obtaining employment anna warner - university of floridaplaza.ufl.edu/anna.j.warner/pdf/lesson...

Obtaining Employment

Anna Warner

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Area: Agriscience 12 Unit: Obtaining Employment Situation Statement: Most students are seniors who have taken several ag classes including agriculture and natural resources 1 and 2. and agriscience 11. Students are preparing to graduate and enter college ad the work force. Students will need to be able to search for employment opportunities and be able to successfully apply and interview for positions in order to obtain the career they want. Unit Objective: Upon completion of this unit, students will be able to successfully present their qualifications to potential employers and obtain employment. Unit Analysis: 1. How should I search for a career?

2. What are employers looking for in employees? 3. How do I prepare a professional résumé?

5. How do I prepare a cover letter for my résumé? 6. What should I wear to an interview? 7. How can I prepare for an interview?

8. What are interviewing do’s and don’ts? 9. How should I accept a job offer? 10. How can I maintain a job and stand apart in the workplace?

11. How should I submit a resignation letter?

Lesson 1 Anna Warner

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Securing Employment

Title: How should I search for a job?

Audience: High school students in Agriscience 12

Teacher Objectives:

Upon completion for this lesson, the student will be able to: 1. List and describe methods of finding employment opportunities 2. Find employment opportunities by using different search methods 3. Evaluate employment opportunities Materials Needed:

1. Chalk board or white board 2. Computer access 3. Newspaper employment ads 4. Job Search Worksheet

Motivation:

Create a list of characteristics that you want in an ideal career or job (hours, pay, work environment etc.). Make another list of careers that interest you? (List characteristics on the board). Most of you will soon be graduating. Are you prepared to enter the workforce? How are you going to find an employment opportunity that offers all or most of the characteristics that you are looking for? If you are planning on going on to school you can apply this to college searching or to employment searching which you will be involved in after school or a part time job.

Subject Matter Procedure

What sources can you use when looking for a career or job?

• Newspaper • Signs • Computer • Word of Mouth

Motivation Ask students and have them brainstorm. List answers on board


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What are some advantages and disadvantages to each method? • Newspaper

+ Easy to acess - Adds may be difficult to understand - Provide limited information - Widespread areas

• Signs or postings + Usually in familiar area - Limited information - Limited to areas you travel • Computer +/-Provides many opportunites + Usually provides more info + Search for specifics - May require travel/relocation - Authenticity of site • Word of mouth + experence with compay +/- reliability Finding employment opportunities (see worksheet) Evaluating Employment Opportunities

Have students use newspapers and computer to find employment opportunities. Have them complete the information on the Job Search Worksheet. Have students rank the employment opportunities based on personal preference of qualities listed during the motivation and explain their first


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Summary/Review: Ask questions from lesson

and last choices. Ask the students questions to check for understanding.

Internet Employment Search Tools

Careers.yahoo.com www.monster.com www.job.com www.careerbuilder.com www.hortjobs.com www.beyond.com www.usajobs.gov www.getthejob.com www.job.com www.thingamajob.com

Job Search Worksheet

Name: __________________________________ Date: ______________ Directions: Using the newspapers and internet, find 10 employment opportunities. Five of the listings must be agriculturally related, the other five may be based on other personal interests. At least one result must be from the newspaper and you may not use the same internet site for all of the jobs. Give the following information based on the listing. After you have found all ten positions, rank them in terms of personal preference based on the characteristics discussed at the beginning of class. 1. Title of position: __________________________________________________ Ranking_______ Salary of position: _________________________________________________ Where advertised: _________________________________________________ Specific Requirements:

Name and Address of Company

What type of business is this?

2. Title of position: __________________________________________________ Ranking_______ Salary of position: _________________________________________________ Where advertised: _________________________________________________ Specific Requirements:




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Securing Employment

Title: What are employers looking for in employees?

Audience: High school students in Agriscience 12

Teacher Objectives:

Upon completion of this unit, students will be able to: 1. List ten qualities employers seek in job candidates 2. Describe desirable qualities 3. Discuss and describe in writing the importance of each Materials Needed:

1. Chalk board or white board 2. Overhead projector

3. Transparency: Top 10 Personal Qualities Employers Seek in Job Candidates 4. Handouts: Top 10 Personal Qualities Employers Seek in Job Candidates Non-verbal Communication Self Evaluation of Personal Qualities Motivation:

What are some characteristics you look for in a good friend? What are some characteristics of good teachers? When you have to pick a partner for a project, what characteristics do you look for? If you were stranded on an island with another person, what characteristics would you like them to have? (list characteristics on the board) We judge people everyday based on their personal qualities. This also means that people are judging us each day as well. When we apply for jobs we go through a process of very critical judgment. If prospective employers do not like what they see from an applicant, that applicant is very unlikely to get the job. We can increase our chances of getting a job by knowing what personal qualities an employer would like his or her employees to have.


Top 10 Personal Qualities an Employer Seeks in an Employee

Motivation Distribute handout and put up transparency. Read through the top 10.


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1. Communication skills • The ability to exchange

information • Speaking, reading, writing,

listening, non-verbal • Proper grammar, easily

convey ideas or information, confident, non-verbal supports verbal communication

• Application, interview, cover letter, any verbal communication

2. Honesty / Integrity • Truthful, fair, strong moral

character • Trustworthy • Nonverbals support verbals,

taking responsibility, verifiable information, references

3. Teamwork Skills • Ability to work with others to

accomplish a task • Interpersonal

communication, compromise and negotiation, leadership, flexibility, commitment, team spirit,

• Work with variety of people, efficient, function as leader or group member, confident,

Lead students in a discussion of each trait. (what is it, what does it encompass, what would desirable skills within this trait be, how can we illustrate these qualities) Handout: Nonverbal Communication Explain the difference between qualitative and quantitative data. Compare with the weather. You don’t put ice on the sidewalks when it is raining during the summer in Florida. Compare to sibling analogy from other day- sometimes they are helpful.


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expresses opinion well, work for group not individual

• Past experiences, situational interviews, answers to questions

4. Interpersonal Skills • Ability to interact with others• Communication, teamwork,

relationships, understanding others’ feelings

• Charismatic, good communication and teamwork, empathizing

5. Motivation / Initiative • Possessing drive; Ability to

begin and follow through energetically on a plan or task

• Self motivated, don’t need to be reminded or rewards, enthusiasm and passion

• Answering questions, past experiences

6. Strong Work Ethic • Diligence • Attentive, persistent, hard –

working, persevering, attentive to detail

• Answers, past experiences 7. Analytical Skills


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• Skilled in or habitually using analysis

• Studying, drawing conclusions, cause and effect, evaluating

• Experience, applying analysis to company

8. Flexibility / Adaptability • Ability to adjust to different

conditions; modify; accommodate

• Easily adapting, finding alternatives, tweaking, innovative

• Answering questions, past experiences, references

9. Computer Skills • Ability to use computers in

different functions • Different skills that apply to

job • Competency in these skills • Portfolio, certification,

course work, examples, documents

10. Organizational Skills • Ability to arrange in easily

understood pattern • Neat, order, systematic,

logical flow • Portfolio, answers


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Self Evaluation Summary/Review

Have student complete self-evaluation of personal qualities sheet Ask students questions to check for understanding

Source: Job Outlook 2003, Student Version, National Association of Colleges and Employees

Top 10 Personal Qualities Employers Seek in Job Candidates

1. Communication Skills

2. Honesty / Integrity

3. Teamwork Skills

4. Interpersonal Skills

5. Motivation / Initiative

6. Strong Work Ethic

7. Analytical Skills

8. Flexibility / Adaptability

9. Computer Skills

10. Organizational Skills

Non-verbal Communication Non-verbal communication accounts for 97% of

communication process.

Paralanguage: Nonverbal cues which affect speech

Ex. Voice pitch, volume, tempo, intensity, pauses, and errors

Physical Characteristics: Physique, attractiveness, breath and body odors, height and weight, hair and skin color

Touching Behavior: Consists of touching, hitting, holding, greetings and farewells

Artifacts: Accessories and beauty aids

Ex. Clothes, make-up, glasses, perfume or cologne

Kinesics: Body motion

Ex. Gestures, gross body movement, facial expressions, eye behavior, posture

Proxemics: One’s social or personal space

Ex. Territory, seating and spatial arrangement, conversation distance

Environmental Factors: Anything that affects the human relationship but is not directly a part of it

Ex. Additional noises, odors, colors, furniture, lighting

Personal Qualities Self Evaluation Form

Name _____________________________ Date ___________

What words describe me?

Of the 10 personal qualities which employers seek from employees, rank your top three qualities.

1.

2.

3.

How can you utilize these skills to obtain employment?

Rank your lowest three qualities.

1.

2.

3.

How can you strengthen these areas?

How can you compensate for these skills when applying for employment?

Obtaining Employment

Title: What is the proper format for creating a résumé?

Audience: High school students in the Agri-science 12

Teacher Objectives:

Upon the completion of this unit the learner will be able to: 1. Describe the importance of a good résumé

2. List components that should be included in a résumé 2. Evaluate a résumé for the proper components and proper formatting 3. Create an up-to-date résumé 4. Use a résumé to apply and interview for a job Materials Needed:

1. Résumé and Reference transparency and handout. 2. Samples of good and bad résumé 3. Computer Access Motivation:

Have students list all of the jobs that they have ever dreamed. Then have them choose their current dream job and describe the job, what it entails, where they will be located, etc. Have a few students share their dream jobs. Then ask the students “What if I could tell you that I know how you can get any job that you want?” The first step in getting the job you want is preparing a professional résumé.


Why is it important to have a good résumé?

• Present your experience, skills, and abilities to prospective employers

• Give a professional document to employers

• Receive an interview

What components should be included in the résumé and in what format? (see transparency/ handout)

Motivation Have students list the importance of a good résumé Give students a handout and discuss each section using the transparency. Answer any questions that the students have.

Review:

• What are the components of a proper résumé?

(Name, Contact Information, Objective, Education, Professional Experience, Work Experience, Honors and Activities, Personal Information, References) • Describe why it is important to use a

good résumé. (Present your experience, skills, and abilities to prospective employers; Give a professional document to employers; Receive an interview)

Give students a copy of a good and bad résumé. Have the students work with partners to evaluate and discuss the résumés. As a class compare and analyze the résumés. (Analysis) Take students to the computer lab and have them create their own résumés. While the students are working visit with each student and help him/her evaluate his/her résumé. (Create & Evaluate) Conduct mock job applications / interviews and have students use their résumés to obtain a job. (Apply) Ask students questions to check for understanding (Recall)

Charles W. Stieringer 150 Nicholson Loop

Morgantown, WV 26508 cwstieringer@yahoo (H) 304-291-5786

(C) 1-304-376-0350

Education West Virginia University, Morgantown, WV, Psychology BA, graduated May 2004. GPA: overall- 3.20 major-3.25 Morgantown High School, High School Diploma, graduated 2000. GPA: 3.20 Work Experience *Valley HealthCare System, Crisis Intervention Specialist (CIS) 301 Scott Ave, Morgantown, WV 26505 Full time position 40+ hours per week, 20,000 salary, June 2005-present -Crisis assessment/intervention with psychiatric and substance abuse populations -Assisting involuntary hospitalization process. -Working daily on psychiatric units, emergency rooms and hospitals in the community. Supervisor: Mark Musick 296-1731 x4182 *Valley HealthCare System, CIS 448 Leonard Ave, Fairmont, WV 26554 Full time position 40+ hrs per wk, 20,000 salary, December 2004-June 2005. * Valley HealthCare System, CIS 301 Scott Ave, Morgantown, WV 26505 Part time position 24+ hrs per wk, 9.62 per hr, May 2004-December 2004 -weekend on call crisis worker for four local counties Supervisor: Melissa Duncan *Valley HealthCare System, Crisis Stabilization Specialist 301 Scott Ave, Morgantown, WV 26505 Part time position 12+ hrs per wk, 9.50 per hr, May 2004- December 2004 -Providing counseling, developing coping skills, assessment for appropriate services for persons with acute psychiatric symptoms on a six bed crisis residential unit (CRU). Supervisor: Melissa Duncan *Valley HealthCare System, Student Internship 301 Scott Ave, Morgantown, WV 26505 January 2004- May 2004 20+ hrs per wk, involved with CRU, CIS, and Homeless Outreach *Chestnut Ridge Hospital, Student Internship August 2003-December 2003 15+hrs per wk, assisting with art therapy with up to twenty clients on residential and outpatient settings Other Certifications/ Trainings/ Qualifications

• Certified Mandt trainer, May 2005-2007 • Certified in Critical Incident Stress Management: Group Crisis Intervention

• Certified of Expertise for the Assessment of Depression • Public Notary, expires September 16, 2014 • First Aid, expires 1/8/07 • CPR, expires 12/14/06 • Volunteer Assistant football coach, South Middle School, 2004-present

CHARLES W. STIERINGER

150 Nicholson Loop Morgantown, WV 26508 cwstieringer@yahoo (H) 304-291-5786 (C) 1-304-376-0350

Objective:

To be employed with Name of Company in Bold as a title of position in italics.

Education: West Virginia University, Morgantown, WV, 26506. Bachelor of Arts in Psychology, graduated May 2004. GPA: overall 3.20/4.0 scale, field 3.25/4.0 scale.

Professional Experience:

Valley HealthCare System, Crisis Intervention Specialist (CIS) 301 Scott Ave, Morgantown, WV 26505. Full-time position 40+ hours per week, June 2005-present. Responsibilities include: Crisis assessment/intervention with psychiatric and substance abuse populations; assist with involuntary hospitalization process; work daily in psychiatric units, emergency rooms and hospitals in the community. Supervisor: Mark Musick 296-1731 x4182. Valley HealthCare System, CIS. 448 Leonard Ave, Fairmont, WV 26554. Full time position 40+ hrs per wk, December 2004-June 2005. Valley HealthCare System, CIS. 301 Scott Ave, Morgantown, WV 26505. Part time position 24+ hrs per wk, May 2004-December 2004. Responsibilities included: Week-end on call crisis worker for four local counties. Supervisor: Melissa Duncan Valley HealthCare System, Crisis Stabilization Specialist. 301 Scott Ave, Morgantown, WV 26505. Part time position 12+ hrs per wk, May 2004- December 2004. Responsibilities included: Provided counseling, developed coping skills, assessment for appropriate services for persons with acute psychiatric symptoms in a six bed crisis residential unit (CRU). Supervisor: Melissa Duncan

Professional Experience: (Continued)

Valley HealthCare System, Student Internship. 301 Scott Ave, Morgantown, WV 26505. January 2004- May 2004. 20+ hrs per wk. Responsibilities included: CRU, CIS, and Homeless Outreach. Chestnut Ridge Hospital, Student Internship. August 2003-December 2003. 15+hrs per wk. Responsibilities included: Assisted with art therapy with up to twenty clients in residential and outpatient settings.

Certifications/ Trainings/ Qualifications:

• Certified Mandt trainer, May 2005-2007. • Certified in Critical Incident Stress Management: Group Crisis

Intervention. • Certified of Expertise for the Assessment of Depression. • Public Notary, expires September 16, 2014. • First Aid, expires 1/8/07. • CPR, expires 12/14/06.

Volunteer Services:

Assistant Football Coach, South Middle School, Morgantown, WV. 2004-present. Responsibilities include: Assist in the mental and physical development of youth athletes.

Personal: Traits/Characteristics: honest, sincere, dedicated, self-starter, humble, caring. Hobbies: softball, rugby, hunting, fishing.

References of

CHARLES W. STIERINGER

Stacy A. Gartin, PhD., Professor and Chair Agriculture and Environmental Education West Virginia University 2056 Agriculture Sciences Building Morgantown, WV 26506-6108 (304) 293-4832, ext. 4480 Email: [email protected] Joseph A. Moritz, PhD., Assistant Professor Animal and Veterinary Science West Virginia University 1022 Agriculture Sciences Building Morgantown, WV 26506-6108 (304) 293-2631, ext. 4435 Email: [email protected] Susan Nickerson, Proprietor, Manager Dutch Corner Restaurant SNICK, Inc. P.O. Box 657 Manchester, MD 21102 (410) 239-8100 Email: [email protected]

Name (Large and Bold)

email: Home page:

College Address: Ave./ St./RR City, State Zip (area code) Phone# FAX:

Permanent Address: Ave./ St./RR City, State Zip (area code) Phone# FAX:

Objective: To be employed as Title in Italics with Company Name in Bold.

Note: Set your resume up in Tables. DO NOT USE COMPLETE SENTENCES. Left column 14 Bold and right column 12 with bolds, italics and underlines. Leave a line of space at the bottom of each cell.

Education: NAME OF THE UNIVERSITY IN BOLD, City, State Zip. Pursuing a Bachelor of Science in Agriculture with a major in Program Area. Course work specializing in: animal science, plant and soil science, computers, leadership, and communications. Expected date of graduation Month, Year. Note: List education, experiences, activities, and information in REVERSE CHRONOLOGICAL ORDER.

Professional Experience:

Title, Name of Employer, City, State Zip, (Phone optional). Responsibilities included: List experiences &/and accomplishments. Professional experiences directly related to the job you are desiring.

Work Experience:

Title, Name of Employer, City, State Zip, (Phone optional). Responsibilities included: These experiences/jobs show that you are not afraid to work and that you learned something from them.

Honors and Activities:

West Virginia University, Morgantown, WV. Invited Honorary: • Alpha Tau Alpha – President • Golden Key • Sigma Alpha Sorority – Treasurer Organizations: • Collegiate FFA – Vice president • Block and Bridle • Student Society of Landscape Architecture

Personal Information:

D.O.B. 3/22/79; Health: Excellent. Attributes: Creative, Dedicated, Team-player, Honest, Sincere, Fun. Hobbies: athletics, hunting, reading and music.

NOTE: Make certain that you take the Table Borders/Lines OFF before you print your resume. Proof read for errors, punctuation & check layout and balance.


References of

Name (Large and Bold)

This should be the same size and font as it is on the first page.

Name, Title Department Firm or University Name Address City, State Zip (area code) Phone number FAX: Email:

Rule of thumb is to have no fewer than three references. However, you may have up to five. They should be professors, advisors, employers or individuals who know you, your skills and abilities. DO NOT use old high school teachers, ministers or relatives.


Integrated Pest Management

Title: How can I apply an integrated pest management program to a pest problem?

Audience: High school students in horticulture class.

Teacher Objectives:

Upon completion of this lesson, the student will be able to: 1. Apply the principles of IPM and the four parts of and IPM program to a realistic

situation 2. Use the computer to find information on pests 3. Apply problem solving skills to a pest problem

Materials Needed:

1. Chalk board or white board 2. Computer access

Motivation:

You have two acres of potatoes that comprise a major component of your SAE. Lately you have noticed that the leaves have been damaged. Upon further investigation, it seems that the leaves have been chewed by an insect. As you walk through the field you notice several beetle appearing insects with yellow and black stripes. You turn to an insect manual and identify the insect as the Colorado Potato Beetle. You know that you must take actions to control the beetle in order to protect your potato crop. You must research the beetle and come up with a plan to control the beetle. You also want to learn how to protect your potato crop in the future. In order to use the most economical and environmentally friendly approach you decide to develop an integrated pest management plan for your potato crop. What will you need to know to develop your IPM plan?


Questions: 1. What plants are hosts for the potato beetle? 2. What is the life cycle of the potato beetle? 3. What damage can potato beetles

Motivation Have students brainstorm questions and list them on the board. The students should record the answers in their notebooks. Direct the students to the questions on the right if they do not list them.


cause? 4. What are realistic action thresholds? 5. How can potato beetles be prevented? 6. How can potato beetles be controlled? 7. What do potato beetles look like at different life stages? Summary / Review

• What are the four parts of an IPM program?

(Set action thresholds, Identify and monitor pests, Prevention, Control)

• What are the 5 principals of IPM?

(1. Potentially harmful species will continue to exist at tolerable levels.

2. The ecosystem is a management unit.

3. Use of natural control agents is maximized.

4. Any control procedure may produce unexpected effects.

5. An interdisciplinary approach is essential.)

Have students use the computer and insect manuals to answer their questions and review answers with the class. Have students put their notes away and answer questions from the questions and answers sheet and from the right to check for understanding.


Sources: Kansas State Extension 32 http://www.oznet.ksu.edu/dp_hfrr/extensn/problems/colpotat.htm National Sustainable Ag Info Service: http://attra.ncat.org/attra-pub/coloradopotato.html

How can I apply integrated pest management program to a pest problem? Questions and Answers

1. What plants are hosts to the potato beetle?

Potato, tomato, eggplant, pepper, tobacco and other solanceous plants

2. What is the life cycle of the potato beetle?

Overwinters as an adult in the soil, in fencerows, or under litter in garden or fieldsAdults become active in May and will start to lay eggs as soon as suitable host plants are found. Clumps of 20 to 40 yellow-orange eggs are laid on the undersides of the leaves. Larvae hatch from the eggs in 4 to 15 days. Larvae and adults feed on the foliage of the host plants and can cause extensive damage if populations are high. Feeding occurring within two weeks of peak flowering on potato will have a pronounced effect on yield. It can complete 1-3 life cycles per year depending on location.

3. What damage can potato beetles cause?

Larvae and adults feed on the foliage of the host plants and can cause extensive damage if populations are high. Feeding occurring within two weeks of peak flowering on potato will have a pronounced effect on yield.

4. What are realistic action thresholds? 1 beetle per 2 plants (University of Massachusetts Extension) 5. How can potato beetles be prevented? Crop rotation, flaming, row covers, plastic trenches, traps, mulching with rye and wheat,

adjusting planting dates, 6. How can potato beetles be controlled?

Hand picking is effective for small lots. Predator insects: spined soldier bug and the two-spotted stink bug feed on beetle; ladybird beetles ("ladybugs") feed on eggs; a parasitic fly and a fungus can attack potato beetles. Two strains of Bacillus thuringiensis (B.t. var. san diego and B.t. var. tenebrionis) are effective on this insect. B.t. var. san diego is sold under the name M-One and B.t. var. tenebrionis is marketed as Trident. These products are safe for mammals, birds, fish, and beneficial insects. However, it is important to apply B.t. when the larvae are small (less than 1/4 inch) to get good control. Normally, this requires applications every 5 to 7 days until all the eggs have hatched. Also, thorough coverage of the host plant is vital as the larvae must ingest some of the bacterium before it will have any effect.


Sources: Kansas State Extension 33 http://www.oznet.ksu.edu/dp_hfrr/extensn/problems/colpotat.htm National Sustainable Ag Info Service: http://attra.ncat.org/attra-pub/coloradopotato.html

Colorado potato beetle has become resistant to many of our chemical insecticides. If you wish to use them, alternate between different classes of insecticides for the first and second generation larvae. The major classes are:

• Pyrethrins: Most effective at cool temperatures. • Rotenone: May be sold alone or in a mixture with pyrethrins or methoxychlor • Organo-chlorines: Example is methoxychlor • Carbamates: Example is carbaryl (Sevin). Sevin no longer effective for Colorado potato beetle in certain areas

7. What does the potato beetle look like during different life stages?

Adult beetles are yellow with ten black longitudinal stripes on their rounded wing covers. They are about 3/8 inch long. Clumps of 20 to 40 yellow-orange eggs are laid on the undersides of the leaves. The hump-backed larva has six legs and is about 1/8 to 1/2 inch long. It has reddish-tan to brick-red coloration with two rows of black spots on each side.


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Integrated Pest Management

Title: How can I use integrated pest management?

Teacher Objectives:

Upon completion of this lesson, the student will be able to: 1. Apply IPM principles to the four parts of an IPM plan 2. Develop an individual IPM program for a unique situation, preferably an SAE 3. Use computer and references to find information needed for IPM plan Materials Needed:

1. Worksheet for Motivation 2. Competency sheet 3. Computer access 4. Pest manuals for references

Motivation:

Have students write a description of an area in which they could apply integrated pest management techniques on the motivation worksheet.


See Competency Sheet Summary/Review:

• How did you apply the principles of IPM?

• What sources did you find helpful when developing the plan?

• What difficulties did you encounter?

• What preventative measures did you use?

• What control measures did you use?

Motivation Have students complete competency sheets. Ask students questions to check for understanding.


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• How will you continue to monitor in order adapt your IPM plan as necessary?

(All answers will vary depending on how they developed their individual IPM plan. Make sure that all answers relate to the material covered in this unit on IPM. Address any issues that may be challenging the students.)

How can I use Integrated Pest Management Motivation

Name ____________________________________Date ____________

Write a description of your SAE in which you could apply integrated pest management techniques. If you can not apply IPM to your SAE or do not have an SAE, use your home, farm, or garden. In your description include a description of the following: site, geographical location, operation to which IPM is to be applied, buildings in the area, surrounding areas, known pests, and current pest management techniques.

How can I use Integrated Pest Management? Competency Sheet

Name ___________________________________________ Date ____________

Directions: Use your description and your notes IPM to answer the following questions. You may need to complete research on the computer and with insect manuals. You will submit your description and this sheet.

1. List some known pests and describe it’s appearance, the damage it causes, its life cycle.

2. Find some pest that may affect the area which you did not know before. Describe them the same way you described the pest in question one. You must list a total of at least FIVE pests between question 1 and 2.

3. Based on your description and research, set action thresholds for each pest listed in questions one and two.

4. For each pest list at least two preventative measures. (Some preventative measures may be the same but they should not all be the same.)

5. For each pest list at least two control measures. (Some preventative measures may be the same but they should not all be the same.)

6. What will you need to monitor in order to adjust the IPM program once you implement it?

Integrated Pest Management Test

Name ___________________________________________ Date ____________

Directions: Answer each question completely and accurately.

1. What is integrated pest management? (3 points)

2. List and briefly describe the five principles of integrated pest management. (10 points)

3. How would you convince someone who is just learning about integrated pest management to use these IPM practices? (5 points)

4. What is a pest? (2 points)

5. List the four parts of an IPM program and explain each. (10 points)

6. List five things to consider when setting an action threshold. (5 points)

7. List five preventative techniques in an Integrated Pest Management Program. (5 points)

8. List five control methods used in an Integrated Pest Management Program. (5 points)

Directions: Read each statement and make as true or false. (1 point each)

9. ________ Action thresholds may vary based on site.

10. ________ It is beneficial to identify and monitor pest because some assumed pests may be beneficial.

11. ________ Action thresholds may vary on geographical location.

12. ________ Action thresholds should be based on both quantitative and qualitative data.

13. ________ Once an IPM program is implemented, it should not be adapted.

14. ________ Action thresholds may vary based on number of pest present.

15. ________ In IPM, pest control should begin as soon as pests are sighted.

16. ________ Action thresholds may vary based on season.

17. ________ Control measures should be based on personal preference.

18. ________ Action thresholds should be changed if pest is not found.

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