Activities and Resources for Teaching K-6 - School Integrated Pest ...

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Name: Date: We Found Signs of Birds Insects Number Number Mammals Plants Number Number Other Number 24 Exploring Urban Integrated Pest Management Michigan State University Pesticide Education, 2001
#5 Classroom Activity Grades 4-6 Inspect and Investigate Interviewing Overview In this activity, students are detectives with a mission to gather as much information they can about pests in the school. They interview people in the school to learn what they have seen or heard. Objectives Students will: • gather information about pest problems in the school. • learn interviewing skills. • learn to compile and evaluate results. Subjects science, social studies Materials student interview form, pencil, clipboard (optional) Duration ½- 1 hour ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ Background Inspecting and investigating is the first step in IPM. We need to know what pests we have and where they live to target our management efforts at those pests and places. Interviewing people can help us focus on the problem areas. Keep in mind, interviewing is a tool. People see and interpret things differently. Interviewing helps narrow the focus, but doing your own inspection is needed to confirm what is there. Because most people do not like seeing pests, they often do not clearly see what they are. Another reason interviewees may give incorrect information is that many people do not know the specific signs of different pests. When you visit a doctor because of a stomachache, the doctor will ask you specific questions. You may tell them what you think caused the stomachache. It is then the job of the doctor to use the information from you in combination with their own examination to come to a diagnosis. Inspecting and investigating in IPM works the same way. The IPM team learns some from the interviews and then conducts their own investigation to confirm the specific pests and where they are living. Getting Ready It is helpful to inform the people that you intend to interview about this project before you send the students out. Some choices for interviewees: custodians, food service workers, teachers (especially in Kindergarten, Home Economics, and other rooms that may have food or sinks), hall aides, principal and secretary, other students. Tell the interviewees about the overall project (see introduction to this resource). The students are simply gathering information to learn how you find about pests. Explain that we are teaching the students interviewing and investigating skills, and showing how their own behavior can influence pest problems in the school. Exploring Urban Integrated Pest Management 25 Michigan State University Pesticide Education, 2001
Page 1 and 2: Activities and Resources for Teachi
Page 3 and 4: Table of Contents Introduction 3 IP
Page 5 and 6: Welcome to the Urban and School IPM
Page 7 and 8: needs of each community. The premis
Page 9 and 10: index.html The K-8 Aeronautics Inte
Page 11 and 12: Teacher Fact Sheet IPM What is IPM?
Page 13 and 14: The IPM Steps IPM follows six basic
Page 15 and 16: #1 Classroom Activity Grades K-6 Fr
Page 17 and 18: When is a pest not a pest? Teacher
Page 19 and 20: Step 3: Create a story. (optional)
Page 21 and 22: problem because people may contact
Page 23 and 24: Name: What is IPM? IPM stands for I
Page 25: appropriate, discuss what living th
Page 29 and 30: Inspecting for Pests Interviewing P
Page 31 and 32: Closure/Assessment: Discuss what th
Page 33 and 34: All About the House Mouse What It L
Page 35 and 36: Why They are Pests Thin Waist from
Page 37 and 38: IPM TEAM’S MOST WANTED Pest: Hous
Page 39 and 40: IPM TEAM’S MOST WANTED Pest: Norw
Page 41 and 42: and places to focus on based on pre
Page 43 and 44: Conditions Good for Pests Inside 1.
Page 45 and 46: Name: KEY Date: Knowing What to Loo
Page 47 and 48: Inspecting for Pests Date: Room/Loc
Page 49 and 50: Needs Card Name: House Mouse Food:
Page 51 and 52: ochures or posters are: a fun, catc
Page 53 and 54: All About Rodents What is a Rodent?
Page 55 and 56: #10 Classroom Activity Grades 3-6 A
Page 57 and 58: Name: Facts About Rodents Date: All
Page 59 and 60: Name: KEY Date: All About Rodents F
Page 61 and 62: Outside Resources Classroom Experim
Page 63 and 64: #11 Classroom Activity Grades 4-6 B
Page 65 and 66: Name: Date: Biological Control Biol
Page 67 and 68: Name: KEY Date: Biological Control
Page 69 and 70: Teacher Fact Sheet Insects What hav
Page 71 and 72: #12 Classroom Activity Grades 3-6 A
Page 73 and 74: Name: Date: All About Insects Facts
Page 75 and 76: Name: KEY Date: All About Insects F

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