From Seed to Seed:
Plant Science for K-8 Educators

Activity 33: Keeping an Eye on the Aliens

Grades: 5-8

Associated Lesson Topics:

• Seed dispersal/ability of plants to spread great distances
• Invasive plants
• Environmental stewardship
  

National Standards:

• SCIENCE: Standard A, Standard E, Standard F
• MATH: Measurement Standard
• LANGUAGE ARTS: Reading 7, 10, Writing 1, 4

Planting the Seed...

Do you think that all of the plants we see growing outside are native to this area? Have any of you ever traveled to other parts of the country or world and seen the same plants that we have here? Since we know plants can't move, how do they get to all of these different places? Is it a good or a bad thing that plants can be moved around?

Teacher Information:

Invasive plants are everywhere. Even though the damage they cause isn't as readily apparent as the damage caused by other environmental problems, such as habitat destruction, they are the second leading cause of the loss of biodiversity on our planet. In fact, it's likely that this is taking place right in your backyard. This activity enables students-once they conceptually understand this issue-to be involved in the fight against invasive plants. One of the most important parts of invasive plant control is the monitoring of non-native plant populations. Through monitoring, you can learn the habits of non-native plants, how quickly they are spreading, and how they affect the ecosystem. You can then publicize this information to educate your community and, if appropriate, demand that action be taken. This activity can help your students become responsible environmental stewards.

Necessary Materials:

• Journals.
• Measuring tape.
• Flags or cones.
• Wildflower identification books.
• Magnifying glass.

Procedure:

• Identify a nearby natural area that is currently being overrun by non-native plants. These sites can be identified by contacting your local or state park department.
• Visit the natural area on a field trip.
• Have students record the location of the plot in their journals by marking down distances from notable-and preferably permanent-landmarks. This will enable classes to come back in future years to track the populations.
• Identify for the students or have them identify (using the identification book) the invasive plants that they are going to survey.
• Have students select plots within the larger plot to survey. They should measure these smaller plots out (1 foot square, 2 feet square-whatever size you desire) and mark the boundaries with flags or cones.
• Have students count the numbers of each invasive plant in their plot and record this data in their notebooks.
• Back at school, students should create a computer database that will allow students in future classes to add their own data.
• Students should conclude this activity by writing a guide to help future students carry on the project.
  

Harvesting the Crop...

Students involved in data collection over the first couple of years will participate in designing the methodology used in this study. This is a very important step in the scientific inquiry process and should not be understated. It is important for students to understand that they are contributing to the study even though they will not participate in it to the very end. After several years of different classes collecting this data, students can analyze the compiled data and present the results to interested parties either at a public meeting or through the media. Unless there is a control program taking place, the invasive plant populations are likely to be on the rise. If this is the case, older students can research and propose possible solutions to this problem. If there is an ongoing control program, students can report to interested parties how effective the control program is.

The following extension project can also engage your grades 5-8 students as environmental stewards. Find out which native plants from the natural area are threatened or endangered. Make sure you have the permission of the owners of the natural area before you plan for this activity. Grow these species of plants in the classroom, use them for plant-related lessons, and have the plants ready for transplanting in the spring. In the spring, take another field trip to the natural area and transplant the native plants. Alternatively, you can direct-seed the natural area with the desired plants.

Sources

• Wildflower identification guide
  Plant Families Carol Lerner, Morrow & Co., 1989
  Wildflower ABC Diana Pomeroy, Harcourt Brace, 1997
  Wildflower Field Guide and Press for Kids Carol Anne Campbell, Workman, 1995
  Carolina Biological Supply www.carolina.com

• Magnifying glasses
  Carolina Biological Supply www.carolina.com

Would you like to know more?
Additional Online Resources

•Wildflower Wonderland-Web site from Golfview Elementary School in Florida which provides suggestions on how to teach wildflower identification and the importance of preserving native plants.
http://www.brevard.com/golfview/wildflowers/

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