Local pests and pest management

Year level: Lower secondary Learning Outcomes Students apply field learning techniques to their own situation and contrast this to Farmers Field Schools in Indonesia. Brainstorm your ideas about pests and pesticides and their impact on food production and the environment in Australia. Investigate how pests are managed in food production in your area. Investigate how farmers learn about improving their farming practices. Select a pest which attacks food crops in your area and research its life cycle. Make a diagram that shows at each stage of its life cycle: its preferred habitat its food source its predators 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. 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 or early summer growing season is the best starting time. Visit the site once a week for the growing period. Map the 'field' showing its features. Record the location and numbers of insects and other animals present. Investigate what, if any, pest control measures are used. Decide which insects are likely to be pests and research their life cycles. Using the information you have gathered suggest 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. 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. Design a poster about one method of managing pests without chemicals. Consider: physical barriers, predators, increased diversity, companion plants, plant sprays etc. Research the role of the community arts to educate people about the environment. Assessment task Use the T-chart template http://www.globaleducation.edna.edu.au/globaled/go/pid/3426 to contrast your 'Field of Learning' or ways Australian farmers might learn with the Farmers Field Schools in Indonesia.