Title: Understanding and Using The Pesticide Product Label

Transcription

1 Lesson 11 Title: Understanding and Using The Pesticide Product Label Purposes / Objectives: To list the information that may be found on a pesticide product label. To show farmers what they can learn directly from the label and demonstrate why, when, and how to use this information. To tell farmers what they can learn by asking a field agent to read the label for them. To explain why pesticides should be kept in their original, properly labeled containers at all times. Overview: This lesson will help you teach farmers even those who cannot read how to find and use information on a pesticide product label. A color-coded bar indicates how hazardous the product is. Pictograms describe the properties of the product, and instruct farmers how to use it properly. They will learn why and how to acquire mixing/dosage instructions. This lesson stresses the importance of following label directions. Finally, it instructs them to use ONLY pesticides taken from properly-labeled containers. In this lesson, we will discuss the risks of: - buying a pesticide that is not in its original container, and - putting pesticides in other containers. Many farmers do not understand what pesticide label pictograms mean and do not know what the WHO color-coded bar represents. For that reason, it is important to teach them. Comprehension of pesticide safety information: effects of pictorial and textual warnings; Wilkinson et al.; International Journal of Pest Management, Volume 43, Number 3, 1 July 1997, pp (7); Do farmers understand the information displayed on pesticide product labels?; Waichman et al.; Crop Protection 26 (2007) ; 1

2 Introduction / Discussion: Information on pesticide labels can be grouped as follows: - Identifying information - Hazard ratings and precautions - Directions for use / responsibilities / proper handling instructions Some of this information is presented only in written form. However, some is shown by the use of symbols (pictograms) and colors. Term to Know: Pictogram (also spelled pictogramme) or pictograph a symbol or simple illustration that represents a fact, concept, object, or activity. Pictography is a form of writing, describing ideas by drawings. Pictograms can replace written language as a method to communicate. They are useful ways to explain things to people who cannot read. Materials: 1. Several pesticide containers. The containers and their labels MUST be in good condition. Choose pesticides that the farmers use. Use new, unopened containers or clean, well-rinsed, empty ones. (You can also use colored pictures of pesticide containers.) 2. plastic bag (and/or transparent plastic bottle) 3. flour (and/or colored water) 4. pictograms, printed one per page Advance Planning: Get some pesticides or some empty containers and clean them properly OR get pictures of containers. Choose containers of pesticides that are commonly used by the farmers. Get a plastic bag, put some flour in it, and make a knot to close it, or put colored water in a plastic bottle. Make copies of each pictogram. 2

3 Methods: 1.) Start by asking the farmers if they study the labels of the pesticides they use: Yes or No? If NO: Why not? Here is a list of possible reasons why farmers do NOT use pesticide labels: No label on the container Can t read Can t read the language used on the label Don t know what to look for or why using a label is important Don t understand what symbols, pictograms, or colors mean Not important to me No time / too busy Someone* explains / tells me what to do Can read, but the label s print is to small Can read, but the label is too hard to understand (too technical, too long) * If someone explains, where do the farmers get instructions about when and how to use the product? Field agent Export agent Vendor Other (who?) No one If YES: * What do they look for? * What do they want to learn? 3

4 2.) Using a label, show and tell them about: Identifying information, such as: product trade name (ex. Decis 12 EC) concentration (ex. Decis 12 EC) formulation (ex. Decis 12 EC = Emulsifiable Concentrate) ingredient statement = active ingredient(s) and net contents: %, concentration, or #g/l (ex g/l) container volume type/class (ex. insecticide) mode of action (ex. contact, stomach poison, or systemic insecticide) intended use (ex. crop/site, pest(s) controlled) date / campaign year homolog # producer (company name, production site, contact information) The four most important written Identifying information items: - product name - type/class of product (ex. insecticide) - mode of action how it works: ex. foliar contact and stomach poison - intended use(s) where and how it is meant to be applied: ex. crop/site and pest(s) controlled 4

5 3.) Discuss the importance of knowing how a pesticide works. Farmers need to know this to know when and how to apply it. Tell the farmers they can ask you for help if they have questions about timing, dose, and application methods. For example, if the pesticide is a contact insecticide, the spray droplets must touch the insect. If it is a stomach poison insecticide, the parts of the plant that the insect eats must be covered with spray droplets. Most insecticides and fungicides need to be applied as small, evenly distributed droplets. Systemic products can be applied to plant leaves or to soil. You can use larger droplets, and the entire leaf surface does not have to be covered. This is because the plant will absorb and circulate the product in its vascular tissues. The plant s roots absorb soil-applied systemic insecticides. Then, as with foliar-applied systemic insecticides, the insect will receive a toxic dose when it eats the plant s leaves or sucks plant s juices. They also need to know that neem does not kill insects right away. However, as soon as insects are exposed, they will stop feeding (so they will no longer cause damage), and they will die eventually. Explain to farmers that: - most pesticides controls only some pests, and only at certain stages and - not all pesticides work in the same way. 5

6 4.) Tell them the label may also have information about: Special Precautions First Aid / Emergency Information Directions for Use / Proper Handling Instructions, such as: how to mix, and load, what protective clothing to wear dose/rate (how much, ex. 1 L/hectare) cadence (when and how often to apply) where and how to apply how to store what to do with empty containers Offer to help them they have questions about important written instructions on labels. 6

7 5.) Using a label, teach them how to find and use non-written information. Hazard Ratings: WHO (World Health Organization) color strip/bar to indicate hazard classification (toxicity): Red = extreme hazard Yellow = high hazard Blue = moderate hazard Green = low/slight hazard Show them where the color bar is located. Use at least two different labels with different color bars. Show them each pictogram, and ask what they think it means. If necessary, tell them what each represents. 7

8 Advisories and Instructions: Pictograms Advisory Information: Pictogram Advisory DANGER WARNING HARMFUL 8

9 Pictogram Advisory WARNING: Health Hazard Flammable Corrosive / Caustic to Eyes and Skin Hazardous to Aquatic Organisms 9

10 Proper Use / Precautionary Instructions: Pictogram Handling Activity Handle carefully liquid product. Handle carefully dry product (powder or granular). Apply with a hydraulic backpack sprayer (pulverisateur à dos). 10

11 Precautionary / Safety Instructions Pictogram Instructions Wear chemical-resistant gloves. Wear boots. Wear a mask. Wear a pesticide respirator. 11

12 Pictogram Instructions Use a face shield to protect your eyes. Wear protective coveralls. Wear a protective (waterproof or chemical-resistant) apron. Don t eat food while handling. 12

13 Pictogram Instructions Don t smoke while handling. Wash your hands after handling. Wash yourself and your clothes after applying. Dangerous / harmful to livestock and poultry. 13

14 Pictogram Instructions Dangerous / harmful to fish. Do not contaminate water. Dangerous / harmful to inoffensive and beneficial insects (ex : pollinators). Keep locked away and out of the reach of children. Show the farmers each pictogram, and ask them what they think each one means. If they don t know, or misunderstand the meaning, tell them what the pictogram represents. 14

15 6.) Using a label, show them that sometimes the pictograms are grouped. There may be different instructions for preparation (mixing) and application. Some pesticides may have other general instructions about proper storage, and how to protect people and the environment. Be sure to emphasize things that may not be noticed: ex. trousers go OVER boots, sleeves go OVER gloves. 7.) Show the farmers a plastic bag with flour inside, tied in a knot. (You may also use a juice bottle containing colored water.) Ask them what pesticide they think it is what it should be used for how to mix and apply it, when to use it how poisonous/dangerous it is what they should wear when handling it ask them what dangers, risks, and what problems may come from using pesticides that are not in their original container. 8.) Summarize. List what can be learned by looking at a label. Describe the dangers of using unlabeled pesticides. Again, let them know you are available for help in reading and understanding labels so they can use pesticides correctly. Remind them they must be careful with pesticides: - for their own safety, - to protect people who work in their field (watering, picking/harvesting, weeding), - to protect their families and neighbors, - to protect the environment, - to protect people who will eat or use the plants they grow, and - to be sure the crops they grow for export will be accepted. Notes: 15