Lesson: Introduction to Plant Pests
Vocabulary Words and Definitions
1. Invertebrate pests:
Insects and their relatives (nematodes, mites, slugs and snails) without a backbone.
2. Vertebrate pests:
Pests which have backbones (dogs, rodents, deer, birds).
3. Nematodes:
Non-segmented cylindrical worms which are parasitic to plants and animals.
4. Pathogens:
A specific cause of disease.
5. Weeds:
Any plant which is growing where it is not desired (corn in an alfalfa field).
6. Disease agents:
A disease causing substance.
7. Cultivated plant:
A desirable plant grown by people for food or other purposes.
8. Bacteria:
Microscopic, single celled organisms which may cause disease in plants or animals.
9. Virus
Sub-microscopic organisms which may cause disease in plants or animals.
10. Fungus
A multicelled plant like organism which often lives on living or dead plant material.
Fungi do not photosynthesize. They may cause disease in plants or animals.
Model Agricultural Core Curriculum: Supplement
University of California, Davis
361.1
Notes to the Teacher
Title: Identification of Local Plant Pests
Lesson: Introduction to Plant Pests
Classroom Activity
Purpose:
There are many different pests which affect the yields of agricultural crops throughout the state.
Pests also affect gardens and landscaping in urban areas. It is important to know which pests are
in your area so that you may develop ways of controlling them before their numbers become
unmanageable.
Activity Directions:
1. The class should be divided into groups of three or four.
2. By brainstorming and the use of reference books, each group will identify at least five pests
from each of the categories which are listed on the worksheet.
3. Fill in the appropriate spaces on the attached worksheet.
4. After all of the students have identified at least five pests from each category, they will
present their findings to the class.
Material Needed:
1. Weed identification book(s) such as Weeds of California,
2. Insect identification book(s) such as A Field Guide to the Insects of America North of
Mexico.
3. The students imaginations.
4. Worksheet.
Notes to teacher:
The groups could be allowed to go outside as they search for their local pests. If the students stay
inside they will have to do a bit more reading to discover the plant pests of the area.
The reference book, Weeds of California may be purchased from the following address:
Documents and Publications
P.O. Box 20191
Sacramento, CA. 95820
A Field Guide to the Insects of America North of Mexico may be purchased at most large
bookstores. It is a part of The Peterson Field Guide Series books.
Model Agricultural Core Curriculum: Supplement
University of California, Davis
361.2
Name:__________________
Date:___________________
Title: Identification of Local Plant Pests
Lesson: Introduction to Plant Pests
Classroom Activity
Purpose:
There are many different pests which affect the yields of agricultural crops throughout the state.
Pests also affect gardens and landscaping in urban areas. It is important to know which pests are
in your area so that you may develop ways of controlling them before their numbers become
unmanageable.
Activity Directions:
1. The class should be divided into groups of three or four.
2. By brainstorming and the use of reference books, each group will identify at least five pests
from each of the categories which are listed on the worksheet.
3. Fill in the appropriate spaces on the attached worksheet.
4. After all of the students have identified at least five pests from each category, they will
present their findings to the class.
Material Needed:
1. Weed identification book(s) such as Weeds of California,
2. Insect identification book(s) such as A Field Guide to the Insects of America North of
Mexico.
3. The students imaginations.
4. Worksheet.
Model Agricultural Core Curriculum: Supplement
University of California, Davis
361.3
Name:__________________
Date:___________________
Title: Identification of Local Plant Pests
Lesson: Introduction to Plant Pests
Classroom Activity Worksheet
List the plant pests that you identified during your search in the spaces below.
Weeds
Invertebrates
Vertebrates
Model Agricultural Core Curriculum: Supplement
University of California, Davis
361.4
Disease Agents
Lesson: Introduction to Plant Pests
Bank of Questions
1. Question:
Answer:
2. Question:
Answer:
3. Question:
Answer:
List and briefly describe the four most prevalent types of plant pests.
A. Invertebrate Pests: Insects and their relatives (nematodes, slugs and snails)
which have no backbone.
B. Vertebrate Pests: Pests which have backbones (dogs, rodents, deer, birds).
C. Weeds: Any plant which is growing where it is not desired (corn in
an alfalfa field).
D. Disease Agents: A disease causing substance.
Discuss some reasons why weeds can be difficult to eradicate.
A. They produce many seeds.
B. The seeds of some weeds are dormant for up to twenty years before
they sprout.
C. Some weeds reproduce vegetatively as well as sexually.
D. Weeds may adapt well to climatic and soil conditions.
List three examples of local pests for each of the following categories.
A.
B.
C.
D.
Vertebrates
Invertebrates
Weeds
Disease Agents
These answers will differ according to your location within the state. You will
have to do some research to find appropriate answers.
4. Question:
Answer:
Why is it often difficult to identify disease agents? In what ways can their
identification be made easier?
Disease agents are difficult to identify because many are sub-microscopic.
The signs and symptoms of the disease may be used in order to make the
identification of the disease easier.
Model Agricultural Core Curriculum: Supplement
University of California, Davis
361.5