ACKNOWLEDGMENTS
The authors
would like to acknowledge Dr. Judy Greene, Director, Center for Teaching
Effectiveness, University of Delaware, Newark DE 19717 for her assistance
in the preparation of this manual. This project was supported, in
part, by an EPA Region III Environmental Education Grant, "Increasing effectiveness
of homeowner pesticide safety training using active learning technique."
HOW TO USE THIS MANUAL
This manual is written for extension agents and specialists who work
with Master Gardeners. It is meant to be used in conjunction with
the Extension
Master Gardeners Training Manual of the same title. These manuals are
designed to teach the educational technique of active learning and use
the lesson "Be Safe With Pesticides! Read the Label" as an illustration.
The best way to teach Active Learning is to use it yourself in the classroom.
Throughout the manual are examples of Active Learning strategies.
According to Bonwell
and Eison (1991), a person's attention span in the class room is about
10 -15 minutes. As you deliver this lesson, you will be changing your teaching
technique often.
Objective:
To teach Master
Gardeners how to use active learning in the classroom using
the lesson "Be Safe With Pesticides! Read the Label" as an illustration.
Time
required:
90 minutes plus
preparation time reviewing this lesson plan.
Materials
Needed:
1. Name
cards or badges for you and the Master Gardeners
2. Overhead
projector if audience is large. Flip chart & tape if audience is small.
3. Markers
4. 3
- 4 index cards or slips of paper for each attendee
5. Pencils and/or pens
6. 2 jugs with make-believe
pesticide label (skull and crossbones is enough)
7. Kitchen
timer
8. Handouts:
The
ABC's of a Pesticide Label
Making
Pesticide Applicator Decisions from the Label
"Put
Safety into Practice!" evaluation forms printed as a 3-part NCR.
Extension
Master Gardener's Training Manual for each attendee.
including the worksheet: ACTIVE
LEARNING: YOU CAN DO IT!
Before
the Meeting:
1. Review
this lesson plan.
2. Prepare
handouts for the participants.
3. Make arrangements
for an overhead projector or flip chart.
Procedure:
1. Present the
lesson "Be Safe With Pesticides! Read the Label" as if you were a member
of the Master
Gardener's Speakers Bureau. Tell the Master Gardeners that they will be
learning how to deliver
this lesson.
2.Take a break.
3. After the
break, discuss the definition of active learning and barriers to using
active learning.
4. Pass out
the Master Gardener's Training Manual.
5. Discuss
how to make a classroom comfortable and techniques of active learning.
6. Have master
Gardeners fill in the worksheet "Active Learning: You Can Do It!"
7. Help
the Master Gardener's speakers bureau schedule speaking engagements.
8. Serve as a resource for the speakers.
BE SAFE WITH PESTICIDES! READ THE LABEL
Introduction
Thank the Master Gardeners for attending this program. Tell them that you
will be presenting the lesson "Be Safe With Pesticides! Read the Label"
as if you were a member of the Master Gardener's Speakers Bureau. Ask them
to play the role of the audience for your lesson. Tell the Master Gardeners
that as they participate, they will learn how to deliver this lesson.
Lead
In (Speakers comments are in quotation marks)
"How many of you
have applied pesticides at home?" Listen to the answers and point
out that even toilet bowl cleaner is a pesticide.
"Anything that kills or repels a pest
is a pesticide." Name some pests and their pesticides:
insects (insecticides), weeds (herbicides), plant pathogens (fungicides),
snails & slugs (molluscides), trash fish in a sporting lake (piscicides),
birds (avicides), nematodes (nematicides). (Do not say, "Herbicides and
pesticides." Herbicides ARE pesticides.)
Audience
Warm-Up
Put members of
the audience into pairs. Ask them to, "Tell your partner what you grow
in your garden." Allow only 2-3 minutes, then begin the lesson. Use a kitchen
timer or turn the lights on/off when time is up.
Outline
the program on the flip chart or overhead
"Today we will:
Have a problem
solving exercise
Review parts of
the pesticide label
Look at a take
home activity and do an
Evaluation of the
program."
Problem
solving exercise
"Here is a problem
for you to solve: You are working in your yard and you see that your
favorite azalea has bugs all over it. You figure that you need to apply
a pesticide. You grab your car keys & jacket and head over to the garden
store. You pull up in the parking lot, go inside. You note that the clerk
is busy and has a line waiting to talk to him. So you're on your own. You
stand in front of the shelves of pesticides. You need to decide which pesticide
to buy. How do you do this? What questions do you ask yourself to decide
which pesticide to buy? What do you need to know before you can make a
pesticide application?Write one
question on the index cards & pass to front."
Read some of the index cards, then list the questions on the overhead or flip chart. It is easier to have a second person list the questions while you sort the cards and read aloud the ones you want listed.
Typical questions:
Will it kill the
bug?
Can I use it on
azalea?
Is it harmful to
kids & pets?
Will it hurt the
environment?
Keep saying that the questions are very good. Support the efforts of the attendees.
Continue with the lesson. Hold up one of the make-believe pesticide jugs: "So, we decide which pesticide to buy, get back in the car, and drive home. Now you are home with your pesticide. You jump out of the car, take the pesticide container over to the azalea. But hold everything! Wait a minute! You need to decide how to apply this pesticide. What questions do you ask yourself to decide how to apply this pesticide ? What do you need to know before you can make a pesticide application?"
"Write your questions on the index cards & pass to front."
Read some of the index cards, then list on overhead or flip chart.
Typical questions:
Do I have the right
personal protective equipment (PPE)?
How much do I apply?
How do I mix it?
When do I apply
it?
Where do I apply
it?
How do I apply
it?
When can I let
kids & pets back in the area?
Keep saying that the questions are very good. Support the efforts of the attendees.
Continue with the lesson. Hold up one of the make-believe pesticide jugs: "Would it surprise you if I said that you can find all the answers to these questions on the pesticide label?"
"Let's set our lists of questions aside for a minute and look at the handout, 'The ABC's of a Pesticide Label." Put the flip chart to the side or turn off the light on the overhead projector. Pass out the handout.
Give the members
of the audience time to look at their handout while you say, "Everything
you need to know to be safe with pesticides is on the label. Read the label
5 times:
Before you buy
the product
before you store
it
before you mix
& load
before you apply,
and again
before you dispose
of the empty container."
"This handout lists every part of the label. I'm going to emphasize certain sections:"
Parts of the label
C. Formulation
"The formulation
tells you what the pesticide looks like when it pours out of the jug. You
must match the formulation with your application equipment. If the formulation
is a granule, you need to use a drop spreader. If the formulation is a
liquid, you need a pump-up sprayer, hose end sprayer or other liquid sprayer.
Some of your pesticides will be 'ready to use' so you won't need equipment."
"You must also match the formulation with the pest problem. If you have a leaf-eating insect, a granular formulation won't help. The granules won't stick to the leaves. You need to use a liquid or a dust that will stick to the leaves. If you are treating broadleaf weeds in the lawn, you can use a granular formulation."
D. Type of pesticide:
insecticide, herbicide, fungicide, nematacide, rodenticide, moluscicide,
avicide.
"You must also
match the type of pesticide to the pest. Using an herbicide for our bug
on azalea won't do much good."
H. EPA numbers.
"These numbers
tell you that the product is legal. Before a company can begin to sell
a pesticide they must submit results of laboratory experiments to EPA.
Once EPA has reviewed the documents, they register (not approve) the pesticide
and give it a number. If you do not see an EPA number on a product that
makes pesticidal claims (kills or repels pests), that product is illegal."
I. Signal word
"There are 3 signal
words. These words tell you how toxic the product is to you the applicator,
not to the pest:
Danger, the most
toxic
Warning, less toxicity
Caution, lowest
toxicity."
"Here is a problem
for you: You're trying to decide which pesticide to buy. You pick out 2
pesticides. Both say they will do the job. One has a signal word 'Caution.'
(Hold up one of the make-believe pesticide jugs) The other is 'Danger.'
(Hold up the other make-believe pesticide jug) Which one should you use?"
Take a "Thumbs up/Thumbs down" vote
& then explain why use you should use the pesticide with a caution
signal word.
Route of entry
and Specific action statements
"This statement
helps you pick PPE. There are 4 routes of entry: dermal, eyes, respiratory,
ingestion. What are the sites of greatest absorption? (Answers: Groin,
face, forehead.)
If the label says, 'fatal if swallowed,'
what would you do? (Answers: don't eat, smoke or drink while handling.
Use a face shield)
If the label says, 'don't breath vapors
and mists,' what would you do? (Answers: use a respirator, stay upwind)
If the label says, 'don't get on skin,'
what would you do? (Answers: Use chemically resistant gloves, fore arm
protectors, aprons, tyvek suits)
If the label says, 'keep out of eyes,'
what would you do? (Answers: wear goggles or face shield)."
J. PPE
"When mix/loading,
the forearms get 13% of contamination from pesticide exposure. The hands
get 85%. This adds up to 98% of exposure that could be completely avoided
by wearing rubber gloves and forearm protection."
"The very minimum
PPE is long legged pants, long sleeved shirt, non absorbent hat, gloves
and footwear."
"What happens if
you wear a baseball cap or leather work boots?" (Answer: They will absorb
pesticides and continue to contaminate you every time you wear that item.)
K. User safety recommendations
"PPE means Personal
Protective Equipment. Look for this section on the label, but also use
the signal word, route of entry and specific action statements to help
you choose PPE. The minimum PPE is long-sleeved shirt and long-legged pants."
"Sometimes even
the right PPE is not enough. Don't wipe your forehead, eat, smoke, drink
while applying pesticides. Wash hands before toileting."
L. First Aid
"You need to know
first aid procedures before you have an accident. Keep a copy of the label
on a clip board in the storage/ mixing/ loading area."
M. Environmental hazards
"Pesticides may
be hazardous to water, pollinating insects, birds, other wildlife. Make
sure you plan ahead & scout the area."
N. Directions for use.
"You will use this
section a lot. It explains when -- what time of year, what time of day
-- and how you will make the application."
P. Storage and Disposal:
"Always store pesticides
in a locked, cool, dry, well ventilated, facility. The best facility has
a sealed concrete floor and stainless steel shelves."
"For disposal of unwanted pesticides, the label will probably tell you to wrap the container in newspaper and deposit in the trash. Your county may have a pesticide collection program. Check with your county extension agent, state environmental protection agency, or state department of agriculture for details."
"For disposal of empty containers, triple rinse and take to your recycle site or sanitary land fill."
R. Mixing directions:
"This section tells
you how to mix - what solvents to use & how much."
S.Approved uses:
"This is a very
important section. Site -
you can apply a pesticide only to a site listed on the label. Here is a
quick quiz:
You have a problem
with downy mildew in your roses. Here is Zappo. (Hold up one of the make
believe pesticide jugs) It says it kills downy mildew pretty well. It lists
mums, azalea, and ferns on the label. Can you use on roses?"
Take a "Thumbs up/Thumbs down" vote
& then explain that the site, roses, must be on the label.
"Pest - if the product is effective against your particular pest, it will be listed on the label. You will also find rates and application equipment here."
Y & Z Chemical/ physical
hazards:
"Make sure there
are no sparks or fire hazards. Make sure the pesticide does not get too
hot or too cold."
Back
to the flip chart
After reviewing
"The ABC's of a Pesticide Label," return to the flip chart or overhead
projector list. Ask the audience to help you code each item on the list
using "The ABC's of a Pesticide Label." For example, if the first question
on the list is "Will it kill the bug?", code this question "S" for Approved
Uses. If the second question is "Can I use it on azalea?", code that question
"S" also. If another question is "Do I have the right personal protective
equipment (PPE)?", code that question "J". The question "How much do I
apply?", would be coded "N".
Now review the coded list. Make another list of letters that the audience did not use. They often forget C - formulation. Remind them to check the forgotten parts of the label the next time they buy and use a pesticide.
Wrap
up
Wrap up your presentation
with, "We've learned a lot about the different parts of the pesticide label
today and how we can use the label to help us make decisions and practice
safety. Now I will pass out the take home handout and the evaluation that
were on our agenda."
Take
home activity
Review the take
home activity, "Making Pesticide Applicator Decisions from the Label."
Evaluation
See the University
of Delaware web page:
http://www.udel.edu/pesticide/publications/safeprac.htm
for directions on conducting the evaluation. Go to Method II: Pesticide
Applicator Training Evaluation Form. Print the evaluation form "Put
Safety into Practice!" as a 3-part no-carbon-required (NCR) form.
Pass out the evaluation form. Ask the audience to write 3 pesticide safety
practices that they want to start using at home. Each person should keep
the bottom copy of their 3-part NCR and give you the top two copies. Tell
them that you will send the form back to them after they have used pesticides
for a few months. Tell them that you will ask them to check those practices
that they have used at least once and those that they have adopted as routine.
BREAK
Breaks are an important part of the learning process. They give the audience time to digest the material and discuss it with each other breaks also serve as a transition to the next topic.
The Master Gardeners in your audience have
just experienced active learning. But they may not know it!
Say to them, "Remember when I asked you, 'What questions do you ask yourself
to decide which pesticide to buy? What do you need to know before
you can make a pesticide application?' What was going through your
mind when I asked you that?
Typical answers
are: "I pictured myself in the garden store," "I tried to answer the question,"
"I thought about my front yard," "I had to think," or "I remembered working
in the yard last weekend."
Now announce to the Master Gardeners, "Welcome to active learning!" Continue with, "You have just experienced active learning. In the second half of our program, we are going to talk about this educational technique. We will develop a definition of active learning and find out about why it is better way to teach. We will learn how to make a classroom comfortable. Then we will review a list of active learning techniques that you can use as a member of the Master Gardener's Speakers Bureau. By the time we are done, you will be ready to do the same lesson that I just did in the first half of our program."
Put this agenda on the overhead or
flip chart:
Define
active learning
Barriers to using
active learning
Making the classroom
comfortable
Techniques of active
learning
Worksheet
Now continue with the lesson. Speakers
comments are in quotation marks.
A. DEFINITION
"Active learning
is best described by contrasting it to the traditional technique of lecture.
In a lecture, the instructor stands in front of the class and "gives" information.
Members of the audience may take the information or they may not. Lectures
are sometimes considered to be "passive learning." However, educators know
that learning can never be a passive activity. Active learning is an educational
technique that de-emphasizes transmitting facts. Students learn by doing
activities, thinking about the subject and relating it to their everyday
life."
Review the following characteristics of active learning:
What does active learning look like?
* Members of the audience are involved
in more than passive listening.
* Members of the audience are engaged
in activities, such as reading, discussing, and writing.
* Less emphasis is placed on information
transmission
* More emphasis is placed on developing
skills.
* More emphasis is placed on exploration
of attitudes and values.
* Individuals receive immediate feedback
from the speaker.
* Members of the audience are involved
in higher order thinking, such as analysis, synthesis, and evaluation
* Active learning involves people
in doing things and thinking about the things they are doing!
B. WHY DOESN'T
EVERYONE USE ACTIVE LEARNING?
"Active learning
is an exciting way to teach a class. But some speakers are reluctant to
try new techniques." Ask the Master Gardeners to write on a slip
of paper one reason why they might be concerned about using active learning
in the classroom. You don't need to collect the papers. Give them 90 seconds
to do this activity. Use a kitchen timer to "call time."
"Did any one say, "I won't be able to cover as much material."? "Studies show that 8 weeks after a traditional lecture, students retain only 25% of the material. With active learning, however, individuals retain 50% of the material. Yes, it is true that it takes more time to teach the same amount of material using active learning as it does to teach that material through lecture. But, if the speaker uses active learning and covers only 50% of the subject content, students will retain 25% of the subject - the same amount as with lecture (.5 X .5 = .25). If the speaker covers even slightly more than 50% of the subject, then more than 25% of the subject will be retained."
Did anyone say, "It takes preparation."? "Well, each new lesson requires preparation time whether it is traditional lecture or active learning. But, once a speaker tries active learning, the techniques become second nature."
How about, "My classes are too large to use active learning."? "There are successful techniques for working with classes of hundreds. The class can be divided into smaller groups with facilitators."
Did anyone say, "There aren't enough materials or equipment to use active learning."? "Today there are many resources available for the speaker who wants to use active learning. This lesson and the active learning manual you'll get at the end are good examples!"
How about the objections, "People resist any form of teaching that is different from lecture. They won't participate. They want to just sit there."? "Experience does not show this to be true, especially with the adult learner. People appreciate being treated like intelligent partners in the learning process. Didn't you like the label lesson better than a lecture?"
And my last one, did anyone say, "I'll loose control over the class."? "After group discussions, there are ways to get the audience's attention. I just used a kitchen timer. You can also turn the room lights on and off."
Ask if anyone wrote a different reason for not using active learning and help the group find a way around that problem.
Now distribute the Master Gardeners Training Manuals and the handout ACTIVE LEARNING: YOU CAN DO IT! Point out that most of what you have covered is listed here for them, as well as the lesson plan, "Be safe with pesticides! Read the label." Continue the lesson with Part C.
C. MAKING A CLASSROOM
COMFORTABLE
"Active learning
is a very personal approach to teaching and quite different from formal
lecture. The speaker dialogues with the audience! It is important to create
a comfortable learning environment when using active learning."
Review the following list:
How to create a "safe" classroom
for active learning:
Active learning techniques:
E. GETTING
READY TO USE ACTIVE LEARNING
References:
Return to Top of Page
1. Ask questions
But remember to wait for
the answers.
2. Pause procedure
Take 2 minutes and write on an index card:
A. "What was the most important point from the last presentation, demonstration,
video or slide show?"
B. "What didn't you understand about the last presentation?" (You will
want to collect these cards.)
C. "Write an test question based on the last presentation."
3.Vote
Make a statement, such as "Your pesticide storage facility should be locked."
Ask who votes "yes", who votes "no." Or ask for a "thumbs up" vote if in
agreement;
"thumbs down" if against. No one can see how their neighbor is responding
--
the question is ungraded and it only takes a second to do.
4. Ungraded quizzes
Pass out short quizzes. Review the answers. Do not collect the quizzes
- let the audience take them
home.
5. Think-pair-share
A. Ask
the audience to take notes for a short time.
Then ask them to tell the person next to them how the information from
the last presentation
will help them in their garden.
B. Put
members of the audience in pairs. Assign roles to each -
one person is a Master Gardener and the other the President of the Garden
Club.
Ask them to, "Tell the Garden Club President how gardeners can protect
the
environment from pesticide exposure."
6. Brainstorming
Present a problem to the group. Ask for suggestions to solve the problem.
Example: "What questions do you ask yourself before you can make a pesticide
application?"
Members of the audience can write their answers on index cards.
7. Demonstration
A. Show a "right" pesticide storage facility and a "wrong" one.
Ask the audience to contrast and compare the 2 rooms.
B. Show PPE & pass around room.
Dress a gardener for a specific job.
8.
Multi question worksheet
An example is found in this manual: "Making pesticide application decisions
from the label."
Distribute copies of a pesticide label to the audience. Have members of
the audience
break into small groups and complete the worksheet in their group.
Ask the audience
fill in the worksheet, ACTIVE
LEARNING: YOU CAN DO IT! Depending on the time, you can have
them work on this in class or later at home. Wrap up the lesson by
reviewing what the Master Gardeners have learned about active learning.
Ask them, "What is one fact about active learning that you remember." Add
more facts of your own to complete the lesson. Now your Master Gardeners
are ready to use the lesson plan "Be
safe with pesticides! Read the label."
***********************************************************************************************************
(1) Extension
Pesticide Coordinator, Department of Entomology and Applied Ecology, University
of Delaware, Newark DE 19717-1303; (2) Extension
Educator, New Castle County Cooperative Extension, 910 South Chapel St.,
Newark DE 19716
Bonwell, C.C. and J.A. Eison. 1991.
Active Learning. Creating Excitement in the Classroom. ASHE-ERIC Higher
Education Report No. 1.
Go to Delaware Pesticide Information
Home Page
Contact us: swhitney@udel.edu
jomercer@udel.edu