s 363.78 A7IPM 1996 TEGRATED PEST MANAGEMENT IN MONTANA SCHOOLS TRAINING ^S^__.i£^^^ A Study Manual for IPM in Montana School Pest Applicators STATE OF MONTANA - DEPARTMENT OF AGRICULTURE HELENA, MONTANA JANUARY, 1996 Technical Document Montana Stale Ubrary 3 0864 1003 0417 2 Integrated Pest Management (IPM) in the School In 1993, the Montana Legislature passed the Model School Integrated Pest and Pesticide Safety Program Act. This Act instructed the Montana Department of Agriculture to provide guidance and recommendations to school districts on the management of pests and pesticides and on alternative control methods in schools and on school grounds. The intent of the law is to encourage both re- duced risk from and reduced use of pesticides in the school environment. A copy of the manual entitied, "The Montana Model School Integrated Pest and Pesticide Management Program," is available from the Montana Department of Agriculture. This manual was prepared as a study guide for pest management personnel involved in control- ling pests in Montana Schools under the School Pest Pesticide Applicator category. A discussion of Montana pests which are common in school situations is included. A companion computerized tutorial training program is also available from the Montana Department of Agriculture. To simplify information, trade named products and equipment may be mentioned. No endorse- ment is intended, nor is criticism implied of similar products or equipment which are not mentioned. We wish to acknowledge the help of personnel from the Agricultural Sciences Division, Mon- tana Department of Agriculture, Montana State University College of Agriculture, the Montana State University Program of Agricultural Education, and the Cooperative Extension Service in preparing this manual. Contents and materials contained in this manual have been prepared following the review of several publications. These publications are listed in the reference section of this manual. Funding for this manual was provided by the U.S. Environmental Protection Agency through the Montana Depanment of Agriculture. For a copy of any pertinent laws or any additional information, please contact: Montana Department of Agriculture Agricultural Sciences Division P.O. Box 200201 Helena, MT 59620-0205 (406) 444-2944 Digitized by the Internet Archive in 2011 with funding from IVIontana State Library http://www.archive.org/details/integratedpestma1996mont Table of Contents Forward Oiapter 1: Integrated Pest Management (IPM) in the School 1 Giapter 2: Planning a School IPM Program 3 Giapter 3: Safe Use of Pesticides 6 Chapter 4: IPM and School Structures 12 Chapter 5: Pest Identification and Diagnosis 18 Chapter 6: Insect Pests and Insect-like Pests 20 Chapter 7: Vertebrate Pests and their Control 55 Chapter 8: Weeds and Their Control 69 Chapter 9: Disinfectants 78 References ....^....... 86 Oiapter One Integrated Pest Management (IPM) in the School Public concern about health and environmental risks associated with pesticide use is increasing, particularly when children are involved. This has resulted in increased interest in the use of effective alternative pest control methods. School administrators and others with pest control decision making responsibilities for school buildings and grounds should become more aware of pest control options available to them. A copy of a model school pest program is available from the Montana Department of Agriculture (MDA). The MDA, in cooperation with the Montana State University Program of Agricuhural Educa- tion, prepared this document to acquaint people with Integrated Pest Management (IPM), which is an alternative approach to traditional pest control. Research has shown that IPM can reduce the use of pesticides and often provides more economical and effective pest suppression. This manual and a companion computerized tutorial have been prepared to help in training school officials and school personnel to examine and improve their pest management practices. The content of the manual reviews the structure of an IPM program for all pests found in and around the school; identifies ways to reduce dependence on chemical control on school property; and discusses alternative methods that may be used to manage many of the more com- mon pests. Integrated Pest Management IPM focuses on the cause of pest problems. Conventional pest control attempts to get rid of pests after they become a problem. If nothing is done to change the cause of the problem, pest problems will be endless. By changing the conditions that cause a problem, it is often possible to eliminate or reduce a pest's presence. Pest management can become easier over time, and many of the pest control practices that are already being done in the school will fit well with an IPM approach. Integrated pest management, or IPM, is a pest management strategy that focuses on long- term prevention or suppression of pest problems with minimum impact on human health, the environment, and non-target organisms. IPM is a pest population management system that antici- pates and prevents pests from causing damage. IPM can reduce pesticide applications and associated risks and costs by applying preventa- tive pest management strategies before pests become a problem Implementing an IPM program requires an understanding of pests, their life cycles, environ- mental requirements, and factors that control them naturally. The underlying principle is to disrupt the life support system of the pest. Managers should have a knowledge of all control options for the pest and understand the need for a well-established, regular, systematic program for surveying pests and pest damage, assessing potential problems, monitoring ciurent pro- CHAPTER 1 • IPM in the School grams, and evaluating their success. An IPM program should be a plan that can be updated as changes in pest problems occur. Components of IPM In order to develop an IPM program that anticipates and prevents pests from causing damage, those responsible should understand the basic components of the IPM approach. Material presented in this manual will help school person- nel understand the following components of an IPM program. 1. Develop the ability to identify the pest(s) in question. Different pests have different life cycles and live in different environments which determine appropriate control mea- sures. dence on chemical control of pests. Because children are more vulnerable to pesticides, it is important to minimize exposure of school children to pesticides. Approach to an IPM Program It is important to use common sense when developing an IPM program. Such an approach requires that applicators understand how to: 1 . Identify the pest, describe its life cycles and determine how it interacts with the environ- ment 2. Use a combination of pest control methods 3. Manage pest damage by the most economical means 2. Monitor the pest population to help determine an appropriate level of pest tolerance. A few pests may not justify an extensive control program. 4. Control pests with the least possible hazard to people, property and the environment 5. Judiciously use pesticides, and 3. Use natural pest enemies whenever possible and practical to help control pests without the use of pesticides. 4. Control pests by making cultural and struc- tural changes in the school facilities. Remov- ing the source of food and shelter for pests is part of any well-planned IPM program. 6. Understand survival needs of pests in order to create an inhospitable environment for a specific pest. Creating such an environment will require the removal of the basic elements pests need. 5. Use pesticides in a judicious manner. Use the least toxic pesticides to help reduce depen- CHAPTER 1 • IPM In the School Giapter Two Planning an IPM Program Integrated Pest Management (IPM) is an effective and environmentally sensitive approach to pest management that relies on a combination of common sense prac- tices. IPM programs use current, comprehensive information on the life cycles of pests and their interactions with the environment. This information, in combination with available pest control methods, can be used to manage pest damage by the most economical means, and with the least possible hazard to people, property and the environment. IPM programs take advantage of all pest management options pos- sible, including the judicious use of pesticides. Understanding pest survival needs is essen- tial to implementing IPM effectively. Pests seek habitats that provide basic needs such as air, moisture, food and shelter. Pest populations both indoors and outdoors can be prevented or con- trolled by creating an inhospitable environment for the pest. Remember, when developing a IPM program for the school, there are control meth- ods other than pesticides. It is important that the basic elements pests need to survive be removed. IPM Planning Strategies An effective IPM program can be integrated into a school's existing pest management plan and other school management activities. Preven- tative maintenance, janitorial practices, landscap- ing, occupant education and staff training are all part of a school IPM program. There are a number of basic steps that can be taken in devel- oping an IPM decision-making network within the school. Early in the planning process, develop an official policy statement. Such a policy helps in making the transition from a conventional pesti- cide program to an IPM program. This statement should go beyond simply stating a commitment to support and implement an IPM approach. The statement serves as a guide for pest managers when developing a more specific IPM program. It is critical that the various pest manage- ment roles for school occupants, pest manage- ment personnel and key decision makers be communicated. Educating and training people for their respective roles is essential to the establishment of a smooth-running IPM pro- gram. Establish pest management objectives for a particular school site. Most likely, pest manage- ment objectives for each site will differ. The type of pest management program and the guidelines that will be followed in a specific facility should be carefully outlined. In a workable IPM program, you must identify and monitor pest populations for poten- tial problems before they occur. A careful in- spection of the various sites will enable those responsible for pest control to determine when, where and how to approach the problem. An action threshold is the population level at which action is initiated for each pest. The presence of some pests from a particular species does not necessarily require application of pesticides. However, a pre-determined action threshold will indicate the level of a pest popula- tion in certain site environmental conditions that CHAPTER 2 • Planning an IPM Program will require remedial action. The IPM control strategies used on any given site in and around the school are dependent on the conditions that exist at a given location. These strategies might include redesigning and repairing structures, improving sanitation, or using traps. Keep in mind that a good IPM program means that all pesticides are applied judiciously. Finally, devise a plan to evaluate the results of the IPM program to determine if pest manage- ment objectives are being reached. To do this, keep written records on all aspects of the pro- gram. The Cost of an IPM Program Whether an IPM program raises or lowers costs depends, in part, on the nature of the current housekeeping, maintenance and pest management operations. In many cases, costs are higher initially but reduced thereafter. The costs of implementing an IPM program may depend on whether the pest management services are contracted, performed in-house, or both. To fit the IPM program into the existing budgetary framework, school administrators must consider additional and redistributed expenditures. As with any program, insufficient resources will jeopardize the success of IPM in the school. There are a number of potential added costs associated with IPM. The IPM program may require repair and maintenance activities to prevent pest entry and to eliminate sources of shelter, food and moisture. These are some examples of one-time expenses that may pay back with future budgetary savings: 1 . Improved waste management: Move trash or garbage containers away from school build- ings to reduce the opportunity for pest inva- sion. This cost is a onetime expense that will result in fewer pest problems and reduce the need for other pest control procedures. 2. Installment physical barriers such as air curtains over the outside entrances of kitchens. This will reduce flying insect problems. However, these devices do require mainte- nance to operate properly and these long-term costs need to be considered. 3. Increased structural maintenance to correct such situations as leaky pipes. This will reduce future maintenance problems and prevent some pest problems, saving money in the long-term. 4. Staff training in IPM. The amount of informa- tion necessary to implement IPM is greater than that required for conventional pest con- trol. Consequendy, training staff in IPM will likely result in increased costs. 5. Re-landscaping the area next to school build- ings to discourage pests. In the long run, these repair and mainte- nance activities will reduce overall costs of the pest control operation, as well as other mainte- nance and operating budgets. Whether these costs are actually budgeted as a pest control expense or under some other budget category depends on the budgeting system within the school. School systems with an active mainte- nance and repair program may be able to absorb the costs of these activities within the current budget. Procurement Successful practices of IPM rely on accu- rate record keeping and efficient procurement. As the IPM program progresses, pest control needs will be identified. Close consultation with a pest management specialist is essential for making sound budget decisions. CHAPTER 2 • Planning an IPM Program Some non-pesticidal products, such as traps, can be stocked to reduce purchases in future years, but few savings can be realized by pur- chasing pesticides in bulk. It is probably best to keep no more than a 60-day pesticide inventory to avoid long-term storage problems. Buy only what is needed for the current season. In-House or Contracted Services IPM programs can be successfully imple- mented by "in-house" school employees or by contracting with a pest control company. A combination of "in-house" and contracted services may be mixed and matched to the needs and capabilities of the school system. Both approaches have advantages and disadvantages, and individual school systems must decide what is best for them. Anyone applying pesticides in the school environment, contracted or "in- house," must be properly licensed through the Montana Department of Agriculture. CHAPTER 2 • Planning an IPM Program Giapter Three Safe Use of Pesticides in an IPM Program Chemicals are a part of our daily lives. Modern life as we know it would be impossible without chemicals. Plastics, drugs and cleaning products are just a few of the things that are made from chemicals. But they must be treated with respect. Chemicals can cause injury or illness if not handled properly. The uncontrolled use of chemicals in and around the school can cause serious problems. Some people are sensitive to chemicals. Reducing the amount of chemicals used in a school setting will help reduce liability while increasing public safety at the same time. What Are Pesticides? Pesticides are chemical substances that are used to manage pests by killing them or disrupt- ing their normal growth, behavior and develop- ment. Pesticides may either kill, repel, attract, or otherwise alter a pest's life processes. In a school IPM program, pesticides are used to prevent pests from causing damage, becoming a nui- sance, or posing a health problem to students and staff. Most pesticides have names that end in "cide," which means "to kill." Therefore, herbi- cides affect plants, insecticides control insects, fungicides are used against fungi and rodenti- cides kill rodents. The term pesticide is an umbrella term to include all of these chemical substances and substances such as disinfectants. Pesticides are toxic substances that have been developed for a purpose. When used as directed, they seldom cause a significant prob- lem. When problems do occur they are usually correctable. There is no way to generalize about pesticides. Each one must be used within the environment for which it was designed. One cannot conclude that a problem with one pesti- cide will result in a similar problem with another pesticide. Common sense judgement and action CHAPTER 3 'Safe Use Of Pesticides based on the best scientific evidence should prevail at all times. How Pesticides Work Regardless of the pest, the life processes of the organism depend on a very complex series of chemical reactions and interactions. When these reactions and interactions are disrupted, the pest is seriously affected. Insect and vertebrate pests may be affected through actions on tissues that are a part of the nervous, respiratory, circulatory, digestive, or reproductive system. In the case of plants, pesticides may desiccate, inhibit photo- synthesis, disrupt cell division, or prevent the production of essential cellular components. Toxicity When referring to pesticides, toxicity is the innate capacity of the chemical to be poisonous. When a pest is affected rapidly by a pesticide, the condition is referred to as acute toxicity. This condition may result from a single dose or a series of closely spaced exposures. Toxicity is dose-related. On the other hand, chronic toxicity results from prolonged or repeated low-level exposure to a poisonous substance. The effect of chronic toxicity may be temporary, and the results of chronic exposure may not be evident for some time. Acute toxicity is measured and recorded using a system referred to as LD50* (LD = Lethal Dose). The term represents the dosage needed to kill 50% of a population of test ani- mals such as rats or mice. Toxicity is expressed in milligrams of a compound per kilogram of body weight; i.e., ppm. An LD50 of 6 mg/kg means that 6 milligrams of a certain substance per kilograms of test animal will be needed to kill 50% of the test population. The smaller the LD50, the more toxic the pesticide (See Table 1.). identified by the signal word "WARNING." A lethal dose is approximately a teaspoon to a tablespoon of a pesticide (e.g., Diazinon). A Category III pesticide is identified by the signal word "CAUTION." A lethal dose is one table- spoon to a pint (e.g., Tordon). A Category IV pesticide has no signal word and is relatively non-toxic unless consumed in copious amounts (e.g., household cleaners). Hazard The degree of danger involved in using a pesticide is referred to as hazard. Hazard varies Table 1. Toxicity Categories for Labeling Pestiddes Category Signal Word Label LD50 for 150-lb. human OralLD50 Dermal LD50 (mg/kg) (mg/kg) Oral LD50 in Common Measuring Units I Danger 0-50 0-200 Taste-teaspoon n Warning 50-500 200-2000 Tsp-tablespoon III Caution 500-5000 2000-20,000 1 oz.-pint IV None Over 5,000 Over 20,000 Over a pint * LD50 is the amount of pesticide, measured in milligrams per kilogram of body weight, that will kill one half of the exposed population. Pesticides are classified into four broad categories of toxicity. Specific signal words found on the pesticide label give an indication of the toxicity of that product to humans. A Cat- egory I product is identified by the signal word "DANGER." These pesticides may cause toxic effects on contact with the skin or may be ex- tremely corrosive to skin and eyes. As Table 1 indicates, Category I pesticides are the most toxic if swallowed. It takes just a taste to a teaspoonful of some Category 1 products (e.g., Parathion) to be lethal. A Category II pesticide is according to the amount and length of exposure to a pesticide. A compound with a high toxicity, acute or chronic, can be used with little risk if exposure to it can be eliminated. The more exposure, the higher the risk. Preventing expo- sure is the key to the safe use of any pesticide. Remember, hazard = exposure x toxicity. The complete information on the toxicity of the pesticide may be found in the MSDS (Material Safety Data Sheets) which are available through a local dealer or the company manufacturing a pesticide. CHAPTER 3 'Safe Use of Pestiddes Pesticide Labels Every pesticide container has a label. It is required reading. It is not just fine print on a piece of paper — it is a legal document. It provides directions needed for mixing and application and other pesticide product informa- tion. More importantly, it tells how to use the pesticide safely. The directions given on the label are designed to ensure the safe and effective use of pesticides, and failure to comply can harm humans, animals and the environment, as well as lead to possible legal liability. Wamin? or caution statements tell how to avoid the hazards the product poses. Within the precautionary statement or elsewhere on the label, emergency first aid measures must be stated. The label must also state what types of exposure require medical attention. Precautionary statements tell in what ways the product may be poisonous. It will also tell how to avoid poisoning, such as using protec- tive clothing or ventilation requirements. If the pesticide is highly toxic, this section must inform physicians of the proper treatment for poisoning. The ptivsical and chemical hazards section will note if the pesticide may pose any fire, explosion, or chemical hazards. Environmental hazards. If used improp- erly, pesticides or pesticide residues may con- taminate water supplies, accumulate to danger- ous levels in the environment, or harm birds, fish, or wildlife. To avoid these problems, the label will contain environmental precautions that may apply to air, water, soil or wildlife. An endangered species statement tells if the pesticide has potential for harming an endan- gered species or its habitat. If so, restriction statements will appear which indicate where the pesticide may not be used. Directions for use are instructions on how to use the product properly within its legal requirements to get the best results. The direc- tions will tell you: 1 . The pests the product is registered to control. 2. The sites, crops, animals, or other items the product can be used on. It is illegal to use a pesticide on a site not listed on the label. 3. How to apply the product. 4. How much pesticide to use. 5. Where it should be applied. 6. How ft-equentiy it should be applied. 7. How soon a crop may be used or eaten after the product is applied. Reentry statements tell how much time must pass before people can reenter a treated area without appropriate protective clothing and equipment. If no reentry statement appears, then all unprotected workers must wait until sprays have dried or dusts have settled before reenter- ing. If a reentry period is in effect and early reentry is required, the protective clothing to be worn will be described. All pesticides must be registered with the EPA and have EPA registration and establish- ment numbers on their labels. The registration number is often written on the front panel of the label and is written as "EPA Registration No. XXX." The establishment number, a code of the factory that made the chemical, must also be on every pesticide container. It usually appears under the registration number. A pesticide may be available in more than one type of formulation: hquids, wettable powders, emulsifiable concentrates, dusts and others. Different types of formulations require different methods of handling. The label will describe the type of formulation the package contains and how to use it properly. CHAPTER 3* Safe Use of Pesticides Chemical companies are required by law to conduct extensive testing on a product and include a misuse statement before placing it on the market. They must meet all labeling require- ments and prove that labeling information is correct. To use a pesticide product in any manner inconsistent with its labeling is a violation of federal law. The misuse statement reminds users of this fact. Every pesticide container must carry a child hazard warning statement "Keep Out Of Reach Of Children" on the front label. Every pesticide label must have an ingredi- ent statement for the product. It must show the percentage of active ingredient and the percent- age that is inert. The name of the active ingredi- ent must also be listed. It can be written by chemical name or by common and chemical name. The inert ingredients do not need to be identified. There are two names for the product on the label. The brand name is the name, brand or trademark used in ads by the company that makes the product and is the most identifiable name for the product. Many times, a chemical with a complex scientific name is also given a simpler common name. The scientific and common names do not vary among companies. Brand names are different, depending on which company made the chemical. The name and address of the manufac- turer that produced or distributed the product must be on the label so the purchaser of the product knows who made or sold the product and can contact them if necessary. The label must show the net contents of the product in the container. This can be expressed in ounces, liters, pounds, or other units. Every pesticide product has a use classifi- cation statement established by the EPA as either restricted use or unclassified/general use. Every pesticide product classified as restricted use must carry the following statement in a prominent place at the top of the front panel of the pesticide label. Restricted Use Pesticide: For retail sale to and use by only certified applicators or persons under their direct supervision and only for those uses covered by the certified applicator certificate. Examples of restricted use pesticides include Tordon (picloram) and Zinc Phosphide. Applying Pesticides Judiciously Many pesticides are available for use against urban and structural pests. Before appli- cation, pest managers should consider the toxic- ity of the product and application techniques. Because excessive or improper application of pesticides can cause injury, these materials should be applied by qualified applicators in a manner to ensure maximum efficiency with minimal hazard. Although the US EPA registers pesticides for use within the United States, registration should not be taken to mean that a particular pesticide is "safe" under all conditions of use. Read and follow the pesticide label directions, know how to apply and handle these chemicals and try to minimize exposure to people and non- target species of animals and plants. The following general recommendations should be considered: 1. All pesticides used in Montana must be registered by the US EPA and the MDA. 2. Pesticide applicators must be licensed or certified by the Montana Department of Agriculture as well as read and follow all label instructions to apply pesticides in a school environment. CHAPTER 3 •Safe Use Of Pesticides 3. Choose a pesticide that is labeled for the specific site and intended for the pest you are trying to control. Use target-pest specific pesticides when possible rather than a broad spectrum pesticide. 4. Use spot treatment applications whenever possible. 5. Limit the use of sprays, foggers and volatile formulations. Instead, use baits and crack and crevice application when possible. Look for crack and crevice label instructions on how to apply the pesticide. These treatments maxi- mize the exposure of the pest to the pesticide while minimizing the pesticide exposure for the occupants. 6. Place all rodenticides, regardless of packag- ing, either in locations not accessible to children and nontarget species or in tamper- resistant bait boxes. Outdoors, bait should be placed only in tamper-resistant bait stations to prevent nontarget animals from gaining access to the bait. Securely lock or fasten shut all bait box lids. Place bait in the baffle protected feeding chamber of the box and never in the runway of the box. 7. Apply pesticides when occupants are not present or in areas where they wiU not be exposed to the material applied. After applica- tion of aerosols or sprays, ventilate the room thoroughly as indicated on the pesticide label or as required by other regulations. Note any reentry time limits listed on the label and be aware that some residues can remain long after application. 8. Use proper protective clothing or equipment when applying pesticides. Properly ventilate areas after pesticide application. 9. As part of the school pest management policy, notify students, staff and parents of upcoming C HAPTER 3 • Safe Use of Pesticides pesticide applications. Pay particular attention to individuals who may be sensitive or at higher risk. 10. Keep copies of current pesticide labels, consumer information sheets and Material Safety Data Sheets (MSDS) accessible. Storing Pesticides Proper storage of pesticides is especially critical in and around school facilities. Store pesticides off-site or in buildings that are locked and inaccessible to all unauthorized personnel and students. Be sure adequate ventilation is provided for the pesticide storage area. Avoid storing pesticides in places where flooding is possible or in open places where they might spill or leak into the environment. If possible, store in areas with concrete or other solid flooring and protect from heat and cold. Store all pesticides in their original contain- ers, with label intact, away from an ignition source and be sure to identify the area where pesticides are being stored. Carefully check state recommendations and requirements for pesticide storage. If pesticides are stored in occupied build- ings, special care is necessary to ensure the air does not become contaminated. Notice should be placed outside the designated storage area. All pesticides must be stored in their original con- tainers and lids should be tightly secured. Make sure that childproof caps are properly fastened. However, even closed pesticide containers may volatilize toxic chemicals into the air. Therefore, pesticides should only be stored in spaces that are physically separated and closed off from occupied spaces and where there is adequate exhaust ventilation (i.e., the air is exhausted directiy to the outside). In addition, take care to ensure that the air in the storage space has no chance of mixing with the air in the central ventilation system. A designated person should be responsible for periodically checking stored pesticide con- 10 tainers for leaks or other hazards. To reduce pesticide storage problems, buy only enough of the pesticide to last through the use season. Mix only the amount of pesticide that is needed for the immediate application. Posting and Notification Local law may require schools to notify students and staff of impending pesticide appli- cations. The school system may take the respon- sibility to inform school staff and students' parents of upcoming pesticide treatments. When good IPM practices are followed, concerns raised by notification and posting activities will be minimized. If notification and posting is a new practice at the school, the new pohcy should be explained so it will not be misinterpreted to imply that more pesticides are being applied. Advance notification can be accomplished by posting signs around the school, sending notices home with students, or by other practical methods. Schools should consider posting notices in areas to be treated or that have been treated. The person responsible should be pre- pared and available to provide more specific information to school administrators, concerned parents and others. A voluntary registry of individuals who are adversely affected by exposure to pesticides should be kept at the school. Inforaiation on how to contact the local poison control center and emergency personnel should be kept accessible. Transportation of Pesticides A few simple rules should be followed when transporting pesticides. Pesticides should never be transponed in a closed vehicle in which school children are present. Pesticides should, if at all possible, be transported in the back of an open pickup or truck. If, as a last resort, pesti- cides must be transported in a sedan, make certain they are placed in the trunk in such a manner to prevent spills. Always transport pesticides in their original labeled container, making sure that the lid is on tight and does not leak. Glass containers should be packed to prevent breakage during transport. All pesticide containers should be stabilized so they will not roll or slide during transport. Upon arrival at the final destination, unload all pesti- cide containers immediately and place them in the appropriate storage facility. In the event of an accident, remove all persons from possible exposure. Contain any spills and report spills to the appropriate authori- ties. Under cenain conditions, failure to report pesticide spills can result in civil penalties. C H A PTE R 3 • Safe Use of Pesticides n Giapter Four IPM and School Structures School structures, due to their design, often create pest problems . Areas that exist between, over, under and in buildings tend to become pest habitats if they are not monitored, cleaned, maintained and used on a regular basis. Proper structural design and maintenance can eliminate many pest problems . Close all small holes and use barriers to keep many insects and vertebrate pests from becoming problems inside of structures . Proper construction of foundations, to include pest barriers, will help prevent pests that burrow or inhabit the soil from entering buildings. Examples of pest habitats in structures are attics, crawl spaces, maintenance tunnels and small spaces between adjoining buildings that are hard to maintain, not frequently used and often forgotten about until a pest problem exists. Structural maintenance and cleaning is of crucial importance in an IPM program. Struc- tures that are allowed to fall into disrepair or not cleaned on a regular basis are prime candidates for pest infestation. Proper structural design, good maintenance and frequent cleaning are important factors in pest control. Pest preventive measures can be incorpo- rated into existing structures. Such preventive measures reduce the need for pesticide applica- tions and include sanitation and structural repair, using physical and mechanical controls, such as screens, traps and air doors. Every school wUl experience slightly different combinations of pests. Therefore, specific IPM strategies for specific school sites will be needed. IPM Strategies for Indoor Sites Typical indoor pests include mice, rats, cockroaches, ants, flies, wasps, hornets, yellow jackets, spiders, microorganisms, termites, carpenter ants and other wood destroying insects. Although wasps, hornets, yellow jackets and spiders are beneficial as predators of some pests, stinging or biting arthropods can be troublesome or hazardous to students and staff. Entryways: Doorways, overhead doors, windows, holes in exterior walls, openings around pipes and electrical fixtures or ducts provide entryways for many of the common pests. The entry of these pests can be greatly reduced or eliminated by: 1. Keeping doors shut when not in use. 2. Placing weather stripping on doors and main- taining tight door thresholds. 3. Caulking and sealing openings in walls and utility chases. 4. Installing or repairing screens. 5. Installing air cunains. 6. Keeping vegetation, shrubs and wood mulch at least one foot away from all structures. Classrooms and Offices: Classrooms, laboratories, administrative offices, auditoriums, gymnasiums and hallways often provide hospitable conditions for pests. There are a number of conditions that can be CHAPTER 4 • IPM and School Structures 12 maintained to reduce pest populations in these areas: 1. Allow food and beverages only in designated areas. 2. If indoor plants are present, keep them healthy. Occasionally, indoor plants may be a source of pests. When small insect infestations appear, remove them manually. If mechanical removal is not possible, use insecticidal soaps or insecticides that are not volatile. It may be necessary to move the plants to an unoccupied room for treatment. 3. Keep areas as dry as possible by removing standing water and water damaged or wet materials. 4. In the science lab, store animal foods in tighdy sealed containers and clean cages regularly. In all areas, remove dust and debris. 5. Clean lockers and desks routinely. 6. Vacuum carpeted areas frequently. 7. If students get head lice, consult your local health department and have their parents contact a physician. Discourage students from exchanging hats or caps. Food Preparation and Serving Areas: The dining room, main kitchen, teachers' lounge, home economics kitchen, snack area, vending machines and food storage rooms may provide suitable living conditions for many pests. 1. Store food and waste in containers that are inaccessible to pests. Containers must have tight lids and be made of plastic, glass, or metal. Waste should be removed at the end of each day. 2. Place screens on vents, windows and floor drains to prevent cockroaches and other pests from using unscreened ducts or vents as pathways. 3. Create inhospitable living conditions for pests by reducing the availability of food and water, removing food debris, sweeping up all crumbs, fixing dripping faucets and leaks and drying out wet areas. 4. Improve cleaning practices by promptly cleaning food preparation equipment after use and removing grease accumulation from vents, ovens and stoves. Use caulk or paint to seal cracks and crevices. 5. Capture rodents by using mechanical or glue traps. Place traps in areas inaccessible to children. Mechanical traps, including glue boards, used in rodent control must be checked daily. Dispose of killed or trapped rodents within 24 hours. Rooms and Areas With Extensive Plumbing: Bathrooms, rooms with sinks, locker rooms, kitchens, swimming pools and greenhouses provide ideal conditions for many pests. 1. PrompUy repair leaks and correct other plumbing problems to deny pests access to water. 2. Routinely clean floor drains, strainers and grates. Seal pipe chases. 3. Keep these areas dry. Avoid conditions that allow formation of condensation. Areas that never dry out are conducive to molds and fungi. Increasing ventilation may be neces- sary. 4. Do not store paper products or cardboard boxes near moist areas, directly on the floor, or against the wall. This also permits easy inspection. Maintenance Areas: Boiler rooms, mechanical rooms, janitorial- housekeeping areas and pipe chases should be carefully maintained. 1. After use, promptiy clean mops and mop buckets. Dry mop buckets and hang mops vertically on a rack above a floor drain. 2. Allow eating only in designated areas. 3. Clean trash cans regularly, use plastic liners and secure lids. CHAPTER4*IPMand School Struaures 13 4. Keep areas as clean and as dry as possible and remove debris. IPM Strategies For Outdoor Sites Rodents, insects and other pests may enter school structures from the outdoors. Proper maintenance of building exteriors and sanitation of playgrounds, parking lots, athletic fields, loading docks and refuse dumpsters helps pre- vent outdoor pests from gaining access to school buildings. 1. Seal all holes, cracks, ducts, vents and other openings that provide entry for pests. 2. Regularly clean trash containers and gutters and remove all waste, especially food and paper debris. 3. Secure lids on trash containers. 4. Repair cracks in pavement and sidewalks. 5. Provide for adequate drainage away from the structure and on the grounds. Inspection For Wood- Destroying Pests Inspecting for wood destroying organisms is one of the more complex tasks in pest control. The person inspecting must be very thorough and methodical. The inspector must be able to locate wood destroying insects and fungi and identify condi- tions which are conducive to these pests. Wood, particularly damp wood, that comes in contact with soil provides entry points. Termites occur only sporadically in Montana, but carpenter ants are commonly found, especially in wooded areas or heavily landscaped neighborhoods. It is important to understand the pests' life cycle, be able to identify insects on sight and to understand necessary structural corrections. Local weather conditions will determine the types of wood destroying pests that may be found in and around the school buildings. The following suggestions will aid in evaluadng problems or locating potential prob- lem areas. In some cases, it may be necessary to seek outside assistance in order to correct an existing condition to meet local building codes. Exterior 1 . Prepare a diagram of foundations, sheds and outbuildings that need to be inspected. 2. Look for drainage problems around the build- ings. a) Don't let moisture accumulate adjacent to the foundations. b) Porches or patio attachments should slope away from the building. 3. Planters. a) All planters should be properly water- proofed. b) Make sure planters do not come in con- tact with the building. 4. Porch or patio structures. a) Sills and headers should not touch the soil. b) All wood members should be separated from the soil. c) Enclosed structures must be ventilated and accessible. 5. Outside wall covering. a) Wood siding should not come in contact with the soil. b) Shrubs or vines should not be allowed to grow against the siding. c) Brick veneer should have proper footings and weep holes. 6. Wood that is in contact with soil. a) Gate posts, fence posts, patio cover posts and wood decks must be treated, or insert concrete footings or metal sheeting. b) Wooden steps should not come in contact with the soil. CHAPTER 4 • IPM and School Structures 14 7. Wcxxlen door jambs or porch rail supports should be embedded in concrete. 8. Crawl spaces. a) Vents should be installed to provide adequate ventilation. b) All vents should be screened. e) Vents should not be blocked by shrubs or debris. f) Window wells around crawl vents should not be below grade. g) There should be no rot, termite, or ant damage to the building frame. h) Inspect for mud tunnels constructed by certain termites to cross foundations from soil to walls or subflooring. 9. Eaves. a) Gutters should be functioning properly. They should not be leaning or clogged with debris. There should be no damaged downspouts, elbows, or splashblocks. b)There should be no water leaks or rot in the fascia, sheathing, or soffits. c) The ends of rafters should not show signs of rot or insect damage. d) Soffit vents should not be blocked with insulation. 10. Basement window frames should not be below grade. 1 1 . There should be no rot on the siding. 12. Look for evidence of carpenter ants, includ- ing sawdust, around the perimeter. Interior 1. Look for damage to floors caused by carpenter ants, termites, or fungi due to plumbing leaks. 2. There should be no wood decay in the lower window frames. 3. Stall showers. a) All loose tile should be reset and all gaps caulked. b) There should be no soft spots under floor coverings. c) Look for soft spots or water stains caused by water leaks. d) Look for water stains caused by roof leaks or leaking upstairs bathroom plumbing. 4. Other plumbing. a) Look to see if any toilet water supply pipes, fittings, or gaskets are leaking. Be sure there are no soft spots around toilets. b) Look for leaks under water heaters. c) Make certain there are no leaks in sink drains that are under cabinets. Attic Area Most newer school structures do not have attics. If there is an older building on the school site with an attic, the following guidelines may be helpful. 1 . The attic should be accessible. 2. Chimneys and pipes passing through the roof need to be sealed. 3. The attic should be adequately ventilated and vent areas covered with screen. 4. Look for evidence of carpenter ants, termites, wasps, or bees. 5. Look for evidence of birds or bats nesting in the attic. Proper Maintenance The proper maintenance of school buildings is critical in preventing the infestations of wood destroying pests. Once the pests have established themselves in the structural frame of the build- ing, they are much more difficult to control and/ or eliminate without the use of toxic pesticides. CHAPTER 4 • IPM and SdMwl Structures 15 Essential Equipment for Structural Pest Control Flashlight A good flashlight is necessary when look- ing for structural pests. Proper lighting can make the difference between success and failure in locating a pest problem. A flashlight delivering a bright, concen- trated beam of light is best. Rock Pick, Hammer, Awl, or Screwdriver These tools may be used for sounding and probing wood. The rock pick is especially useful for sounding and probing structural wood in crawl spaces. Use the awl or screwdriver for exterior or interior finished surfaces that a rock pick will damage. Be careful not to scratch or mar finished surfaces while searching for un- sound wood. Hand-held Compressed Air Sprayer The air sprayer can be useful for pesticide applications. Properly using and maintaining sprayers can simplify pest management. Use of gloves, eye protection and a respirator is recom- mended when mixing concentrated pesticides. This protective equipment is essential if you apply pesticides in an enclosed space. It is a good practice to use separate sprayers for insecti- cides and herbicides. Thorough cleaning between applications is important. Hand Dusters The hand duster is useful to apply small quantities of insecticide dust in thin layers into cracks and crevices, wall voids or equipment voids. A key rule for applying dusts is to remem- ber that thin layers of dust are most effective. Some crawling insects are repelled by thick layers of dust. To achieve fine, thin layers of dust, use the "shake-squeeze-pull away" tech- nique as follows: 1 . Fill your duster no more than 2/3 full. This will allow for adequate air space to create an air-dust mixture inside the duster prior to squeezing the dust out. 2. Always keep the spout above the level of the dust inside the duster. 3. Squeeze the duster gentiy to ensure thin layers of dust. When dusting correcUy, you should barely be able to see the dust emerging from the tip of the duster. 4. Shake the duster continually between each squeeze to create the air-dust mixture. 5. Before relaxing your squeeze on the duster, pull it away from the surface or crack to prevent sucking up lint, moisture, or debris. Small amounts of these items will eventually cause the dust to lump and result in clogging of the duster. 6. Place pebbles or small ball bearings in the hand duster to aid in agitation and breaking up clumps of dust. 7. When storing, place hand dusters in tight, dry containers or zip lock bags. Each duster should be labeled properly as to its contents. 8. Do not place the tip of the duster in a moist spot or allow the duster to sit in moist environ- ments because the duster will absorb water and then become clogged. 9. Do not use dusters which have been used for rodenticide tracking powders to apply insecti- cides unless the duster is thoroughly cleaned and all tracking powder removed. Some pest control operators use a regular plunger-type duster. These have the advantage of having a somewhat larger capacity than the hand CHAPTER 4 •IPM and School Struaures 16 dusters mentioned previously and can be used on larger size jobs without stopping to fill the dusters so often. Small compression air tanks are available for applying dust and are useful for larger areas, such as wall voids. These tanks are similar to fire extinguishers. Foggers In this manual, canned aerosols will be referred to as foggers. Insect foggers are effec- tive as space sprays against flying insects such as mosquitoes and flies but less effective against crawling insects. They can also be used to control wasps that construct paper nests. Better alternatives are the exclusion techniques dis- cussed earlier for all pests, and crack and crev- ice treatments for crawling insects. Total release aerosols can be set and left in place to "fog" entire rooms or crawl spaces. This method will provide knockdown and kill of flying insects and can reduce numbers of crawling insects when used in initial treatments of heavy infestations. The insecticides used in "foggers" contain quick knockdown agents such as pyrethrins, resmethrin and allethrin. Synergists such as piperonyl butoxide, sulfoxide and others may be combined with these pyrethroid insecticides to enhance their knockdown and killing abilities. Frequent retreatment is usually necessary. Care must be taken to limit exposure of building occupants. CHAPTER 4 • iPM and School Stniaures 17 Giapter Five Pest Identification and Diagnosis Accurate identification of a pest, whether it is an insect, a weed, a vertebrate, or a plant disease, is the key to carrying out an effective IPM program in a school setting. Good IPM practices are designed to take advantage of particular character- istics and growth habits displayed by these pests. Before embarking on a pest control program, it is important to identify the pest accurately. Many common pests will be easily recog- nized based on past experience, but occasionally assistance will be needed. It may be necessary to consult the library for pest identification books and publications for the geographic area. The local Extension Service may be able to quickly confirm the identification of a particular pest. In some cases, it may be necessary to contact a state Extension Service diagnostic laboratory. Laboratory personnel may be able to confirm an identification over the phone, but generally, they must directly inspect the speci- men. If a specimen is required, the following procedures are recommended. Insect sample preparation Put the insect in a small, sturdy jar, with a few pieces of plant material. Live specimens are best, but if you are unable to collect live ones, put soft-bodied insects in alcohol or a dilution of one part water mixed with one part antifreeze. Do not mail insects attached to tape or in enve- lopes where postal equipment will smash them. Mail the specimen as soon as possible; it will begin to deteriorate rapidly. If the organism is an insect, send it to: Insect Diagnostic Lab, Entomology Department 442 Leon Johnson Hall Montana State University Bozeman, MT 59717 (406) 994-5690 Plant disease sample preparation If possible, send the entire plant. The symptoms might be visible in the leaves, but the actual problem could be in the roots, so the whole plant needs to be examined. Dig the plant, rather than pull it, and place the roots and at- tached soil in a plastic bag. Then place the entire plant in a paper bag to prevent drying. For branches or twigs, select those which are just beginning to show symptoms, wrap the cut ends in damp paper towels and place a plastic bag over the towels. Put the branch in a paper bag or wrap in newspaper. For lawn problems, take samples that are six inches square and three inches deep and place in a paper bag. If the organism is a disease, send it to: Plant Disease Clinic, Dept. of Plant Pathology Leon Johnson Hall, Room 525 Montana State University CHAPTER 5 • Pest Identification and Diagnosis 18 Bozeman, MT 59717 (406) 994-5150 Weed specimen preparation Place the plant in a plastic bag with damp (not wet) paper towels. Include the roots, cleaned of soil and debris. If the weeds are small, collect at least three. Keep the sacks in a cool place, away from sunlight. Also include collection date, state, county and geographic location where specimen was collected, elevation if known, date and any information that might be pertinent. Send it to: Herbarium, Lewis Hall Montana State University Bozeman, MT 59717 (406) 994-4424 Quality of specimen For accurate identification, the specimen must be in good condition when it is received at the diagnostic lab. Try not to crush the organ- isms, and pack them so they will not be crushed in the mail. Mail them no later than Thursday morning to prevent a stay in the post office over the weekend. If a specimen must be held at home over the weekend, keep it in a cool, dry place until you mail it. Include the school name, address, phone number, location where the specimen was col- lected and any other information that might be pertinent. Specimen identification forms to help supply pertinent information can be obtained from each of the addresses above. It will save time to keep a supply on hand. Keeping a record When a sample specimen is sent for identi- fication, it is suggested that another be kept for future reference, because samples are not usually returned. Keep duplicate records of potentially important information, including cuirent and previous conditions, management routines, pest control activities, etc. Useful information can include: 1 . Date the specimen was collected. 2. Address where the specimen was collected. 3. Specific area where the specimen was col- lected (e.g., "north side of gym," under gutter, etc.). 4. Maintenance practices that might have a bearing on the situation. 5. Previous pest control efforts. 6. Host plant, if the pest was found on a plant. 7. Weather, current and in previous weeks. CHAPTER 4 • Pest Identification and Diagnosis 19 Giapter Six Insect and Insect-like Pests Insects are a very large and diverse group of animals. However, less than 1% of insect species are pests. Most insects are beneficial or harmless. When an insect starts to cause plant loss, transmit disease, cause structural damage, or disrupt the learning process, it becomes a pest and must be dealt with. It is important to be able to distinguish one group from another. If the insect is a pest, learn the identity, damage, habitat and life cycle. The success of an IPM program may depend on this background knowledge. It is important to know a little about anatomy in order to use identification manuals. Several key characteristics of insects are: • an exoskeleton which is a supporting structure composed of chitin on the outside of the body, • a segmented body broken into three regions, head, thorax and abdomen (Fig. 1), • adult insects have three pair of legs, • adults have compound eyes and segmented antennae, and, • external mouth parts. Ar>t*nr»tt« simpi. By. Xn^ma Fof»wlr*o CompouncJ Eye CHAPTER 6 • Insea and Insect-like Pests 20 An understanding of the feeding habits of insects is important if food-removal management tactics are to be effective. Insects have different types of mouth parts specifically adapted to the environment they live in and the food they consume. Mouth parts include: • chewing (e.g., grasshoppers), • piercing-sucking (e.g., mosquitoes), • sponging (e.g., house flies), • rasping (e.g., fly larvae), and, • rasping/sucking (e.g., thrips). Insects develop and grow by means of a series of different molts called instars or growth stages. The transformation of an immature to a mature insect is termed metamorphosis. The first type of metamorphosis is ametabolous or simple metamorphisis. This is an insect that hatches from eggs in a form that resembles the adult except that they are smaller. The adults do not have wings. The silverfish is an example. The nymphs live in the same habitat and feed on the same food as the adults. The last type of metamorphosis is termed holometa bolus or complete metamorphisis. The insect hatches from an egg to a larva to a pupal stage, then becomes an adult. The imma- ture stages are very different in appearance from the adult. The adults and larvae most often feed on different materials. Often, their environments are quite different. Mosquitos and leaf beetles are examples. EGGO LARVA O PUPA O ADULT Adult M«(a^orsiio«la of ■ ■(!• EGG o NYMPH o ADULT The second type of metamorphosis is termed paurometabolous. This type of meta- morphosis is similar to the type mentioned above. Adults have wings. This form can also be called gradual metamorphosis. Cockroaches, grasshoppers and plant bugs are examples of gradual metamorphosis. When you find insects, don't run for a can of pesticide at the sight of one or two insects. Stop and think about the situation. Determine if the insect is causing damage in some way. What is the insect? Is it being a nuisance? Is it causing harm to the children or teachers? Is it causing damage to school buildings or to the school grounds? Is it a health concern? Then look at all the different ways to manage the problem and then pick the best one for the school situation. The important things to remember in man- agement of insect populations are: 1 ) to be aware of what is there; 2) is it a pest; 3) what is the damage; and, 4) how to manage it. This chapter will help school IPM specialists recognize potential insect pests, where to look for them and how to best manage the problem. CHAPTER 6 •Insect and InsectHike Pests 21 Indoor Pests THYSANURA: Silverfish, Firebrats Silverfish are 3/8 to 1/2 inch (8 to 12 mm) in length, silvery grey and covered with fine scales. The insect has chewing mouth parts, no wings and no metamorphosis. Silverfish are fast runners and can easily be identi- fied by their long antennae and three pronounced tails. Damage: • These insects are nocturnal feeders and feed on cereals, glue, starch, bookbindings and paper products. • They can severely damage books and papers in storage areas. Habitat: • Silverfish are found in cool, damp areas such as basements and storage rooms. They can also be found under boxes, boards and other debris. Control: • Long-term control can be achieved by modifying the environment of the insect. - The female lays the eggs singly in cracks and other secluded places. Therefore, sealing cracks can eliminate many problems. - Keeping areas clean of debris and not setting boxes, books, etc. directly on the floors eliminates many hiding places. - Removing sources of water and reducing the humidity in problem areas can eliminate a condu- cive environment. • Insecticides can be used to treat places where silverfish hide, especially in cracks, walls, voids, attics and other hiding places. • Traps can also be used. Place a glass jar that has been covered with masking tape where the silverfish will get into it, but not out, to help reduce populations. Sticky traps that are used to control mice also work well in catching silverfish when placed in the correct area. CHAPTER 6 • Insect and InsectHike Pests 22 THYSANURA: Silverfish, Firebrats Firebrats, Thermobla domestica miiimii>mimiimsmmmmmiiiiiimmi«^^ Firebrats resemble silverfish; however, they are more mottled in color. A key identifying factor in distinguishing firebrats is their three long tail filaments. The silverfish have three short tail filaments. Damage: • Firebrats cause the same damage as silverfish. Habitat: • Firebrats prefer warm hiding places. They can be found under heaters and under and around boiler areas. They like some of the same hiding places as silverfish. Control: • Firebrats can be controlled in much the same way as silverfish. Manipulation of their environment is most effective. If air circulation is increased around heating units, it will make the area cooler and; therefore, less favorable to firebrats. • Chemical control is the same as described for sUverfish. • Traps can also be used in the same way as for silverfish, but placed in warmer areas where firebrats are likely to hide. CHAPTER 6 • Insect and Insect-like Pests 23 ORTHOPTERA: Crickets, Cockroaches, Grasshoppers German Cockroach, Blatella gennanica The German cockroach goes through simple meta- morphosis; egg, nymph and adult. The eggs are encased in capsules called ootheca. They have chew- ing mouth parts. Female German cockroaches carry their ootheca around with them (see illustration at right). This is one way of identifying this cockroach. Females will lay up to eight ootheca in their life time (average 250 days). Should the female die while carrying her ootheca, the eggs will also die. Adults are pale brown to tan in color and measure 1/2 to 5/8 inch in length. They have wings with two very distinctive dark stripes that run down the pronotuin just behind the head. The German cockroach has the shortest life cycle of all cockroaches, but the highest potential for offspring production. One female can produce up to 400 young during her lifetime. iiolsit, kaprlkM Macfa iwkk Ihckbtti PtOBOtUB ViUmuC kjBfjtudiul fclKkbin Waptbol, crikme thutbdoBca WyvitaMm Wta|iikona SOMAN COCUOACH ftaik ♦ W■fIee«ail^ *Uaaei,oflai oiadiaf kqaad PtoMua aualy wU ■ ptk ud. Ocncnicolaf i dirkcr ihu itddith ctaatM — , — kUe Wiofi co«au| Muty ill edbdaaxs or olcadiii beyond. Prcnonin Ntrrover — Mik Femik MOWNBANDED COOUOACH (SufuBt Icittipalpti OUEXTAL COCnOACH (Slatii orienlaUil (rarely found in Montana) AMESICAN COCUtOACH (Faiplmtu muritMm) (rarely found in Montana) CHAPTER 6*lnseaandlnM(tHikePests 24 Cockroaches, continued Damage: • Cockroaches can spread diseases such as dysentery, diarrhea and food poisoning. • The German cockroach and other cockroach species can soil areas with their salivary secretions and fecal matter, leaving an unpleasant odor. • People may develop allergies as the result of the cockroach's molting process. Some people, especially people with asthma, may be sensitive to the shed skins of cockroaches. Habitat: • German cockroaches prefer environments that are moist and near a food source. This is why kitchens, areas where food is stored, bathrooms, under sinks and around plumbing fixtures are prime areas to find them. Favored hiding places are very small spaces, such as a crack, in which they are touched on all sides of their body. They are active at night. • If German cockroaches are found outside these areas, it is a good indication that there is a very high population problem. German cockroaches will not leave their living environment unless the environment is disrupted in some way. Overpopulation or an application of a pesticide may cause them to leave their environment. Control: • Sanitation is the most basic and easiest way to prevent an infestation. Eliminating or restricting material that suppons the cockroach population is an important step. • Keep food in tightly sealed containers and do not leave food exposed for the cockroaches to eat. • Promptly clean up food spills, garbage, food scraps, counters and sinks. • Keep areas dry. Cockroaches need water to survive. Repair dripping faucets and leaky pipes, remove empty buckets and hang up mops rather than set them on the floor. Any pop bottles and cans that are to be recycled should be rinsed and stored outside and not in kitchen areas. • Sealing cracks is an easy and safe way to help control German cockroaches. Caulking around pipes and other areas and putting screens over drains will provide barriers to favorite hiding places. Sink traps, drain pipes, toilet bowls, drainage pans under refrigeration units, and flush tanks are other water sources. • Check materials being brought into the building for signs of cockroaches. Look for ootheca, fecal matter and the cockroaches themselves. • Traps can be used for detection, monitoring and population reduction of the German cockroach. Correct placement of these traps is very important. Therefore, take time to identify the insect and learn about its habitat. CHAPTER 6 • Insect and InsectHIke Pests 25 Sticky traps can be used with or without bait. Bait includes beer, bread, potatoes, or raisins. Sticky traps will not eliminate the problem. Traps cannot kill the cockroaches that are hiding. Several good roach traps are on the market. They contain a bait and insecticide that the cock- roaches carry into their hiding place where the insecticide can kill other cockroaches. Remember too, that when females carrying ootheca are killed, their eggs are usually killed. Controlling cockroaches chemically can be very expensive. Often, the cockroaches have devel- oped resistance to the chemicals. German cockroaches are a prime example of this problem. Cockroaches will often disperse after an application of an insecticide. Chemical control, to be effective, has to be repeated. Often the chemical used will have some residual effect. Adult cockroaches that pass through the residue will pick it up on the spines and hairs on their legs and body and carry it into the cracks and crevices where they hide. When using chemicals to control cockroaches, concentrate on injecting the insecticide into the cracks and crevices that are the cockroaches' environment. To do so, use a small diameter exten- sion tube in the infested cracks and crevices, under sinks, under furniture and around pipes. When treating cracks in cabinets and along shelves, remove all utensils and supplies first! NEVER TREAT SHELF SURFACES OR C0UNT1ERS!! In nonfood areas, spot treatments can work well when they are used in a safe manner in an area no larger than two feet square. Aerosols and foggers are less effective, and often they only flush the cockroaches into new areas. Roaches are only killed when they come in contact with the residue. Aerosols and foggers cannot penetrate into cracks and crevices. This type of treatment needs to be repeated often and when no one is present in the rooms. Remember not to treat when food is present. Remember, no pesticide application used alone will control cockroaches satisfactorily without environmental or habitat alteration. CHAPTER 6 • Insea and Insea-like Pests 26 ORTHOPTERA: Crickets, Cockroaches, Grasshoppers Brownbanded Cockroach, Supella longipalpis • Brownbanded cockroaches go through simple metamorphosis. They have chewing mouth parts. The female will glue her ootheca to a surface in a dark area. This might be in cabinets, under chairs, or in drawers. For this reason, the brownbanded cock- roach is easily transported to new areas. • Brownbanded cockroaches are about 1/2 inch long. Females are reddish brown to dark brown and the male is dark brown. The key to identifying these cockroaches is the light band behind the pronotum at the base of the wings and another band or partial band about one third of the way back from the pronotum. • The males will fly and are attracted to lights at night. The female does not fly. Damage: • The brownbanded cockroach causes the same type of damage as the other cockroach species. Habitat: • Brownbanded cockroaches are most often found in kitchen areas. They prefer an area where the temperature is 80 degrees F or higher. They are often found in high cabinets, around stoves and near the warm motors of refrigerators, electric clocks, hght timers and in television sets and radios. Control: • Control of the brownbanded cockroach is the same as used for other cockroaches. • Collecting and destroying the ootheca can help reduce roach populations. CHAPTER 6 • Insect and Insect-like Pests 27 ORTHOPTERA: Crickets, Cockroaches, Grasshoppers American Cockroach, Periplaneta americana tmmm ^ Uncommon in Montana; rarely occurring. The American cockroach is the largest cockroach found in this area. They are typically 1-1/2 to 2 inches in length. They are reddish brown with yellowish edges and markings on the pronotum. There is a yellowish colored stripe along the front margin of each forewing. A distinguishing character- istic of the American cockroach is their antennae are longer than their bodies. Damage: • The damage caused by the American cockroach is the same as for the other cockroach species. Control: - Use the same environmental alteration and chemical tactics that are used for control of the other cockroach species. CHAPTER 6 •Insea and Insect-like Pests 28 ORTHOPTERA: Crickets, Cockroaches, Grasshoppers • Uncommon in Montana; rarely occurring. • The Oriental cockroach varies in length from one to two inches. They are black or a very dark, reddish brown color. Like other cockroach species, they have chewing mouth parts. The key identifying characteristic is that the wings of the male of this species are short. The wings cover about 3/4 of their abdomen. The female has only wing "stubs." An- other key characteristic is that the rear comer of the abdomen projects out. This gives the body a scallop shape. Therefore, the body looks as if it is rounded. Damage: • The Oriental cockroach causes the same type of damage as other cockroach species. Control: • The Oriental cockroach is controlled in the same way that other cockroach species are con- trolled. • Environmental manipulation works well in controlling this species. CHAPTER 6 • Insect and Insect-like Pests 29 ISOPTERA: Termites The Western Subterranean Termite, Reticulitennes hesperus • Termite problems are infrequent in Montana, but serious damage can result when problems do occur. • Western subterranean termites are social insects that live in colonies under the ground. The termites have a simple type of metamorphosis: egg, nymph, adult. The adults can be either workers, soldiers, or reproductives. The reproductives are either males (kings) or females (queens). Workers are 1/4 inch in length, soldiers 1/4 inch, and the reproductives are 3/8 inch in length. Both soldiers and workers are very sensitive to light and changes in moisture. The following characteristics will help identify the western subterranean termite: • Workers and soldiers have flat pronotums without elevated ridges behind their heads. • Workers are grayish white and eyeless. • The head of the soldier is twice as long as it is broad with very narrow, enlarged mandibles. Soldiers are also grayish white. • The winged reproductives are black to dark brown. They have compound eyes and have two pair of wings equal in length (ant wings are unequal in length). After mating, the wings are shed or torn away and the adults enter the nest to start laying eggs. The queens and kings live together for life. The king usually attends the queen and they live together in a chamber separate from the soldiers. In this chamber, the two of them are tended to by a squad of soldiers. The queens can live up to three years. Damage: • Termites feed on wood and wood products that are rich in cellulose. The digestion of the cellulose is aided by a symbiotic relationship with a species of protozoan that lives in the termite's digestive tract. • The termites do not live in the wood, but just feed on it. They can badly damage the wood, making structures weak and unsafe. Signs of damage include holes or tunnels in wood, or wood that feels weak or not solid when poked. Earthen tubes (mud) may be present on the outside of the struc- tures. These tubes may be present on the concrete foundations. This species of termites do not produce "sawdust" because the wood is eaten and not bored out. Habitat: • Western subterranean termites live in nests in the soil. They do not live in the wood that they damage. They will enter into wood by feeding on any wood that comes in contact with the soil. Termites will also build mud tubes to reach wood structures over cement. CHAPTER 6 • Insea and Insect-like Pests 30 Termites, continued • Termites will enter structures through the wood touching the soil, such as poles and posts, or through cracks in the building foundation. Control: To control termites, it is necessary to identify where they are located. To do this properly, take the following steps: • All inspections should encompass crawl spaces under the buildings, the basement area and inside and outside of the building. • Under the building, look for any soil to wood contact. This can be posts or poles direcdy on or in the ground, old wood or boards laying on the ground and old tree stumps in the ground. Check areas where there is excess moisture, areas of poor ventiladon, or wooden form boards. Termites might be found in areas near the furnace, leaking pipes, or faucets. Check for cracks along walls and the foundation. Look for mud tubes which will indicate the presence of termites. • Outside of the building, look for any wood that touches the soil. This could be wood siding, wood skirting, or wooden basement window frames. Look for discoloration or blistering of paint and warped or cracked wood siding. Check for cracks in the foundation and any mud tubes on the outside. Dispose of any piles of wood that may contain termites. • Inside of the building check for termite damage and mud tubes around plumbing, under sinks, around toilets, near showers and under tubes. Look for water damage or stains on ceilings and walls, or along baseboards. Look for evidence of past swarming in windows sills (torn wings). Check floors for warping, sponginess, or weakness. • When searching for termites, the following tools are useful: coveralls, safety helmet, flashlight, screwdriver, hammer, ladder, moisture meter, pencil, clipboard, measuring tape and a caulking gun. • Preventative practices can reduce the chances of termites and other wood-destroying pests attack- ing wood structures. • Cut off the termite's soil to wood contact is important. One of the easiest ways to disrupt or alter a termite's environment is to use a sand barrier. Subterranean termites cannot tunnel through fine, dry sand because their galleries collapse. Termite nymphs can make their way through spaces of pebble size, or larger than 1/8 inch in diameter. They can also tunnel through fine sand if it is moist. Termites cannot penetrate a barrier of sand and grit with spaces smaller than 1/8 inch and placed in a 20-inch wide band on the soil surface, or in a trench next to the foundation. CHAPTER 6 • Insect and Insect-like Pests 31 How to tell an ant from a termite Antenna "elbowed No wing stub Middle part of body very narrow Antenna not "elbowed" Stubs left when wing detaches Middle part of body not narrow Wings not alike In shape, size or pattern— few veins ANT Sanitation and structural control are simple methods that can prevent problems. Remove all wood and other material contain- ing cellulose from under or around the building. Remove any soil that comes into contact with the wood structures of the building. Replace weak structures with metal struc- tures. Fill all cracks and crevices where they enter the structures. Provide good drainage inside and outside of the building (eaves, drains, water taps). Plant trees and other woody plants away from buildings to help keep termites away. Use wood that is naturally resis- tant to termites, such as foundation grade California redwood, all- heart southern tidewater red cypress or other treated wood material. These materials are quite resistant, but not totally safe from termites. Chemical treatment is often the only means to disrupt termites once they have become established in a building. Usually, the chemicals form a protective barrier through which the insects cannot pass. Great skill and knowledge of termites is needed to treat termites successfully with chemicals. Since the chemical control of termites is complex, it is generally best to use a trained professional. Some methods used to control termites with chemicals are the following: Trenching: This involves digging a 6-inch wide trench in the soil adjacent to the foundation wall. This trench will usually be 3 to 12 inches deep, depending on the type of building foundation. The pesticide is then applied along the sides and bottom of the trench and the din is filled back in. Rodding: This involves using pipes. The pipe should be about four feet long and 1/2-inch in diameter. A handle and shut off valve is placed on one end. Holes are drilled in the other end of the pipe so the insecticide moves out in all different directions. These pipes are placed in the soil about six inches from the foundation and about one foot apart. The chemical is then injected into the soil. Sub-slab injection: A special tool called a "the sub-slab injector" is placed in a hole drilled into a concrete slab to introduce the pesticide into the soil under the slab. When drilling into the con- crete, be careful where the holes are drilled. Do not drill into pipes or electrical wires. TERMITE Wings similar In shape, size and pattern— many small veins CHAPTER 6 • Insea and InsectHike Pests 32 DIPTERA: Hies House Fly, Musca domestica • The house fly is gray with four black lengthwise stripes on its thorax. Its abdomen is gray or yellow- ish with a dark midline and irregular dark markings on the sides. The large eyes are compound and reddish. House flies go through complete metamor- phosis and have sponging mouth parts. They have only one pair of normal wings that are clear. They have a second pair that are two knobbed organs (halteres). These halteres help to stabilize the fly during flight. House flies range in size from 1/8 to 1/4 inch in length. Damage: • House flies, because of their habits, come into contact with humans in many different environments and situations. In most cases, flies are a serious nuisance pest. The larvae almost always develop and feed on some type of man-made product that becomes their source of food. Such food sources might include garbage, animal waste, fruit and vegetable waste or spoiled food. The adults feed on a wide variety of food. This food might be liquid or solid. Adults are most commonly associated with spreading disease from their feeding habits. When they feed, they will move from one source to another. Also, when they feed on solid food, they regurgitate an enzyme to help break down the food so that it can be lapped up with their mouth pans. This habit makes it easy for flies to spread organisms from one place to another. House flies are associated with transmitting typhoid fever, cholera, dysentery, pinworms, hookworms, some tapeworms and other germs. Habitat: • House flies can be found any place where garbage or rotting organic matter is located. They are found worldwide, except in Antarctica and a few remote islands. Control: • The most basic and fundamental control measure for flies is sanitation. Removing breeding sites is extremely important. • Regularly remove trash or keep it covered with tight-fitting lids. • Clean up food and drink spills promptiy. • Discard food scraps and promptly wrap, seal and put away leftover food. CHAPTER 6 • Insea and Insect-like Pests 33 • Screens and other exclusion techniques are important management tools. • Caulking or covering holes and other openings into buildings helps to prevent flies from entering the building. • There are also several traps on the market that work well. Traps work best in areas that are com- bined with other exclusion methods, such as screens. • Fly "stick" traps work well in catching flying flies in an area. • Electronic light traps can also kill flies. • There are also various "bait" type traps available for sale. These usually contain a protein bait, sometimes with a pheromone (sex attractant) added. • Insecticides used for fly control are most successful when used as a supplement to other control methods. There are many flies that are difficult to control because they have developed resistance to some insecticides. • Spot treatment in areas that are frequented by the flies works the best. Dark comers where flies like to rest are ideal for spot treatment. Other hiding places can be found by observing the flies and their habits. • These control methods can be used for many different types of flies that may become a problem. CHAPTER 6 • insea and Insect-like Pests 34 ANOPLURA: Sucking Lice • Lice are wingless parasites that live on humans. They are 1/16 to 1/8 inch in length and gray. Their head is slightly narrower than the thorax and often half as wide as the abdomen. The legs have sharp claws which they use to grasp hair. Damage: • A louse bite is painless, but the saliva it excretes causes an allergic reaction that produces itching. This itching may not occur for several weeks in some people. Scratching can cause open sores which may allow germs as well as lice fecal matter to enter the skin and cause secondary infections. Severely infested people may develop a fever and feel tired and irritable. Although irritating, head lice are most often just a nuisance. Habitat: • Lice eggs (nits) are laid on the head hairs at the base where the hair and the skin come together. The egg is coated with a glue-like substance that cements the egg to the hair. • Head lice can move quickly, but do not fly or jump. The hce are transmitted from person to person when an infested person comes into contact with another individual. The lice and nits can also be transmitted when combs, brushes, caps, hats, scarves, coats, bedding and towels are shared. • Head lice are most commonly found on school children from age 3 through 10. Control: • Head scratching is one of the first signs of a lice problem. A quick look at the scalp will reveal if any lice or nits are present. A special light with a magnifying glass is a handy tool for school nurses to use when looking for head lice. These lights are available from medical supply stores. • Education of the community is the most important part of controlling an infestation in a school situation. Often, teachers and/or parents are afraid to talk about lice problems because of the stigma of lice being associated with filth, poverty and poor personal hygiene. In truth, cleanliness has very little to do with an outbreak of lice in the school. • Providing a separate storage locker or cubbyhole where students can store their coats and hats is a good way to keep children's clothing separate. This practice reduces the odds of lice spreading from one child to another. • The least toxic management program requires four things. 1) Application of heat (hair dryers work well). 2) Combing the hair. 3) Washing clothing and bedding. 4) Shampooing the hair with soap. • The best treatment is to use insecticidal shampoos. They can be purchased at any drug store. This treatment should be used in combination with combing. Use a special thin tooth comb for this. CHAPTER 6 • Insect and InsectHike Pests 35 ARACHNIDA: Spiders, Mites Black Widow, Latrodectus mactans and Latrodectus hesperus. ^Q^^RM Black Widow spiders are common throughout the Rocky Mountain area and may be found at elevations up to 8,000 feet. The female spider is about 1/2 inch in length and shiny black or dark brown. Most black widows will have an orange-red, hourglass shaped marking, on the underside of her abdomen. In Montana, this mark may be absent. The male is similar in color, but is much smaller and does not have the reddish markings. Damage: • All bites to humans are from the female black widow spider. Often, it is because she is guarding her egg sac. The venom is a nerve poison. Often the original bite is not very painful, but might be followed with a burning sensation, local swelling and redness. The pain may be intense for one to three hours after being bitten and last up to 48 hours. A victim may experience cramping of the legs, arms and chest. In many cases, the abdominal muscles become rigid. • Anyone bitten should seek prompt medical attention. Bites are rarely fatal but the symptoms are very painful. Habitat: • Black widows are typically found in shrubbery, log piles, crawl spaces, under porches, in garages and in piles of debris. Control: • It is important to teach children what black widow spiders look like and the danger that may result from being bitten. • One of the easiest control methods is to crush the spiders when they are located. By nature, the Black Widow is not an aggressive spider and will not bite unless provoked. • Some problems can be reduced by removing debris, or by modifying hiding places where the female may frequent. CHAPTER 6 • Insect and Insect-like Pests 36 ARACHNIDA: Spiders, Mites Aggressive House Spider, Tegenaria agrestis • The aggressive house spider has plumose hairs on its cephalothorax and abdomen. • Its legs are a light solid brown. The nonpoisonous spiders of this genus have banded legs. • The aggressive house spider can be differentiated from other funnel spinning spiders by the eight eyes with both anterior and posterior eye rows in a line. • These are very large spiders, about 1-1/2 inches in length, and they are very fast runners. Damage: • Both the male and female spiders will bite. The male is more venomous than the female. The venom causes sever necrosis (tissue death) and sloughing of skin in the bite area. Lesions may take up to six months to heal. • Dogs and cats may die when bitten by the aggressive house spider. Habitat: NOTE: The bite of the aggressive house spider is sometimes mistaken for and misdiagnosed as a brown recluse spider bite. The brown recluse is not found in Montana. • Aggressive house spiders can be found in and around buildings. • They build funnel type webs in all habitats. • The spiders are very common is rock walls, along house foundations, in garages, in piles of discarded lumber and other debris and in stacks of firewood. • These spiders move indoors when the weather starts to turn cooler from August to October. • The aggressive house spider is established in Western Montana and occasionally transported into eastern areas of the state. Control: • Eliminate piles of wood and other debris near buildings, eliminate grass growing directly against the building foundation and seal cracks and crevices where the spiders might enter the building. • Vacuum up the spiders, then freeze, bum or treat the bag with an insecticide labeled for spiders. • Crush the spiders when possible. • Remove the overwintering egg sacks from under rock and wood piles. Be sure to wear thick gloves when removing the egg sacks to help protect yourself from bites. It is also a good idea to use long forceps (10 inches or longer) to grasp the egg cases. • Using a perimeter spray with a pesticide can help reduce populations. Males, looking for a place to enter a building, will crawl through the area treated in search of females. The problem with CHAPTER 6 • Insect and Insect-like Pests 37 perimeter spray is that it can take up to five days for the spiders to die because the spiders are not in contact with the spray long enough. Fumigation is not effective. It only kills the spiders in the area being treated at that time. It will not kill spiders that enter the area later. SOLPUGIDA Sun spiders are yellowish brown and range from 3/8 inch to two inches in length. They are most easily identified by their long pair of pedipalps on the sides of their head. These pedipalps appear as if they are a fifth pair of legs. Sun spiders have a pair of greatly enlarged mandibles (or jaws). Sun spiders run very fast; thus, the name wind scor- pion. Damage: • On occasion, sun spiders will enter buildings. This is especially true during the summer months. • Because of their appearance, these creatures may cause alarm. They rarely bite unless they are handled or crushed inadvertently. The bite can be painful, but the pain is not persistent. Habitat: • Sun spiders are common in Montana. They are not very common at the higher elevations. They feed on insects and small vertebrates, including lizards. • The female will lay her eggs in a subterranean burrow. There, she will guard over the eggs and the young for several weeks until the young molt for the first time. Control: • Move material where sun spiders may hide, such as rocks, wood piles and other debris, away from building foundations. • Perimeter sprays with insecticide may also work. • Sun spiders seldom cause much of a problem in buildings. The occasional one that enters can be crushed. CHAPTER 6 • Insect and lnse 2 tn w: ill c _ — sii gig &. (J _ V? < c ■£ r s -. ^ ' I 1- I I & ° - - S F £ E o £ c ^ o ; t & e — ^ - — = K " ■ " - *« c E ■ S E o S S ^^^ i^^ i 1 = 15 e " 1 £.1£1 S i « o "- C lll r ; « • O «> •• wi 5 1 ; 81 II IL t a £ ^ £ O o *'* *^ = = ? n E 5 « " 5 ill ■ I ~ I S S ■ r ~ > b to il § 1 I - il ••CJ c — U " ^1! 11 il ? fl) O I 111! F W p S §2 s : — — ^ w tt — S i S ^ ij o c ;= o I c "= = £ C3 o § E S S K v^ S r c tS ^ = s » e "il ^ •" € ? ■ ill « w & llll -* ft A si " "$ SiNI 11 CHAPTER 9*Di9iifecUiits S.C, Jo'hns\i>h Wfcx Racine, Wisconsin 53403-5011 Phone:(414) 631-2777 Emergency Phone: (800) 228-5635 4-Very High ^ 3-High 2-Moderate 1-Slight 0- Insignificant HMIS NF'PA 1 Health • 0 Flammability r 0 Reactivity 1 MATERIAL SAFETY DATA SHEET SECTION I-PRODUCT IDENTIFICATION PRODUCT NAME: CREW NA PRODUCT CODE: 14570-3 to 14574- CHEMICAL OR COMMON NAME: NA DATE ISSUED: 10/18/91 SUPERSEDES: 05/07/91 PREPARED BY: Terry A. Meyers Chemical Info. Adm. SECTION II-INGREDIENT INFORMATION INGREDIENTS Quaternary Ammonium Compound ( CAS # NA ) water (CAS# 7732-18-5) See Regulatory Information (Section XII) for explanation of bracketed information. rin 95.5-99.5 WEIGHT % EXPOSURE LIMIT None NA SECTION III-PHYSICAL DATA \ppEARANCE/oDOR: Bluc With Liquld Floral Odor SFECiriC GRAVITY (H20>1): 1.01 7AP0R PRESSURE (am Kg): Same as water PERCENT VOLATILE BY VOLUME (%): NA SOLUBILITY IN WATER: Complete 7AP0R DENSITY (Aifi): Same ds watcr rREEZING POINT (*r): abOUt 32 BoiLiNo POINT (*r): above 200 ?H: 10. .5-12.0 EVAPORATION RATE (Butyl Acatata-1 ) : NA 70C (as packagad, minus H20): ND rHEORETICAL VOC (lb/gal): ND SECTION IV-FIRE AND EXPLOSION INFORMATION rLASH POINT ( T) (Mathod Usad) : NA TLAMMABLE LIMITS NA EXTINGUISHING MEDIA: Foam. C02. Dry Chemical. Water Fog. SPECIAL riREFIGHTING PROCEDURES: Norma il fire fighting procedures may be used. i;nusual riRE AND EXPLOSION HAZARDS No special hazards known. SECTION V-HEALTH HAZARD DATA PRIMARY ROUTE OF ENTRY: EyC COntaCt. SIGNS AND SYMPTOMS: Direct contact of product with eyes may cause minor irritation. Prolonged or repeated contact of undiluted product with skin may cause minor irritation. riRST AID PROCEDURES: Flush cyes wi th water for 15 minutes. If irritation persists, seek medical aid. If product gets on skin, remove with soap and water. If product is swallowed, drink large amounts of water or milk and seek medical aid. CHAPTER 9 • Disinfectants 80 S .C. Johnson Wax 1S2S Howe Street Racine, Wisconsin KATERIAL SAFETY DATA SHEET Page 2 S3403 CREW NA Product Number: 14570 Serial Number: 3 SECTION V-HEALTH HAZAKD DATA (cont.) «tDXC*L coieiTioas acii(ua.LT iieoamiiB jlj •iiaa Maa*TXTCO •> tirosotii SECTION VI-REACTIVITY DATA iTAsiLiTTi Stable iTAjiLtrT-eeiDiTioii ts **otot None known ineenrATKitiTTi Strong acids (e.g., muriatic acid). When exposed to tire, produces normal products •Aikiioevt etcoiuotiTioii rteoucTSt of combustion. iAtA*Deoj reLxntmiXATXeat Hill not occur. lAlASSeVf rOLXnCBIXATlOli-COIiBITIOia TO AVeiDl None known SECTION VII-SPILL OR LEAK PROCEDOllgS iT«n TO at TAKM x> cAj* HATtiiiAL If axLtAjio o» Tat> raoTccTiTc nsAainiKs: Use good personal hygiene practices. Where gross eye/skin contact may be a problem, wear/use appropriate protective equipment. SECTION IX-SPECIAL PRECAOTIONS ritccAtmoiiAjiT LAKLiao: CAUTION: Avoid contact with eyes. If such contact occurs, flush immediately with water for 15 minutes. If Irritaion persists, see a doctor. 9T1III1 aAaBLiao a«o stokacc csiDiTioat: Hash thoroughly after handling. Keep out of reach of children. SECTION X-ADDITIONAL INFORHATION MDXTioaAL xaroRHATiea: EPA Registration No.: 47371-97-4822 SECTION XI-TRANSPORTATION INFORHATION 90T cLAaai Non Regulated. MT •> NA lairriaa aAjtc: NA MT aoTcsi None SECTION XII-REGOLATORY INFORHATION There are no ingreaients subject to the reporting requirements under California's Proposition 65. ■A-a*t A»all«akl«, n-aat tat«kllak*«, saa-aa a»««lal aa«ai>aMac, ao-aat Bataral>a4 *«kct Tka tataraatlaa kaiala la t*'** !■ fa«< faltk. ■• •arraatr. aafraaaa* at layllaa la Ba4a. Aar aaa a( tkaaa aata aaa lafarsatlaa aaat ka a ak< lafalatlaaa. Tka lataraatlaa eaatalaa* la tkti Cars la aaaCKaatlal aa« la aakaltta4 aalaly tar yaar aifaalaatlaa'a lataraal aaa. CHAPTER 9 •Didnfeaants 81 Glossary Ametabolous Annual: Biennial: Biological Control: Cornicles: Exoskelton: Fungicide: Gregarious: Haltere: : Having no metamorphosis. Adults are primitive and wingless (i.e., silverfish). A plant that completes its entire life cycle in one year or in one growing season. A plant that requires two years or two growing seasons to complete its life cycle. The control of pests by employing predators, parasites or diseases that are encour- aged and disseminated by man. Tubular structures on each side of the upper posteror end of the abdomen of aphids from which various alarm pheromona are expelled. A supporting structure on the outside of the body of insects composed of chitin. Chemicals used to control fungi. A tendency to live in groups (e.g., tent caterpillar). Short-knobbed appendages present in place of the hind wings of true flies. They are sense organs that help in balance during flight. Herbicide: Chemicals used to kill plants, usually weeds. Commonly called weed killers. Hemi- Type of incomplete or gradual metamorphosis where the immatures are aquatic and metabolous: referred to as naiads. Holome- Complete metamorphosis; egg, larva, pupa and adult. tabolous: Insect: A member of the class Insecta, six-legged. Insecticide: A chemical used to kill and control insects. Instar: The stage between molts. Larva: The immature insect hatching from the egg and up to the pupal stage in Orders with complex or holomotabolous metamorphosis. Mandible: One of a pair of "jaws" of an insect, normally used for chewing. GLOSSARY 83 Metamorphosis: The transformation or change in form during the development of an insect. Molt: The process of shedding the skin. Ootheca: An egg case formed by the secretions of the accessory genital glands or oviducts, as in cockroches. Ovipositor: An egg-laying organ at the rear end of the female's abdomen. Pathogen: Any organism that is capable of causing disease. Pedicel: A protrusion on the basal stalk of the abdomen of ants. A useful indentification characteristic to distinguish from termites, etc. Perennial: A plant that survives more than two years and often indefinitely. Perennial plants usually produce seeds each year; they then may become dormant before starting new vegetative growth or repeating the cycle. Petiole: Another name for pedicel (in insect anatomy). Phloem: Tissue in the vascular system of higher plants that conducts foods (sugars, proteins, minerals). Pheromone: A chemical substance, usually a glandular secretion, which is used in communication within a species. Proleg: The soft fleshy, unjointed leg-like structures, usually paired, that provide suppon or attachment and are characteristic of caterpillars. Pronotum: The under surface of the prothorax. Prothorax: The first segment of the thorax, which bears the head and the first pair of legs, if present. Summer Annual: A plant that germinates in the spring, grows, sets seed and dies before fall. Systemic: A term applied to a substance that spreads throughout the entire body or plant, includ- ing roots. Weed: A plant out of place. Its location makes it more harmful than beneficial. Winter Annual: A plant that germinates in the fall, overwinters, matures, sets seed and dies in the spring or early summer. Vector: Any carrier of a disease producing organism. GLOSSARY 84 Viviparous: Giving binh to live young that have developed with no identifiable egg stage. Xylem: A complex tissue in the vascular system of higher plant that conducts water and mineral salts taken in by the roots. I GLOSSARY 85 Resources The references and materials listed in this section have been reviewed in preparation of this manual. A perusal of these publications and visual material will provide additional information that will be helpful in carrying out a school 1PM program. Insects Identirication Pests of Landscape Trees and Shrubs. S.H. Dreistade, University of California, Pub. 3359, 1994. Common-Sense Pest Control. W. Olkowski, S. Daar, H. Olkowski, 1992. Taunton Press. The Audubon Society Field Guide to North American Insects and Spiders. L. Milne, Alfred A. Knopf Inc. Pub., 1993. Management Pests of Landscape Trees and Shrubs. S.H. Dreistade, University of California, Pub. 3359, 1994. Structural (PCO'i and Health Related Train- ing Manual. Montana Department of Agriculture, 1992. Common-Sense Pest Control. W. Olkowski, S. Daar, H. Olkowski, 1992. Taunton Press. Household Insects of the Rocky Mountain States. Colorado State University Bulletin 557 A, 1994. Complete Guide to Pest Control. With and Without Chemicals. G. Ware. 1988, 2nd Ed. Thompson Pubs. Fresno, CA 93791. Vertebrates Prevention and Control of Wildlife Damage. Hygnstrom, S.E., R.E. Timm and G. E. Larson, Eds., Great Plains Agricultural Council- Wildlife Committee., University of Nebraska Cooperative Extension, Lincoln, NE, 1994. Complete Guide to Pest Control. With and Without Chemicals. G. Ware. 1988, 2nd Ed. Thompson Pubs. Fresno, CA 93791. Montana Department of Agriculture Bulle- tins. Montana Department of Agriculture, Box 200201, Helena, MT (406)444-5400 • Biology and Control of the Columbian Ground Squirrel • Biology and Control of the Richardson Ground Squirrel • Prairie Dog Control • Pocket Gopher Control Techniques • Managing Ground Squirrels with Bait Stations • Controlling Burrowing Rodents with Burrow Fumigants • Using Zinc Phosphide Effectively • Rozol Ground Squirrel Bair - Proper Use Practices • Registered Field Rodenticide (updated as needed) • Skunk Management • House Bat Management Montana Department of Agriculture Videos. Montana Department of Agriculture, Box 200201, Helena, MT (406) 444-5400 • Managing Prairie Dogs in Montana, 1992. • Biology and Control of the Richardson Ground Squiirel in Montana, 1995. RESOURCES 86 • Biology and Control of the Columbian Ground Squirrel in Montana, 1995. • Pocket Gopher Control in the Yard and Gar- den, 1995. Miscellaneous Resource Materials Information on minor or occasional verte- brate pests including birds, voles, porcupines and other wildlife species is available. This material is not available for general distribution but is supplied by the Montana Department of Agricul- tiu^e on request and in response to specific problems. Weeds Identification Weeds of the West. Tom D. Whitson, Editor, Western Society of Weed Science, January, 1991. Weeds of Eastern Washington & Adjacent Areas. Xerpha M. Gaines andD.G. Swan, Camp- Na-Bor-Lee Association, Inc., 1972. Weeds of Nebraska and the Great Plains. James tubbendieck, Geir Y. Friisoe, and Margaret R. Bolick, Nebraska Department of Agriculture, 1994. Management Pests of Landscape Trees and Shrubs. S.H. Dreistade, University of California, Pub. 3359, 1994. Common-Sense Pest Control. W. Olkowski, S. Daar, H. Olkowski, 1992. Taunton Press. Weeds of the United States and their Con- trol. Harri J. Lorenzi and Larry S. Jeffery, Van Nostrand Reinhold Co., 1987. General Information Basic Pesticide Training Manual. Montana Department of Agriculture, Environmental Management Division, Helena, MT, 1990. Common-Sense Pest Control. W. Olkowski, S. Daar, H. Olkowski, 1992. Taunton Press. Fundamentals of Pesticide Use and Applica- tion. Andrew Martin and Arlene Blessing, Purdue University Cooperative Extension Ser- vice, West Lafayette, Indiana, 1995. Chemical-Free Yard and Garden. 1991. Rodale Press, Emmaus, PA 18098. The Montana Model School Integrated Pest and Pesticide Management Program. Montana Department of Agriculture, Helena, MT, 1994. Insects and Human Society. T. Michael Peters, University of Massachusetts, Belchertown, MA., 1993. Herbicide Handbook. Seventh Edition, William H. Ahrens, Editor, Weed Science Soci- ety of America, 1994. Methods of Applying Herbicides. C.G. McWhorter & M.R. Gebhardt, Editors, Mono- graph No. 4, Weed Science Society of America, 1987. RESOURCES 87 » I (