Louisiana Team AgEd

Louisiana Team AgEd

Louisiana Agriscience Education Curriculum

Course:

Unit:

Agriscience 1

Plant Science

Revised 8/25/08

Lesson: Pest Control, Weeds, Insects and Diseases

LOUISIANA LEARNING STANDARDS AND GRADE LEVEL EXPECTATIONS

Learning Standards (LS):

Standard: AgEd/FFA students will understand the concepts and principles of plant science.



External environmental factors affecting plant growth and reproduction



Plant production



External environmental factors affecting plant growth and reproduction



Plant production

Grade Level Expectations (GLE)



Number and Number Relations o Distinguish between an exact and an approximate answer, and recognize errors introduced by the use of approximate numbers with technology (N-3-H)

(N-4-H) (N-7-H).



Chemical Reactions o Give examples of common chemical reactions, including those found in biological systems (PS-H-D7).



Reading and Responding o Extend basic and technical vocabulary using a variety of strategies, including: use of context clues, use of knowledge of Greek and Latin roots and affixes, use of denotative and connotative meanings tracing etymology (ELA-1-H1). o Solve problems using reasoning skills, including: using supporting evidence to verify solutions, analyzing the relationships between prior knowledge and life experiences and information in texts, and using technical information in specialized software programs, manuals, interviews, surveys, and access guides to Web sites (ELA-7-H2).



Writing o Develop organized, coherent paragraphs that include the following: topic sentences, logical sequence, transitional words and phrases, appropriate closing sentences, and parallel construction where appropriate (ELA-2-H1). o Develop multi-paragraph compositions organized with the following: a clearly stated central idea or thesis statement, a clear, overall structure that includes an introduction, a body, and an appropriate conclusion, supporting paragraphs appropriate to the topic organized in a logical sequence (e.g., spatial order, order of importance, ascending/descending order, chronological

Louisiana Team AgEd - Agriscience Education I Curriculum - Page 1 of 39

order, parallel construction), and transitional words and phrases that unify throughout (ELA-2-H1). o Develop complex compositions on student- or teacher-selected topics that are suited to an identified audience and purpose and that include the following: word choices appropriate to the identified audience and/or purpose, vocabulary selected to clarify meaning, create images, and set a tone, information/ideas selected to engage the interest of the reader, clear voice

(individual personality) (ELA-2-H2).

PERFORMANCE-BASED LEARNING OBJECTIVES. Instruction in this lesson should result in students being able to:

1. Classify weeds based upon lifecycle and growth

2. Identify common weeds

3. Identify four methods of weed control

4. Identify the thirteen requirements of pesticide labels

5. Demonstrate the most effective weed control method

6. Identify chemical formulations.

7. Identify parts of label and the importance of the information.

8. Identify hazards and evaluate possible effects

LIST OF RESOURCES. Teachers may find the following resources useful in planning and teaching this lesson:

Textbooks



Agriscience-Fundamentals and Applications, 3 rd edition , Delmar Publishers.

Albany, NY



The Agriculture Dictionary



Agriscience Fundamentals & Applications 3 rd Ed., Delmar Publishers. Albany,

NY. ISBN 0-7668-1664-8



Biondo, Ronald J. & Jasper S. Lee. Introduction to Plant and Soil Science and

Technology . Interstate Publishers, Inc. Danville, IL. 1997



Biondo, Ronald J. & Jasper S. Lee. Teacher=s Manual: Introduction to Plant and

Soil Science and Technology . Interstate Publishers, Inc. Danville, IL. 1997.



Biondo, Ronald J. & Jasper S. Lee. Activity Manual: Introduction to Plant and Soil

Science and Technology . Interstate Publishers, Inc. Danville, IL. 1997



Crop Protection Reference , C&P Press, Inc.(Chemical and Pharmaceutical

Press, Inc. New York, NY



Exploring Agriscience, second edition , Delmar Thomson Learning, Albany, NY

(Chapter 5)



Chemical Application Management@ Deere and Company. Moline, IL



Herren, Ray V. The Science of Agriculture: A Biological Approach . Delmar

Publishers. Albany, NY. ISBN: 0-8273-5811-3. 1997.



Zimdahl, Robert L. Fundamentals of Weed Science . Academic Press, Inc. San

Diego, CA. 1993.


TERMS. The following terms are presented in this lesson:



Weed



Desired Plant



Undesired Plant



Aesthetics



annual



biennial



perennial



common weed



noxious weed



Brand, trade or product name



Ingredient statement



Net weight



manufacturer



registration number



establishment number



classification statement



directions for use



signal words or symbols



precautionary statements



statement of practical treatment



environmental hazard statement



re-entry statement



storage and disposal statement



Parts per million



Herbicide



Selective Herbicide



Non selective Herbicide



Contact Herbicide



System Herbicide



Preemergence Herbicide



Postemergence Herbicide



Formulation



LD50



LC50



Toxicity



Drift

LIST OF EQUIPMENT, TOOLS, SUPPLIES, AND FACILITIES



Pictures of weeds or area with weeds to walk through.



Plant Press



Plant Mounts



Writing surface



variety of pesticide labels



bucket



topsoil, or access to topsoil

 four 4” pots



okra seeds



garden or open top soil plot



copies of lab reports for recording lab data



computer and projector for PowerPoint presentation



Beaker and Pipette

INTEREST APPROACH

Students will discuss the follo wing question: “How do weeds affect your life both ae sthetically and economically?” Students may be taken to an area on campus that contains both desirable and undesirable plants. Discuss/Brainstorm how these weeds may “compete” with desirable plants for space, nutrients, sunlight, etc. If no walking area is available, teacher may incorporate pictures to illustrate problem.


CONTENT AND TEACHING STRATEGIES

Objective 1: Define the term “weed”

Anticipated Problem: What is a weed?



A plant growing where it is not wanted.

Provide students with definition and incorporate term desirable and undesirable plant into discussion. Use examples of how all plants may be classified as a weed or undesirable if they are in an area they do not belong in. Display a PowerPoint containing this information.

Objective 2: The effects of weeds on everyday life.

Anticipated Problem: How do weeds affect everyday human life.



Crop Competition-weeds compete for the same nutrients desired by plants.



Interfere with recreation-ex. Clogged waterways in Louisiana from the salvinia plants.



Housing of insects and disease-foliage may serve as a temporary home to insects and diseases.



Impurities in agriculture-may cause cosmetic flaws, odor, and allow crop yield to be lower and reduce economic value.



Poisonous to livestock-may cause illness or death in livestock. May use the example of holly bushes toxic to cattle.



Allergic reactions-people may have hay fever or other allergic reactions to pollen in the air.

Provide students with six common ways humans are affected by weeds in everyday life.

Teacher and students will discuss and provide some examples of these potential negative effects. This information will also be included in the PowerPoint.

Objective 3: Economic Impact of Weeds

Anticipated Problem: Why do weeds cost us money?

Content-Information given to students via PowerPoint



Competition for water and nutrients.



Competition reduces crop yields.



Expense of herbicides.



Contamination of seeds



Aesthetics


REVIEW/SUMMARY:

1. What is a weed?



plant growing where it is not wanted.

2. Effects of Weeds.



Crop Competition



Interfere with recreation



Housing of insects and disease



Impurities in agriculture



Poisonous to livestock



Allergic reactions

3. Economic Impact of Weeds.



Competition for water and nutrients.



Competition reduces crop yields.



Expense of herbicides.



Contamination of seeds



Aesthetics

APPLICATION:

Have students complete the review content material via review slide included in

PowerPoint.

Objective 4: Identify Major Weed Categories By Life Cycle

Anticipated Problem: How to correctly select herbicides?



Weeds may be classified based upon the life cycle of the plants.



Annuals - plants that grow from seed and complete their life cycle in one growing season.



Biennials - plants that complete their life cycle in two growing seasons.



Perennials- plants that require two or more years to complete their life cycle.

Objective 5: Classifying Weeds According To Persistence

Anticipated Problem: When to apply herbicides and how much to apply?

Weeds may be classified based upon how persistent the plants are in their growth and spread and how difficult it is to control the weeds.




Common Weeds- Weed plants that will grow when growing conditions are favorable. Growth may or may not be vigorous.

o These plants can cause serious problems to farmers. Generally speaking, these plants are not as persistent in their spread and growth and are not as difficult to control as some of the other weed plants. o Many of the common weeds are annuals.



Noxious weeds - Weed plants that are very persistent in their growth habit and spread. o Noxious weeds are the most undesirable of the weed plants. o Many of the noxious weeds are perennials, though some are annuals. o Because of their persistent growth habits, noxious weeds are difficult to control.



Weeds may also be classified as grasses and broadleaf

Objective 6: Identify Common Weeds

Anticipated Problem: Which weeds are going to be recurring and require the most attention?



Students To collect 15 Weeds Samples and identify them. This will be assembled as a Weed ID Project.

REVIEW/SUMMARY:

1. Identify Major Weed Categories based upon lifecycle



Annual



Biennial



Perennial

2. Classify Weeds according to persistence



Common



Noxious

3. Identify Common Weeds



Refer to Weed ID Project

Objective 7: Describe the methods of weed control.

Anticipated Problem: What is weed control important to crop production?

1. What are the four methods of weed control?

Display and discuss transparency

A. Mechanical: hand pulling, hoeing, tractor cultivation, etc.

B. Biological: using parasites, predators, genetic engineering, etc


C. Cultural: cropping practices, host resistance, sanitation, varying planting dates

D. Chemical controls: use of herbicides. Herbicides are classified as either:



Selective - kill only certain types of plants



Nonselective - kill all plants they come in contact with



Herbicides are classified further according to the time they are applied. o Pre-emergent o Post-emergent

2. What is the most common control practice? Why? Let students discuss and debate.

Chemical control is still the most popular form.

Objective 7: Chemical Control

Anticipated Problem: How are chemicals used to control weeds.

1. What information must be listed on a pesticide label?

A. Brand, trade, or product name - A single pesticide active ingredient may be marketed at the same time under several brand names. Each label may designate a different use of the product. A specific brand name, usually registered as a trademark, will identify a product as produced by a particular manufacturer.

B. Ingredient statement - Every pesticide product label must include the active and inert ingredients. The amounts (percentage by weight) of the ingredients are also printed on the label. Often, the chemical name of the active ingredient is stated. If an approved common name of the active ingredient exists, it may be listed and followed by a chemical name. Brand or trade names are indicated on the front panel of the label and are used in advertisements, by company representatives and pesticide dealers. The names of inert ingredients sometimes are not stated, but the label must indicate their percentage to the total contents.

Net weight or measures of content: The net contents are displayed prominently on the front of the label. Net weight often is expressed as fluid ounces, pints, quarts or gallons for liquid formulations. If the formulation is dry, semi-solid, viscous or pressurized, or a mixture of solid and liquid, the contents are expressed in ounces and/or pounds. Sometimes, the liquid formulations also list the pounds of active ingredient per volume of the product. Net contents may be expressed in metric units.

C. Manufacturer - The name and address of the manufacturer, registrant or formulator who makes the product must be printed on the label. If the registrant's name appears on the label and the registrant is not the manufacturer, it must be qualified by appropriate wording such as "packed for...", "distributed by...", or "sold by...".


D. Registration number - An EPA registration number is proof the label was approved by the U.S. Environmental Protection Agency before sale in the marketplace. In the case of a special local need registration, a pesticide product may be approved in a specific state for additional usage. This type of registration number is designated as EPA SLN No. NE _ _ _ _ and means the product is registered in Nebraska.

E. Establishment number - An establishment number identifies the specific facility that produced the product. A given pesticide product with the establishment number can be traced to the manufacturing plant of origin. This information is beneficial if problems occur with the product or if it has been found to be adulterated.

F. Classification statement - All uses of pesticides are classified on the basis of hazards, the intended use, and the effect upon the environment. Pesticide use is classified either for "general use" or "restricted use."

General use pesticides are less likely to harm the user(s) and/or environment when used according to the label. Restricted use pesticides have a greater potential to harm the environment or the applicator when not used as directed.

Training and certification is required for an applicator to purchase, apply or supervise the application of a "restricted use" pesticide.

G. Directions for use - The instructions for applying the pesticide are most important. These directions provide the rate of application, the site (crop, animal, location, etc.) the product is intended to protect, the pests controlled, mixing directions, when and where the material is to be applied, and the necessary application equipment. A pre-harvest interval (in days) may be listed, especially if the product is to be used on crops or vegetables. This time period must pass after a pesticide application before harvest or grazing by animals can occur. The waiting period after application may vary with the type of livestock.

H. Signal words and symbol - Each label will display a prominent signal word that indicates the relative toxicity of the active ingredient to humans. The three signal words, in order of increasing toxicity, are caution, warning and danger. A signal word must appear on the front panel of the label.

A product with a signal word caution would require an ounce to more than a pint to kill an average person. Products with a caution signal word are slightly toxic orally, dermally or through inhalation. They may cause slight eye and skin irritation. A lethal dose for a product with the signal word warning generally would be one teaspoon to one tablespoon. Products in this category are moderately toxic. Highly toxic products with the signal word danger only require a taste to a teaspoonful of the product to be lethal to an adult. The


word "poison" and the "skull and crossbones" symbol also are associated with products having the danger signal word. Products with a danger signal word are highly toxic orally, dermally, or through inhalation. They may cause severe eye and skin irritation.

I. Precautionary statements - These statements guide the applicator in taking proper precautions to protect humans or animals that could be exposed.

Sometimes these statements are listed under the heading " Hazards to

Humans and Domestic Animals ." Other statements may be under several headings.

J. Statement of practical treatment - These statements guide the applicator in taking proper precautions to protect humans or animals that could be exposed. Sometimes these statements are listed under the heading " Hazards to Humans and Domestic Animals ." Other statements may be under several headings.

Route of entry statement : Pesticides may enter the body in three ways: 1) through the skin(dermal); 2) in the lungs (inhalation); 3) by mouth (oral). A route of entry statement suggests the route(s) more likely for a specific product and suggests specific actions to prevent exposure.

Protective clothing and equipment statements : Guidelines and/or requirements specifying the correct type(s) of protective equipment are found in this portion of the label. Although not required to be on every label, protective clothing and equipment guidelines commonly are provided for the safety of the applicator.

The toxicity of the product influences the selection of the clothing and equipment.

Every pesticide label must include the statement "Keep out of reach of children" on the front panel. This warning must be heeded.

K. Environmental hazard statement - This statement includes commonsense reminders to avoid contamination of the environment. Special warning statements on the label cover hazards to the environment. Examples include,

"This product is highly toxic to bees", or "This product is highly toxic to fish," and, "Do not allow drift to contact non-target plants or trees."

L. Re-entry statement - Some labels may contain a precaution to protect people after a pesticide application. This statement indicates how much time must pass before a person can re-enter a treated area without appropriate protective clothing.

M. Storage and disposal statement - Upon purchase, the storage of the pesticide and the disposal of the empty container is an important responsibility. Use the best storage and disposal guidelines for the specific situation and location.


pesticide inventories should be stored securely, preferably under lock and key, and separate from food and feed supplies. State and local laws may include additional requirements, especially for proper pesticide disposal procedures.

2. Another good source for pesticide labels are two chemical reference books:

A.

Crop Protection Reference , C&P Press, Inc.(Chemical and Pharmaceutical

Press, Inc. New York, NY.

B. Turf and Ornamental Chemicals Reference . C&P Press Inc, NY, NY.

C. These books are expensive; but they provide a large copy(8.5 x 11.5) of the available pesticides in use today. C&P=s website: http://www.nurserynet.com/cp/

3. Activity



Divide the class in groups of three and have them identify the 13 requirements of labeling on an actual pesticide.



Describe and discuss the other methods of applying pesticides refer to the formulation for this topic. o For example, if you are using a wet able powder, the mixture may need an adjuvant or another chemical to keep in suspension, or that the mixture will need to be shaken by the applicator to keep the mixture in suspension.



Discuss Integrated Pest Management with the class. o Integrated pest management is a system where the pest is identified and then the method of control is decided on. Have the students discuss this approach and list advantages and disadvantages of this method.

4. Laboratory

A.

Obtain a bucket of topsoil from outside. Place an equal amount of soil into four 4" pots. Label each pot A, B, C, and D. Empty pot A into a clean bucket and pour two quarts of boiling water over it. Let the soil cool and drain the water off. Put the soil back into the 4" pot labeled A.

Empty pot B into another bucket and mix twenty okra seeds in with the soil.

Pour two quarts of boiling water over soil. Let soil cool and drain the water off. Place back into the 4" pot labeled B. Empty pot C into a clean bucket and mix twenty Okra seeds into soil. Place soil into the 4" pot labeled C. Pot

D will be your control group. Nothing should be altered for pot D.


Objective 8: Alternative Methods of Weed Control

Anticipated Problem: What are some of the environmental concerns related to weed control.



Have students list concerns about herbicide use they may have or that they have heard through the media. Have class discussion on the reality of most concerns.

INTEREST APPROACH. The past couple of days we have been discussing methods of weed control. The main method of control that we have discussed is chemical.

Today, we will start discussing alternative methods of weed control. Those methods are mechanical, biological and cultural methods.

Discussion

1. What are some environmental concerns related to weed control?



Leaching of herbicides in soil



Runoff in water supply



Runoff in lakes, ponds, and streams



Endangerment to wildlife



How long herbicide stays in soil



Health risk to humans due to residue on food

2. What are alternatives to chemical weed control? (See Biological Control of

Weeds, article)



Hoeing and hand weeding



Use mulch to smother weeds



Proper placement of fertilizer to crop and avoid in between rows



Cultivating



Mowing



Burning



Organic crop production

3. What are disadvantages to these alternatives?



Most are labor intensive



Some are unrealistic for large crops and pastures



Cultivation causes hard pans and compaction of soil - Not every crop can be mowed or burned



Organically grown produce produces much less and tends to be smaller and of less quality

4.

What are the advantages and disadvantages of the different weed control measures? Distribute the table on the last page of this lesson. Use the following to lead this discussion.


Method

Mechanical

Biological

Chemical

Cultural













Advantages

Environmentally safe

Environmentally safe

Selective or nonselective kill

No soil erosion

High level of effectiveness

No loss of soil moisture



Crop rotation can assist in the control



Use natural mulches



No soil erosion



No loss of soil moisture

Disadvantages



Time consuming



Moisture loss



Disrupt the root of crop plants



Expensive

- Machinery

- Maintenance

- Erosion enhanced



Slow process



Expensive



Agent introduced to control a pest could become a pest



Residue



Run off



Poison of food stuffs & water



Expensive



Drift problems



Time Consuming



Expensive - black plastic mulch

5. What are some ways we can make weed control safer and still keep it efficient?

Answers will vary. Have students work in groups to come up with a

Revolutionary Weed Control Encourage original idea not ones listed as alternatives.

6. Laboratory

Using either a garden plot or mark off an area in the school yard, Mark 4 areas to demonstrate different means of weed control. One should be the control; one should be hand weeded; one should be cultivated; and one should try an alternative control. Have a student or group of students count the weeds in the plot and monitor for 4 weeks. The students should monitor the plots twice a week and record the numbers and types of weeds. At the end of the 4 week period, have the students pull their counts together and make a report of the effect on each plot. Discuss the results with the students.


REVIEW/SUMMARY. Use the student learning objectives as the basis for review and summary.



Review the important points of: o The methods of weed control and environmental impact o Alternatives to herbicide use o Concerns over herbicide use o Advantages and disadvantages of alternative

CRITICAL THINKING ACTIVITY. Students are to analyze the relevance of the lab experiment that they carried out. What would the data they collected be useful for?

What type of organization would have carried out an experiment like the one they carried out?

Objective 9: Integrated Pest Management (IPM)

Anticipated Problem: Why is Integrated Pest Management important?

1. Understanding Integrated Pest Management (IPM)



Integrated pest management (IPM) is an organized program in which the best management methods available are used to keep pest populations below the economic injury level, and to avoid adverse effects to humans, wildlife, and the environment.



IPM is a pest control strategy that relies on multiple control practices. It establishes the amount of damage that will be tolerated before control actions are taken.

2. Set up a Crop Scouting Program



One of the keys to a successful integrated pest management program is regular monitoring of field crop conditions and pest infestations, which is commonly referred to as crop scouting .



A scouting trip through a field reveals which pests are present, what stage of growth each pest and the crop are in, whether the pests are parasitized or diseased, whether a pest infestation is increasing or decreasing, and the condition of the crop.

3. Managing Crop Diseases



A plant disease is a harmful alteration of the normal physiological and biochemical growth of the plant, or as a condition in which a plant differs from a normal (healthy) plant in appearance,

4. Managing Insect Pests



Knowing insect biology helps explain why insects damage plants or perform beneficial services.



Basic insect biology helps in selecting control methods.


5. Manage Weeds



A weed is a plant that is growing where it is not wanted or a plant out of place.

Weeds can be divided into three categories based on their life spans and their periods of vegetative and reproductive growth.

REVIEW/SUMMARY:

1. Describe the methods of weed control: students will complete weed control method worksheet.

2. Identify the effectiveness and requirements of chemical control: student data from weed control method effectiveness data will be displayed and discussed among students.

3. Identify alternative methods of weed control: Students will list advantages and disadvantages on provided alternative methods worksheet.

APPLICATION. Students ’ data will be compiled from weed control activities and displayed for student evaluation. Students will be lead into a discussion about the pros and cons of the most effective methods of weed control.

INTEREST APPROACH. Collect an assortment of news articles showing results of improperly used herbicides and their effects.

SUMMARY OF CONTENT AND TEACHING STRATEGIES

Objective 10: Explain the various chemical formulations and equipment necessary for application.

Anticipated Problem: Once weeds and herbicide needed are identified, you must be able to utilize the proper equipment for herbicide application.

Discuss differences between dusts, liquids and emulsions .

Objective 11: Explain state and federal laws regulating pesticide use, storage, transportation, application and disposal

Anticipated Problem: What are the legal requirements for handling herbicides?

Objective 12: Evaluate hazards associated with machinery and chemicals.

Anticipated Problem: What types of problems and hazards do chemicals and the machinery used to apply herbicides pose?


Before a pesticide can harm anyone, the person must first be exposed. There are four main routes that a pesticide can enter the body. They are:

A. Oral Exposure (through the mouth and digestive system)

—this exposure may occur because of an accident, but is more likely to be the result of carelessness.

Blowing out a plugged nozzle with your mouth or smoking or eating without washing contaminated hands can result in oral exposure.

B. Dermal Exposure (through the skin)

—this type of exposure can occur anytime a pesticide is mixed, applied, or handled. The severity of dermal exposure depends on the dermal toxicity of the material, the rate of absorption through the skin, the size of the skin area contaminated, and the length of time the material is in contact with the skin.

C. Inhalation Exposure (through the nose and respiratory system) —this type of exposure results from breathing pesticide vapors, dusts, or spray particles. In some cases, inhalation can be more serious than oral or dermal exposure due to the uptake of blood via the lungs and other membranes.

D. Eye Exposure (through the eye) —Eyes are very sensitive to most pesticide materials. Eye protection should be worn when working with any pesticide.

Use a variety of techniques to help students master this objective. Students should use text materials to help

A. Possible leaks

B. Spillage

C. Clogged nozzles, spray links

D. Excess spray could be transported or unintended fields/plants

E. Residue in tanks

Discuss proper clothing

Discuss mixing and loading procedures

Discuss application hazards

The Pesticide Label

Pesticide information can be provided to end users through labels and labeling. Not all pesticide products have labeling. While the words are similar, they have distinctly different meanings.

Labeling

Labeling, as provided by the manufacturer, gives additional information concerning the pesticide product. Labeling includes booklets, brochures, flyers and other information distributed by the pesticide dealer or manufacturer. Labeling also may include information provided by the Environmental Protection Agency (EPA) on maps indicating the habitats of endangered species.


Label

Now, what about the label? The label is the printed information on or attached to the pesticide container. The label contains specific information of interest to various parties.

For example, to the manufacturer the label means the product may be sold and distributed with approval from the EPA. State and federal governments rely upon the label to control the distribution, storage, sale, use and disposal of the pesticide.

The buyer and user of the pesticide learn how to use the product correctly and legally from the label. Physicians may depend upon the label for information for proper medical treatment in poisoning cases.

For the applicator, the label provides guidelines for correct application and use of the pesticide. The label identifies the classification of the pesticide as either general or restricted use, and the specific sites for the intended applications.

By law, a pesticide can only be applied to a site identified on the label, even though specific pests may not be indicated. A site can be a crop, animal or location the product is intended to protect.

Pesticide Label Requirements

The manufacturer is required by law to furnish certain information on the label. The information includes the brand name or trade name of the product, the ingredient statement, the percentage or amount of active ingredient(s) by weight, the net contents of the container, and the name and address of the manufacturer.

Other required parts of the label are the registration and establishment numbers, signal words and symbol, precautionary statements, statement of practical treatment, environmental hazard statement, classification statement, directions for use, reentry statement as necessary, harvesting and/or grazing restrictions, and storage and disposal statement. Following are details on the parts of the label which are numbered for identification on the sample hot link.

1. Brand, trade, or product name: A single pesticide active ingredient may be marketed at the same time under several brand names. Each label may designate a different use of the product. A specific brand name, usually registered as a trademark, will identify a product as produced by a particular manufacturer.

2. Ingredient statement: Every pesticide product label must include the active and inert ingredients. The amounts (percentage by weight) of the ingredients are also printed on the label. Often, the chemical name of the active ingredient is stated. If an approved common name of the active ingredient exists, it may be listed and followed by a chemical name. Brand or trade names are indicated on the front panel of the label and are used in advertisements, by company representatives and pesticide


dealers. The names of inert ingredients sometimes are not stated, but the label must indicate their percentage to the total contents.

Net weight or measures of content: The net contents are displayed prominently on the front of the label. Net weight often is expressed as fluid ounces, pints, quarts or gallons for liquid formulations. If the formulation is dry, semi-solid, viscous or pressurized, or a mixture of solid and liquid, the contents are expressed in ounces and/or pounds. Sometimes, the liquid formulations also list the pounds of active ingredient per volume of the product. Net contents may be expressed in metric units.

3. Manufacturer: The name and address of the manufacturer, registrant or formulator who makes the product must be printed on the label. If the registrant's name appears on the label and the registrant is not the manufacturer, it must be qualified by appropriate wording such as "packed for...", "distributed by...", or "sold by...”

4. Registration number: An EPA registration number is proof the label was approved by the U.S. Environmental Protection Agency before sale in the marketplace. In the case of a special local need registration, a pesticide product may be approved in a specific state for additional usage. This type of registration number is designated as

EPA SLN No. NE _ _ _ _ and means the product is registered in Nebraska.

5. Establishment number: An establishment number identifies the specific facility that produced the product. A given pesticide product with the establishment number can be traced to the manufacturing plant of origin. This information is beneficial if problems occur with the product or if it has been found to be adulterated.

6. Classification statement: All uses of pesticides are classified on the basis of hazards, the intended use, and the effect upon the environment. Pesticide use is classified either for "general use" or "restricted use."

General use pesticides are less likely to harm the user(s) and/or environment when used according to the label. Restricted use pesticides have a greater potential to harm the environment or the applicator when not used as directed.

Training and certification is required for an applicator to purchase, apply or supervise the application of a "restricted use" pesticide.

7. Directions for use: The instructions for applying the pesticide are most important.

These directions provide the rate of application, the site (crop, animal, location, etc.) the product is intended to protect, the pests controlled, mixing directions, when and where the material is to be applied, and the necessary application equipment.

A pre-harvest interval (in days) may be listed, especially if the product is to be used on crops or vegetables. This time period must pass after a pesticide application before harvest or grazing by animals can occur. The waiting period after application may vary with the type of livestock.


8. Signal words and symbol: Each label will display a prominent signal word that indicates the relative toxicity of the active ingredient to humans. The three signal words, in order of increasing toxicity, are caution, warning and danger. A signal word must appear on the front panel of the label.

A product with a signal word caution would require an ounce to more than a pint to kill an average person. Products with a caution signal word are slightly toxic orally, dermally or through inhalation. They may cause slight eye and skin irritation. A lethal dose for a product with the signal word warning generally would be one teaspoon to one tablespoon. Products in this category are moderately toxic. Highly toxic products with the signal word danger only require a taste to a teaspoonful of the product to be lethal to an adult. The word "poison" and the "skull and crossbones" symbol also are associated with products having the danger signal word. Products with a danger signal word are highly toxic orally, dermally, or through inhalation. They may cause severe eye and skin irritation.

9. Precautionary statements: These statements guide the applicator in taking proper precautions to protect humans or animals that could be exposed. Sometimes these statements are listed under the heading "Hazards to Humans and Domestic

Animals." Other statements may be under several headings.

Route of entry statement : Pesticides may enter the body in three ways: 1) through the skin (dermal); 2) in the lungs (inhalation); 3) by mouth (oral). A route of entry statement suggests the route(s) more likely for a specific product and suggests specific actions to prevent exposure.

Protective clothing and equipment statements : Guidelines and/or requirements specifying the correct type(s) of protective equipment are found in this portion of the label. Although not required to be on every label, protective clothing and equipment guidelines commonly are provided for the safety of the applicator.

The toxicity of the product influences the selection of the clothing and equipment.

Every pesticide label must include the statement "Keep out of reach of children" on the front panel. This warning must be heeded.

10. Statement of practical treatment: First aid treatment guidelines are recommended in this statement in case of over-exposure. These guidelines are very concise.

This information should be read before the product is used, and again in case of emergency.

For example, a statement may read: "In case of contact with skin, wash immediately with plenty of soap and water.” The label contains a "Note to

Physicians" describing the appropriate medical procedure for poisoning cases, and may indicate an antidote.

11. Environmental hazard statement: This statement includes commonsense reminders to avoid contamination of the environment. Special warning statements on the label cover hazards to the environment. Examples include, "This product is


highly toxic to bees", or "This product is highly toxic to fish," and, "Do not allow drift to contact non-target plants or trees."

12. Re-entry statement: Some labels may contain a precaution to protect people after a pesticide application. This statement indicates how much time must pass before a person can re-enter a treated area without appropriate protective clothing.

13. Storage and disposal statement: Upon purchase, the storage of the pesticide and the disposal of the empty container is an important responsibility. Use the best storage and disposal guidelines for the specific situation and location. Pesticide inventories should be stored securely, preferably under lock and key, and separate from food and feed supplies. State and local laws may include additional requirements, especially for proper pesticide disposal procedures.

The pesticide label is more than just a piece of paper. It's a legal document recognized by courts of law. The applicator assumes certain responsibilities upon purchase of the product. Applicators should read and follow the pesticide label. Read the pesticide label before a purchase, before mixing, before applying, and before storing or disposing of the excess pesticide or empty containers. Follow all label directions for effective, safe and legal use of pesticides.


Protective Clothing and Equipment

Pesticides which require protective clothing are clearly indicated on the label. If protective clothing is listed on the label, it is illegal to use the product without it. Every time you use a pesticide, wear at least a long-sleeved shirt, pants, socks and shoes, broad-rimmed hat and water-impermeable gloves. Avoid leather, paper, or fabric gloves because these materials absorb and retain pesticides. Likewise, if the label calls for protective boots, do not use leather ones. Water-impermeable aprons are especially good when you are mixing concentrates because they keep pesticides off your front.

Protect your face and eyes with a face shield or chemical splash proof goggles, especially when you are working with concentrates or pressurized equipment. Wear a respirator when you are mixing or applying a highly-toxic pesticide (DANGER/POISON signal word) or any pesticide that makes fine dust or mist. Sometimes the label calls for a very specific type of respirator. Dust filtering masks protect you only against dusts; chemical cartridge or canister respirators protect you against dusts, spray particles and vapors.

Clean and maintain protective equipment to keep it working correctly. Discard respirator cartridges and filters when breathing becomes difficult, when you smell a strong pesticide odor through them, or after eight hours of use. Wash the outside of gloves and boots with detergent and water before you take them off. Wash goggles and face shields with detergent and water after every use.

If concentrated highly-toxic (DANGER/POISON signal word) pesticide spills on fabric clothing, discard the clothing as you would empty pesticide containers and other hazardous waste (see the section Disposing of Pesticides); laundering will not remove enough of the concentrate from the clothing to make it safe to use. Launder normally-contaminated clothes separately from the rest of the family wash. It helps to presoak clothing outdoors in a bucket of water. Wash it at least twice and with a heavy-duty detergent in hot (140 degrees F) water. Do not use bleach; this could cause a dangerous chemical reaction. Line dry because the sun helps break down pesticide residues. After laundering contaminated clothing, clean your clothes washer before doing family laundry. To do this, run an empty load using the same setting and detergent used to launder the contaminated clothing.

Mixing and Loading Pesticides

The most serious pesticide poisonings occur during mixing and loading. This is when the operator is handling open containers of concentrate. Before you mix a pesticide, read the label carefully so you know all required protective equipment and special


precautions. By law, you or those you supervise must wear all personal protective equipment called for on the label. Have on hand materials for cleaning spills (see the section Handling Spills). Keep away animals and all unauthorized persons.

It is best to mix pesticides outdoors. Don't mix indoors unless there's ample light and ventilation. Don't mix pesticides within at least 100 feet of a well head. Keep the water hose well above the level of the tank opening to prevent contaminating the hose and back-siphoning pesticides down your well. If you pump water directly from your well to the spray tank, use an anti-siphoning device to prevent back-siphoning if the pump fails.

Don't mix pesticides near ponds, streams, or any slope that drains into open water. If you mix pesticides often, consider building a pesticide mixing and loading facility with a spill containment pad. Your county Extension agent can help you design a pesticide mixing and loading facility. The Sunbelt Agricultural Exposition fairgrounds in Moultrie,

Georgia has a permanent, operational pesticide mixing and loading facility on display.

Before you or those you supervise open a pesticide container, make sure everyone is wearing the appropriate protective equipment. Do not tear open paper or cardboard containers; instead, cut them cleanly with a knife and use the knife for no other purpose.

Pour pesticide into the water; never pour water into pesticide. Mix and pour concentrated pesticides below waist level; never mix pesticides at face level. When you pour pesticide into a spray tank, keep your head above tank level to reduce the chance of pesticide splashing on your face. Avoid overflowing a spray tank at all costs; cleanup is a long, aggravating, costly and dangerous task.

When you finish mixing, don't leave the containers and mixing tools unattended. Close pesticide containers and return them to the storage area. Rinse mixing pails and measuring cups in water and add the rinse water to the spray tank. Clean the utensils in detergent and hot water and hang them up to dry. If you empty a container and it is rinse able, triple-rinse or pressure-rinse it at once and add rinse water to the spray tank.

If empty containers cannot be refilled or recycled, dispose of them according to label instructions (see the section Disposing of Pesticides).

Applying Pesticides

Some pesticide applications are extra hazardous and call for extra personal protective equipment. If you use a backpack sprayer, for instance, you may want a water-impermeable cape to protect you if it leaks. With hand applications, walk backwards away from the area just treated. If this is not possible, wear water-impermeable boots and chemical resistant pants to protect you from freshly treated surfaces. Applying pesticides in enclosed areas, such as silos or greenhouses, may call for a respirator or self-contained breathing apparatus even if the same application outdoors would not need one.


Ultra-low-volume (ULV) concentrates and fumigants are often 100% active ingredient and, therefore, much more hazardous. For applications in enclosed areas, wear the same protective equipment for ULV applications as for mixing and loading conventional concentrates. Extra protective clothing is not required for ULV applicators in enclosed cabs - as in mosquito control trucks.

Before you apply a pesticide, have all unprotected people leave the area. Remove any pets or animals not intended for treatment. Remove or cover all human or animal food, bedding, toys, or aquariums. The label will tell you the correct reentry interval after which people may return to the treated area. If none is given, don=t let unprotected people back in until at least the pesticide is dry or vapors have settled.

As you apply pesticides, make sure the product is reaching the surface on which it is needed. For example, aphids usually prefer the underside of leaves and a pesticide applied to upper surfaces will not work. For very focused applications, such as a cockroach crack-and-crevice job, use very low pressure to direct spray into crevices without backsplash.

Drift is the movement of pesticides away from the treated area and it is affected by spray characteristics, equipment and weather. Whenever possible, reduce drift by using nozzles that make coarse, instead of fine, droplets. Droplets smaller than 50 microns in diameter stay suspended in the air and it is nearly impossible to control their movement outdoors. Use the lower end of a nozzle's specified pressure range and avoid spraying on windy days.

The color and appearance of a pesticide can alert you to problems. For instance, if a wet able powder is coming out clear, it may not be adequately mixed and agitated in the tank. Emulsify able concentrates should look milky. If granules clump together, they may be damp and ruined from improper storage.

When you stop or take a break, turn off your equipment and depressurize any pressurized tanks. One exception to this may be flow able formulations which need constant agitation to minimize plugging. Check equipment often during application.

Don't clear plugged hoses or nozzles with your mouth or hands. Use small nylon brushes for these jobs and reserve them for no other purpose.

REVIEW/SUMMARY:

Use the student learning objectives as the basis for review and summary.

APPLICATION:

Students will be able to properly mix and use pesticides to make homes more attractive and to control weeds in fields.


CRITICAL THINKING ACTIVITY

Pose the following problem to students.

A fruit fly infestation in the school cafeteria has made the school kitchen unsanitary and forced the school cooks to look for methods to remove them without chemicals. Develop an integrated pest management plan that will diminish the fruit fly population. Consider food, water and harborage needs of the fruit fly, and what allows the pest's success in the cafeteria.

Students should develop an integrated pest management plan and present it to the rest of the class in the form of a poster. Have students vote on the best management plan based on research based information, cost, and ease to implement.

EVALUATION:



Review assignment at end of Unit



Lesson Test



Demonstrate proper procedure for mixing pesticides



Teacher developed test.


Answers To Sample Test 1

1. D

2. B

3. housing insects and disease, impurities in ag products, poisonous to livestock, and allergic reactions

4. Common weeds grow when conditions are favorable noxious weeds are persistent.

5. compete for water and nutrients, reduces crop yields, expense of herbicides, contamination of seeds, and aesthetics degradation, uses nutrients intended for crops, competes for growing space, interferes with harvest, and crowds out crops and allows for crop loss.

6. Any plant can be undesirable if it emerges where it is not wanted.

7. A common weed occurs frequently, but a noxious weed is most persistent and difficult to control.

8. Answers will vary on plants selected

9. Answers will vary on plants selected


Answers To Sample Test 2

1. c, c, d, a, c, a, b, a, b, b, c

2. d, c&d, a&b, d, d&c, c, a, c

3. a, a, d, a b, a, b

4 . Mechanical, Biological, Cultural, Chemical

5. Chemical – less labor intensive

6. Selective – kills on certain types of plants; Non – selective – kills all plants they come in contact with

7. Pre- emergence – kills seeds prior to germination, Post-emergence – kill plants after they have germinated

8.

A. Brand, trade, or product name - A specific brand name, usually registered as a trademark, will identify a product as produced by a particular manufacturer.

B. Ingredient statement - Every pesticide product label must include the active and inert ingredients. The amounts (percentage by weight) of the ingredients are also printed on the label.

Net weight or measures of content: amount of active ingredient per volume

C. Manufacturer - The name and address of the manufacturer, registrant or formulator who makes the product must be printed on the label

D. Registration number - An EPA registration number is proof the label was approved by the U.S. Environmental Protection Agency before sale in the marketplace.

E. Establishment number -identifies the specific facility that produced the product.

F. Classification statement - All uses of pesticides are classified on the basis of hazards, the intended use, and the effect upon the environment.

G. Directions for use - These directions provide the rate of application, the site

(crop, animal, location, etc.) the product is intended to protect, the pests controlled, mixing directions, when and where the material is to be applied, and the necessary application equipment.


H. Signal words and symbol - indicates the relative toxicity of the active ingredient to humans.

I. Precautionary statements - These statements guide the applicator in taking proper precautions to protect humans or animals that could be exposed.

J. Statement of practical treatment - These statements guide the applicator in taking proper precautions to protect humans or animals that could be exposed.

K. Environmental hazard statement - This statement includes commonsense reminders to avoid contamination of the environment. Special warning statements on the label cover hazards to the environment. Examples include,

"This product is highly toxic to bees", or "This product is highly toxic to fish," and, "Do not allow drift to contact non-target plants or trees."

L. Re-entry statement - This statement indicates how much time must pass before a person can re-enter a treated area without appropriate protective clothing.

M. Storage and disposal statement - List the best storage and disposal guidelines for the specific situation and location.

9. Based on the label.

10.

long - sleeved shirt, broad-rimmed hat, pants, water-impermeable gloves, socks and shoes

11. A

12. B

13. C

14. Understanding integrated pest management, Set up a crop scouting program, managing crop diseases, managing insect pests, manage weeds

15. If you do not follow the laws you are responsible both morally and financially for any damages.

16. Label and numbering will determine answers.


17. a. I b. O c. I-D-E d. D-E e. D-E f. D

18. a. If you walk through treated area you may be affected. b. Fumes would become concentrated and increase hazard. c. If they are unprotected they are exposed to the hazard. d. Larger droplets reduce the chance of drift. f. The mouth is an area which will quickly absorb materials.


6.

7.

8.

9.

Answers To Sample Critical Thinking Test 3

1.

2.

3.

4.

5.


Weed Identification and Classification Test 1

Name__________________ Date:__________ Period:_________

1. Weeds may be classified as to

A. Life cycle

B. Plant type

C. Persistence

D. All of the above

2. An example of a weed is:

A. Crepe Myrtle

B. Red Rice

C. Vinca

D. St. Augustine

3. List the ways weeds affect humans (remember there are four).

4. Explain how weeds lower crop production and lessen the value of crops.

5. List how weeds increase the expense of producing a crop.

6. Explain how all plants can be classified as a weed during their life span.

7. Identify the difference between a common weed and a noxious weed.

8. Identify weeds as to life cycle

A---annual B---biannual P---perennial

(Teacher should select a list of weeds indigenous to area)

9. Identify weeds as to plant type

G —grass B---broadleaf S---sedge

(Teacher should select weeds indigenous to area)


AGRISCIENCE 1

Weed Test 2

Student Name:___________________ Date__________ Period______

1. Match the weed control methods with the different practices: a. Mechanical b. Biological c. Cultural d. Chemical

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____ sanitation cropping practices use of herbicides hand pulling varying planting dates hoeing genetic engineering cropping practices tractor cultivation using parasites predators host resistance

2. Match the method of weed control with its advantages. a. Mechanical b. Biological c. Cultural

_____

_____

_____

_____

_____

_____

_____

_____ selective or nonselective kill

No loss of soil moisture environmentally safe

High level of effectiveness no soil erosion crop rotation can assist tractor cultivation can use natural mulches d. Chemical


3. Match the method of weed control with it’s disadvantages. a. Mechanical

_____

_____

_____

_____

_____

_____

_____ b. Biological c. Cultural d. Chemical enhances erosion moisture loss can poison of food stuffs and water disrupts the root of crop plants slow process expensive machinery the agent introduced to control a pest could become a pest

4. Name four methods of weed control.

5. What is the most common weed control practice and why is it the most common.

6. Name the two classifications of herbicides based on the types of plants they kill and explain what kind of control they have.

7. Name the two classification of herbicide based on the time they are applied and explain when and how they work.

8. There are thirteen listings on a pesticide label. Name 5 of them and tell me what that listing represents.

9. When applying a pesticide, how do I know which protective clothing items I should wear?


10. Every time you use any pesticide you should wear five items to protect you. What are they?

11. Why do we cut open paper or cardboard pesticide containers rather than tear them open?

A. Can spill onto the pesticide applicator

B. Can ruin the factory installed pour spout

C. Ruins the ability to re-seal the product

D. Can cause waste

12. What are the two method s of “alternative weed control”? i. Chemical and Mechanical ii. Mechanical and biological iii. Biological and Chemical iv. Chemical and Cultural

13. Which of the following is not an environmental concern related to weed control?

A. Leeching of herbicides into the soil

B. Runoff into water supply’

C. How long will the herbicide stay in the air

D. Health risk to humans due to residue on food

14. What are five parts of an Integrated Pest Management?

15. Why is it so important for you to understand pesticide laws?

16. List each part of a pesticide label.


17. The following mixing rules are meant to protect from which of these exposure methods. (each may have more than 1 answer)

O

—oral D—dermal I—inhalation E—eye

__a. mixing outdoors

__b. mix at least 100ft from wells

__c. keep hose above opening of mixing tank

__d. pour herbicide into water not water into herbicide

__e. keep your head above the level of the tank

__f. avoid overfilling

18. State why the following application statements are important a. When using hand applicators walk backwards. b. Wear respirators when making applications in silos and greenhouses. c. Have unprotected individuals leave application area. d. Use coarse spays. e.

Don’t clear plugged hoses or nozzles with mouth or hands.


Test 3 - Critical Thinking

Lemnaceae, also known as duckweeds, are difficult to eradicate, they keep coming back. Actively duckweeds are not difficult to clear from a pond. But, their rapid growth rates cause them to re-establish from a few hidden fronds or submerged seeds and turions. Water fowl will also re-establish duckweed from plants that have clung to their feathers from different places.

1. Which prescription would be a possible solution for controlling duckweed in livestock ponds?

A. Duckweed is a monocot and a herbicide treating monocots would be a solution

B. Use a biological control, fish insects or waterfowl that eats duckweed to control growth

C. A mechanical skimmer will control the growth of actively growing duckweed.

D. It is not possible to make a logical prescription for control without taking into consideration other factors.


Please read the article below to answer questions 2 & 3.

Un-busy bees a disaster for almost everyone

By: Carolyn Lochhead, Chronicle Washington Bureau

Fruits, nuts, seeds and many vegetables are the foundation of California's $34 billion agricultural industry, the nation's largest, and the basis of a healthy human diet. About a third of human food requires pollination. The plants cannot grow without it.

"Our business is simple: No bees, no blueberries," agreed Edward Flanagan, chief executive of Jasper Wyman & Son, a wild-blueberry grower in Maine. "Wild blueberries can't be planted. Not here, not in Chile, not in China. ...We are very scared at the prospect of no pollinating bees for our fields. There is no alternative."

Those include native bees such as bumblebees that are also showing rapid declines, plus butterflies, moths, beetles, flies, hummingbirds and bats. Lack of data on these species hinders measurement.

Scientists suspect multiple villains: loss of habitat, pesticides that disrupt insect neurology, combinations of sub-lethal pesticides, and viruses and parasites. Frazier said one study of 108 pollen samples revealed 46 pesticides, as many as 17 different pesticides in a single sample. Only three of the samples showed no pesticide residue.

2. Which of the statements would best summarize the passage?

A. Bees are not pollinating and are rapidly declining in population probably because of the use of pesticides that disrupt insect’s neurological systems.

B.

Blueberry can’t be planted without bees

C. Fruits, nuts, seeds and many vegetables are being sprayed with pesticides

D. None of the above

3. Which of the following would support the a uthor’s belief that pesticides are harming bee populations?

A. Data on other pollinating species to determine if pesticide amounts are found in their samples

B. Studies on the behaviors of bees in a controlled environment with the effects of pesticides on the plants they pollinate

C. Bee population data from year to year compared with the use of pesticide in the area

D. All of the above


Read the paragraph below to answer question number 4.

The nightmare began in 1984 when there was an outbreak of head lice in the elementary school. Several children were discovered to have head lice, including my second son. Our pediatrician prescribed Kwell ® shampoo never telling me anything other than the fact that it could cause eye or skin irritation. I used the Lindane shampoo on my family, sprayed the house, and had it exterminated. I had a refill of the Lindane so I used it twice that first time on all of my children. I did all of the shampooing myself.

About two months later, I watched Jesse playing "Superman" as he jumped from the couch to the love seat. When he was in midair he caught himself in the stomach and appeared to be in a lot of pain. My husband, realizing that I was worried, told me to take him to the emergency room. After being examined, the doctors told me that Jesse had an enlarged spleen which I thought had been caused by his accident.

4. Which of the following conclusions is probably correct?

A. Jesse was a reckless child and probably damaged his spleen earlier in the day.

B. The directions on the Kwell were not followed correctly leading to an enlarged spleen.

C. Pesticides alone could not cause an enlarged spleen

D. Lindane, Kwell should never be used on children

5. Which of the following would support that Kwell shampoo caused the enlarged spleen?

A. Medical studies showing that Kwell caused enlarged spleens.

B. Blood test eliminating Kwell as the cause of the enlarged spleen

C. A list of family members with larger spleens

D. Kwell did not cause the enlarge spleen Jesse’s fall did.


Use the following passage to answer 6, 7 and 8.

Many Louisiana farmers rotate crawfish and rice production in the same fields. The things done to control insect pests can potentially affect the crawfish, as well, warned

Mr. Stout. Pyrethroids are currently being used to treat rice water weevils and stink bugs which can hurt the rice crop. “As it turns out, the pyrethroids currently heavily used are very toxic to crawfish and can severely impact production. So, we’re checking to see if any of these alternative insecticides are more compatible with crawfish production.

Actually, some of the new products are less toxic.”

6. Which of the following statement would summarize the author ’s beliefs?

A. The author wish Louisiana would stop rice farming to promote a large healthier crawfish farm.

B. The author warns crawfish farmers to stop rotating crawfish with rice crops.

C. The author is an environmentalist wacko trying to get rid of all pesticides.

D. The author is seeking an integrative pest management system which will support crawfish farming and rice farming.

7. If you are an LSU AgCenter associate professor at a Rice Research Station what research and evidence should be demonstrated in order to receive funding to develop a new way to treat rice water weevils?

A. Data on the crawfish production rates on fields treated with pyrethroids compared with crawfish production rates on fields without pesticides.

B. Statistics on the root destruction of rice caused by the weevils as compared with the roots of rice treated with pyrethoids.

C. Crop rotation rates done by local farmers.

D. A good pitch without any research should be all that is needed.

8. Which of the following conclusions is probably correct?

A. Either rice or crawfish have to be chosen as the only crop grown in an area

B. Time will correct the problem, because crawfish will eventually build a resistance to the pyrethroid

C. Technology is probably being done to create new safer pesticides or rice weevil resistance seeds in order to protect the environment

D. All of the following


Use the information in the following passage to answer question 9

The fight continues near Red Lodge Mountain fire crews are also facing another battle every time they come off the mountain, noxious weeds.

To help prevent the spread of all noxious weeds to other areas crews have set up a car wash every time a vehicle returns from the fire. Every vehicle is sprayed down by workers and then taken over a ramp where the under carriage is washed down.

Crews say making sure your vehicle is clean is very important to Montana wildlife. "They kill a lot of stuff. One spread and nap root spreads like wildfire, you can't have it," said

R&R Fire Service's Cory Graham.

The noxious weed crew is usually one of the first teams at any major fire and usually one of the last to leave.

9. Which of the following is probably the point of view of the R&R Fire Service?

A. Fires don’t kill noxious weeds

B.

Fire service people don’t want to contribute to the spread of noxious weeds in an effort to protect Montana wildlife.

C. The nap root causes fires to spread making firefighters work twice as hard.

D. The R&R fire service has taken an oath to protect all wildlife from fire and all other contaminants.


Worksheet: Advantages and Disadvantages of Weed Control Measures

Method Advantages Disadvantages

Mechanical

Biological

Chemical

Cultural


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Louisiana Agriscience Education Curriculum

Un-busy bees a disaster for almost everyone

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