Identifying Invasive
Species in our
Community
Prepared by:
Danielle Ward
519-661-2500 ext. 2844
dward@london.ca
www.london.ca/teacher
Before you Begin:
The City of London has various resources available to you throughout this lesson
including informational videos and webpages. If you have any questions about the
material before or after the lesson please do not hesitate to contact us. If you have an
idea for another lesson, or have connected this lesson to curriculum we have not,
please let us know. We are always looking for feedback, ideas for improvement and
new lessons.
Please consider modifying the lesson, PowerPoint, and handouts to suit the needs of
your students, before use.
Resources:
The resources required for this lesson are those provided in the resource section they
include blank worksheets, instruction sheets, and additional information on the invasive
species in the lessons case studies.
Field Trip Resources:
Jaffa Environmental Education Centre:
Grade 4:
1. Survival of the Fittest: A high activity program where students learn about
survival, adaptions, food chains, and food webs by becoming herbivores,
omnivores, and carnivores. Human factors are introduced.
2. Citizen Scientist- How can we help: Full or Half-day program where students
become citizen scientists by visiting different habitats where they collect, identify,
and analyze their data. Projects discussed include; Feeder Watch, Nest Watch,
Frog Watch, and Marsh monitoring.
3. Habitats and Communities: Students take part in hands-on activities to discover
how plants and animals interact in their habitat and how they are affected by
humans.
Grade 6:
1. Diversity of Wetlands: Students explore the diversity of a wetland habitat by dip
netting and classifying collected organisms. Human impact on the biodiversity of
the habitat is discussed.
2. Carolinian Forest Festival- Full day programming: The Carolinian Forest Festival
is a three day even that teaches grade 6 and 7 students the importance of the
Carolinian Life Zone, forest ecosystems, and species at risk, stewardship,
conservation, and climate change through hands-on, interactive activities.
3. Survival of the Fittest: A high activity program where students learn about
survival, adaptions, food chains, and food webs by becoming herbivores,
omnivores, and carnivores. Human factors are introduced.
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Vansittart Woods Environmental Education Centre:
Grade 4:
1. Eco-Activities: An active program focusing on games and activities. To reveal
ecological concepts: camouflage, food chains, producers, consumers,
decomposers, adaptation, predator-prey relationships, and more.
2. No Place Like Home: Through a role playing activity, students understand
firsthand the basic needs of living things and how/where they choose their
habitats.
Grade 6:
1. L.O.S.T.: Losing our species today is the focus of this endangered species
program. The activity allows students to research and be actively involved in an
activity that increases their understanding of how sensitive the species are.
London Environmental Education Centre:
Grade 4:
1. Home and Habitats: Use specimens, hike, and take part in various other activities
to study how plants and animals in various habitats affect, and are affected, by
their natural surroundings and human impact.
Upper Thames River Conservation Authority
Wildwood Outdoor Education Centre
Grade 4
1. Habitats and Communities: Discover what every living thing ‘needs’. Create
‘hotel’ habitats for our forest friends. Discover the natural life cycle by looking at
rotting logs.
2. Species at Risk: ‘Meet’ some of the many species at risk that live right here in our
own ‘backyard’! Try not to become extinct throughout the hike. Help the ‘turtles’
get over their hurdles. Learn about ‘bioaccumulation’ and work some ‘mussels’.
Fanshawe Outdoor Education Centre
Grade 6:
1. Biodiversity 911: Cooperative group dynamic activities will help foster awareness
of how human impacts and pressures endanger our local environment. Themes
are habitat loss and degradation, population growth, pollution, invasive species,
and over consumption.
Feedback:
Finished this lesson?
We would love to hear how it went and any ideas for improvements, activities or
additional lessons. Send us a quick email with your grade and unit that you used this
lesson for with any comments, questions or suggestions.
Thank you for using The Teaching Toolkit and taking the time to help us continue to
develop and improve the resources.
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Curriculum Connections
Grade 4: Science and Technology
Understanding Life Systems: Habitats and Communities
Overall Expectations:
1. Analyze the effects of human activities on habitats and communities
1.1 analyze the positive and negative impacts of human interactions with natural
habitats and communities
1.2 identify reasons for the depletion or extinction of a plant or animal species,
evaluate the impacts on the rest of the natural community, and propose possible
actions for preventing such depletions or extinctions from happening
2. Investigate the interdependence of plants and animals within specific habitats and
communities
2.2 Build food chains consisting of different plants and animals, including humans
2.3 use scientific inquiry to investigate ways in which plants and animals in a
community depend on features of their habitat to meet important needs
2.5 use appropriate science and technology vocabulary, including habitat,
population, and community, adaptation, and food chain in oral and written
communication
2.6 use a variety of forms to communicate with different audiences and for a variety
of purposes
3. Demonstrate and Understanding of habitats and communities and the relationships
among the plants and animals that live in them
3.3 Identify factors that affect the ability of plants and animals to survive in a
specific habitat
3.8 explain why changes in the environment have a greater impact on specialized
species than on generalized species
Grade 4: Literacy
Writing
Overall Expectations:
1. Generate, gather, and organize ideas and information to write for an intended
purpose and audience.
2. Draft and revise their writing, using a variety of informational, literary, and graphic
forms and stylistic elements appropriate for the purpose and audience
3. Use editing, proofreading, and publishing skills and strategies, and knowledge of
language conventions to correct errors refine expression, and present their work
effectively.
4. Reflect on and identify their strengths as writers, areas for improvement, and the
strategies they found most helpful at different stages in the writing process.
Media Literacy
4
Overall Expectations:
1. Demonstrate an understanding of a variety of media texts
2. Identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning
3. Create a variety of media texts for different purposes and audiences using
appropriate forms, conventions, and techniques
4. Reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found to be most helpful in understanding and
creating media texts.
Grade 4- The Arts
Visual Arts
Overall Expectations
D1. Creating and presenting: apply the creative process to produce a variet of two-and
three dimensional art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings
D2. Reflecting, Responding, and Analyzing: apply the critical analysis process to
communicate, feelings, ideas, and understandings in response to a variety of art works and
art experiences
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of
art forms, styles, and techniques from the past and present, and their sociocultural and
historical contexts.
Grade 6- Understanding Life Systems
Biodiversity
Overall Expectations
1. Assess human impacts on biodiversity, and identify ways of preserving biodiversity
1.1 analyze a local issue related to biodiversity
2. Investigate the characteristics of living things and classify diverse organisms
according to specific characteristics
3. Demonstrate and understanding of biodiversity, its contributions to the stability of
natural systems, and its benefits to humans
3.7 Explain how invasive species reduce biodiversity in local environments
Language
Oral Communication
Overall Expectations
1. Listen in order to understand and respond appropriately in a variety of situations
for a variety of purposes
2. Use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes
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3. Reflect on an identify their strengths as listeners and speakers, areas for
improvement, and the strategies they found the most helpful in oral communication
situations
Writing
Overall expectations
1. Generate, gather, and organize ideas and information to write for an intended
purpose and audience
2. Draft and revise their writing, using a variety of informational, literary, and graphic
forms and stylistic elements appropriate for the purpose and audience
3. Use editing, proofreading, and publishing skills and strategies, and their knowledge
of language conventions, to correct errors, refine expression, and present their work
effectively
4. Reflect on and identify their strengths as writers, areas for improvement, and the
strategies they found most helpful at different stages in the writing process
Media Literacy
Overall Expectations
1. Demonstrate an understanding of a variety of media texts
2. Identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning
3. Create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques
4. Reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and
creating media texts.
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Resources:
TEACHER Resource 1: Group Work-Invasive Species in Southwestern Ontario
Case Study #1
Please see Buckthorn pdf located on USB key under Invasive Species Lesson Resources
Case Study #2
Please see Asian Longhorned beetle pdf located on USB key under Invasive Species Lesson
Resources
Case Study #3
Please See Zebra Mussels pdf located on USB key under Invasive Species Lesson Resources
Case Study #4
Please see Asian Carp pdf located on USB key under Invasive Species Lesson Resources
Case Study #5
Please see European Green Crab pdf located on USB key under Invasive Species Lesson
Resources
Case Study #6
Please see Purple Loosestrife pdf located on USB key under Invasive Species Lesson
Resources
Case Study #7
Please see Sea Lamprey pdf located on USB key under Invasive Species Lesson Resources
Case Study #8
Please see Emerald Ash Borer pdf located on USB key under Invasive Species Lesson
Resources
Case Study #9
Please see Didymo pdf located on USB key under Invasive Species Lesson Resources
Case Study #10
Please see Gypsy Moth pdf located on USB key under Invasive Species Lesson Resources
Case Study #11
Please see Round Gody pdf located on USB key under Invasive Species Lesson Resources
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Resource 2: Group Work-Invasive Species in Southwestern Ontario
Between you and your group select one of the invasive species in the previous slide that
interests you. Your teacher will give you a handout with some information about your
chosen invasive species; you can use this sheet as a starting point to answer the following
questions. At the bottom list 3 questions you are interested in investigating further.
*If your provided sheet does not provide enough information you may use the Internet
1. Where did your invasive species originate?
2. How did your invasive species arrive in Canada?
3. What makes it an invasive species? (ex; growth rate,
competitive)
4. What problems is the invasive species causing?
5. How can we stop the invasive species from spreading?
Identify 3 of your own questions that you are interested in finding out
about your species
1.
2.
3.
8
Resource 3: Group Work-Invasive Species in Southwestern Ontario
INVASIVE SPECIES ALERT!
After learning about your chosen invasive species make a poster for the public to educate
them about the importance of identifying and alerting the appropriate personnel about
handling any invasive species. Be sure to keep it to a poster size with pictures, text, and
interesting facts that the public might not know. Be sure to be creative!
1
2
3
4
Relating an
Environmental
Issue to
alternative
issues
(5)
Student does not
relate invasive
species to
environmental or
other issues
Student
identifies the
environmental
impact of
invasive species
Student draws
relationships
between
invasive species
the
environment,
and another
aspect
(economic,
health)
Communicating
an Issue
Effectively to
the Public
(5)
Student does not
effectively
communicate or
understand the
issue of invasive
species
Student
understands
and somewhat
communicates
the issue of
invasive species
Student
communicates
the issue of the
invasive species
to the public
Creatively
Outlining
Information
about invasive
species
(10)
Student poster
lacks creativity
in outlining
information
about the
invasive species
Student used
some pictures
and text to
creatively
outline
information
about the
invasive species
Student used a
variety of
images and text
to creatively
outline
information
about the
invasive species
Understanding
and
Communicating
a Solution to
the Issue
Student does not
provide or
acknowledge any
solutions to their
invasive species
spread
Student
provides a basic
solution to their
invasive species
spread
Student
provides an
appropriate
level of
understanding
to eradicate
their invasive
species
Student draws
multiple
relationships
between
invasive species
and their
destruction in
environmental,
economic,
health, and
social spheres
Student
effectively and
efficiently
communicates
the issue of
invasive species
to the public
Student thought
“out of the box”
and provided
and extremely
creative
mechanism for
outlining
information
about invasive
species
Student
provides a
knowledgeable
insight into how
to control their
invasive species
from spreading
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Resource 4: Become and Environmental Steward
/10
Below is a data set your neighbor collected from nearby areas in your
community affected by the Emerald Ash Borer. You offered to help him
calculate his data so he can send it in to the City of London’s Ecologist. Fill in
the last three columns of data.
Also try and determine how many trees on average one beetle at each site
affected.
Number
of
Emerald
Ash
Borers
Present
Number
of Trees
on site
Number of
Damaged/Dying
Trees
Number
of
Healthy
Trees
Contamination
Rate. Percentage
of trees infected
by the Emerald
Ash Borer.
Ranking of the
contamination of
sites(1 being the
most infected)
Site
A
50
500
350
?
?
?
Site
B
78
700
480
?
?
?
Site
C
90
1000
600
?
?
?
Site
D
32
450
201
?
?
?
Site
E
81
950
561
?
?
?
Show your work (use back of sheet as well):
Site ASite BSite CSite DSite E-
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TEACHER RESOURCE-Resource 5: Become and Environmental Steward-ANSWERS
Number
of
Emerald
Ash
Borers
Present
Number
of Trees
on site
Number of
Damaged/Dying
Trees
Number
of
Healthy
Trees
Contamination
Rate
Ranking of the
contamination of
sites(1 being the
most infected)
Site
A
50
500
350
150
70%
1
Site
B
78
700
480
220
69%
2
Site
C
90
1000
600
400
60%
3
Site
D
32
450
201
249
45%
5
Site
E
81
950
561
389
59%
4
You may want to do site A as an example
*Number of Healthy trees(TH)= Number of Trees on Site (TS)- Number of Damaged/Dying
Trees(TD)
*Contamination rate (CR)= Number of Damaged/Dying Trees(TD) ÷ Number of Trees on
Site(TS) x 100 (PERCENTAGE)
*Ranking of Site= contamination rate, 1 for the most contaminated area, 5 for the least
contaminated area
You may want to do site A as an example
Number of Damaged/Dying Trees (TD)÷ Number of Emerald Ash Borers Present (B)
Site A-7
Site B-6.2
Site C-6.7
Site D-6.3
Site E-6.9
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Resource 4:
Design your Own Invasive Species:
Species name:
______________________________________
Where is it from?
Interesting Characteristics
____________________________________
____________________________________
How did it get here?
What makes it a successful invasive species? ______________________________________
What problems is it causing? ___________________________________________________
How can we stop it from spreading? _____________________________________________
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Lesson Notes
Slide 1: Explain to the students that today’s lesson will revolve around identifying invasive
species in SouthWestern Ontario. Explain to them that after this lesson they will be an
expert in identifying and documenting invasive species.
Slide 2: Explain to students that there are scientists that dedicate their lives to identifying
species, currently there are 8.7 million identified species on Earth, of those 8.7 million are
ourselves, our dog, our cat, the birds in the sky and many other organisms. Explain to the
students that there are new species that emerge everyday and it is difficult to estimate
exactly how many species actually inhabit the various surfaces of the earth, especially those
which we cannot see or are too far/deep for us to document.
Slide 3:
NEW SPECIES ALERT
Tell the students that the image on the screen is of a brand new species that was identified
in August 2015, the species is an amphipod which is the same species as what we call
“shrimp”. Lemarete is what the new species was named by the Oceanic Agency, the name
translates to bold and excellent, which describes the shrimp perfectly. The new species is
3mm long and lives in the depths of the ocean up to 4500 meters deep. The Lemarete act in
swarms to strip carcasses of dead marine animals such as whales, fish, and seabirds. During
a study a group of Lemarete were able to strip a dead pig in under 5 hours. This species is
essential in the decomposition and recycling of materials in the oceans.
Slide 4: What is a species anyway?
Explain to students that a species is a distinct kind of animal, plant, fungus, or other
organism. Refer to the image for examples. Explain that species can also be identified as
groups of actually or potentially interbreeding natural populations which are
reproductively isolated from other specie groups. For example a dog and a cat are
individual species because they do not breed with one another and they each have distinct
characteristics.
Slide 5: Why is studying species important?
Explain that studying species is not just for scientists and that it is also for:
**Ask the students why they think each profession below needs to study/know the
difference between species
- Fisherman (need to know what species to catch ex; if he is fishing for tuna he needs
to know the difference between tuna and salmon)
- Hunters (need to know what species to hunt ex; if it is deer hunting season and the
hunter hunts a moose instead they are breaking the law)
- Birdwatchers (need to know what species of bird they are looking at)
- Gardener’s (need to know what types of plants they are planting)
- Or even a person in the grocery store (need to know the difference between veggie
and fruits to figure out what to eat)
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Explain to the students that the ability to distinguish one species from another based on its
characteristics is extremely important in everyday life as well as when we are trying to
protect and preserve a specific species. For example if we were trying to save the polar
bear but did not recognize the species difference between a polar bear and a grizzly bear
we may preserve and protect and animal that is not in need of our help.
Species can also give us ideas or help us find solutions to issues we may have. Many species
have existed alongside our own evolution; however some have been successful long before
humans emerged. For example the Wright brothers, who created and flew the first
airplane, studied the American Buzzards flight to determine whether humans could fly in a
similar manner using mechanical assistance. We study a variety of species through biology
and ecology for preservation as well as their ability to adapt and evolve to new
environments.
Slide 6: Categorizing and Labeling Species
During the study of these species they are often labeled as endangered (like the polar bear),
at risk (like the grey wolf), or protected (like the Canadian Goose). There are also native
and invasive species, which is what this lesson looks at in particular.
- An endangered species is a species of plant or animal that is seriously at risk of
extinction ‘
- A species at risk is a species of special concern that is likely to go extinct if measures
are not taken
- Protected species are those which are protected under the law from being hunted
Slide 7: Native Vs. Non Native Species
Explain to the students that a native species is a species that naturally originated in its
current location. For example the garter snake is native to North America, specifically
South-Western Ontario, as this area is where populations of the species occur naturally.
Similar to how when asked where you were born, that is your country of origin, a native
species means that the species is living where it originated.
A non-native species is different; a non-native species is a species, which has been brought
to a new place or country by humans. These species may have been introduced accidentally
or deliberately from all over the world. An example is the corn snake, a very common snake
now in the Canadian wilderness, however it is not native to Southwestern Ontario, rather
its natural native habitat of origin is the Southeastern United States and Florida. These
snakes were introduced to our area through the movement of produce such as oranges as
well they are believe to also have been released through the pet trade. These snakes
however are not currently causing any issues or affecting any native species in
Southwestern Ontario.
Slide 8: Are non-native species bad news?
Explain to the students that not all non-native species are bad news, some like the corn
snake are completely harmless, others such as the sheep are beneficial for things like
agriculture. Some non-native species however have the ability to spread rapidly and cause
damage to the environment or harm other native species. These harmful species are known
as invasive species.
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Slide 9: What is an invasive species?
Invasive species are alien species whose introduction to the environment does or is likely
to cause economic or environmental harm. Explain to students that alien refers to a species
that is not native to a specific environment, which is why we call the green people in
spaceships aliens, because they are not from Earth.
Explain to students that invasive species are an environmental issue that we deal within on
a daily basis, they cause many negative environmental effects by competing with native
species in the area for food.
Slide 10: How did the “aliens” get here?
Explain to students that invasive species have always been a problem however more
recently the spread and rapid growth of invasive species has more recently become a
bigger issue. Due to human activities such as travel, agriculture, transportation, and the pet
industry many non-native invasive species have been released into the wild and have
caused significant damage.
1. Transportation: The first issue is transportation, specifically the transportation of
goods from one continent or country to another. A perfect example is transportation
by water in cargo ships. Cargo ships draw in ballast water to maintain a balanced
weight while at sea, however when they go into shallower areas or no longer need
the ballast water they release it to wherever they have travelled. This is the issue
that has caused the spread of the invasive Zebra Mussel. The zebra mussel
originated in the freshwater lakes of Russia, however has been transported by
ballast water into the Great Lakes.
2. Wind: Wind is not an issue caused by humans however wind has been known to
transport the seeds of plants far distances and cause the spread of several plants in
areas where they were not originally intended to be. For example purple loosestrife
a southwestern Ontario invasive species was once a garden flower, but through the
wind it was transferred to other parts of the area such as marshes and wetlands
where it flourished and is now causing damage.
3. Birds: Birds also are not a human caused issue however birds, similar to the wind
can transport the seeds of plants far away from their origin area. The annual
migration of birds causes this affect in North America.
4. Travel: As we travel throughout the world we have the ability to bring back certain
specimens with us, whether it be as a “souvenir” or as a unintentional latch on
invasive species now have another avenue to travel themselves from place to place.
An example of an invasive parasitic species is the common bed bug. The bed bug
originated in the Middle East however it are now all over the world, as its main host
(people) help bed bugs travel to new places in their luggage, hair, shoes, and clothes.
5. Agriculture: Agriculture has also introduced several invasive species; this is mainly
due to improper studying of plants before they are released to grow as well as
improper management of specimens. An example of improper agricultural
management is the breeding of plants that are genetically modified with those
plants that are naturally. Genetically modified plants are usually created to be
drought tolerant, flood resistant, and also outcompete other plants such as weeds, if
an agricultural plant such as corn were to interbreed or cross-pollinate with a
natural strand of corn this corn could become more of a weed than a food producer.
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6. The pet trade: The pet trade is also a human driven invasive species pathway that
increases the likelihood of an exotic species being released into a non-native
environment. The corn snake is an example, however another example is the
anaconda, which was originally from South America and now due to the release of
these snakes from pet owners the anaconda is taking over the everglades.
Slide 11: What makes a successful invasive species?
Ask the students what they think makes a successful invasive species. Invasive species are
successful as they have the ability to grow quickly, spread rapidly, become highly
adaptable, and are often tougher than native species.
Slide 12: What problems can invasive species cause?
An invasive species can cause several environmental problems and issues.
1. The first issue with invasive species is that they have the ability to predate native
species
2. The second issue is that they often compete for food and resources against native
species, limiting native species ability to survive.
3. The third issue is that invasive species can spread disease, between themselves,
other species and even humans. For example mosquitos can harbor and transmit
WestNile.
4. The fourth issue is that invasive species can damage natural habitats for native
species. An example of this is the emerald ash borer which destroys and in turn kills
ash trees.
5. The fifth issue is the infrastructure damage on human pathways and structures,
invasive species can block water intake valves such as the zebra mussel preventing
water intake from the Great Lakes. Purple loosestrife and phragmites, two invasive
plant species, are notorious for blocking waterways, which than cause flooding
during high periods of rain.
Slide 13: What can we do to stop the spread?
Ask the students what they think can stop the spread of invasive species; write their ideas
on chart paper or on the board.
Slide 14: Become a bio-security agent
Explain to students that they do not have to be an ecologist or biologist to prevent invasive
species. Explain that if the students participate by reporting sightings, never releasing
unwanted pets, choosing appropriate plants for gardens and ponds, properly dispose of
non native plants, cleaning fishing equipment before and after entering different ponds.
Clean boats and drain any ballast water before moving between waterways.
Slide 15: Invasive species in Southwestern Ontario
Ask the students if they can identify any of the following images.
Slide 16: Group Work!
Ask students to select one of the invasive species in the previous slide, while working with
a partner or 2-3 partners they are to answer the questions on the following slides, (also on
the provided handout,) using the information handout provided to them as well as the
16
internet. Ask them to also develop 3 of their own questions that would like to investigate
about their species. After you answer the questions on the provided handout give the
students the poster board handout, and explain that they were to develop a poster board to
help increase awareness for people that might not know about the dangers of invasive
species. Use resource 2 and 3.
Slide 17-27 Case Files (use resource 1)
Slide 28: How invasive species are monitored and controlled
Explain to students that usually invasive species can easily be noticed due to the amount of
damage they leave behind. Biologists and ecologists monitor the populations of invasive
species through what is called environmental stewardship. Environmental stewardship is
where the public helps in identifying, counting, and controlling invasive species and relays
their data to biologists, and ecologists. Explain to students that they can be environmental
stewards too!
Slide 29: Become an Environmental Steward!
Explain to students that on the slide are information an environmental steward/your
neighbor collected from nearby areas in your community that have been negatively
affected by the Emerald Ash Borer. Explain to students that he needs help calculating some
data so that he can send it to the City of London’s Ecologist. Fill in the last three columns of
data for your neighbor. Give each student resource 4 for them to fill out, and go over how to
calculate the numbers for site A.
Slide 30: Your task
Explain to the students that it is now their turn to use their knowledge of what makes a
successful invasive species, and create their own. Their task is to design a brand new
invasive species, think about where the species came from, how it got to Canada, what
makes it so successful, what problems is it causing, and how can we stop it from spreading.
Give each student resource 5 to complete the activity.
Slide 31: What did you think?
Provide the students a minute to talk about what they thought about the lesson and its
resources. Ask them what they would have done and how they would have done it, or if
they found one part of the lesson to be more interesting than other parts. Through asking
students what they think about the lesson the City of London can continue to make more
appropriate and intriguing lessons for school groups.
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