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Invasive
Species |
Step
1 - State the Problem
Step 2 - Research,
and Hypothesize or Predict
Step 3 - Plan Experiment
and Gather Data
Step 4 - Analyze the
Data and Make a Conclusion
Step 5 - Take Action
Step 6 - Assessment
 More
information about this step
Identify the problem in your community
If possible, take students on a nature walk during which
they observe the kinds of plants they see. Ask them, is there
an abundance of any particular kind of plant? How diverse
are the species that they see?
Once back in the classroom, follow up with a little background
research about the problem of invasive species. How does it
impact ecosystems? Have students watch the WHAT'S UP IN THE
ENVIRONMENT video, read through the Hot
Topics LAND page, and use other Web sites listed below
to find the answers.
Resources for step 1
Materials needed
- Access to the Internet on at least one computer (optional)
- WHAT'S UP IN THE ENVIRONMENT video (optional)
- Paper and pencil to record plants during the nature walk
Bookmark these Web sites for student
research
- Invasive Species
http://www.invasivespecies.gov/
This site is the links to Federal efforts on invasive species.
Students can link to sites
that tell about the impacts of invasive species and the
Federal government's
response. They can also read select species profiles and
find links to agencies and
organizations dealing with invasive species issues.
 More
information about this step
Students should dig deeper to understand the impact invasive
species have on the environment. Have them use the Internet,
the library, and local wildlife organizations or parks departments
to research the following questions:
- What plants were common in your area a hundred years ago?
- What are the populations of these plants like today?
Hypothesis
Based on the history of plant life in their community, and
their observations during the plant walk, have students focus
on a particular species that they think may be invasive and
harmful. Describe why they think it may be a harmful invasive
species. Different student groups should try to select different
species to test.
Resources for step 2
Bookmark these Web sites for student
research
- Invasive Species
http://www.invasivespecies.gov/
This site is the links to Federal efforts on invasive species.
Students can link to sites that tell about the impacts of
invasive species and the Federal government's response.
They can also read select species profiles and find links
to agencies and organizations dealing with invasive species
issues.
- Plants Database
http://plants.usda.gov/
Students can use this site to search for information using
specific plant names. They can also read state reports about
invasive plants as well as link to additional resources.
 More
information about this step
Do a quadrant study by visiting a local park, farm, or schoolyard
to see whether the species has affected the area.
Quadrant study
Mark off a square meter section of land or wetland and take
a census of all the plants and animals within the area. Assign
each student to do a census of a different animal or plant.
Write down the name and number of each species they find in
their marked-off area. Encourage them to make notes, take
pictures, draw diagrams of all the plants and animals they
find—even the ones they think they can identify. They
should collect the information noting the names of the plants
and animals, and characteristics of each, including whether
they are native, non-native, or invasive.
Then, try to find a local place that has not been affected
by the invader, or a place where conservationists have worked
to remove the invader. Ask students to mark off the same size
section of land and do another census of plants and animals.
Make sure the two areas are similar—urban, rural, suburban,
or wilderness.
Data collection
As students do their census, they may come across plants
or animals they can't identify. Encourage them to make notes,
take pictures, draw diagrams of all the plants they find—even
the ones they think they can identify. They should collect
the information noting the names of the plants, characteristics
of each plant including whether the plant is native, non-native
or invasive.
To get a more accurate picture of whether a harmful invasive
species exists, you may want to collect data from a wider
area. To do so, get other classes or schools involved in the
data collection by registering your project on Schoolhouse.com
(see listing below).
Throughout the project, ask students to document what they
are doing using records, notes, photos, videos, and/or audio
recordings, etc. that will later be used to document the project.
Resources for step 3
Materials needed
- Excel or graph and chart paper
- Instructions for a quadrant study
- Field guide (see Web site listed below for a free downloadable
guide)
- For data collection/field documentation: video camera;
camera; tape recorder; or paper and colored pencils.
- To collect field samples: spades, plastic bags, clippers
Teacher tool Web sites
- Global Schoolhouse Internet Project Registry Page
http://globalschoolhouse.org/pr/index.html
This is site allows you to either post a request for other
classrooms to collaborate with you, or you can search existing
projects to see if your data collection is already being
done!
Bookmark these Web sites for student
research
- Wildlife Invasive Species Program
http://tncweeds.ucdavis.edu/worst.html
Click on the interactive map to find the invasive species
in your community. Then, surf the site to find out more
information on invasive species and what can be done to
control them.
- Plants Database
http://plants.usda.gov/
Students can use this site to search for information using
specific plant names. They can also read state reports about
invasive plants as well as link to additional resources.
- Studying a Real Prairie
http://www-ed.fnal.gov/ntep/f98/projects/fnal/
student/data.shtml
In order to do this assignment, students will need to do
a quadrant study. This site provides information on how
to do a quadrant study and explains how a class used a quadrant
study to analyze a prairie.
- Ecoworld
www.ecoworld.com
This site helps identify the plants. It also has information
about the local plants and trees.
 More
information about this step
Organize data
Have students compile the results of their first census in
a graph. The graph should show all the different species of
plants and animals, and the percentage of which are affected
by the invasive species. Then, they should make a chart or
a graph for the second site.
Analyze data create a fact sheet
Students should compare and analyze the two charts or graphs
to answer these
questions:
- Are there any similarities or differences?
- What could be some reasons for the differences or similarities?
- How does your research with wildlife organizations (in
step 2) support or not support your ideas?
Students should analyze the results of their experiment by reviewing
their charts or graphs, their background information, and their
research about the history of local plant species. Once complete
have students answer the following:
- Was your chosen species actually an invasive species?
How do you know?
- What conclusions can students make about the impact of
invasive species on the local environment?
Have them use all their information and analysis to put together
the first part of a pamphlet describing their findings. Groups
of students can be responsible for writing different sections
of the pamphlet. For help writing the pamphlet or other community
action publications, direct students to the National Wildlife
Federation Web site.
Resources for step 4
Materials needed
- Excel or chart and graph paper
Bookmark these Web sites for student
research
- National Wildlife Federation Web site
http://www.nwf.org/action/howtos/
This site gives useful information about how to write fact
sheets and organize community groups to take action.
Have students work together as a class to plan an outdoor
event to help stop invasive species that were found by eradicating
them and replanting with native plants. Make sure to consult
local environmental organizations to ensure that the methods
used will be effective on a permanent basis, and will destroy
only the harmful species.
Once planning is complete, add to and distribute the invasive
species eradication pamphlet to local government officials,
media, schools, and environmental groups. The pamphlets should
include invitations to help in a major weed-whacking project!
Plan a day for volunteers to come and help pull out and destroy
invasive species from a local park, nature center, or natural
preserve.
Resources for step 5
Materials needed
- For the pamphlet: either word processing, graphics, and
presentation software such as Word Perfect, Quark, or PowerPoint;
or drawing paper and markers
Bookmark these Web sites for student
research
- National Wildlife Federation Web site
http://www.nwf.org/action/howtos/
This site gives useful information about how to write fact
sheets and organize community groups to take action.
Throughout the project, encourage students to take pictures,
write articles, and interview environmentalists. Once the
entire project is complete, have students create an illustrated
article, scrapbook, Web site, or video that includes the following
elements:
- Summary of project steps and what was learned in each
step from beginning to end.
This part should include all the documents created in the
previous steps, as well as
any photos, video or audio clips, e-mails, or letters from
people in the field, etc.
- A short analysis of what worked or didn't work in this
project, and why.
- A description of what you might change or improve upon
for next time.
- A reflection piece that notes what it felt like to undertake
this project.
If you choose to do a project that can be posted on the Web,
send it to us and we'll post it on the WHAT'S UP IN THE ENVIRONMENT
Web site! Make sure to consult our
submission
guidelines for instructions on how to get your project posted
on our site.
If possible, return to your weed-whacking project site at
a later date to see how the native plants and wildlife are
doing, and whether the invasive species has returned. Analyze
the new environment you helped promote and see how you made
a difference! Send us your results with a Web site update.
Resources for step 6
Materials needed
- Either word processing and graphics software such as Word
Perfect and Quark, or PowerPoint; or drawing paper and markers
Teacher tool Web sites
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