FS10

FS10-AFA Pest Management II

Quarter 3-Module 3: Week 3
Pesticide Application (PA)
Apply appropriate pesticide (FSTLE_ AFMP10 PA-IIIc-4)

Pinterest

SDO-Sagay City
Q3_FS 10 -AFA- Pest Management
Module 3, Week 3
FS10 AFA – Pest Management II
Pesticide Application (PA)
(Apply appropriate pesticide)
First Edition, 2023

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for exploitation of such work for profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Writer: Khey D. Doriman

Language Editor: Vivian B. Jumawan
Layout Artist: Leo M. Bandolon
Division Management Team:

Marsette D. Sabbaluca Marlon C. Dublin

Samuel J. Malayo
Nenita P. Gamao
Jojery V. Dionaldo

Regional Management Team:

Ramir B. Uytico
Pedro T. Escobarte, Jr.
Elena P Gonzaga
Donald T. Genine
April C. Velez

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: ____________________________________________

____________________________________________
Telefax: ____________________________________________
E-mail Address:____________________________________________

i
 10
FS10-AFA Pest Management II
Quarter 3-Module 3: Week 3
Pesticide Application (PA)
Apply Appropriate Pesticide

This instructional material was collaboratively part and reviewed by

educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@deped.gov.ph.

We value your feedback and recommendations.

ii
Introductory Message
For the Facilitator:

You have to let the learners understand that answering this module is very important. This will help
them learn and master the required competencies for their grade level especially the lessons they
missed in school due to some circumstances beyond their control. Explain to them clearly the benefits
they will gain in taking each part by heart. Your guidance and assistance will be helping them a lot.

It is your role, too, to ensure that every learner will get the necessary help and support from their
parents, elder siblings at home or even from other relatives, friends and neighbors.

Moreover, you should not fail to remind them to handle this module with utmost care. This should
remain neat and clean and free from unnecessary marks. They should use separate sheets in
answering the different test parts and exercises.

For the Learner:

This module can be your best friend and teacher. You will learn a lot from this because it was
designed considering your needs. You have to study each part religiously. In doing such, you can seek
the help of your teachers, parents, elder siblings or anybody whom you have the trust and confidence
with.

This module you will be working with is made up of the following parts and corresponding symbols:

What I Need to Know

This contains the skills or competencies you are about to learn in the specific lesson.

What I Know
This part is composed of a 10-item exercise serving as your pretest to assess what you already know
about the lesson.

What’s In
It is in this part where review questions or items are given to you. This will help you link
the previous lesson with the current one.

What’s New
In this portion, a new lesson will be introduced to you in various ways: a story, a song, a
poem, a problem opener, an activity or a situation.

What Is It

iii
This section gives you the step by step process of how you go about the lesson. It also provides you
the brief discussion of the topic or concept to develop.

What’s More
This comprises items for independent practice to further deepen your understanding of the
topic.

What I Have Learned

This includes questions which will lead you to generalize or sum up your understanding of
the topic presented. Steps on how a given process was undergone may also be included here.

What I Can Do
This part provides an activity which will help you transfer your knowledge into real-life
situations or concerns.

Assessment
This is another 10-item test to purposely evaluate your level of mastery in achieving the
learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your skill of the lesson learned. This
will help you retain the concept in mind.
Now that you are aware of the contents of this module, for sure you are ready to face the tasks and
take the challenges along your journey. Always bear in mind that you are not alone. You have many
companions who can assist you with whatever problem you will face. Don’t be afraid. Just reach out
to them in times you need them.
You have to answer the given exercises in this module on separate sheets of paper. After you are
through, return it to your teacher who will be responsible for checking and determining your level of
competency.
God bless you, learner!

iv
 What I Need to Know

This module was designed and written with you in mind. It here helps you clarify and explore the
career, livelihood, projects, opportunities and innovations with farm school.

The module is about:

Lesson 3: Apply appropriate pesticide

4.2. Apply specific products with prescribed timing, rate and method according to farm work
procedures and product label/directions with due consideration of environmental implications

4.3.Use appropriate PPE according to farm work procedures and product labels/directions

What I Know

Let’s find out what you already know about proper applying appropriate pesticide.

Pre-Test
Direction: Choose the letter that corresponds to the right answer. Write down the answers in your
activity notebook.

1. How can the environmental implications of applying pest management products be

minimized?
a. By using higher concentrations of chemicals to reduce the number of applications
b. By applying products only during windy conditions to prevent drift
c. By using integrated pest management (IPM) strategies
d. By applying products directly to water sources for better distribution

2. Why is it important to follow prescribed timing when applying pest management

products?
a. To ensure maximum effectiveness against pests
b. To minimize the risk of environmental contamination
c. To save time and resources
d. To meet regulatory requirements

3. Why is timing important when applying pest management products?

a. Applying pest management products at the right time ensures maximum effectiveness
in targeting pests
b. Applying products at the appropriate stage can minimize the risk of damage to the

v
 crop while maximizing the efficacy of pest control
c. Timing applications strategically can help prevent the development of resistance in
pest populations over time
d. All the statement above is correct

4. What does "rate" refer to in agricultural product application?

a) The speed at which the product is applied
b) The quantity or concentration of the product applied per unit area
c) The number of pests killed per application
d) The time it takes for the product to take effect

5. Why is record-keeping important in pesticide application?

a) It's not necessary and can be skipped
b) It helps track efficacy and identify issues or patterns
c) It's only required by some regulatory agencies
d) It increases the cost of pest management without any benefits

6. Why is it important to use appropriate Personal Protective Equipment (PPE) in pest

management?
a) To make the work more challenging
b) To comply with regulations and ensure safety
c) To increase the cost of pest management
d) To show off to other farmers

7. What does PPE stand for in agricultural contexts?

a) Pest Protection Equipment
b) Personal Protective Environment
c) Personal Protective Equipment
d) Pest Prevention Equipment

8. What are examples of PPE commonly used in pest management?

a) Hats and gloves
b) Sunglasses and flip-flops
c) Shorts and tank tops
d) Raincoats and umbrellas

9. When should PPE be worn during pest management activities?

a) Only when others are watching
b) Only during certain times of the day
c) At all times when handling pesticides or other chemicals
d) Only when the farmer feels like it

10. What should be done with PPE after use?

a) It should be thrown away anywhere
b) It should be washed and reused immediately
c) It should be properly cleaned and stored according to instructions
d) It should be left lying around in the field

vi
 What’s In

It is important to note that specific products and their application methods may vary
depending on the type of product, crop and local regulations. It is always recommended to
refer to the product label or directions provided by the manufacturer for accurate and up – to -
date information

Lesson 3 Apply Appropriate Pesticide

What’s New

Apply Appropriate Pesticide

When applying specific products with prescribed timing, rate, and method according
to farm work procedures and product label directions, it’s important to prioritize safety,
effectiveness, and environmental implications. Here are some steps to follow:

1. Read and understand the product label: Carefully read and understand the product label of
the pesticide or product you are using. The label provides important information on the
recommended timing, rate, and application method specific to the product.
2. Follow recommended timing: Determine the appropriate timing for applying the pesticide
or product. This may depend on factors such as the stage of plant growth, pest presence,
weather conditions, and any specific instructions provided on the label.
3. Calculate and apply the correct rate: Calculate the correct rate of the pesticide or product
based on the recommended dosage provided on the label. Use calibrated equipment to ensure
accurate application. Applying too much or too little can affect effectiveness and may have
environmental implications.
4. Use the recommended application : Follow the recommended application method specified
on the product label. This may include spraying dusting, drenching, or other methods. Ensure
that the application method is suitable for the specific crop and pest.
5. Consider Environmental Implications: Take into consideration the potential environmental
implications of the pesticides or product you are using. Avoid applying pesticides near water

vii
 bodies, sensitive habitats, or areas with high ecological value. Follow any specific
instructions on the label regarding environmental precuations.
6. Follow farm work procedures: Adhere to the farm work procedures and protocols
established for pesticides application. This may include safety measures, equipment
miantenance, record – keeping, and disposal of pesticides containers and residues.
7. Monitor and evaluate: Regularly monitor the effectiveness of the pesticides or product
application. Assess any potential impacts on the environment and adjust your approach if
necessary.
By following these steps and adhering to product labels and guidelines, the application of
specific products for pest management can be conducted effectively while mitigating
environmental risks.

Remember, it’s always a good practice to consult with agricultural experts, extension
services, or local authorities for specific guidance and recommendations based on your
location, crop, and pest management needs.

When it comes to applying pesticides, it’s important to prioritize safety and follow the proper
procedures. Here are some general steps to consider:

1. Identify the pest: Determine the type of pest you are dealing with. This will help you choose
the appropriate pesticide.
2. Read the label: Carefully read and follow the instructions on the pesticides label. It will
provide important information on how to use the product safety and effectively.
3. Wear protective gear: Put on appropriate protective clothing such as gloves, goggles, and a
mask, to protect yourself from potential exposure to the pesticide.
4. Prepare the pesticide: Mix or dilute the pesticide according to the instructions on the label.
Use clean containers and measuring tools to ensure accuracy.
5. Apply the pesticides: Apply the pesticide only to the areas where the pest is present or likely
to be. Follow the recommended application method, whether it’s spraying, dusting, or
baiting.
6. Take precautions: Keep children, pets and other non – target organisms away from the
treated area. Avoid applying pesticides on windy days to prevent drift.
7. Clean up and dispose: After applying the pesticides, clean up any spills or residues. Dispose
of empty pesticide containers according to local regulations.
8. Secure Storage Area: Keep the pesticide storage area locked when not in use to prevent
unauthorized access, especially by children or pets. Store pesticides in their original
containers with tightly sealed lids to prevent spills or leaks.

Remember, it’s always a good idea to consult with a professional or local authority for
specific guidance on pesticides use in your area

viii
 This document describes various articles of personal protective equipment (PPE) that
are worn to protect the human body from contact with pesticides or pesticide residues. PPE
includes such items as coveralls or protective suits, footwear, gloves, aprons, respirators,
eyewear, and headgear.

Pesticides can pose hazards to humans. Hazard depends on the product's toxicity and
length of exposure. The severity of a pesticide poisoning depends on the pesticide's chemical
makeup and formulation, its path into the body, the amount that enters the body, and the
length of exposure. Wearing PPE can greatly reduce the potential for dermal, inhalation, eye,
and oral exposure, and thereby significantly reduce the chances of a pesticide poisoning, but
does not necessarily eliminate it.

All pesticide handlers—applicators, mixer/loaders, flaggers, and early-entry

agricultural workers—are legally required to follow all PPE instructions that appear on the
product label. A pesticide label lists the minimum PPE that a person must wear while
performing handling or early-entry activities (Figures 1 and 2).

Figure 1. Typical PPE required for handlers to Figure 2. Typical PPE required for early entry workers
wear according to label directions. to wear according to label direction

Personal Protective Equipment:

Selecting the Right PPE for Pesticide Use

What is PPE?

It is important that all PCOs (Pest Control Officer) are equipped with a set of PPEs as
this protects individuals not only from pesticides but also from work place injuries. Pesticides
can come in contact with the PCOs by entering through their eyes, mouth, and skin or by
inhalation.

CHEMICAL-RESISTANT CLOTHING

The term chemical-resistant means that no measurable movement of the pesticide

through the material occurs during the period of use. Some PPE is water resistant only. PPE
that is water resistant will prevent a small amount of fine spray particles or small liquid
splashes from penetrating the clothing and reaching the skin.

ix
WORK CLOTHES

Ordinary shirts, pants, shoes, and other work clothes are usually not considered
PPE, even though pesticide labels often indicate that specific items of work clothing
should be worn during certain activities. The work clothes should be made of sturdy
material and must be free of holes and tears. Shirt collars should be fastened
completely to protect the lower part of the neck. The tighter the fabric weave, the
better the protection. In some instances, the product label requires wearing a coverall,
a chemical-resistant suit, or a chemical-resistant apron over work clothes.

COVERALLS

The protection offered by chemical-resistant clothing depends on the fabric, and on

design features such as flaps over zippers, elastic at the wrists and ankles, and seams that are
bound and sealed. Coveralls should be made of sturdy material such as cotton, polyester, a
cotton-synthetic blend, denim, or a non-woven fabric such as Tyvek® (Figures 4–6). When
wearing a coverall, the opening should be closed securely so the entire body, except the feet,
hands, neck, and head, is covered.

Figure 4. Synthetic blend Figure 5. Cotton coveralls.

coveralls.

CHEMICAL-RESISTANT APRON

An apron protects from splashes and spills, and it protects coveralls or other clothing.
Aprons should be considered whenever pesticide concentrates are handled. The pesticide
label may require wearing a chemical-resistant apron when mixing or loading a pesticide or
when cleaning application equipment. Some aprons are heavily constructed, but lightweight,
disposable aprons are also commercially available (Figures 7–8).

An apron can pose a safety hazard when working around equipment with moving
parts. In that situation, a chemical-resistant suit would be a better choice.

x
 Figure 8.
Figure 7.
Some aprons are very lightweight and
disposable
GLOVES

The parts of the body that get the most exposure to pesticide are the hands and
forearms. Research has shown that workers mixing pesticides received 85 percent of the total
exposure to hands and 13 percent to the forearms. The same study showed wearing gloves
reduced exposure by at least 98 percent to applicators who had spills while mixing or
applying pesticides (Table 2). As a result, most product labels require use of waterproof or
chemical-resistant gloves during handling and mixing. Gloves should be worn any time
pesticides may contact hands, such as when working around contaminated equipment or
surfaces (Figure 9).

Figure 9. Gloves should be worn while washing contaminated application equipment.

Figure 10. Barrier laminate gloves. Figure 11. Butyl rubber gloves.

xi
 FOOTWEAR

Pesticide handlers may get pesticides on their feet. Shoes and socks are often sufficient to
protect your feet during many handling activities. When handling certain pesticides, however,
canvas and leather shoes offer insufficient protection for the same reasons’ gloves made of
these materials are not protective. The product labels for those pesticides require wearing
waterproof or chemical-resistant footwear, which could mean shoe covers (Figure 16) or
boots.

Figure 16. Shoe covers designed for use while handling pesticides.

OVERHEAD PROTECTION

For overhead exposure or exposure to airborne particles, there are several PPE options. A
plastic safari hat with plastic sweatbands is a good choice in hot weather. More flexible hats
and hoods are also available in chemical-resistant materials (Figure 19).

Figure 19. Flexible, lightweight chemical-resistant hat.

PROTECT YOUR EYES

Eyes are very sensitive to the chemicals contained in some pesticide formulations,
especially concentrates. Goggles, face shields, and safety glasses with shields at both the
brow and sides are examples of protective eyewear (Figure 20–22).

Figure 20. Goggles Figure

Figure 21. 23.face
Full Wearing
shield.
goggles with a half-face
xii respirator.
 What Is It

Directions: Read the situations carefully. Respond to what is asked by solving the problem in
each scenario given.

1. You are tasked with applying a pesticide to control a specific pest infestation on a farm.
Describe the steps you would take to ensure the effective and environmentally responsible
application of the product, considering timing, rate, method, and adherence to product label
directions.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Farmers are facing a severe infestation of a certain pest that is damaging their crops. They need
to effectively apply a pesticide to control the pest population while ensuring minimal harm to the
environment and adhering to regulations. What will be the guidelines they need to consider to
properly apply the pesticides?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

xiii
 What’s More

ACTIVITY 2. “BE A GREAT MATCH MAKER”

Directions: Identify the following Personal Protective Equipment PPE by Matching

Column A with those in Column B. Write your answer on the space before the number.

COLUMN A COLUMN B

A. COVERALLS

_______________1. B. SHOE COVER

C. GOGGLES WITH A HALF-

FACE RESPIRATOR

_______________2.
D. BARRIER LAMINATE
GLOVES

E. APRONS

_______________3.

_______________4.

________________5.

xiv
 What I Have Learned

ACTIVITY 3.
Directions: Answer the following questions carefully. Write your answer in your activity notebook.

1. How can PPE usage help prevent pesticide exposure?

_______________________________________________________________________________
_______________________________________________________________________________

2. Why is it necessary to follow farm work procedures?

_______________________________________________________________________________
_______________________________________________________________________________

3. Give the different personal protective equipment used in applying a pesticide.

_______________________________________________________________________________
_______________________________________________________________________________

What I Can Do

ACTIVITY 4.

Directions: Organize a simple symposium in the class and invite two farmers to share
their farming experiences.
Farmer Speaker 1 Presentation: The farmer will share their experiences and practices related
to
applying pesticides on their farm. Topics may include specific products used, timing of
applications, application rates, methods employed, and adherence to product
labels/directions.

Farmer Speaker 2 Presentation: The farmer will share their experiences and practices related
to
applying pesticides on their farm. Discussion on the challenges, successes, and lessons
learned from their pesticide application experiences.

Draw some conclusions from the shared experiences of the farmers.

Assessment

xv
 Let us determine what you already know about applying appropriate pesticide and in using
appropriate PPE according to farm work procedures.

Post -Test

Direction: Select the letter of the correct answer. Write your answers in your activity notebook.

1. How can the environmental implications of applying pest management products be

minimized?
a. By using higher concentrations of chemicals to reduce the number of applications
b. By applying products only during windy conditions to prevent drift
c. By using integrated pest management (IPM) strategies
d. By applying products directly to water sources for better distribution

2. What does "rate" refer to in agricultural product application?

a. The speed at which the product is applied
b. The quantity or concentration of the product applied per unit area
c. The number of pests killed per application
d. The time it takes for the product to take effect

3. Why is it important to follow prescribed timing when applying pest management products?
a. To ensure maximum effectiveness against pests
b. To minimize the risk of environmental contamination
c. To save time and resources
d. To meet regulatory requirements

4. Why is timing important when applying pest management products?

a. Applying pest management products at the right time ensures maximum
effectiveness in targeting pests
b. Applying products at the appropriate stage can minimize the risk of damage to the
crop while maximizing the efficacy of pest control
c. Timing applications strategically can help prevent the development of resistance in
pest populations over time
d. All the statement above is correct

5. Why is it important to use appropriate Personal Protective Equipment (PPE) in pest

management?
a. To make the work more challenging
b. To comply with regulations and ensure safety
c. To increase the cost of pest management
d. To show off to other farmers

6. Why is record-keeping important in pesticide application?

a. It's not necessary and can be skipped
b. It helps track efficacy and identify issues or patterns
c. It's only required by some regulatory agencies
d. It increases the cost of pest management without any benefits

xvi
4. What does "rate" refer to in agricultural product application?
a. The speed at which the product is applied
b. The quantity or concentration of the product applied per unit area
c. The number of pests killed per application
d. The time it takes for the product to take effect

6. Why is it important to use appropriate Personal Protective Equipment (PPE) in pest

management?
a. To make the work more challenging
b. To comply with regulations and ensure safety
c. To increase the cost of pest management
d. To show off to other farmers

7. What does PPE stand for in agricultural contexts?

a. Pest Protection Equipment
b. Personal Protective Environment
c Personal Protective Equipment
d. Pest Prevention Equipment

8. What are examples of PPE commonly used in pest management?

a. Hats and gloves
b. Sunglasses and flip-flops
c. Shorts and tank tops
d. Raincoats and umbrellas

9. When should PPE be worn during pest management activities?

a. Only when others are watching
b. Only during certain times of the day
c. At all times when handling pesticides or other chemicals
d. Only when the farmer feels like it

10. What should be done with PPE after use?

a. It should be thrown away anywhere
b. It should be washed and reused immediately
c. It should be properly cleaned and stored according to instructions
d. It should be left lying around in the field

xvii
 Answer Key

What I Know Assestment What’s More What I Have Learned What Can I do

1. A 1. C 1.A Answers may vary. Answers may vary.

2. C 2. B 2.B
3. D 3. A 3.C
4. B 4. D 4.D
5. B 5. B 5.E
6. B 6. B
7. C 7. C
8. A
8. A
9. C
10. C 9. C
10. C

What I Can Do

The answer may vary

References

https://killem.com.sg/blog/how-personal-protective-equipment-ppe-is-used-in-the-pest-control-industry/
https://edis.ifas.ufl.edu/publication/PI061

xviii