sive plants can take up valuable ground cover from native plants.6


One invasive species that is discussed in this lesson


is the Japanese Honeysuckle (Lonicera japonica), a plant species which is the first on the Ohio Department of Natu- ral Resources’ top invasive species list.7


The other invasive


species that are discussed are the Asian Long-horned Beetle (Anoplophora glabripennis), Gypsy Moth (Lymantria dispar dispar), Emerald Ash Borer (Agrilus planipennis), Creeping Thistle (Cirsium arvense), and Common/European Starling (Sturnus vulgaris).8


These species were picked because they Ash with damage from Emerald Ash-borer Managing invasive species


• Chipping and burning: The process of cutting down invasive plants, then burning the remains and stumps11


• Physical frightening agents: The use of an artificial object or sound to deter the invasive animal from an area (for example, the use of ultrasonic sounds or hawk kites to deter the Common Starling10


can be commonly viewed during the warm season in south- west Ohio, where this lesson is planned to take place. This lesson could be altered for other regions by replacing the example species with similar species specific to those regions (see Resources for other regions at end of document). Prior to learning about the invasive species, students par-


) Note: When used


properly, this is considered ethical or humane towards the species.


• Killing/destroying invasive species: The process of trapping or using chemical agents (such as herbicides and pesticides) to eliminate invasive species9


ticipate in an activity that familiarizes them with common facts about various native species. Students thereby learn about each species through basic facts like what they eat, where they find food, where they find shelter, and what spe- cies is/are their potential predator(s). This activity helps stu- dents later make connections between invasive species and native species. As a closing discussion, the students start to brainstorm


ways to control invasive species. During this discussion, stu- dents are directed to discuss control methods like herbicide use on invasive plants9


ening agents such as sounds or staged predators, which are used to combat invasive Common Starlings.10


and the use of ethical physical fright- Last, differ-


• Biodiversity: Biological diversity in an environment as indicated by numbers of different species of plants and animals3


Students then get a chance to explore the idea that an ecosys- tem needs a certain amount and type of biodiversity in order to be resistant and resilient to disturbance and change. Keep in mind, for discussions and for when students ask questions, that biodiversity is needed to support all living things, includ- ing humans. That is, without certain species, we would have a higher risk of contracting diseases due to a lack of diversity as well as lower rates of ecosystem services like decomposi- tion and nutrient recycling.4


Each species plays an important


role in keeping our environment healthy and sustainable. The introduction of invasive species, which compete with native species for resources, makes it harder for an ecosystem’s bio- diversity to be resilient.5


A discussion of these ideas would


allow students to understand biodiversity as defined by the environmentalism thought style:


• Environmentalism thought style: The understanding that biodiversity refers to the richness of biological elements, plants and people, on Earth.2


To help students understand this idea, consider discussing native and invasive species’ relationships in a local southwest Ohio ecosystem. Invasive species can be detrimental to the health of native plants in their ecosystem. For example, inva-


ent methods used to fight the Emerald Ash Borer and Asian Long-horned Beetle are addressed. An additional method that would be interesting to discuss with students is the chipping and burning of infested, or potentially infested, ash trees.11


Resources for other regions • A quick read from the Washington Post about the most destructive invasive species in the United States: https:// www.washingtonpost.com/news/energy-environment/ wp/2015/02/23/like-most-invasive-species-pythons-are-in- the-u-s-to-stay/?noredirect=on&utm_term=.9c638617cb56


• The USDA’s list of invasive species and information about them — The website provides links to see lists of inva- sive species by state or region: https://www.invasivespe- ciesinfo.gov/subject/lists


• This is a database from the USDA of plants native to dif- ferent regions across the United States: https://plants.usda. gov/checklist.html


• To find a list of your region’s native fauna, check out your state or province’s Department/Ministry of Natural Resources website.


Kelly Armentrout is a former middle school STEM teacher and currently works full-time as an agricultural educator. She completed this piece as part of her graduate program with Miami University and Project Dragonfly in Cincinnati, Ohio. Her broader goal through this graduate work has been to educate the public about suburban wildlife and how we can appreciate and co-exist with it.


Green Teacher 122 Page 25


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52