UNIT
3: LESSON 4
GIVE ME AN "I," GIVE ME A "P," GIVE ME AN "M"
SUBJECT: Science, Social Studies, Current Events
OBJECTIVE: Students will learn what IPM stands for, and
will learn it is a system that is good for farmers and good for the
environment.
MEASUREMENT: Students will know what IPM stands for, and will
know it is a good system.
BACKGROUND FOR TEACHERS:
Insects affect man-both directly and indirectly. Some are very destructive.
They may damage or kill cultivated crops. They may damage or contaminate
stored foods. They may attack man or animals and bite, sting, or act
as carriers of disease. Annual losses caused by insects in the U.S.
have been estimated to be about $3.5 billion.
On the other hand, insects do a lot of good. They are important as
pollinators for fruits and vegetables, a service valued at $4.5 billion
annually in the U.S. They provide products of commercial value such
as honey and silk. They are important as food for birds, fish and other
mammals. They are valuable scavengers. Some have been used in the treatment
of disease. Many have been used in studies of heredity, evolution, and
other biological problems. Beneficial insects serve as predators of
harmful species. They are also interesting, and often very beautiful.
Integrated Pest Management (IPM) is a system for managing crop pests.
These "pests" include weeds and diseases, as well as insects, but insects
are used as an easily understood example in this lesson.
IPM requires an understanding of insect life cycles, continuous monitoring
through trapping systems, and field scouting. It utilizes insecticides
when they are necessary, but also relies on other methods such as crop
rotation, biological insecticides, or genetic resistance. It also uses
other insects-the beneficial ones-for control of pests whenever possible.
Environmental and economic thresholds are always considered in this
system. Farmers, entomologists, and crop consultants continue to develop
new understandings and improved methods of managing insects using IPM.
STUDENT ACTIVITIES:
1. Ask students to read the story in which Elizabeth
Sees a Bad Side to Her Favorite Creatures, paying close attention
to Al's monitoring of the insects so he can help Elizabeth and her mom
know the correct time for scouting in the field.
2. Use worksheet 1 as a guide for discussions with younger students.
It focuses on the three words, "integrated," "pest," and "management,"
and concludes that IPM means "combining many different ways to solve
a problem."
3. Older students can read the lesson plan of AgNet.com at http://www.agednet.com/nr131v.shtml
, complete the exercises, and take the test. This material lists specific
solutions available to farmers to prevent pests, as well as to control
them. It also discusses many of the new IPM methods being researched
and developed.
4.Invite someone from your community to speak to the classroom about
IPM. Possible visitors are:
- Private crop consultants provide monitoring, scouting, and pest
management recommendations (Names of members of the National Alliance
of Independent Crop Consultants are available at www.naicc.org).
- Agricultural chemical dealers may employ agronomists or crop advisors
knowledgeable in IPM.
- Major food processors strongly encourage contract growers to use
IPM methods, and often employ IPM specialists.
- Land grant universities, state and county extension offices, and
USDA offices all have IPM programs and professionals.
- Farmers who utilize IPM methods.
