Which plants were introduced to the area? why and how? Why all of the concern? How does fire effect the plants? Why some and not others?
Student Goals: Students learn about native species as well as invasive/non-native plants (and other species).
Instructional Resources: Field Guides, Guest Botanists, Ranger, Scientist, or Person familiar with the vegetation.
Willows of French Creek project.pdf
Native Species on our Site.pdf
Native Species that were planted at the site (PDF)
Activities:
 | Students learn which plants are native and plants that are invasive. Students remove the non-native/ invasive plants with clippers and if available re-plant native species. |
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Invasive plants including Himalayan Blackberry and Tree of Heaven were quick to re-sprout at the project site. These and other plants are considered invasive as they are not native to the area and cause environmental harm to native plant species also trying to rebound after the fire. Students and cooperators mechanically removed invasive species and replanted over 400 native plants on the project site. Natural re-growth has also been successful, helping out-compete the persistent invasive species. A list of all species planted can be found on the project Website, http://www.kidsinthecreek.org. |
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Compare new plants that emerge after a fire or event to an area that hasn't been effected. Did the fire kill Everything? Soil, insect, and seed investigations. Lead in to seed scarification/germination. Students examine the effects of fire on seed survival. They learn that some plants need fire and that too much heat can cause different results. |
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Raise and propagate native plants.
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Cross-curricular:
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Language Arts: Make a brochure (that covers whatever topics are most relevant for your area). Write about and describe the dilemma of native and non-native species; Why is this a problem? |
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Math: Count, compare, graph, and analyze population numbers and density. Use math to describe an observation. Various transect and objective analysis activities can be created or found to gather data. |
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Science: Examine different micro-habitats and look at what species returned and why. Play a game that simulates how some plants or animal characteristics are more advantageous in survival (good seed and beak simulations can be found). Learn what limiting factors and variables are influencing the success of some species. |
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Social Studies: Look at patterns of travel compared to introduced species. Discuss the social significance of having certain species as opposed to the environmental challenge that may occur (such as introduction of starlings, tree-of-heaven, or certain grasses and weeds. |
Multi-sensory- learner involvement & self assessment / Outcome:
| Create a presentation and share it with a group. Include flyers, notes, brochure... |
| Raise and propagate native plants. |
Extensions:
| Investigate problems of introduced species further. (this is a big problem in a lot of areas) |