Integrated Pest Management in Indonesia

Student Activities

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Case Study

Teacher's Notes

Introductory Activities

1. As a class discuss the implications of pest damage to crops. List the main ideas.

2. Locate Indonesia on a map and discuss what you know about the people, their environment and food.

   Investigate where the main rice growing areas are and why they are there. Look at the topography and rain fall patterns in an atlas.

Read the case study and Seema's diary

1. In small groups establish what you know about the following terms:
   • pesticides
   • sustainable farming
   • ecology

   Share your findings with the rest of the class and decide on meanings.

2. In pairs discuss the reasons why farmers use pesticides. List:
   • the advantages
   • the disadvantages.
     1. Imagine that you are a rice farmer and write a letter to the government asking for advice about pest management.

     2. Exchange your letters with another pair. Answer the letter and tell how the Farmers Field Schools would help.

     3. Join pairs and design and make a brochure advertising a Farmers Field School that is "coming near you".

3. As a group, discuss Integrated Pest Management (IPM) and what it means. Write a report about IPM for the local farmers' newsletter that describes the program's benefits.

4. In pairs, design and make a poster that illustrates one benefit of managing pests without the use of dangerous chemical pesticides.

5. Write an account of how the new knowledge skills and experience gained at Farmers Field Schools have improved the lives of rice farmers and their families/communities.

Local Pests and Pest Management

1. As a class discuss local problems with insect pests. List the main pests and how these are dealt with?

2. In pairs select a pest from the class list and research its life cycle. Make a diagram that shows at each stage of its cycle:
   • its preferred habitat
   • its food source
   • its predators.

3. Share this diagram with the rest of the class and discuss how this knowledge can help you to choose ways to manage pests without chemical pesticides.

4. Group work. Select a "Field of Learning" in your own community such as a garden in the school ground or a park or your garden. Or create a small vegetable garden in the school grounds. The spring/early summer growing season is the best starting time. Visit the site once a week for the growing period.
   1. Map the "field" showing its features.

   2. Record insects and other animals - location and numbers.

   3. Investigate what if any pest control measures are used.

   4. Decide which insects are likely to be pests and research their life cycles.

   5. Using the information you have gathered design several ways to manage the pests without chemical pesticides.

   Consider:

   • the potential problems and opportunities in your garden;
   • what pests you can expect;
   • how you can avoid them;
   • when and how you will watch for them;
   • the control tactics that are available;
   • the beneficial species that can help you;
   • how much you can share the crop with other species.

5. Invite a visiting speaker or interview people in your community about pest management. Investigate:
   • how things were done before chemical pesticides;
   • what attitudes people hold towards pests;
   • what products are available - advantages and disadvantages.

6. Make a poster about one method of managing pests without chemicals. Consider: physical barriers, predators, increased diversity, companion plants, plant sprays etc.

Reflection on Learning

As a class reflect on what you have learnt about Integrated Pest Management. In pairs share what you have learnt about yourself, other people, other species and the environment.

Further Research

1. Australia has an number of agricultural and other pests. Use the listed internet sites to increase your knowledge of how these are managed.

2. Research the role of the community arts to educate people about the environment.