Download Invasive Species Key Concepts and Words

Invasive Species
Key Concepts and Words
KEY CONCEPTS
1. The environment is a system of interdependent components.
2. Humans attempt to maintain balance within an ecosystem through protection,
conservation, and the preservation of natural resources.
3. Conservation efforts focus on protecting entire ecosystems as well as single species.
Protecting an ecosystem will ensure that the natural habitats and the interaction of many
different species are preserved at the same time.
4. The introduction of invasive species (terrestrial or aquatic) can be intentional or
unintentional.
5. Invasive species can cause harm to the environment, human health, and economy.
6. Management of invasive species occurs at local, state, national, and international levels.
RECOMMENDATIONS FOR CLASSROOM USE
While we encourage you to use as many or all of the articles and activities in this Key, if your time is limited, refer to the
chart below to help you determine what is most important for you to cover with your students.
Recommended Article
Recommended
Science Activity
Key Concepts
Addressed
1. Structure and function of
populations, communities, and
ecosystems
Lionfish Go Home
1
1, 2, 3, 4, 5
2. Ecosystem conservation and
preservation
Counting Rats From Space
2
1, 2, 3, 4, 5, 6
3. Invasive species: terrestrial
and/or aquatic
Trying to Beat the Orange Bug
3
1, 2, 4, 5, 6
4. Human toll of invasive species
Trying to Beat the Orange Bug
4
1, 2, 3, 4, 5, 6
5. Management of invasive
species
Oh Rats!
5
1, 2, 3, 4, 5, 6
Topic
RELATED ARTICLES
Trying To Beat the Orange Bug
Summary: A bacterial disease transmitted by an insect is ruining citrus trees across Florida.
Counting Rats From Space
Summary: Scientists are planning to monitor rat populations via satellite.
Oh, Rats!
Summary: Scientists are working to rid Rat Island, Alaska, of the invasive Norway rat.
Lionfish, Go Home!
Summary: With few known predators and a gigantic appetite, the non-native lionfish is adversely affecting habitats and
species of the Caribbean Sea.
SCIENCE ACTIVITIES
Activity 1—(Key concepts 1, 2, 3): Compare and contrast populations and communities in order to explore why no
organisms or species exists in isolation, and why protecting any one organism within an ecosystem therefore requires
protection of myriad species and their respective habitats. Students should research such topics as population growth,
population distribution, community interactions (e.g., competitive exclusion), predator-prey relationships, symbiosis, and
succession.
VIDEO: Students can watch Biology Video Podcasts: Invasive Plants of the U.S and Arizona Aquatic Invasive Species
(see Related Videos below).
Activity 2—(Key concepts 1, 2, 4, 5, 6): Can’t take a field trip to observe invasive species in the Great Lakes, Caribbean
Sea, or on Rat Island? No problem, students can take a walk around school grounds to look for opportunistic species, or
wild species (plants and animals) that have taken advantage of human environments and adapted to them. Discuss the
concepts of commensalism, mutualism, and parasitism, and ask students if they can find examples of each. Have
students log their data, including observations of the species or evidence of the species (e.g., animal droppings or
footprints). Students may also wish to take pictures, draw diagrams, and not whether the plant is native, non-native or
invasive. Examples of opportunistic species students may find on school grounds include:
- Plants: bindweed, milkweed, dandelion, thistle, poison ivy
- Animals: ants, flies cockroaches, sparrows, squirrels, pigeons, mice
Ask students to consider the ecosystems they observed. Can they tell if humans purposefully had a hand in
conserving/preserving such areas? What evidence exists? Is such human intervention necessary? Why or why not?
VIDEO: Students can watch any video in the series Center for Invasive Species and Ecosystem Health: Invasive Species
Videos (see Related Videos below).
Activity 3—(Key concepts 1, 4, 5): Conduct a very simple, hands-on experiment to help students understand that
scientists often can’t see a potential species invasion until after it’s too late to stop it. Students can organize and analyze
results of the experiment using Scientific Method.
Prior to introducing the activity, mix into a large bag of potting soil a bag of tiny seeds, such as alfalfa seeds. (Be sure to
use seeds that are the same color as the soil and blend thoroughly so they’re invisible to the eye.) Then, instruct students
to use that soil to plant (in cartons or flower pots) lima beans or any other fast-growing visible seeds. Students should
water and sun their planters, and observe its growth daily. When the alfalfa sprouts start appearing, even though they
weren’t planted by students, ask them to consider what’s happening and how this experiment relates to the article(s)
they’ve read about invasive species.
VIDEO: Students can watch any video in the series Center for Invasive Species and Ecosystem Health: Invasive Species
Videos (see Related Videos below).
Activity 4—(Key concepts 1, 2, 3, 4, 5, 6): Review with students the myriad ways that terrestrial and/or aquatic invasive
species can harm the environment, human health, and economy. Then, divide students into small groups to design and
communicate a plan to help prevent the introduction or spread of an invasive species in areas which are at risk. Assign or
have groups select one species related to assigned articles (e.g., lionfish, Norway rats). Remind students that as they
develop their control method(s), they need to consider that some methods could harm or kill other species in its
community or ecosystem. Instruct students to consider how their plan will address environmental, human health, and
economic factors and risks. Have students present their plans to the class in creative ways, such as through dramatic,
artistic, or multimedia presentations.
VIDEO: Students can watch Invasive Species in Central Texas (see Related Videos below).
Activity 5—(Key concepts 1, 2, 3, 4, 5, 6): Have students investigate integrate pest management (IPM) practices which
many local communities, state, national, and international entities follow in order to manage and/or eradicate invasive
species. Review with students that IPM uses the least toxic method of pest control available, integrating toxic methods
only when less harmful methods fail, and only in the smallest/shortest amounts possible to avoid harm to people, plants,
animals, and beneficial insects. IPM practices include biological, chemical, mechanical, and physical methods. Students
can compare and contrast the advantages and disadvantages of natural and synthetic pest control practices. Extend the
activity by having students learn the benefits and drawbacks of some genetically-engineered crops that are being grown
to fight some invasive species.
VIDEO: Students can watch Integrated Pest Management (see Related Videos below).
CROSS-CURRICULAR EXTENSIONS
Math: After investigating opportunistic or invasive species in a specific community or ecosystem (see Science Activity 2),
have students create frequency graphs to show relative frequency of the species.
Social Studies: Have students investigate seed dispersal to learn how invasive species can be transported to new areas
by nature or unknowingly by people (e.g. on our clothes, via cars, trucks, and bikes, our pets). Students can learn how
seeds traveled to certain regions of the world, carried by early civilizations and explorers, or even—in the case of some
tropical seeds—drifted on ocean currents, traveling thousands of miles by themselves. Students should focus on the work
of Thor Heyerdahl and Charles Darwin—both of whom researched seed dispersal via ocean currents. Extend the activity
by having students create a recipe for an “invasive fruit/vegetable salad,” with the seed origins of each food listed next to
each ingredient.
Economics: Many ecosystems supply valuable “human services,” such as cleaning the water supply or providing
agricultural products for our economy. Any disruption of these critical services, by invasive species, often results in
enormous economic losses worldwide. Have students investigate the economic impacts of invasive species in the U.S.
and around the world. Then, work in pairs or small groups to brainstorm possible solutions to the problems. Students may
wish to organize their discussions on a Problem/Solution chart.
Writing/Art: Divide students into teams to create board games (on poster board) about the environmental, economic,
social/cultural, and political impacts of a specific invasive species. Teams should use information gleaned from the
article(s) and additional research to design their game board “track,” question cards, and rule book. When complete, have
students trade and play one another’s games. They can also share with other classes and/or parents during school Open
House/Back to School events.
WRITING ASSESSMENT
Assess students’ understanding of the core science concepts covered in this Unit by having them write a detailed
response to the following:
Imagine that a school has an invasive pest problem: aphids are turning the leaves of cabbage plants in the
school garden to yellow, and they are curling at the edges. Ants are now crawling all over the plants, attracted
by the sticky honeydew that the aphids produce on leaves, and are now marching into school buildings, trash,
and recycling bins.
Write a recommendation to school officials about the best course of action to resolve the problem and explain
why your recommendation is their best option. Remember to think about such issues as cost and the safety and
health of humans and all ecosystems at and surrounding the school.
For the Teacher: Students’ answers will vary, but should include a recommendation for a pest management program that
is least harmful to pests, people, and the environment. Such a plan could include using natural (biological) methods to
control the aphids and ants first. If that doesn’t work, small amounts of toxic chemicals could be used. Natural methods
might include such things as removing all cabbage plants; releasing predator insects (e.g., ladybugs) to eat the aphids;
stopping the ants by patching wall holes and cracks; regularly emptying trash and recycling bins; trapping or using barrier
methods; and using non-toxic chemical solutions (e.g., soapy water). Note that if students recommend only toxic chemical
solutions, they should be required to defend such a recommendation as being the most helpful, healthful, and costeffective solution.
RELATED WEB SITES
National Invasive Species Information Center
Invasive and Exotic Species
Global Invasive Species Database
Invasive Plants in Your Backyard
USDA Natural Resources Conservation Service: Plants Database
USDA National Agricultural Library: Invasive Animals
RELATED VIDEOS
Center for Invasive Species and Ecosystem Health: Invasive Species Videos
Biology Video Podcasts: Invasive Plants of the U.S.
Arizona Aquatic Invasive Species
Invasive Species in Central Texas
Integrated Pest Management
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