{"id":582,"date":"2012-04-10T20:11:10","date_gmt":"2012-04-10T20:11:10","guid":{"rendered":"http:\/\/learn.uppersouthplatte.org\/?page_id=582"},"modified":"2015-02-05T22:29:49","modified_gmt":"2015-02-05T22:29:49","slug":"invaisive-species-module-teacher","status":"publish","type":"page","link":"https:\/\/uppersouthplatte.org\/learn\/invaisive-species-module-teacher\/","title":{"rendered":"Invasive Plant Species Module- Teacher"},"content":{"rendered":"

 <\/p>\n

Welcome Teachers!<\/p>\n

Thank you for selecting this service learning module through the Coalition for the Upper South Platte (CUSP).\u00a0\"\"<\/p>\n

When it comes to the environment, we tend to \u201csweat the big stuff\u201d like massive forest fires, climate change, and pollution from factories.\u00a0 As we deal with these very visible issues, we sometime overlook the less obvious problems.<\/p>\n

Invasive species are currently the second leading threat to biodiversity.\u00a0 Habitat destruction is the leading threat (http:\/\/www.actionbioscience.org\/biodiversity\/simberloff.html<\/a>).\u00a0 However, unlike pollution and fires, invasive species do not generate much media attention.\u00a0<\/p>\n

This module focuses on invasive plant species.\u00a0 Throughout this module you and your students will learn the ecology behind why invasive species can be so destructive.\u00a0 Students will gain an understanding of how invasive plants spread and will be exposed to some of the methods of removing such plants.<\/p>\n

Invasive plants is an issue of concern in the Upper South Platte Watershed.\u00a0 CUSP focuses on noxious weeds, one category of invasive plants.\u00a0 After completing this module, students will have the opportunity to participate in a service-learning day with CUSP staff in the watershed to remove noxious weeds.\u00a0 They will learn first-hand the challenges of removing invasives and the importance of preventing the establishment of invasive species.<\/p>\n

Sincerely,<\/p>\n

Sarah Lykens
Outreach Assistant
Coalition for the Upper South Platte
http:\/\/cusp.ws<\/a><\/p>\n

Service opportunities through CUSP that would complement this curriculum include activities such as noxious weed removal and noxious weed prevention. \u00a0To schedule a service-learning activity, please click here<\/a>.<\/p>\n

\n

\u00a0Teacher’s Guide<\/strong>
Walking Through the Curriculum
<\/strong>The Invasive Plant Species Module consists of a pre- and post-assessment, three classroom activities for your students, and a service learning day with CUSP. \u00a0The activities and supporting documents provided will cover information on the biology of invasive plants, their ecological impacts, and control methods. \u00a0<\/p>\n

The online pre-assessment can be accessed here<\/a>. \u00a0The access code is ESD9W. \u00a0Please give your students the access code and assign them a “first” and “last” name with which to enter to take the test. \u00a0Because the test results will be visible to CUSP, we suggest that you assign your students a unique number sequence for their “first” name and your school name and grade for their “last” name so that they remain anonymous to us yet identifiable to you. Example: \u00a0First name – 123, Last name – Arapahoe 9th.<\/p>\n

Once your class has completed the service learning module, they need to take the post-assessment\u00a0here<\/a>. \u00a0The access code for it is E4SAF4, and they can use the same name as they used for the pre-assessment. \u00a0CUSP will send you the results of the assessments.<\/p>\n

Teacher’s Master Guide<\/a>\u00a0is a detailed, step-by-step guide to follow as you complete this module.<\/p>\n

Objectives
<\/strong>Students will: (1) understand the significance of invasive plant species and population interactions in an ecosystem; (2) understand ways in which human actions affect ecosystems and the evolution of individual species; (3) Research and discuss methods for invasive plant species removal and begin to understand the many factors involved in making environmental decisions; (4) Participate in fieldwork to observe and mitigate effects of invasive plant species.
Objectives and Education Standards<\/a>\u00a0<\/p>\n

Time
<\/strong>Teachers will be required to show proof of classroom work before going into the field.\u00a0 The entire curriculum will take approximately 5 to 7 hours, plus a day of volunteering.<\/p>\n

Pre-Assessment: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 20 minutes<\/p>\n

Weed Invasion Activity:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1 to 2 hours<\/p>\n

Ecological Impacts Activity: \u00a0 2 class period or 2 hours<\/p>\n

Control Activity: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a01 hour plus homework<\/p>\n

Post Assessment: \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 20 minutes
Estimated Time Required<\/a>\u00a0in .pdf format<\/p>\n

Supplies<\/strong><\/p>\n

Plant Invasion:
<\/em>Magnifying glass (per student if possible),\u00a0Variety packet of seeds,\u00a0Plant Invasion worksheet (per student),\u00a0Calculators,\u00a0White board<\/p>\n

Ecological Impacts:<\/em>
Student Activity Instructions (per group),\u00a0Invasive plant species or noxious weed lists for county or state (use provided links),\u00a0Ecological Impacts Reading,\u00a0Ecological Impacts Worksheet (per group),\u00a0library or internet access,\u00a0writing instrument (per group),\u00a0poster board, colored pencils, or other supplies for visual aspect of presentations<\/p>\n

Control: (all documents are per students*)<\/em>
Management Think Sheet,\u00a0Control Methods handout,\u00a0Case Study Summary,\u00a0Mechanical Case Study,\u00a0Chemical Case Study,\u00a0Biological Case Study,\u00a0\u2018Plant Invasion\u2019 story (found in Plant Invasion Activity),\u00a0Spotted Knapweed Study,\u00a0Spotted Knapweed Management,\u00a0Invasives and Economics article,\u00a0Herbicide Resistance article,\u00a0Mechanisms of Herbicide Resistance document
* Several of these documents can be used at the teacher\u2019s discretion.
Supply List<\/a>\u00a0in .pdf format<\/p>\n

\n

TEACHER RESOURCES
<\/strong>Background Information<\/a><\/p>\n

ACTIVITIES
<\/strong>Plant Invasion<\/a>
<\/a>Ecological Impacts<\/a>
<\/a>Control<\/a><\/p>\n

DOCUMENTS and MATERIALS
<\/strong>Background Information
<\/a>Vocabulary
<\/a>Plant Invasion Worksheet<\/a>\u00a0<\/a>\u00a0
<\/a>Ecological Impacts Worksheet<\/a>
Ecological Impacts Student Instructions
<\/a>Ecological Impacts Reading<\/a>
<\/a>Management Think Sheet
<\/a>Control Methods Handout
<\/a>Case Studies Summary
<\/a>Mechanical Control
<\/a>Chemical Control
<\/a>Biological Control<\/a>
<\/a>Spotted Knapweed Study<\/a>
<\/a>Spotted Knapweed Management<\/a>
<\/a>Invasives and Economics Article<\/a>
<\/a>Herbicide Resistance Article<\/a>
<\/a>Mechanisms of Herbicide Resistance<\/a><\/p>\n

\n

LINKS
<\/strong>Bailey, Nikki.\u00a0 \u201cSpotted Knapweed (Centaurea maculosa): A Study of the effects of a \u00a0 \u00a0 \u00a0 biological control agent by students from Fort Benton High School, MT.\u201d\u00a0 Johnson, E. & Liebers, S.\u00a0 February 2003.\u00a0 Web.\u00a0 March 2012. http:\/\/mtwow.org\/spotted-knapweed-Fort-Benton-student-study.htm<\/a>.<\/p>\n

Case Studies for Managing Invasive Plants<\/span>.\u00a0 U.S. Department of the Interior: Bureau of Land Management. http:\/\/www.blm.gov\/wo\/st\/en\/prog\/more\/weeds\/case_studies.print.html<\/a>.

<\/span><\/span><\/span>Early, David.\u00a0 \u201cA Bear Trap Rite of Spring.\u201d U.S. Department of the Interior: Bureau of Land Management, Dillion Field Office.\u00a0 March 2012.\u00a0 http:\/\/www.blm.gov\/mt\/st\/en\/info\/newsroom\/steward\/08summer\/beartrap.print.html<\/a><\/p>\n

Early Detection & Distribution Mapping System<\/span>. The University of Georgia \u2013 Center for Invasive Species and Ecosystem Health.\u00a0 (Interactive map.) http:\/\/www.eddmaps.org\/tools\/choosecounty.cfm<\/a>.<\/p>\n

Legner, E. Fred.\u00a0 Klamath Weed (=St. John\u2019s Wort) Hypericum perforatum<\/em> L. \u2013 Hypericaceae.\u00a0 University of California.\u00a0 http:\/\/faculty.ucr.edu\/~legneref\/biotact\/ch-66.htm<\/a>.<\/p>\n

Penn State.\u00a0 \u201cIntegrated weed management best response to herbicide resistance.\u201d\u00a0 ScienceDaily<\/em>, 9 Feb. 2012.\u00a0 Web.\u00a0 March 2012.\u00a0 http:\/\/www.sciencedaily.com\/releases\/2012\/02\/120209135840.htm<\/a>.<\/p>\n

\u201cPiedras Blancas Light Stations Outstanding Natural Area Native Plant Restoration.\u201d\u00a0 U.S. Department of the Interior: Bureau of Land Management, Bakersfield Field Office.\u00a0 March 2012.\u00a0\u00a0 http:\/\/www.blm.gov\/ca\/st\/en\/fo\/bakersfield\/Programs\/pbls\/plant_restoration.html<\/a>.<\/p>\n

Plants Database<\/span>.\u00a0 Natural Resources Conservation Service.\u00a0 United States Department of Agriculture.\u00a0 http:\/\/plants.usda.gov\/java\/<\/a>.<\/p>\n

Species Management and Control Information: Spotted Knapweed Centaurea maculosa<\/em> Larmarck or C. bierbersteinii<\/em> DC.\u00a0 DCNR Invasive Exotic Plant Tutorial for Natural Lands Managers.\u00a0 March 2012.\u00a0 http:\/\/www.dcnr.state.pa.us\/forestry\/invasivetutorial\/Spotted_knapweed_M_C.htm<\/a>.<\/p>\n

State Resources<\/span>.\u00a0 National Invasive Species Information Center.\u00a0 United States Department of Agriculture National Agricultural Library.\u00a0 http:\/\/www.invasivespeciesinfo.gov\/unitedstates\/state.shtml<\/a>.<\/p>\n

Tharayil-Santhakumar, Nishanth. \u00a0\u201cMechanisms of Herbicide Resistance in Weeds.\u201d\u00a0 Plant & Soil Sciences.\u00a0 University of Massachusetts, Amherst, MA 01003. http:\/\/www.weedscience.org\/paper\/Mechanism%20of%20Herbicide%20resistance.PDF<\/a>.<\/p>\n

USDA\/Agricultural Research Service.\u00a0 \u201cEliminating weeds could put more cows on the pasture.\u201d\u00a0 ScienceDaily<\/em>, 28 Apr. 2010.\u00a0 Web.\u00a0 March 2012. http:\/\/www.sciencedaily.com\/releases\/2010\/04\/100428121443.htm<\/a>.<\/p>\n

REFERENCES
<\/strong>C. E. Bell,\u00a0 J. M. DiTomaso, C. A. Wilen.\u00a0 \u201cInvasive Plants.\u201d\u00a0 UC IPM Online<\/span>.\u00a0 11\/07.\u00a0 University of California Agriculture & Natural Resources. http:\/\/www.ipm.ucdavis.edu\/PMG\/PESTNOTES\/pn74139.html<\/a>.<\/p>\n

Hall, M.\u00a0 \u201cEcological Impact of Invasive Plants\u201d Brown University.\u00a0 Center for Environmental Studies.\u00a0 http:\/\/www.brown.edu\/Research\/EnvStudies_Theses\/full9900\/mhall\/IPlants\/Ecological_Impact.html<\/a>.<\/p>\n

Integrated Weed Management<\/span>.\u00a0 CSIRO.\u00a0 http:\/\/www.csiro.au\/Outcomes\/Food-and-Agriculture\/IWM.aspx<\/a>.<\/p>\n

Invasive Plants: Change in Fire Regime<\/span>.\u00a0 National Invasive Species Information Center.\u00a0 http:\/\/alic.arid.arizona.edu\/invasive\/sub8\/p3.shtml<\/a>.<\/p>\n

Invasive Plants: Methods of Control<\/span>.\u00a0 National Invasive Species Information Center.\u00a0 http:\/\/alic.arid.arizona.edu\/invasive\/sub3\/p7.shtml<\/a>.<\/p>\n

Simberloff, Daniel.\u00a0 \u201cIntroduced Species: The Threat to Biodiversity & What Can be Done.\u201d\u00a0 American Institute of Biological Sciences.\u00a0 2000.\u00a0 http:\/\/www.actionbioscience.org\/biodiversity\/simberloff.html<\/a>.<\/p>\n

\u201cUnder\/Out of Control.\u201d\u00a0 Invasives: Plants on the Move.\u00a0 March 2012.\u00a0 http:\/\/www.weedinvasion.org\/pdfs\/Control\/under_out_of_control.pdf<\/a>.<\/p>\n

United States.\u00a0 Definitions Subcommittee of the Invasive Species Advisory Committee. \u00a0Invasive Species Definition Clarification and Guidance White Paper. <\/em>Approved April 27, 2006. http:\/\/www.invasivespeciesinfo.gov\/docs\/council\/isacdef.pdf<\/a>.\u00a0<\/p>\n

United States. Federal Noxious Weed Act of 1974 (Summary).\u00a0 January 3, 1975 as amended 1988 and 1994. http:\/\/www.thecre.com\/fedlaw\/legal2\/fedweed.htm<\/a>.<\/p>\n

\u201cWeed Invasion.\u201d\u00a0 Invasives: Plants on the Move. \u00a0March 2012. www.weedinvasion.org<\/a>.<\/p>\n

What is Integrated Weed Management?<\/span>\u00a0 Minnesota Department of Agriculture.\u00a0 http:\/\/www.mda.state.mn.us\/plants\/pestmanagement\/weedcontrol\/whatisiwm.aspx<\/a>.<\/p>\n

ADDITIONAL RESOURCES
<\/strong>Center for Invasive Plant Management<\/span>.\u00a0 2012.\u00a0 Department of Land Resources of Environmental Sciences, Montana State University, Bozeman, MT.\u00a0 March 2012.\u00a0 http:\/\/www.weedcenter.org\/<\/a>.<\/p>\n

Invasive Plants<\/span>.\u00a0 August 2008.\u00a0 The United States National Arboretum.\u00a0 March 2012.\u00a0 http:\/\/www.usna.usda.gov\/Gardens\/invasives.html<\/a>.<\/p>\n

Plants Database<\/span>.\u00a0 Natural Resources Conservation Service.\u00a0 United States Department of Agriculture.\u00a0 http:\/\/plants.usda.gov\/java\/<\/a>.<\/p>\n

State Resources<\/span>.\u00a0 National Invasive Species Information Center.\u00a0 United States Department of Agriculture National Agricultural Library.\u00a0 http:\/\/www.invasivespeciesinfo.gov\/unitedstates\/state.shtml<\/a>.<\/p>\n

Volunteers and Invasive Plants: Learning and Lending a Hand<\/span>.\u00a0 21 August 2008.\u00a0 U.S. Fish and Wildlife Service National Wildlife Refuge System.\u00a0 http:\/\/www.fws.gov\/invasives\/volunteersTrainingModule\/bigpicture\/invasives.html<\/a>.<\/p>\n

\u201cWeeds Affect Millions of Acres of Public Lands.\u201d\u00a0 25 August 2011.\u00a0 U.S. Department of the Interior: Bureau of Land Management.\u00a0 March 2012. http:\/\/www.blm.gov\/wo\/st\/en\/prog\/more\/weeds.html<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

  Welcome Teachers! Thank you for selecting this service learning module through the Coalition for the Upper South Platte (CUSP).\u00a0 When it comes to the environment, we tend to \u201csweat the big stuff\u201d like massive forest fires, climate change, and pollution from factories.\u00a0 As we deal with these very visible issues, we sometime overlook the […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-582","page","type-page","status-publish","czr-hentry"],"_links":{"self":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages\/582","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/comments?post=582"}],"version-history":[{"count":25,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages\/582\/revisions"}],"predecessor-version":[{"id":1631,"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/pages\/582\/revisions\/1631"}],"wp:attachment":[{"href":"https:\/\/uppersouthplatte.org\/learn\/wp-json\/wp\/v2\/media?parent=582"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}