Ms Michelle Buchanan
Lesson Plan from the 2008 Toyota International Teacher Program to the Galápagos Islands
Hiking in El Junco in the highlands of San Cristobal
Invasive Species
Objectives: Students will develop an understanding of the natural heritage of Louisiana and compare it to the Galapagos Islands. This includes learning about local native plant communities and their associated wildlife. Students will be able to explain and apply the concepts of native and invasive species, soil type, and interdependence and apply these concepts to creating and restoring native plant communities in not only Louisiana but also in the Galapagos. Materials: Pencil, poster paper, art supplies, science learning logs (journals), lists of Louisiana native plant and animal species, Internet access, list of native species for Louisiana and the Galapagos, optional local wildlife biologist, ecologist, etc., for a guest speaker
Length of time: one week of 50 min. class period
Activity:
Part A: Students will take three different nature walks, one around the neighborhood near the school campus, one in the field (i.e., forests or coastal wetlands), and the third virtually through the Galapagos islands using video and pictures. During these walks, students will identify and record in their science learning logs at each location: the dominant types of native plants, wildlife observed, and the habitat components (food, water, shelter, space) for the wildlife. Students should identify what has happened to the native plant and wildlife communities as the area was developed into a residential area or commercial district (specifically the neighborhood/school campus walk).
Part B: Back in the classroom, student groups of 3-4 will use the information recorded and draw a food web for one of the nature walks on poster paper (this can be chosen by the students or randomly drawn as teacher prefers) to describe the interdependent relationships between plants and animals, and animals and animals. Have each student group present their poster to the class. In a gallery walk, student groups will observe posters and choose a plant or animal in the food web and write a paragraph describing what would happen in the food web if a specific plant or animal species was added.
Part C: Discuss with the students the implications nutria has had on natural Louisiana, and relate these to invasive species on the Galapagos Islands. Students will research what species were brought to the Galapagos Islands and how biodiversity has changed. In an effort to raise global awareness about conservation challenges facing the Galapagos Islands, they will then create a podcast, webpage, or powerpoint (depending on the students’ technology skills) to include: how invasive plants cause significant changes in native plant communities, how altering vegetation composition and structure are a result of the loss of native food and cover for wildlife. They will also include ways to control or eliminate the invasive species. As an option, invite a local wildlife biologist, ecologist, etc., to share their and the efforts made by them and the community to suppress the spread of invasive species.
Assessment: Use a rubric to score the food web posters, essays, and technology presentations.