Pesticide Prevalence
Author: Carol Pilcher http://www.ipm.iastate.edu/ipm/schoolipm/noede/76
Revised by: Patricia A. Wheeler
Editor: Stephanie Nardei
Time:
80 minutes (two class periods)
Preparation
10 minutes
Time:
Materials:
Computer with internet access
Pesticide Prevalence Worksheet
Abstract
Students will investigate the prevalence of pesticides in their communities by:
 Searching their homes
 Visiting local grocery stores and hardware stores
 Talking to extended family and friends.
They will conduct their search by classifying pesticides based on the pests they control.
Results of their search will be discussed as a class to consider the prevalence of pesticides
and their use of chemical tools.
Objectives
Students will be able to:
1. Read a pesticide label to distinguish the trade name, common name and chemical
name.
2. Classify pesticides according to their function.
3. Classify insecticides according to their chemical makeup.
National Science Education Standard:
Content Standard A – Science as Inquiry
Communicate and Defend a Scientific Argument - constructing a reasoned argument
Content Standard F- Science in Personal and Social Perspectives
Personal and community health
Arizona Science Education Standards:
Concept 4: Communication
 PO 3. Communicate results clearly and logically.
 PO 4. Support conclusions with logical scientific arguments.
Teacher Background


A pesticide is any chemical used to prevent, destroy, or repel pests.
The federal government has established guidelines for the labels of pesticides in order to
inform the consumer of a given pesticide’s chemistry.
o The trade name is the name used in advertising, such as Round-up®.
o

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The chemical name is a description of the chemical structure of the product,
following the nomenclature for organic chemistry.
Some elements found in pesticides are:
o carbon
o chlorine
o arsenic
o mercury
o zinc
The most recent U.S. EPA Pesticide Industry Sales and Usage Report found the United
States to account for 34% of the world’s total pesticide expenditures and used 24% of the
world’s total amount of active ingredient. (Kiely et al, 2004
<http://www.epa.gov/oppbead1/pestsales/01pestsales/market_estimates2001.pdf>).
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
World
To
ta
l
O
th
er
cid
e
Fu
ng
i
He
rb
ic
In
se
ct
ici
de
United States
id
e
Dollars in Millions
2001 World and U.S. Pesticide Total Expenditures
Pesticide
(Kiely et al, 2004
<http://www.epa.gov/oppbead1/pestsales/01pestsales/market_estimates2001.pdf>)
6,000
5,000
4,000
3,000
2,000
1,000
0
World
To
ta
l
O
th
er
cid
e
Fu
ng
i
He
rb
ic
In
se
ct
ici
de
United States
id
e
Million lbs.
2001 World and U.S. Amount of Pesticide Active
Ingredient at User Level by Pesticide Type
Pesticide
(Kiely et al, 2004
<http://www.epa.gov/oppbead1/pestsales/01pestsales/market_estimates2001.pdf>)
Related and Resource Websites
EPA Kids Home Tour http://www.epa.gov/kidshometour
Pesticides industry sales and Usage 2000 and 2001
http://pulse.pharmacy.arizona.edu/resources/market_estimates2001.pdf
On the trail of pesticides in your community
http://pulse.pharmacy.arizona.edu/resources/pesticidesincommunity.pdf
Activity
Day One
1. Show students empty containers of several household pesticides items. Read the labels,
conveying the trade name and chemical name. Ask students to make an educated guess
on the anthropogenic purpose all the chemicals have in common.
2. Ask students to define what a pesticide is and where and how they are used. Be sure
everyone is clear on the definition of a pesticide and a pest, and then ask students to
predict the prevalence of pesticides in their own communities. You can guide them by
asking if pesticides would be something easy or difficult to find.
3. Have them take notes in their science journals on the general classification of pesticides:
Pesticides are grouped according to the pests they control. Examples include:
 Algicides – chemicals used to manage algae in areas, such as swimming pools and
indoor aquariums
 Avicides – chemicals used to manage birds
 Disinfectants – chemicals used to destroy harmful microorganisms
 Fungicides – chemicals used to manage fungi
 Herbicides – chemicals used to manage unwanted plants
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

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Insecticides – chemicals used to manage insects and other arthropods, such as ticks,
spiders or centipedes
Microbial Insecticides – naturally occurring insect-disease microorganisms that are lethal
to specific groups of insects
Molluscicides – chemicals used to manage snails or slugs
Pheromones – chemicals used to attract insects
Repellents – chemicals used to repel insects or other pests
Rodenticides – chemicals used to manage rats, mice and other rodents
Option: Student groups research a type of pesticide. Have them take a systems approach to
understanding its chemistry and the risks and benefits associated. Students could present what
they learned on the day you reconvene to discuss the results of their pesticide prevalence search.
Depending on students’ research skills, additional class time may be necessary.
4. Distribute the Pesticide Prevalence Search worksheet. Have students write their
statement regarding the prevalence of pesticides in their community and why they think
pesticides would be easy or difficult to find. If computers with internet access are
available in the classroom, have students do the “home tour” at the EPA’s website (see
related and resource websites section). They should take notes in their science journals.
The remainder of the worksheet will be done outside of class for homework. Encourage
students to be as thorough as possible and talk to as many people as possible. Also
encourage them to visit a grocery store and/or hardware store. Give them about a week
to conduct their search. Remind students that pesticides are chemicals that could be
dangerous to humans. Have the students wash their hands after touching any
pesticide containers.
Day Two
One week later reconvene as a class to discuss students’ findings. Spend at least 30 minutes
debriefing the types of pesticides students found within the community. You could extend this
lesson to take a system’s approach to the cost/benefits of pesticides.
Embedded Assessment
1. Assess students’ ability to find information to support an argument.
2. Assess students’ use of information to support an argument.
Homework
Students will complete the Pesticide Prevalence worksheet outside of class.
Pesticide Prevalence
Do you think pesticides are easy or difficult to come by in your community? Write a
statement expressing your opinion about the prevalence of pesticides in your community
and why you believe this:
Visit the Environmental Protection Agency’s website (http://www.epa.gov/kidshometour)
and do the “House Tour” to learn about pesticides in the home. Take notes in your
science journal to increase your awareness of pesticides you might find in your search.
Keep track of the pesticides you find. Use additional sheets if you have to.
Trade Name
Chemical Name
Classification
Location
Example
1. Round-up
N-(phosphonomethyl)glycine, Herbicide
Hardware store
You can extend your search by inquiring about the amount of agriculture happening in
your community and/or contacting local landscaping and extermination companies to
inquire about the amount of pesticide they use annually.