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Explore the IPM House: A Model for Youth Education in Residential Integrated Pest Management - Final Report

Disclaimer

This report was prepared by an EPA assistance agreement recipient and represents only the views of the author rather than EPA.

Geoff Zehnder
IPM and Sustainable Agriculture Coordinator
Clemson University
B28 Long Hall
Clemson, SC 29634
(864) 656-6644
zehnder@clemson.edu

Project Duration: August 31, 2001 to September 30, 2003
Award: 39,980

Abstract

Homeowners may use up to 10 times more pesticide per acre than farmers when managing pest problems. With the current rate of urban development, residential pesticide usage poses a significant threat to both the environment and human health. An integrated pest management (IPM) approach can be used to reduce the need for household pesticides; however, most adults are not familiar with IPM concepts. Children taught about IPM are more likely to adopt IPM as adults and less likely to rely exclusively on pesticides when trying to manage pest problems. This project involved the construction of a detailed model house to visually demonstrate lifestyle, home construction and landscape practices that may be implemented to help reduce pest infestation and pesticide use around the home. A relay game was also incorporated into the lesson plan to teach children the basic concepts of IPM for common household pests. This discovery-based curriculum was presented to children participating in the “Teaching Kids About The Environment” (Teaching KATE) program at the Camp Long 4-H Leadership Center in Aiken, South Carolina.

Objectives

Project Accomplishments

Year 1

A series of planning meetings were held to discuss methods for development and delivery of the IPM curriculum to participants (predominately 4-6 graders) at the Teaching KATE youth camp in Aiken, SC (Camp Long). The three-day 4-H youth camp is operated throughout the school year with a focus on teaching principles of environmental conservation. A plan for delivery of the IPM curriculum was developed with the primary focus being use of the model IPM House to visually demonstrate lifestyle, home construction and landscape practices to reduce pest infestation and pesticide use around the home.

Introductory Session and Relay Game:
An introductory session was planned to provide children with the basic concepts of IPM and a brief introduction to the biology and habits of common household insect pests. Poster boards with pictures and child friendly “info bullets” were planned for use in the introductory session. A “Bug Survivor” relay game to follow the introduction was created to teach children the basic requirements needed by household pests to survive; namely food, water and shelter. These concepts are important because they serve as a foundation for implementation of preventative residential pest management practices. In brief, the relay game plan called for children to be divided into four groups (ants, cockroaches, flies, termites). A team leader, or “chief bug” would send the team members out to find “food, moisture and shelter” appropriate to each insect. These survival items are represented by photos laminated onto cards with Velcro backing. The team collecting the most correct survival cards in the time allotted wins.

Model IPM House:
A Clemson University Architecture School graduate student named Scott Mead was recruited to design and build the model IPM House. It was agreed that the house design should be created to incorporate detailed design and construction flaws (to exacerbate pest infestation) to enhance learning. To facilitate the students’ experiential learning experience, it was decided that they would be asked to view the house as pests, placing colored stickers where they could locate food, shelter and moisture. Additionally, the model would need to be durable yet transportable. A low, folding table to support the house was obtained so children could easily view all components of the house from the top and sides. The IPM House was designed to be separated in two halves to facilitate viewing of the rooms and the internal construction components. The model was completed in fall, 2002.

Year 2

Lesson Plan and Teaching KATE Instructor Training:
A lesson plan was developed for use by the instructors who would lead the IPM curriculum sessions. The lesson plan material was developed and placed inside 3-ring binders for the instructor’s use. The lesson plan included the following:

Instructor training was conducted by project coordinators on-site at Camp Long in fall 2002. The finished IPM House and all other lesson materials were transported to Camp Long for use in the training. The one-day training session was attended by five camp instructors who would lead the IPM House classes. During the training instructors were provided with an introduction to the project and background on the concepts of IPM and common household insect pests. The instructors were recent college graduates; most of whom had majored in biological sciences and had knowledge of insect biology. The instructors were given a detailed description of the lesson plan, including the Introduction, Bug Survival Game, and the IPM House. They were then given the opportunity to play the Bug Survival Game and to go through all components of the IPM House. The instructors expressed great interest in teaching the curriculum and confidence that they had a thorough knowledge and understanding of the concepts to be taught and the lesson plan.

IPM Curriculum Delivery:
“ Exploring the IPM House” curriculum was taught during fall and winter semesters of the 2003/2003 school year at the Camp Long 4-H Leadership Center in Aiken, South Carolina. We anticipated that several hundred students would participate in the curriculum during the two semesters. The total number of students who enrolled in the IPM House curriculum (120; 65 in the first semester and 55 in the second semester) was lower than anticipated because it was not a required course but was offered as an optional class that students/teachers could choose to take. However, through existing cooperative efforts between Clemson and local middle schools, the IPM House curriculum will ultimately be presented to many more students as part of this new effort to integrate IPM into science, math and English core curricula.

IPM Curriculum Evaluation:
To determine whether participating in the IPM House curriculum increased their knowledge of IPM, students who enrolled in the curriculum were asked to take a brief written test (10 questions, listed in the Appendix) before and after the curriculum was presented. The average percentage of correct answers in the pre-test was 46.8 (± 3.86 SD). The average of correct answers in the post-test was 62.4 (± 1.12 SD), an improvement of 15.6%. The instructors indicated that the post-test scores may have been further improved if the test had been given earlier in the day when students were more alert.

Resources Available:
A full description of the “Explore the IPM House” curriculum is available on theClemson University IPM website (www.clemson.edu/ipm/schoolipm_ipmhouse.htm.). Persons interested in implementing the curriculum will find all the necessary information, including:

· Introduction
· Objectives
· Introduction of General IPM Concepts
· Model IPM House Interior/Exterior Details
· Bug Survivor Game
· Educational Outreach
· References

In addition, the following link (www.clemson.edu/ipm/schoolipm_ipmhousemanual.htm.) can be used by teachers to develop a lesson plan manual to be used with the curriculum that includes the following:

APPENDIX (Pre- and Post-test)

Students were asked to answer the following questions before and after participating in the “Explore the IPM House” curriculum.

Integrated Pest Management (IPM) Pre-Evaluation

Directions: Circle your answer.

1. The three major requirements that insect pests need for survival are:

a. Food, sunlight, moisture
b. Shade, moisture, food
c. Shelter, food, moisture
d. Food, sunlight, shelter
e. I have no idea.

2. Proper house and yard design can help prevent many pest problems before they begin. Of the following choices, which is an example of poor design?

a. Gutters are installed.
b. Doors and windows are sealed and screened.
c. Water drains away from the house.
d. Shrubs, trees and other plants touch the house.
e. I have no idea.

3. Flies in or around your house may be caused by many things. Which of the items below would NOT cause a fly problem?

a. Food and dishes left on the counter top
b. A dog that uses your yard as a bathroom
c. A dead squirrel on your property
d. Tree branches touching your roof
e. I have no idea.

4. When you use integrated pest management to solve pest problems, it means:

a. You have to use insecticides.
b. You cannot use insecticides.
c. You will need to remove all the plants from around your house.
d. You can use a combination of control methods including insecticides.
e. I have no idea.

5. Most pests eat the same things we do, but one exception is:

a. Cockroaches.
b. Termites.
c. Flies.
d. Ants.
e. I have no idea.

6. If you see ants crawling around the outside of your home,

a. You should expect them to show up inside your home.
b. You should treat them right away, before there are too many of them.
c. They may be good ants that will never come inside your home.
d. They will cause damage, even if they don’t come inside.
e. I have no idea.

7. Which of the following are pests that live in colonies?

a. Termites and ants
b. Cockroaches and termites
c. Ants and flies
d. Flies and termites
e. I have no idea.

8. Most termites get into houses from:

a. The attic
b. Windows
c. The ground
d. Trees
e. I have no idea.

9. Dirty trash cans and recycling bins often provide food and water to:

a. Cockroaches, ants and flies
b. Cockroaches and ants only
c. Cockroaches, termites and ants
d. Flies, termites and ants
e. I have no idea.

10. Even if your house is very clean, cockroaches can survive well, but there is one thing they can’t do.

a. Run fast
b. Hide in small places
c. Eat nearly anything
d. Go without water for a month at a time
e. I have no idea.

The following information is available from the Clemson University IPM & Schools website:

Curriculum development information: www.clemson.edu/ipm/schoolipm_ipmhouse.htm

Teacher information for developing curriculum resource manuals: www.clemson.edu/ipm/schoolipm_ipmhousemanual.htm

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