, Assignment Discovery. Discovery Communications, Inc., Bethesda, MD 20814. Phone: 1-(888)-892-3484. www.discoveryschool.com.


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“Insects and Spiders and Mites: OH MY!: Recognizing Beneficials in the Nursery and Landscape”. 2001. 39 minutes. $20.00. The Pennsylvania State University, 119 Ag Administration Building, University Park, PA 16802. Phone: 1-(814)-865-6309.

“Integrated Pest Management: A Chance for the Future”. 20 minutes. Free. National Biological Control Institute http://permanent.access.gpo.gov/lps3025/nbci.html

“The Last Show on Earth” (grades 7-adult) celebrates the efforts of individuals who are struggling to save endangered species, while poignantly illustrating the root causes of extinction. Bullfrog Films, P.O. Box 149, Oley, PA 19547. Phone: 1-(800)-543-3764. Email: [email protected].

“Medicine Man”. 1992. Rated PG-13. John McTiernan, Director. This film is excellent at portraying the plight of the rainforest. 4.7 Star Rating. Video $26.24; DVD $19.77.

“A Natural Focus with Laurie Sanders”. For grades 5-12. A series of 22 short programs on one videocassette featuring the Connecticut River watershed in New England. Programs include: “What is a Watershed?”, “Water Quality”, “Bald Eagles” and “Purple Loosestrife”. Supported by an on-line WGBY-TV teaching guide. Order # AN101. $39.95. http://www.wgby.org/edu/natfocus/index.html

“Plants out of Place (Exotic Weeds)”. 2001. A 60-minute video on non-native invasive plants and their impacts. Show #1040. The Cutting Edge Technology Report. $24.95. Information Television Network. Phone: 1-(888)-380-6500. http://www.itvisus.com

“Restoring the Balance: Biological Control of Purple Loosestrife”. Describes the invasive plant purple loosestrife, why it is a problem and management options, with emphasis on biological control. 28 minutes. $24.95. Cornell University.

“Story of Insects: Bitten by the Bug”. Interesting facts about insects presented in two parts. 24 minutes. #096V. Educational Video Network. Phone: 1-(800)-762-0600. http://www.edvidnet.net.

“Variety and Survival” (grades 7-12) explores why variation is important for the survival of communities and species. Also examines overpopulation and species extinction. Journal Films, 1560 Sherman Avenue, Suite 100, Evanston, IL 60201. Phone: 1-(800)-421-2363.

“The Video Project—Films and Video for a Safe and Sustainable World” has an eco-video collection for schools. Many of the films relate to biodiversity topics. Catalogues are available from the Video Project, 200 Estates Dr., Ben Lomond, CA 95005. Phone: 1-(800)-4-PLANET. Email: [email protected].

“Web of Life” Education Kit (grades 7-10) includes the two-hour video, “Web of Life,” a 48-page educator’s guide, and “WOW! A Biodiversity Primer.” Available from World Wildlife Fund, Dept. CAS, P.O. Box 4866, Hampten Post Office, Baltimore, MD 21211 Order Code WWWK. Phone: 1-(410)-516-6951.

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Print Resources

Posters

“Ag Connection”. 25 inch X 35 inch full color poster with a montage of images featuring agricultural products and scenes. CT Ag in the Classroom. Phone: 1-(860)-298-4404.

“Aquatic Nuisance Species - America’s Most Unwanted”. Five notable exotic species in the U.S. are depicted on a poster created by the National Sea Grant College Program. Special perforated pages at the bottom of the poster can be detached for use in classrooms. Quantity discounts available. 2001. $5.25 shipping fee per poster. Michigan Sea Grant, Phone: 1-(734)-764-1118, www.miseagrant.org or email [email protected].

“Freshwater Plants Poster”. 2 ft. X 3 ft. color poster of 63 aquatic and wetland plants of the U.S. Produced by the University of Florida and Sea Grant. Free to K-12 teachers who request in writing, on letterhead to APIRS Photo-Mural, Center for Aquatic and Invasive Plants, 7922 NW 71st St., Gainesville, FL 32653 http://aquat1.ifas.ufl.edu/mural2.html

“Invasive Non-Native Plants”. Fully-laminated 62-inch X 23-inch color photo-mural of 37 invasive non-native plants of the U.S. Produced by the University of Florida and Sea Grant. Free to K-12 teachers who request in writing, on letterhead to APIRS Photo-Mural, Center for Aquatic and Invasive Plants, 7922 NW 71st St., Gainesville, FL 32653 http://aquat1.ifas.ufl.edu/mural2.html

“Native Freshwater Plants”. Fully-laminated 62-inch X 23-inch color photo-mural of 40 native freshwater plants of the U.S. Produced by the University of Florida and Sea Grant. Free to K-12 teachers who request in writing, on letterhead to APIRS Photo-Mural, Center for Aquatic and Invasive Plants, 7922 NW 71st St., Gainesville, FL 32653 http://aquat1.ifas.ufl.edu/mural2.html

“Natural Enemies are Your Allies”. 1990. Color poster of beneficial insects. Free. University of California Davis http://www.aphis.usda.gov/nbci/nbcistor.html#Posters

“Not All Alien Invaders are From Outer Space”. Large color poster depicting non-native invasive plants and animals. Free. U.S. Department of Agriculture http://cofcs66.aphis.usda.gov/oa/pubs/invasive/ “World Wide Map”. Large colorful map showing worldwide terrestrial, freshwater and marine ecoregions that hold Earth’s incredible variety of life. 2000. $7.49 plus shipping. National Geographic Maps, P.O. Box 4357, Evergreen, CO 80437, Phone: 1-(800)-962-1643. www.nationalgeographic.com/wildworld.

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Publications“Agriculture & the Environment - Teacher’s Guide”. Background information for incorporating topics related to agriculture and the environment into curriculum for grades 6-9. American Farm Bureau Foundation for Agriculture. $2.50. CT Ag in the Classroom. Phone: 1-(860)-298-4404.

“The Audubon Society Field Guide to North American Insects and Spiders”. Milne, L. and M. All-photographic field guide with full-color identification pictures and text for 600 living insects or spiders, plus notes on 250 other species. Uses a simple visual key arranged by shape and color for quick and easy identification. 1980. 989 pp. $18.00. ISBN # 0-394-50763-0. Alfred A. Knopf, New York, NY.

“Backyard Biodiversity and Beyond” (grades 5-8) by Deanna Binder, Stewart Guy, and Briony Penn. A resource kit that brings messages about the nature and value of biodiversity in British Columbia into the backyards of homes and schools. Five modules present activities in a variety of subject areas. Also in

French. Available from Ministry of Environment, Lands and Parks, Ministry of Forests, P.O. Box 9517, Sm. Prov. Gov., Victoria, B.C. V8W9C2 Canada. Phone: 1-(250)-356-7111. Email: [email protected].

“Common Natural Enemies.” 1993. Obermeyer, J.L. and R.J. O’Neill. Purdue University Cooperative Extension Service, 4 pp. Free. http://www.aphis.usda.gov/nbci/nbcistor.html

“Connecticut’s Endangered, Threatened and Special Concern Species.” List of Connecticut plant and animal species whose populations are endangered or threatened. 2004. State of Connecticut Department of Environmental Protection. 16 pp. Free. CT Dept. of Environmental Protection Store. Phone: 1-(860)-424-3555 or http://www.dep.state.ct.us/store/index.htm.

“Conserving the World’s Biodiversity” by Jeffrey McNeely, Kenton Miller, et al. Explains what biodiversity is, why it’s important, and how to conserve it. Order through Island Press, P.O. Box 7, Covelo, CA 95428. Phone: 1-(800)-828-1302. http://www.islandpress.com. Email: [email protected] (Conservation International, IUCN, World Bank, World Resources Institute, and World Wildlife Fund, 1990).

“The Diversity of Life” by Edward O. Wilson. An excellent introduction to biodiversity that looks at how the species of the world became diverse, what the causes and consequences of biodiversity loss are, and what people can do to help tackle the crisis. Engaging writing style and personal accounts. (W. W. Norton, 1992).“Earth Force Town Meetings: Kids Speak Out!” (ages 10 and up). A guide for students on how to prepare and organize a town meeting on local environmental issues. Earth Force, 1908 Mount Vernon Ave., 2nd Floor, Alexandria, VA 22301. Phone: 1-(703)-299-9400.

Print Resources

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“Farm Facts”. 26-page booklet features 4-color graphics and tables presenting facts about today’s agricultural production, food consumption and international trade. Includes poster insert illustrating state commodities. American Farm Bureau Foundation for Agriculture. $3.00. CT Ag in the Classroom. Phone: 1-(860)-298-4404.

“Food for Thought”. Loose-leaf bound teachers’ resource guide from Connecticut Agriculture in the Classroom. $10.00. CT Ag in the Classroom. Phone: 1-(860)-298-4404.

“Green Inheritance Teaching Pack” (grades 4-8). Produced by WWF-UK. Covers a range of plant conservation issues. Also includes teacher background materials, student sheets, resource lists, and a wall chart. Write to WWF-UK, Publishing Unit, Panda House, Weyside Park, Godalming, Surrey, GU7 IXR England.

“Identifying Common Household Insects in Pennsylvania”. Pictures and descriptions of insects commonly found in the home. Downloadable PDF file on the Penn State website http://paipm.cas.psu.edu/pdf/commoninsects.pdf

“Insects”. Borror, D.J. and R.E. White. 1970. Peterson Field Guide Series. 1,300 drawings and 142 color paintings include size lines to show actual length of each insect and arrows that point to identifying characteristics. 404 pp. $19.00. ISBN # 0-395-91170-2. Houghton Mifflin Company, New York, NY.

“IPM for Pennsylvania Schools: A How-To Manual - A Tool for Implementing IPM on School Grounds”. Downloadable PDF file on the Penn State web site http://paipm.cas.psu.edu/schoolmn/contents.htm

“Meet the Mosquito”. Sustainable approach to managing an insect pest. Brochure in downloadable PDF format at http://www.nysipm.cornell.edu/publications/mosquitobro/mosquito.pdf

“National Audubon Society Field Guide to North American Wildflowers, Eastern Region”. 1979. Niering, W.A. and N.C. Olmstead All-photographic field guide with full-color identification pictures and text for 600 wildflowers, including grasses, sedges, vines and shrubs, plus notes on 400 other species. Uses a simple visual key arranged by flower color and shape for quick and easy identification. 887 pp. $19.00. ISBN # 0-394-50432-1. Alfred A. Knopf, New York, NY.

Print Resources


College of Agricu

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“NatureScope” (grades K-8) is an education series published by the National Wildlife Federation. The issues entitled Endangered Species: Wild and Rare, Wading Into Wetlands, Rainforests: Tropical Treasures, and Pollution: Problems and Solutions are especially relevant to biodiversity. Includes background information, activities, and student pages. Phone: 1-(800)-477-5560.

“Newcomb’s Wildflower Guide”. L. Newcomb. 1977. Field identification of wildflowers, flowering shrubs and vines of Northeastern and North Central North America. Uses an easy key system to identify plants based on flower, leaf and plant type. 490 pp. $29.95. ISBN # 0-316-60441-0. Little, Brown and Company, Boston, MA.

“Not All Alien Invaders are From Outer Space”. Color flash card set of non-native invasive plants and animals. Free. U.S. Department of Agriculture http://cofc66.aphis.usda.gov/oa/pubs/invasive

“Pests Have Enemies Too: Teaching Young Scientists About Biological Control”. 1995. Jeffords, M.R. and A.S. Hodgins. Illinois Natural History Survey, 64 pp. Free. http://www.aphis.usda.gov/nbci/nbcistor.html

“Project WILD” (grades K- 12) sponsored by the Council for Environmental Education. Project WILD is a national environmental education program that sponsors workshops in every state and provides participants with a comprehensive curriculum guide filled with wildlife-related activities. Also available: WILD School Sites: A Guide to Preparing Habitat Improvement Projects on School Grounds. Includes project ideas and a plan to help you organize your project. Write to Project WILD, 5430 Grosvenor Lane, Bethesda, MID 20814, or use http://www.projectwild.org to visit their web site.

Print Resources

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“Protecting and Restoring America’s Watersheds”. 54-page, full-color publication on watersheds. EPA Publication #840-R-00-001. National Environmental Service Center for Environmental Publications. Limit 1 free copy per order. Phone: 1-(800)-490-9198 or order from EPA’s Office of Water “What’s New” web site at www.epa.gov/owow/protecting.

“Reducing Insecticide Use in the Home Garden”. 1992. J. Obrycki, W. Wintersteen and D. Lewis. Iowa State University, 6 pp. Free. http://www.aphis.usda.gov/nbci/nbcistor.html

“Saving Nature’s Legacy. Protecting and Restoring Biodiversity” by Reed F. Noss and Allen Y. Cooperrider. A thorough and readable introduction to issues of land management and conservation biology written by two leading conservation biologists. Phone: 1-(800)-828-1302. http://www.islandpress.com. Email: [email protected] (Island Press, 1994).

“Taking Action—An Educator’s Guide to Involving Students in Environmental Action Projects” (grades 4-12) developed by Project WILD in cooperation with World Wildlife Fund. Includes practical information and useful tips to help plan and implement environmental action projects. Also includes project summaries from around the country. Available from Project WILD, 5430 Grosvenor Lane, Bethesda, MD 20814, and World Wildlife Fund, 1250 24th Street, NW, Washington, DC 20037.

“Threatened and Endangered Animals” (grades 6-12) by David Hagengruber and Harold Hungerford. Provides background information, issue investigations, and plans for citizenship action on specific wildlife case studies. Contact Stipes Publishing Company, 10-12 Chester Street, Champaign, IL 61820. Phone: 1-(217)-356-8391. Email: [email protected].

“Weeds of the Northeast”. Uva, R.H., J.C. Neal and J.M. DiTomaso. 1997. A comprehensive fully illustrated weed identification manual for the Northeast. This field guide is based on vegetative rather than floral characteristics so weeds can be identified before they flower. Contains 299 common and economically important weeds. 396 pp. $25.00. ISBN # 0-8014-8334-4. Cornell University Press, Ithaca, NY.

“Wildflowers”. Peterson, R.T. and M McKenny. 1968. Peterson Field Guide Series in paperback. 1,293 species of wildflowers from Northeastern and North Central North America are described and illustrated. Flowers are arranged by color and plant characteristics include arrows showing identifying traits. 420 pp. $19.00. ISBN # 0-395-18325-1. Houghton Mifflin Company, New York, NY.

“Windows on the Wild (WOW).” Materials to help educators teach about biodiversity and the many ways it affects their lives. Acorn Naturalists, 155 El Camino Real, P.O. Box 2423, Tustin, CA 92781-2423, Phone: 1-(800)-422-8886. http://www.worldwildlife.org/windows/material.html

“Wisconsin’s School Integrated Pest Management Manual.“ Information on managing insects, weeds and rodents in schools while reducing exposure to pesticides. Free. Wisconsin Department of Agriculture http://ipcm.wisc.edu/programs/school/default.htm

Print Resources

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Notes

This curriculum was developed based on: The Connecticut State Standards, The National Science Standards, The Connecticut Science Framework,

and Benchmarks 2061 (American Association for the Advancement of Science).

All text, webpages, photographs and images are the property of the University of Connecticut. Permission is granted to teachers to reproduce parts of

this curriculum for use in their class. Any other use of the text, webpages, photographs, and images are prohibited without permission of the author(s).


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MANAGEMENT

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MANAGEMENT

IPMINTEGRATED PEST

MANAGEMENT

IPMINTEGRATED PEST

MANAGEMENT

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MANAGEMENTIPM

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Grades 2 & 3


Curriculum

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IPM


• Science


• Language Arts

• Technology

• Art• FUN!

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INTEGRATED PEST MANAGEM ENTIPM: Dedicated to Reducing Pesticides through:

• Science


• Language Arts

• Technology

• Art• FUN!

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IPMINTEGRATED PEST

MANAGEMENT

IPMINTEGRATED PEST

MANAGEMENT

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INTEGRATED PEST



Introduction


General Background







atural Control

General Background





General Background






General Background








General Background












Introduction






Assessments




MANAGEMENT

INTEGRATED PEST

MANAGEMENT

ipm - college of agriculture, health and natural resourcesscience in the college of agriculture and...

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