HGA | Gaw00 Index

ALIEN SPECIES - FRIEND OR FOE?
Mary Frances Higuchi
GAW 2000

PURPOSE: Several thousand plants and animals have been brought to the United States, including Hawaii, over the past several hundred years. Many of these alien species (non-native plants and animals) have become invasive and have caused economic or environmental harm or harm to human health. The invasive species can cause population declines, species extinctions, and changes in habitat for the native plants and animals.

Many species enter our states by way of cultivation, commerce, tourism, or travel. Carriers of these species (i.e., parasites, snails, slugs, microorganisms, snakes, and aquatic animals) can be released by ways such as agricultural produce, aquaculture, crates and containers, military cargo, and ballast water.

On February 3, 1999, President Clinton signed Executive Order 13112 to "prevent the introduction of invasive species and provide for their control and to minimize the economic, ecological, and human helath impacts that invasive species cause." (E. O. 13112)

This executive order provided U.S.D.A.'s animal and Plant Health Inspection Service (APHIS) further importance of preventing "pests and diseases that threaten our biological resources from being introduced and becoming established in the United States." (APHIS Factsheet Invasive Species)

It is hoped that by studying invasive species, students will have a better understanding of how these species should be excluded from our ecosystems, how we can help to eradicate them, and how endangered species need special protection against their attackers.

FOCUS QUESTIONS: How do human processes contribute to changes in the ecosystems? When do alien species become invasive species? How are invasive species released into the country? What are examples of invasive species and how do they affect our ecosystems? What can we do to eradicate invasive species? What can we do to help protect the endangered species?

NATIONAL GEOGRAPHY STANDARDS: The geographically informed student knows and understands:
8 The characteristics and spatial distribution of ecosystems on earth's surface
14 how human actions modify the physical environment

HCPSII: Students demonstrate stewardship of earth's resources through the understanding of society and the physical environment.

OBJECTIVES: Students will be able to:
Distinguish between alien species and invasive species.
Interpret the readings on invasive species.
Choose, read, and describe examples of invasive species.
Explain ways that human processes change the ecosystems.
Prepare and implement a Plan of Action of what they can do as stewards of the land.

GEOGRAPHY SKILLS: Throughout the unit, students will apply the geographic skills.
Ask geographic questions
Acquire geographic information
Organize geographic information
Analyze geographic information
Answer geographic questions

VOCABULARY: alien species, invasive species, ecosystem, habitat, executive order, native species, endangered species, habitat loss

MATERIALS:
Magazines
Executive Order 13112 (see website list if copy is not available)
APHIS Fact Sheet: Invasive Species (see website list if copy is not available)
Poster: "Not All Alien Invaders Are From Outer Space" U.S.D.A., Animal and Plant Health Inspection Service, Program Aid 1671, Oct. 1999 (if available) Poster includes pictures of 16 invaders.
Books and Internet Connections
Supplies for visuals

ASSESSMENT: Check to see if students can apply the vocabulary appropriately. How accurate are the visuals? Are students able to explain the ecosystems that the invasive species are in? How are the students explanations on how human processes change the physical environment? How well did students follow-through on their plans of action to show that they are stewards of the land?

PROCEDURE:

1. Vocabulary Building: Introduce vocabulary to students. It is important to have students understand the difference between alien species and invasive species.
   
2. Discuss Executive Order 13112.
   
3. Divide class into four groups (Effects of Invasive Species, Movement, Safeguarding the United States from Invasive Species, and APHIS' Role in Safeguarding). Have students use the APHIS Fact Sheet for information on Invasive Species. Each group will create a visual to reflect each section. The groups will share with the rest of the class what they learned. These posters will be used as a base for the next part. (Note: If you feel the groups are too large, have two groups work on each part.)
   
4. Read one of the children's books to the students. For example, The Story of Rosy Dock. Discuss the four parts (effects of the invasive specie, movement, what can be done to safeguard the U.S. from it getting here, and what people in Australia can do to eradicate or control the specie.)
   
5. Have students read (books, magazines, internet, etc.) about invasive plants and animals and have them choose one invasive plant or animal to research. Students will use their information to create a visual keeping the four parts in mind. Their visuals should reflect how the invasive specie can be released into the ecosystem, the effects on the ecosystem, what the U.S. or Hawaii is doing to keep them out, and what they are doing to eradicate or control it. Students will add one more part to their visual. They need to develop a plan that explains what they can do to help.
   
6. Students will write a reflection paper explaining what they've learned, how human processes have affected the ecosystems, what they did to help the situation, and what contributions they will make in the future.