Overview
Key Considerations
Lessons
Learning Outcomes
Project Goals:
- Students feel connected to the natural spaces around them
- Students understand threats posed by invasive plants and have the skills and resources needed to address these threats
- Students engage in authentic scientific inquiry
- Maine Natural Areas Program receives important data on the distribution of of highly invasive plant species
This project is a collaboration between GMRI’s Vital Signs program and Maine Natural Areas Program. It is generously supported by a grant from the Maine Outdoor Heritage Fund (MOHF). MOHF is a program through which proceeds from the sale of a dedicated instant lottery ticket (currently Wild Winners) are used to support outdoor recreation and natural resource conservation. For more information visit MOHF.
Time Estimate
11 to 15 class periods
Audience
5-8
Learning Space
Home ·
Outdoor
Standards Alignment
Data can be collected from any habitat in Maine, any time in the year, as many invasive plants are identifiable even in winter. The only recommended equipment is a device for taking photos, a notebook, and pencil. If you or your students do not have access to cameras, they can submit a sketch instead.
Students will enter data using the online platform, iMapInvasives. This platform requires that all account holders are 13 years of age or older. We recommend creating a class account that students can use to enter their data. You can create a free account at https://www.imapinvasives.org/. Once you have your account, request to join the GMRI project. You can find instructions for joining the project here.
Additional curriculum resources: This resource is designed to support students working independently. For resources supporting teacher-led class investigations see Invasive Plant Ecosystem Investigations.
Step 1: Learn about the project
In this brief introduction to the project, students explore the Ecosystem Investigations: Invasive Plants project landing page. They begin to gather information on the purpose of the project. All information on these landing pages will be reinforced in other parts of the investigation.
Step 2: Find your Investigation Station
Students choose a field site that they will return to throughout their investigation and make initial observations.
Student Pages | Fieldwork Safety Video | Initial Observations Video
Step 3: Build background knowledge around native ecosystems
Students use species cards to construct an ecosystem model. They will use the model to predict the impact of invasive species in future activities.
Student Guide | Ecosystem Cards (to print) | Ecosystem Jamboard
Step 4: Identify Native Plants
Students choose a native plant of interest and gather information that will help them to identify it in the field.
Student Pages | Native Plant Identification Resources: Wetland and Water's Edge; Dense Forest ; Forest Edge,Open Area and Developed Area | Native Plant Identification video
Step 5: Look for Native Plants at Your Identification Station
Students go to their investigation station to look for the plants that they studied. They capture and share observations of what they did or did not find.
Step 6: Build Background Knowledge - What’s the Problem with Invasive Plants?
Building on their models from Step 3, students develop understanding of the potential impacts of invasive plants on local ecosystems.
Student Pages | Invasive Plant Cards (to print) | Invasive Plant Ecosystem Jamboard
Step 7: Get to Know the Invaders
Students explore information about the invasive plant species that are likely to be found in the habitat they are investigating then choose 1 to 3 species to monitor.
Student Pages | Invasive Plant Identification Resources: Wetland and Water's Edge; Dense Forest ; Forest Edge, Open Area, and Developed Area
Step 8: Identify Invasive Plants
Students gather information that will help them identify invasive plants and create an invasive plant field guide to take to their investigation station.
Student Pages | Invasive Plant Identification Resources: Wetland and Water's Edge; Dense Forest ; Forest Edge, Open Area, and Developed Area
Step 9: Monitor your Investigation Station for Invasive Plants
Students look for invasive species and record data on the presence or absence of these species.
Step 10: Contribute Data
Students submit data to the iMapInvasive database to be used by the Maine Natural Areas Program.
Student Pages | iMapInvasives | iMapInvasives Video Tutorial
Step 11: Explore Data
Students explore the larger iMapInvasives database to see what they can find out about invasive plant distribution across Maine.
Step 12: Continue the Investigation!
Students choose how to continue the work of invasive plant monitoring or learning from their investigation station.