Invasive Species Science Lesson Plan

Intermediate/Secondary Grades

Adapted from Invasive Species Council of BC

https://www.bcinvasives.ca/resources/education/

Teacher: Ms. Hydamacka

Overview & Purpose

Students will be contributing to their communities by learning to recognize native and

invasive plants in their area. They will investigate the impact of invasive species on
ecosystems in their region. They will also explore ways to help prevent further
introduction and spread including through the designing and use of a digital
presentation to educate others. Students may also find or use other means such as the
reporting of invasive species through digital means.

Big Ideas
Science
● Multicellular organisms have organ systems that enable them to survive and
interact within their environment. (Grade 5)
● Evolution by natural selection provides an explanation for the diversity and
survival of living things (Grade 7)

Applied Design, Skills, and Technologies K-9:

● Designs can be improved with prototyping and testing (Grade 4-7)
● Skills are developed through practice, effort, and action. (Grade 4-7)
● The choice of technology and tools depends on the task.(Grade 4-7)
● Design can be responsive to identified needs (Grade 9)
● Complex tasks require the acquisition of additional skills and may require
multiple tools and technologies. (Grade 9)
● Social, ethical, and sustainability considerations impact design (Grade 9)

Curricular Competencies:
Science:
● Make observations in familiar contexts (Grade 5- 6)
● Experience and interpret the local environment (Grade 5- 6 &7)
 ● Contribute to care for community through personal or collaborative approaches
(Grade 5 -7)
● Express and reflect on personal, shared, or others’ experiences of place (Grade 7)
● Identify some of the social, ethical, and environmental implications of the
findings from their own and others’ investigations (Grade 7)
● Communicate ideas, findings, and solutions to problems, using scientific
language; representations, and digital technologies as appropriate (Grade 7)
● consider environmental implications of the findings from their own and others’
investigations (Grade 7- 10)
● Communicate scientific ideas, claims, information, and perhaps a suggested
course of action, for a specific purpose and audience, constructing
evidence-based arguments and using appropriate scientific language,
conventions, and representations (Grade 9-10).

ADST K-12: Design involves: Understanding, Context, Defining, Ideating, Prototyping,

Testing, Making, Sharing.

Materials Needed
PlantSnap Plant Identification

PlantSnap, Inc.
● Digital cameras or cell phones
● Plant Snap App (iphone or android)
https://www.plantsnap.com/
● Local invasive plant field guide or information from the
internet or experts in the field
● Internet and display equipment (computer, screen)

For additional ideas and supporting materials:

https://www.bcinvasives.ca/documents/Teachers_Guide_FINAL_2012_06_14.pdf
Activity
This activity is a scavenger hunt type activity which searches for native and non-native
plant species. Establishing background knowledge prior to activity is required: On
previous walks, have students identify different plants in their local environment. Notice
what may have been planted and what occurs naturally. Ask the question what makes a
plant native and what makes it invasive. What are their ideas? Consider showing online
photos. For more background information ISCBC Educator guide (p. 5).:
https://www.bcinvasives.ca/documents/Teachers_Guide_FINAL_2012_06_14.pdf

1. Make sure students have downloaded the free Plant Snap App on their devices
and know how to use it. See videos available on apps site

2. Safety: Make sure you know about any plants that might be dangerous or
hazardous to touch. Discuss also with the group the any general safety
precautions to take. Describe any hazards you might come across on the
scavenger hunt. (field trip forms and safety plans to administration prior)

3. Head out with the class on a scavenger hunt to search for native and invasive
plants in your region. Take along any invasive and native plant field guides or
information from the web. Enlist the help of experts such as park naturalists,
gardeners, farmers, ranchers, local government employees or regional invasive
species committee. They may have materials or may even join you.
https://www.bcinvasives.ca/resources/education/

4. Students work in pairs to take pictures of as many invasive plants and native
plants that they can find. Aim for a minimum of 2 although ideally more should
be recorded.

5. Have students record the species name (this can be

done later using plant snap) , where they found it, and the
date. Recording can be done in Notes or a video memo
or with pencil and paper.

6. When in wifi range, open Plant Snap App and click on the
photo icon to the left of the camera button. This will go to
photos and the search for collected photos of plants,
click on “done.” Results will display names, species, etc.
More research may be needed later for more information.
 7. Have students (alone or in groups) put together an online or printed booklet of
the photos everyone took, and create your own local native and invasive plant
field guide OR Powerpoint slideshow. Include some of the impacts that the
invasive plants are having in your region, and discuss whether the invasive plants
are impacting the native plants you included, and how. Show your guide or
slideshow to another class, or a community group.

Assessment:
Single point rubric- co-created with students- student’s will self assess as well as
teacher. Students and teacher will meet to discuss assessment and presentation after.

Sample rubric:
https://docs.google.com/document/d/1OpSnoTut6AZwOrW2ugsmfJHwkTAZrV0oWZv
VdHASap0/edit?usp=sharing

Extensions:
● Find out more about the area and if any community or environmental groups are
working to manage the invasive plants. Download invasive species app
to report species. See example below

Report a Weed 4+
Webilize
The Report-a-Weed BC app lets you report weed
sightings anywhere in BC, in just a few simple steps.
Your report will go to one of BC's invasive plant
specialists, who will coordinate follow-up activities
with the appropriate local authorities.

This app is available only on the App Store for iPhone and iPad. Web view
Description
Invasive plants, often called weeds, are plants that are not native to British Columbia (BC) and cause
lasting environmental and economic harm. Some are toxic, or otherwise harmful to humans or animals.
These plants can establish and spread quickly, and outcompete our native vegetation. Eradication and
control efforts cost BC taxpayers millions of dollars every year.

● Students may also choose other options to report

Extensions cont’d:

● They may suggest actions or solutions to the problem of invasive species.

● Other actions could include creating presentations (Google slides, Prezis,

podcast or infographics) to educate others in their community about invasive
species.

● They may also study reasons for the intentional introduction of species on a local
or more global scale and the impact of those species.

● Further field trips could be taken to examine impact of an invasive plant of

animal species:

○ For example: a field trip to a local lake into which non-native water lilies
have been introduced (Cranberry Lake, Powell River, B.C.).

○ Or a paddling trip on a local lake where goldfish have been released and
are impacting native species (Dragon Lake, Quesnel, B.C).

● Students could interview locals and experts on the invasive species

● Students may also find this an opportunity to inquire about careers in

environment management (Grade 9-10 curricular competencies)