Endnotes:


1. Van Weelie, D. & Wals, A. E. J. (2010) Making biodiversity meaningful through environmental education, International Journal of Science Educa- tion, 24:11, 1143-1156, DOI:10.1080/09500690210134839


2. Mayer, P. (2006). Biodiversity—the appreciation of different thought styles and values helps to clarify the term. Restoration Ecology 14(1), 105-111. DOI:10.1111/j.1526-100X.2006.00111.x


3. Biodiversity. (n.d.). Retrieved February 5, 2018, from https://www.merriam- webster.com/dictionary/biodiversity


4. Cardinale, B. J., Duffy, J. E., Gonzalez, A., Hooper, D. U., Perrings, C., Venail, P., ... & Kinzig, A. P. (2012). Biodiversity loss and its impact on humanity. Nature, 486 (7401), 59.


5. Green, E. K., & Galatowitsch, S. M. (2001). Differences in wetland plant community establishment with additions of nitrate-N and invasive species (Phalaris arundinacea and Typha× glauca). Canadian Journal of Botany, 79 (2), 170-178.


6. Gorchov, D.L. & Trisel, D.E. Plant Ecology (2003) Competitive effects of the invasive shrub, Lonicera maackii (Rupr.) Herder (Caprifoliaceae), on the growth and survival of native tree seedlings 166: 13. https://doi. org/10.1023/A:1023208215796


7. Ohio’s Top Invasive Plants. (n.d.). Retrieved March 25, 2018, from http:// ohiodnr.gov/invasiveplants


8.


Invasive Species in Ohio. (n.d.). Retrieved March 25, 2018, from http:// ohiodnr.gov/invasivespecies


9. Miller, K. V., & Miller, J. H. (2004). Forestry herbicide influences on biodi-


versity and wildlife habitat in southern forests. Wildlife Society Bulletin , 32 (4), 1049-1060.


10. Linz, G. M., Homan, H. J., Gaulker, S. M., Penry, L. B., & Bleier, W. J. (2007). European starlings: a review of an invasive species with far-reaching impacts. Managing Vertebrate Invasive Species, 24.


11. Mackenzie, B. F., & Larson, B. M. (2010). Participation under time con- straints: landowner perceptions of rapid response to the emerald ash borer. Society and Natural Resources, 23 (10), 1013-1022.


12. Ruby-Throated Hummingbird. (n.d.). Retrieved from http://wildlife.ohiodnr. gov/species-and-habitats/species-guide-index/birds/ruby-throatedhumming- bird


13. Crayfish. (n.d.). Retrieved from http://wildlife.ohiodnr.gov/species-and-habi- tats/species-guide-index/insects-spiders-andother-invertebrates/crayfish


14. Sugar Maple. (n.d.). Ohio.gov/search. Retrieved from http://forestry.ohiodnr. gov/sugarmaple


15. Asian Longhorned Beetle. (n.d.). Retrieved from http://www.agri.ohio.gov/ topnews/asianbeetle/


Additional Reference:


Van Weelie, D. & Wals, A. E. J. (1999) Stepping stones for making biodiversity meaningful through education. In A. E.J. Wals (ed.), Environmental Education and Biodiversity – IKC-report no. 36 (Wageningen: National Reference Centre for Nature Management), 49–81.


Lesson Plan


Objectives: • Participants will be able to define the term biodiversity and identify its importance to our ecosystems. • Participants will be able to classify native and invasive species when given examples. • Participants will be able to discuss what an environment would be like if a native or invasive species were removed. Standards:


• Next Generation Science Standard (NGSS): MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.


Materials: • Stopwatch • Native species information cards (example at end of document) • Invasive species information cards (example at end of document) • Observation notebook or worksheet (worksheet provided at end of document) • Writing utensil Location: • Local park, nature preserve, or green space


Native species speed-dating Time: 10–30 minutes, depending on group size


Each student is given a card about a native species (plant or animal) to their area (example cards at the end of the document). The card includes a picture of the animal, where it lives/can be found, what it eats, where it looks for shelter, at what time of day it is most active, and its potential predators. The student needs to read through their card to make sure they understand all the information about their assigned species. All students then organize into two groups (which can be done randomly or directed by the teacher) with one group forming a circle with their backs towards the center, while the other group forms a circle around the first group whose members are looking towards those in the smaller circle. Thereby, each student has a part- ner whom they are facing. Before students start discussing with each other, they should be directed to consider the following questions regarding how their species would interact with their partner’s species:


• Are the species found in the same area? • Would the two species be active during the same part of the day?


Page 26 Green Teacher 122


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