Abstract

The New York State IPM Education Initiative develops interactive, inquiry-based science curricula for students and teachers (K-12) and provides professional training in outreach and education to pre-service professionals.

Issue

Pesticide use is widespread in urban America. Children are particularly vulnerable to pesticide exposure, for a number of reasons: they play close to the ground, they put objects in their mouths, they ingest large quantities of sprayed foods, and their bodies are less efficient at detoxifying harmful chemicals.

Studies show that exposure risks are higher for children in cities. Urbanization trends distance our population from sustainable, land-based lifestyles, and instead rely on imported food and fiber products. Our nation's welfare and standard of living depend on agriculture, and the health and safety of our food supply depends on a strong, "home-based" production system.

Yet school children learn little about food and fiber systems, which incorporate a broad range of scientific and technological activities, including IPM. Although the National Research Council recommends that K-12 students receive instruction about agriculture, including food and fiber systems, the curriculum does not include IPM.

Survey results from Upstate New York indicated that the primary factors influencing the quality and quantity of elementary school science instruction are the following: lack of resources, funds, and time to prepare new lesson plans, lack of confidence among instructors in teaching science, and lack of training for instructors.

These sobering results compel us to confront current attitudes toward teaching science. Specifically, the studies underscore the importance of improving the level of confidence and science training for teachers.

Response

Our goal is to demonstrate how risks associated with pest management are linked to crucial environmental issues. Our program develops cross-professional, cooperative education programs designed to improve general science and agricultural literacy. We have developed an interdisciplinary curriculum that inspires teachers and students to explore IPM-based science.

Our interactive, inquiry-based lesson plans are designed to encourage conversation between children and adults about IPM approaches to pest management. Education, resources, and support enable children to address solutions to pest-related issues.

Our curriculum is rooted in the biological and social sciences and uses a progressive decision-making "tree" to help students solve common pest problems. Lessons learned by applying the tree are applicable to all aspects of life. The program, including the IPM Education Trunk, is brimming with creative, interdisciplinary, and interactive materials that are grade-appropriate, meet New York State Standards, and target a number of learning styles. New York State teachers can borrow the trunks at no cost.

Impact

The constraints on teachers who bring IPM education into the classroom have been identified and tools have been designed to address them. To date, 132 teachers have been trained in our program. Five teachers have field-tested the program, with positive results. Fifteen teachers from five school districts, representing 225 students in New York State, are currently signed up to use the materials. Educators from Rhode Island, Maryland, California, and Minnesota have also requested the materials.

The impact on school students shows improved achievement in science and science-related topics and increased enthusiasm for studying science. Pre-service and in-service teachers show greater science literacy, increased confidence and willingness to teach science, increased representation of inquiry-based learning, and an increased confidence to seek out scientists for guidance and support on teaching cutting-edge science.

Two education display projects were completed that had target audiences in excess of 30,000 people per year: Conley Park: "The Living Library", an IPM Park adjacent to the Science Center in Ithaca, New York; and "IPM Displays for the Public", mobile, traveling, interactive IPM education displays that will be exhibited at the Science Center, in schools, and at public libraries.

Funding Sources

• Academic Programs Instructional Support (e.g., Institutional Challenge, Multicultural Scholars, Nat'l Needs, Hispanic Ed)
• State or Municipal (e.g., NYSDAM)
• Private (e.g., commodity groups, foundations, companies)
• Other USDA (e.g., Water Quality, Special Grants, NRI)
• Federal Formula Funds - Extension (e.g., Smith Lever, RREA)

Collaborators

• New York State Agriculture in The Classroom
• Cornell University: Department of Entomology
• Geneva City School District
• Cornell and CCE: Carolyn Klass, Renee Anderson. Laurel Southard, Nancy Schaff, William G. Camp, Lynn Braband, Jennifer Grant, Mary Woodsen, Carrie koplinka-Loehr, Michael Hoffman, Karen English.
• Jim MaKinster (Hobart and William Smith Colleges)
• Ann Orman (Superintendent, GCD)
• Nicole Decker (Freeville Elementary School)
• Jerry Nyrop (Geneva Middle School)
• Melanie Carnegie (Maryland Central School District)
• Erin Jennings (Intern)

Key Personnel

• Claudia Coen de Peck, Ph.D., Extension Associate/Community IPM Educator, New York State IPM Program, NYS Agricultural Experiment Station