Lesson Plan for Pest Management Professionals and Structural Pest Control Technicians
Description:
This is a safety lesson for structural Pest Management Professionals and Technicians. It is written for Training Managers to give at monthly safety sessions. Whether your company is large or small, everyone will benefit from these safety reminders. In this lesson, technicians solve a problem together and learn how to make pesticide-use decisions.
Objectives:
To help the technician learn how to use pesticides safely by understanding the pesticide label.
Time Required:
45 minutes.
Materials Needed:
Samples of pesticides your company typically uses.
Slips of paper and pencils.
For audiences of 50 or fewer: Flip chart, tape, & markers.
For larger audiences: Projector & lap top.
Handouts:
The ABC's of a Structural Pesticide Label
Copies of labels from pesticides your company typically uses
Making Pesticide Applicator Decisions from the Label
Lesson Procedure:
1. Introduce the lesson
2. Present a problem to your technicians for them to solve.
3. Have your technicians generate a list of questions needed to solve the problem.
4. Describe the parts of the pesticide label.
5. Determine which parts of the label were used to solve the problem.
6. List those parts of the label that were not used to solve the problem.
7. Describe the take home activity.
Speaker's Directions and Script:
STEP 1. Outline the lesson on the flip chart or laptop
A. Problem solving exercise
B. Review parts of the pesticide label
C. Finish problem solving exercise
D.
Take home activity
STEP 2. Problem Solving Exercise (Speaker's comments are in quotation marks)
"I've got a problem for you to solve! Early this morning, Mrs. Brown called in saying that she has horrible bugs -- lots of them -- all over! -- More than she's ever seen before! She said she wants someone to come out & take care of her bugs. 'Use the strongest pesticides you've got,' she said!"
"Boy! This sounds like a big problem! but I know you are all able to take care of this -- you're all professionals. In fact I can tell that your brain cells are already starting to work on this problem. You're thinking about what is going on at Mrs. Brown's. You're coming up with lots of questions that you need answered before you can start to make a pesticide application at her house."
"So -- you each have a pencil and slip of paper. Write down 2 questions that you ask yourself before you even start to make a pesticide application. What do you need to know before you can make a pesticide application? I'll give you a couple of minutes & then we will collect the papers. Don't write your name on them."
Collect the papers after the technicians have had time to write their questions. Remember that there are no right or wrong responses in this exercise.
STEP 3. Generate a list of Questions
For audiences fewer than 50:
After you collect the slips of paper, begin to record some of the questions on the flip chart. Tape the sheets on the wall as they fill up. Be supportive of all questions your technicians submitted. Keep saying that the questions are very good.
For audiences more than 50:
After you collect the slips of paper, begin to record some of the questions on the lap top. Use a font large enough for those in the back to read. Be supportive of all questions your technicians submitted. Keep saying that the questions are very good.
Your technicians will not be able to submit all the possible questions that an applicator asks him/herself when making pesticide-use decisions. After you have listed all submitted questions, open the floor to additional questions.
Typical questions applicators ask themselves before making a pesticide application:
- What is the bug?
- Where is the bug?
- What life stage is the bug in?
- Is that life stage the feeding stage?
- What does the bug feed on?
- What kind of damage does the bug do?
- Which pesticide will kill the bug?
- Which formulation is best?
- Can I use it indoors?
- Is it harmful to people or pets?
- Will it hurt the environment?
- What PPE is needed?
- What do I do in case of an accident?
- How much do I apply?
- Do I have to mix it?
- When do I apply it?
- Where do I apply it?
- How do I apply it?
- Can this product be applied by a non-certified technician?
- Has EPA registered this product?
STEP 4. Review the Parts of the Pesticide Label
Put the list of questions to the side. Say, "We are going to set our list of questions aside for a minute and look at the handouts, The ABC's of a Structural Pesticide Label, and the label from one of our pesticides."
Pass out the handouts. Give the technicians time to look at their handout while you say, "Be sure to read the label:
- before you store the pesticide
- before you mix & load
- before you apply
- before you dispose of the empty container."
"The ABC handout lists every part of the pesticide label. I am going to emphasize certain sections. Find each section on your copy of the pesticide label."
The script that follows is abbreviated. Speakers can elaborate and modify this script to meet company-specific issues.
C. Formulation:
Hold up a product that your company uses. Point out the formulation.
"The formulation tells you what the pesticide looks like when it comes out of the container. You must choose the best formulation for the pest problem. For termites, we either use a bait or liquid termiticides. And you must have the correct application equipment for the formulation. If the formulation is 'D' (Dust), you need to use a duster. If the formulation is a liquid, you need a compressed-air sprayer. Some of your pesticides will be 'ready to use' or a 'bait' so you won't need equipment." "The formulation also tells you how concentrated the pesticide is. A formulation of 2EC has 2 pounds of active ingredient in each gallon. A formulation of 4EC has 4 pounds in each gallon."
D. Type of pesticide :
"There are many types of pesticides: insecticide, herbicide, fungicide, nematacide, rodenticide, moluscicide, termiticide. "
Review the types of pesticides and the pests they kill.
E. Restricted-Use Pesticide Classification Statement:
"If a pesticide is for Restricted-Use only, either the technician must be a certified applicator or he/she must be working under the supervision of a certified applicator. In Delaware the certified applicator must be on site when liquid termiticides are applied."
H. EPA numbers:
"Find the EPA Registration number on your pesticide label handout."
"The EPA Registration number tells you that the product is legal. Before a chemical company can 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 (unless it is Generally Recognized as Safe or regulated by FDA as a drug)."
"The EPA Establishment number tells you where the pesticide was made. That is important information to have in case you suspect the product is not working as it has in the past."
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 (hold up containers your company uses to show the signal word):
DANGER, the most toxic
WARNING, less toxicity
CAUTION, lowest toxicity."
"What Signal Word is on your pesticide label handout?"
"Here is a quick quiz for you: Mr. Smith has fleas in the family room. You have a choice of two products. One says "DANGER" and the other says "WARNING." Both are labeled for fleas indoors and we've heard that both products work the same. Which one will you use?"
Explain why use you should use the pesticide with a WARNING signal word over one with a DANGER signal word. Emphasize that the signal word does not say how toxic the product is to the pest. Products with danger signal words are not necessarily more effective.
I. 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 respirator or face shield to avoid splashes to the mouth.)
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
"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."
"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 chemically resistant gloves and forearm protection."
"What happens if you wear a baseball cap or leather work boots while handling pesticide sprays or vapors?"
(Answer: They will absorb pesticides and continue to contaminate you every time you wear that item.)
K. User safety recommendations
"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 service vehicle with a list of emergency phone numbers."
M. Environmental hazards
"Pesticides used outdoors may be hazardous to water, pollinating insects, birds, other wildlife. Make sure you plan ahead & scout the area. If a home has a well in the basement, that is a direct line to the groundwater! You can't apply pesticides around wells. And take care with French drains."
N. Directions for use .
"You will use this section a lot. It explains when and how you will make the application."
P . Storage and Disposal :
"Always store pesticides in a locked and dry facility or vehicle. Remember that children are very curious -- lock your truck when it is parked on a street or in a driveway. Clean up spills immediately before children or pets can walk through them."
"For disposal of unwanted pesticides, the label will probably not give you specific information. 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 or jet 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. You can apply a pesticide only to a site listed on the label. Here is another quick quiz:
Mr. Smith has fleas in the family room. One pesticide says that it kills fleas on pet bedding and indoor living areas. Another product says that you can apply it to turf and dog runs. Which product are you going to use in the family room?"
(Answer: The site, indoor rooms, must be on the label.)
"This section of the label will tell you what pest the product is effective against. 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."
STEP 5. Determine which Parts of the Pesticide Label were used to Solve the Problem
After reviewing "The ABC's of a Structural Pesticide Label," return to the list of questions.
"Would it surprise you if I said that you can find most of the answers to these questions on the pesticide label?"
Ask the technicians to help you code each item on the list using The ABC's of a Structural 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 indoors?", 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".
STEP 6. List the Parts of the Pesticide Label that were not used to Solve the Problem
Now review the coded list. Make another list of letters that the technicians did not use. They often forget C - formulation. Remind them to check the forgotten parts of the label the next time they use a pesticide.
STEP 7. Take Home Activity
Review the take home activity for technician to share with their families: Making Pesticide Applicator Decisions from the Label.
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