Other groups of students


will investigate how moral val- ues impact management plans by learning about a conflict between the National Wildlife Institution and radical animal rights groups over the inva- sive Eastern Grey Squirrel (Sciurus carolinensis) in Italy. The National Wildlife Institu- tion, along with the University of Turin, developed a plan to eradicate grey squirrels from Italy by utilizing a euthanasia procedure. This plan created conflict with three animal rights groups and eventually led to a trial that suspended the project. This suspension led to the spread of the grey squirrel, making eradication impos- sible.6 Students will simulate going back in time to develop a social-ecological manage- ment plan that prevents the spread of the grey squirrel while also appealing to the ethics of certain social groups. The last case study is focused on the spiritual value sur-


rounding the 9/11 survivor tree. This specific tree, a Brad- ford Callery Pear (Pyrus calleryana ‘Bradford’), survived the 9/11 terrorist attacks and is visited every day at the 9/11 Memorial Plaza in New York City, USA.7 While the tree is a symbol of hope and resilience to many people, it is also an invasive species. Saplings from this tree are highly coveted by victims’ families and others who are looking to com- memorate 9/11 or another traumatic event.8 Students will explore the conflict that has arisen due to the propagation and distribution of the tree’s offspring and develop a man- agement plan that best prevents conflict while protecting the biodiversity of the area. Students may make emotional connections to the sce-


narios based on their values and past experiences. Educators should use these different opinions and perspectives to help facilitate a meaningful discussion on what factors are most important in developing management plans. By doing this, educators can teach students about the strategies of com- munity-based conservation, in which the diverse needs and knowledge of community members are used in management decisions. 9 Like in community-based conservation, students will need to collaborate and compromise to make a manage- ment plan, just as stakeholders and managers do in real life.


Lesson plan This lesson is designed to take multiple class periods. Time


suggestions are listed next to each activity, which are geared towards high school students. Please see the modification section for ideas on how to adapt the activities for different grade levels.


Objectives: Students will be able to… • define an invasive species; • define a stakeholder;


• identify and describe the social values associated with invasive species (utilitarian, moral, spiritual, cultural, aesthetic);


• identify and describe management approaches for inva- sive species;


• describe the relationship between social and ecological factors involved in invasive species management;


• design a management plan that addresses social and eco- logical issues surrounding an invasive species;


Next Generation Science Standard: • HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environ- ment and biodiversity.10


Word Cloud (10 minutes) Purpose: Gage students’ understanding and perceptions of invasive species.


Materials: • computer and projector • students’ smart devices (if not available, see Modifica- tions section below)


• PollEverwhere 11


Directions: 1. Using PollEverwhere, create a group for your class. Using the Action tab, add the word cloud activity to your class. Within the question box, type “What word comes to mind when you hear invasive species?”


2. Write the code for the word cloud on the board and as students come into the room, ask them each to submit one word to the word cloud.


3. Once all students have submitted a word, project the word cloud onto the board and use it as a way to intro- duce invasive species. Ask students if the words are mainly positive or negative. If students submit a species name, ask the student what they know about that species. You could also ask students about local invasive species.


Green Teacher 131 Page 29


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