To help the applicator understand how pesticides are registered.
To help the applicator understand how pesticide safety is afforded through federal registration.
1. Members of the audience do a 2 minute warm up activity.
2. The instructor passes out the video outline handout.
3. The instructor shows the Penn State video on FQPA, pausing after the first and second
4. At the end of the first and second module, members of the audience do a 2-minute
5. The instructor completes the video.
Warm Up Activity:
Put members of the audience into pairs. Ask them to, "Tell your partner what you do in
your job with pesticides." Allow only 2-3 minutes, then begin the lesson. Use a kitchen timer
or turn the lights on/off when time is up. This exercise is a critical part of the lesson. The
members of the audience need to feel comfortable talking in the classroom and they need to
feel comfortable with each other to do this lesson. They need to feel that the classroom is a
safe environment. This lesson works well when given at the beginning of a series of PAT
2-minute Think-Pair-Share after module 1
Tell members of the audience to work once again with their partners. One person will play the role of the pesticide applicator who has stopped at the grocery store after work. The other person will play the role of a high level official in the city, county or state. In Delaware we use the governor, Ruth Ann Minner. Both individuals end up in the same check out line in the store. The applicator knows that the city/county/state plans to discuss pesticides at the next meeting and perhaps take action to cancell pesticides. The applicator has 2 minutes in the check out line to tell the high level official how EPA registers pesticides and affords safety. Tell trainees to use the notes from the video. This activity works everytime. Trust me.
Second 2-minute Think-Pair-Share after module 2
Tell members of the audience to work once again with their partners. This time they will switch roles. The other person will play the role of the pesticide applicator who has stopped at the grocery store after work. Person #1 will play the role of a high level EPA official such as Governor Christi Whitman. Both individuals end up in the same check out line in the store. The applicator has 2 minutes in the check out line to tell Governor Whitman how the FQPA will impact the applicator in the work that they do with pesticides. Tell trainees to use the notes from the video.
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