Part of Unit: Plant Insects and Diseases
Lesson Plan Overview / Details
Through this lesson students will become familiar with the the different varieties of integrated pest management and the advantages and disadvantages of integrated pest management.
- three class periods
- 3 Hours
California's 2008 CTE Standards
- ANR.C.C12.3 Understand the major principles, advantages, and disadvantages of integrated pes...
- ANR.FS.11.0 Demonstration and Application
- ANR.FS.4.2 Understand the use of technological resources to access, manipulate, and produce...
- ANR.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
- ANR.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
California Academic Content Standards (Reinforced)
Objectives and Goals
In this lesson students will become familiar with the term integrated pest management. The lesson will discuss: common pests, niches, beneficial insects, a variety of control methods and advances in genetic enhancement.
Activities in this Lesson
- What's Buggin you? Hooks / Set
Gather pictures of: insects, weeds and animals. Print them and place them around the room. Make sure to number them. When the students come into the room be playing the "What's buggin you" song listed below. Group students in groups of 4-6. Give each group a marker and assign them to a piece of butcher paper or construction paper that you have also previously posted around the room. Butcher paper should be labeled with Team 1, Team 2, etc. As a group have them identify what the item is, if it is good or bad for the environment and where they think it lives or where they think they could find it. You want them to give as much information about as many pictures that you have throughout the room as possible. Have a prize ready for the team with the most answers correct. (4 minutes) After the students are done, award the team prize and then ask a volunteer from each team to share one of the creatures they have identified and its information. Make sure to have each group share info about a different picture so that students are not bored.(2 minutes) After you have finished this activity direct students to go back to their seats and get out paper and writing utensil, also remember to collect the markers you gave them. Once students are settled (approximately 30 seconds) make sure that if there were any objects that students did not get you discuss what they are and the pertinent information as it relates to integrated pest management methods or agriculture.
Resources and Materials
- Song - I'll bug you. Yeah! Yeah! Yeah! [ Go to Site ] itunes song to be used at the beginning of class as students are walking in.
- Pictures of Insects [ Go to Site ] To be used for hook activity
- Pictures of Weeds [ Go to Site ] To be used for hook activity
- Poisonous plants [ Go to Site ] to be used for hook activity
- Integrated Pest Management Lecture
I recommend that you use this power point as a teaching tool to have students take notes on this topic. Incorporate a pair share between slides and ask students questions about the different pests and methods allowing them to brainstorm and analyze the benefits of pests incorporated into agriculture. (20 minutes)
Resources and Materials
- Integrated Pest Management [ Download ] This power point allows discussion points for you to lecture on regarding integrated pest management, beneficial pests and methods of control utilized through integrated pest management.
- Checking for Understanding Assessment
At the end of the power point attached above their is a slide that can be used to quiz the students on the information they should have learned from the presentation. Have students use their own sheet of paper or you can even have them take it on their notes page and turn in their notes. Students who took good notes will do well and should be rewarded for being on task. (five minutes)
- Brainstorming Group Work
Have students brainstorm with a partner where pests might live on the school farm or school campus or even in their yard at home if you do not have a school farm or students are not allowed to walk around campus. Have students record their answers (one paper per pair). Give students (1 minute) to do this activity and then ask for volunteers to share some of their locations. Write the students answers on the board so that everyone in the class can add them to their papers. This is the lead in activity for the next part of this lesson. Make sure all students have a completed list of where to look for a variety of insects.
- Go and Get it! Lab / Shop
Send students out onto your farm laboratory or school campus to collect pests, worms, insects. You need to supervise this activity and specify areas that they are allowed. Send them in pairs. But instruct each pair that each person needs to find their own bug and they need to be different bugs within the pair. Be prepared with jars w/lids with a little bit of rubbing alcohol in each jar so that you have a location to put the bugs when the students come back in. It would be best if each student could have their own jar or place to kill and store their bug. Give students ten minutes to locate their pest, insect or worm.
- Bug Research Paper Projects
Spend the last ten minutes of this class period explaining the bug research paper project. Instruct students to get out their notes page or a blank sheet of paper. Give students bug identification books or internet websites to be able to identify which bug, pest or worm they came back with. Ask them to write down the following requirements for the bug research paper project: Name of pest and description of body parts and looks, pest function or purpose, effects - positive or negative on agriculture, methods of control or extermination or positive uses where applicable. Some students will have picked beneficial pests, some will not. So some will write about how to get rid of them and some will talk about how they could be used in a positive light. On the next day in class I would allow students to do internet research and gather the answers to the questions for this paper. Hopefully you have access to a computer lab on campus or your students have computers at home (1 hour of time). Another method may be to purchase a class set of "bug books" or see if any horticulture books you may already have contains some of the bugs your students have found. On the third day I would collect the students research papers and ask them to tell us the coolest thing they learned about their pests and if it was beneficial or not to agriculture. These presentations should be just a couple of minutes (40 minutes for 25-30 students) for each students allowing you time at the end of the period to do a ball toss closure activity (10 minutes). To conduct the ball toss just get a soft, small object, gather students in a circle and review what they have learned about integrated pest management. As the teacher you would toss the ball to a student - ask them a question, if they get it right they can toss it to anyone of their choice, if they get it wrong they toss it back to you and you pick another student. This is a quick, easy way for you to review with your students on any topic.
- Sources Other
Big book of bugs by Theresa Greenaway, Best book of bugs by Claire Llewellyn, The big bug book by Margery Facklam
- Assessment Types:
- Projects, Writing Samples, Demonstrations,