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Johnny Appleseed Would Be Proud

ipm45Download This Lesson: Johnny Appleseed Would Be Proud

Brief Description: Students will be able to diagnose and develop an action plan for control of an apple disease using their resources. Apple diseases will be discussed and students will be able to use the internet, articles and pictures to identify the disease. Using Integrated Pest Management methods they will create outlines and visual aids to present to the class.

 

Focus Areas:  Pest Identification and Control; Science, Computer Science,  Language Arts

Focus Skills:  Using the Internet to access information, reading and summarizing expository material, completing an outline, creating a visual aid, developing an action plan

Level of Involvement:  AVERAGE

Objective

To diagnose and develop an action plan for control of an apple disease

Essential Questions

  •  What diseases threaten apple crops in the Northeast?
  •  How can IPM techniques be used to combat these diseases?

Essential Understanding

The use of chemical controls to combat plant diseases can be reduced by applying IPM techniques.

Background

  •  Read articles on pages 8, 9 and 12 in Integrated Pest Management in the Northeast Region.
  •  Use the web site http://eap.mcgill.ca/CPAP_6.html to become familiar with apple diseases in the Northeast.

Vocabulary

bacteria – a single celled microorganism chiefly parasitic or saprophytic

canker – a corroding or sloughing ulcer (sore) causing decay

fungus – thallophytic plants with no chlorophyll (mildew, mold, rust, smuts, mushrooms)

lesion – any morbid change in the structure of organs or parts; a hurt or injury

mildew – a thin whitish growth produced on plants and organic matter

rust – parasitic fungi causing spots or discolorations on the leaves and stems of higher plant orders

Challenge:  Diagnose a given plant disease and develop a plant to combat it

Logistics

Time:  two 45-minute sessions

Group size:  governed by computer access (no more than four individuals per computer)

Space:  computer lab or class room

 Materials

  • computers with Internet access
  • a list of diseases to be researched (see Preparations) *
  • overheads or copies of pictures of diseased apples *
  • articles 8, 9, and 12 in Integrated Pest Management in the Northeast Region*
  • Worksheet l Apple Diseases *
  • Handout 1 Steps and Tactics of IPM: The Nuts and Bolts *
  • Handout 2 Directions for Research of Apple Diseases *
  • Handout 3 IPM Action Plan *
  • Assessment for IPM Action Plan *
  • plain white paper and drawing tools
  • black/white board or chart paper
  • overhead projector

* single copy provided

Preparations

1. Schedule time to use computers

2. Write the names of apple diseases on individual slips of paper

Diseases:

  • Apple Scab, Fire Blight, Powdery Mildew,
  • Cedar Apple Rust, Black Rot, Sooty Blotch,
  • Fly Speck, Phytophthora Rot

3. Prepare individual copies of the worksheet and handouts

4. Review the vocabulary and background material

5. Procure an overhead projector

 

Correlations to State of Maine Learning Results: Parameters for Essential Instruction

ELA = English Language Arts,   HE/PE = Health Education and Physical Education,    MA = Mathematics,    SCI = Science,   SS = Social Studies,   VPA = Visual and Performing Arts

** Alignment possible only if lesson extension is done

Grade

Maine Learning Results

Common Core Standards for English and Mathematics 

 9-diploma

ELA – A1. Reading Interconnected Elements

A1. Students read and evaluate texts, within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.

SCI – E2. Ecosystems

E2. Students describe and analyze the interactions, cycles, and factors that affect short-term and long term ecosystem stability and change.

 

ELA- Reading Standards for Informational Texts

2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).