Emerald Ash Borer and the Asian Long-horned Beetle due to their small size); this list can be adapted to your local community. The students then look at all of the cards and match them to a native species with which they share something in common (e.g., same place of shelter, food source, time of day they are most active, etc.). Guide students through questioning to the fact that these invasive species could impact the ability of a native species to survive in its own environment. Possible guiding questions include the following: • What would the native animals have to do if the invasive species used up or depleted their food source?
• What would happen to our environment if we lost a lot of trees because of the Emerald Ash Borer/Asian Long-horned Beetle?
• Is it “fair” to the native species if the invasive species used their resources? (This is a question that would be best to use with younger students.)
Invasive species hunt Time: 15 minutes
Students break into small groups (if they had previously been in a large group) to explore the park or green space that they are visiting. Before the hike, students are informed that they are on the lookout for examples of the native and invasive species about which they have just learned. Students document their findings in an observation journal. If a student does not know what a species of plant/animal is when they find it, encourage them to draw a picture or describe it instead. Other things to encourage them to look for and document include plants they see, animals they spot, evidence of animals (scat, tracks, feath- ers, etc.), insects they encounter, or other memorable interactions they experience with their surroundings that relate to the prior activity. After the hike, the students join together to hold a discussion to share their findings. Allow them to share a few examples of what they found. For example, a student could share that they spotted a Common Starling which they recognized from the information card. A student could also share a picture of a plant they drew. If this occurs, then the group should take the time to identify what it could be. Comparing the drawing to the information cards would be a great way to help the students determine a correct identification.
To start the final discussion for the activity, question the students on how they think we could stop invasive species in our ecosystem. Students may present the idea of capturing all of the invasive species, leading the teacher to explaining the process of chipping and burning that is used to control infested areas of ash trees or mentioning the use of physical frightening agents, while explaining that scaring animals away could be another option. Another idea that could be shared by students is killing/ destroying the invasive species. This is where the teacher could explain how herbicides could be used on invasive plants. To wrap up the activity — but not the learning — the teacher asks the students to think about ways they can personally mit- igate the impact of invasive species in their lives. The teacher could also use an exit activity (found and the end of the docu- ment) to assess the students’ learning.
Example Native Species Cards
Name: Sugar Maple Scientific Name: Acer Saccharum
Range: northeastern Ohio and Appalachia, found in forest and meadows.
Services: Produces a sweet sap that is often turned into maple syrup. This sap also attracts the Yel- low-billed Sapsucker that drills into the tree to enjoy the sweet sap.
Facts: Can grow up to 80 feet in height. (Sugar Maple, n.d.)
Species background information: The Sugar Maple tree is a native species to Ohio. It thrives in northeastern Ohio, as well as parts of Appalachia. This species of trees offers food and shelter resources to many other species within its environment. Birds can build nests and the Yellow-bellied Sapsucker (a woodpecker native to Ohio) is attracted to the sweet sap the tree produces. This sap is also what is harvested and turned into maple syrup by humans. The Sugar Maple is a hardwood tree that the invasive Asian Long-horned Beetle (ALB) is attracted to. The ALB can infest the tree where it bores holes and lays its eggs. When an infestation occurs, the tree does not survive the damage. The loss of this tree due to the invasive ALB is detrimental to species of birds that utilize it to find food and for nesting.14 Other possible native species cards for SW Ohio:
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