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Earthworks
Earth System Science for Secondary Teachers
Invasive Plant Study—Phase 2
Grade Level: 3/ 4/5
Content: Plant bio political action
Time: 2 weeks (or-extended over time, 10 days total); Fall 2004
Standards: obs, class—scie
Civic activism—ss
e/a—writing/communication
Background Needs of Students:
- reason: information re: action
- identification of local plants
- info on impact
Objectives:
- Process--to plan and carry out action to eradicate bittersweet
- Content—plant identification and classification
- Attitude—develop awareness of personal impact on the environment
- Science Process Skills—plan, observation, classification, and communication
Procedure:
- Year 2 students teacher year 1 plants in the field using their own field guides
- Note distinguishing features and location
- Explain how we gathered data
- 2) (if time) Year 1 begins own field guide card
- (enrich) Year 2 adds to theirs
- Sachuest Point Wildlife Refuge presentation of eradication methods and results
- Students discuss pros and cons of methods and decide on eradication plan. (This may involve multiple methods to test effectiveness)
- Enrich—plot point on GPS? (small area)
- Math—can do area—math calculations
- Geography-set up scale map to monitor for spring
- Write letters to invite for eradication day.
Enrich:
- Numi Mitchell, wildlife biologist and to extend idea of biodiversity in field
- Insect/plant interactions (year 2)
- Trees/inventory—grade 8 1-2 tree project
- Carry out eradication plan
- Monitor and analyze results
Assessment
Informal
- Group interactions, decision analyzing—taking into account important factors.
- On-going formative: ability to identify plants and explain features.
Formal/Summative:
- Written piece (letter to senator, newspaper, etc. telling of eradication plan and explaining importance of eradication of oriental bittersweet)
Resources:
- Local wildlife biologist, Numi Mitchell
- Wildlife refuge staff
- Parents (money and materials-clippers, etc.)
- Administrators, custodians
- Former students
- URI scientists
Barriers/Solutions:
Time (deal with it) and poison ivy (talk to Lew, re: control methods; wear appropriate clothes and learn to identify)
2003
Grade level: 4
Subject Area: Plant Ecology
Time: 1/4 quarter (fall)
Standards: National Science and Lit. Standards
Background knowledge/skills: Grade 3 completion of plant unit with Brassica seeds - links into land and water (spring)
Objectives: observe, ID & map out native & non-native plant species in the wooded area south of the school.
Materials: measuring tapes, field guides, collection bags, index cards, flags, contact paper, mag lens, journals. (GPS, GIS, topo maps of area)
Procedures:
- Teacher- teach lesson on field guide use, mapping
- Students- mark off plots within wooded area to look at types of species present. Record & classify according to category of native, invasive, naturalized. Students will make representative map with samples. They will also collect and label samples. It is hoped that students will general questions about how/why plants colonize in certain areas that will lead to extension research and collaboration and action.
Assessment: Student notebooks with identification of plants, classifying and recording characteristics. Map with samples and specifications of wooded area (measurement applicationsin class).
Enrichment:
- Extend into comparison of plants in field and/or aquatic plants.
- Investigate pesticide use and runoff in surrounding area
- Campaign to remove winged euonomous on school land
- Do it
- Soil test and correlate plant to soil composition (moisture, sun)
- Collaborate w/URI scientists, RI Wild Plant Society, Nuni Mitchell, others
- Extend into Ballard Park -peer teach (in summer)
Resources: Land, supplies, students, parents, experts
Barriers:
- Collaborating teachers unknown
- Job description questionable
- ticks
- poison
- field ID skills
- Does not tie into curriculum
- the correct guide
Responses:
- Show samples before field work
- Make guides
- Make chart of dichotomous key-laminate
- Overheads to show or teach guide skills
- Initiate early start and contact with others
- Link in with erosional factors to lighten teaching load for coop teachers
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