Unit: We Care for the Land – Activity 6: Why We Care About Invasive Species

The list of harms wrought by invasive species to the environment, economy, and society is extensive. But why should kids care about these impacts?  In this activity, students consider some of their own favourite foods, drinks, outdoor activities, and cultural traditions. Then they learn how some invasive species could threaten the very things that are most important to them. They are empowered by learning simple ways they can prevent the spread of harmful invasive species.

This is the sixth activity in the Grade 4-6 Learning Resource, We Care for the Land and Prevent the Spread of Invasive Species. Please see the Overview for this resource for more information, including the lesson sequence.

This resource was created through the financial support of the Provincial Intermediate and Middle Years Teachers’ Association (myPITA).

Learning Objectives

By participating in this activity students will:

• Be able to explain the difference between native, invasive and introduced species.
• Be able to name some invasive species and their impacts.
• Know that invasive species have a negative impact on the environment, the economy, health, and community, including traditional practices by First Peoples.
• Understand that we can all play a part to help keep habitats and communities healthy.

Inquiry Questions

• How could invasive species impact things or places that are important to me?
• What are some invasive species in my area and what are their impacts?
• What can I do to help prevent the spread of invasive species?

BC Curriculum Links

Social Studies Curricular Competencies (Cause and Consequence, Ethical Judgement)

• Differentiate between intended and unintended consequences of events, decisions, or developments and speculate about alternative outcomes (Grades 4-5)
• Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place (4-6)

Science Big Ideas

• All living things sense and respond to their environment (Grade 4)
• Multicellular organisms have organ systems that enable them to survive and interact within their environment (Grade 5)
• Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment (Grade 6)

Science Curricular Competencies

• Identify some simple environmental implications of their and others’ actions (Grade 4); Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations (Grades 5-6)

Physical and Health Education Big Idea

• Personal choices and social and environmental factors influence our health and well-being. (Grade 5)

Materials

Document to Download

• Why We Care Examples

Background Information

Invasive species have widespread and severe economic, environmental, and social impacts. They are considered the greatest threat to biodiversity after habitat loss, resulting in threats to- or even the extinction of- native species and causing dramatic changes to ecosystem function such as increased frequency and intensity of fires and floods. Invasive species cost Canada approximately 7.5 billion dollars every year! due to losses in the agricultural and forestry industries. Invasive species can impact human health by spreading diseases or causing burns and rashes. When an invasive species takes over a natural area it can reduce land and water recreational opportunities, damage property and infrastructure, and cause the loss of traditional food and medicine plants.

Everyone is impacted in some way by invasive species, no matter your profession or hobbies, your age, or where you live. Children may have heard about invasive species but they likely do not have an emotional connection to them and their harmful impacts. By focusing on the things important to children, such as their favourite foods, drinks, and activities, they can develop a better appreciation for why we should all play our part to prevent the introduction and spread of invasive species.

Definitions and Terms

Invasive species are non-native organisms that have been introduced from other areas, either intentionally or accidentally, where they cause harm to the environment, economy, or society. Without their natural pathogens and predators, they are capable of moving aggressively into an area, and monopolizing resources such as light, nutrients, water, and space to the detriment of other species. Invasive species threaten natural ecosystem functions, species biodiversity, food security, human health and safety, and economic development.

A reminder that all invasive species are native to somewhere else, where they have evolved in balance with their ecosystem!  The problem arises when a species is introduced to a new place (such as to British Columbia) where they haven’t evolved so don’t have the intricate connections in the ecosystem with predators, prey, diseases that keeps them in check in their native environment. Not all introduced species thrive and become invasive when they are brought to a new place.

Native species are living organisms that are found in their location without assistance from people. Native species have typically evolved in a place for thousands of years (such as since the last ice age) where they are part of a balanced ecosystem and part of a food web including their predators, prey, and pathogens. Native species in North America are those that already existed here at the time of European colonization.

Introduced or Non-native species, sometimes called exotic or alien species, are those that have been introduced to a new location, intentionally or unintentionally, to which they did not evolve and are not typically found. Not all introduced species are invasive!  Some non-native species may be invasive, spreading and causing negative environmental, economic, or social impacts, while others may not survive or thrive without being cared for by people.

A weed is any plant whose presence is undesirable to people in a particular time and place, such as in a garden or lawn. A weed could be either native or non-native. For example, a native willow seedling growing in your garden is a weed if you don’t want it there. A weed is not the same as an invasive plant. An invasive plant is a plant that when transplanted from its native habitat, grows aggressively, outcompeting and displacing desired vegetation.

A Noxious Weed is an invasive plant that is regulated by the BC Weed Control Act. This Act imposes a duty upon land occupiers to control these provincially designated, aggressive and destructive species.

Preparation

• Print or have available to show digitally the Why We Care Examples.

Procedure

1. Consider showing the video Invaders! Invasive Species in BC, as a quick (1 min, 42 second) introduction to invasive species in British Columbia. (BC Government) or share Background Information on Invasive Species.
2. Discuss invasive species and related terms. Ask if anyone knows the definition of an invasive species in BC and can give any examples. See the Background section, above, for some definitions. Have students create a concept map using the Generate-Sort-Connect-Elaborate discussion routine (Project Zero, Harvard Graduate School of Education). individually or collectively on chart paper, to organize their prior knowledge and questions about invasive species.  
   • A good definition of an invasive species includes three main elements:
     • it is a living organism (such as a plant, animal, fungus, microbe, etc)
     • it comes “from away”/is introduced from another region (on purpose or by accident)
     • it causes harm (to the environment, economy, and/or human health and safety)
3. Compare and contrast how invasive species differ from native species and introduced species by sharing definitions and examples (see the Background section and below). Have students add to their concept map.
   • A native species is one that has lived and evolved in the area for thousands of years and is a natural part of the ecosystem, with important ecological and cultural roles. Share some examples of native species such as black bear or salmon and their importance to the ecosystem and to people.
   • Introduced species, like invasive species, come from another region. However, unlike invasive species, not every species that is introduced takes over and causes harm. Introduced species often need people’s help to survive, such as many of our food or garden plants (tomatoes, tulips) and domestic animals (sheep, cows). Unlike native species, most animals or plants that are introduced to BC can’t survive our climate (imagine a tropical fruit-eating parrot introduced to Smithers, for example).
   • Some introduced species can become an invasive species if they survive and have certain traits that allow them to spread and cause harm. Characteristics of invasive species include producing many offspring, being able to live in many environments including polluted areas, spreading easily, and lacking predators and diseases. Invasive species spread and take over, causing harm to the environment and society.
4. Why care? Ask the class how invasive species impacts them and if /why they care about them. Many youth may know that invasive species are “bad” but will not have a direct association or connection with them. Tell them that invasive species affect people all over BC, Canada, and the world in many different ways. And that today we’re going to think about how invasive species could affect them and their favourite things.
5. Brainstorm a list of students’ favourite foods, drinks, outdoor recreation /sports activities, and cultural practices. Write them on the board or have students share and make lists in small groups.
6. Share that there are some invasive species that threaten some of their favourite things. Using the Why We Care Examples (download from the Materials section) cross out items on the students’ favourites list that could be affected by invasive species. Provide details on some of the invasives, their impacts, and show photos. Discuss how the loss of these favourites things might impact our health or enjoyment of their lives. You may love strawberries but what if that was the only fruit available?
7. Discuss how students feel about invasive species now that they have this new information, using the I Used to Think..Now I Think discussion routine as a guide (Project Zero, Harvard Graduate School of Education).
8. Keep it positive! Don’t end on a heavy negative note of doom and gloom. Remind students that there are many people working to make sure that the things that we love are protected!  In fact, every one of us can all play our part to prevent the spread of invasive species through simple actions like not releasing pets loose or dumping aquarium contents into waterways, by not transporting firewood, and by learning how to identify and report invasive species. Share ways to help prevent the introduction and spread of invasives; learn more from ISCBC at Play Your Part.  

Reflections and Assessment

• Name two invasive species and how they could harm something important to you.
• What did you learn about invasive species by doing this activity? How did it change how you feel about invasive species?
• What are some ways that we can make sure that the things that we love are protected from invasive species?
• Use a Thinking Routine for reflections and assessment on the topic, such as Connect, Extend, Challenge.

Accessibility and Adaptations

• Small group discussions or working in pairs (rather than as a whole class) will increase student engagement, especially for less talkative students.
• Students with families from other countries or traditions may have connections to different foods and activities than those included on the Why We Care Exampleslist. Encourage discussion and sharing of this diversity. Consider similarities and differences in impacts (e.g., different foods made from the same grain might be impacted by the same invasive insect).

Extensions

• Do research on the species found on the Why We Care Examples and other invasive species in your region. See the Additional Resources section for suggestions on where to start student research on invasive species. How did they arrive and what are their impacts? Make sure to include information on what people are doing to prevent the spread or manage the invasive species.
• Take it outside! Look for examples of native, non-native, and invasive species in the schoolyard or nearby. Use field guides or digital ID tools, such as Seek by iNaturalist, to help identify species.
• Learn about ways that we can prevent the spread of invasive species by participating in the Healthy Habitat Challenge game. (ISCBC Lesson Plan for Grades 4-7)

Connections to First Peoples’ Perspectives

Indigenous cultures have an intrinsic relationship to the land and environment. This relationship is built on reciprocity between people and the land. Culturally important species are a significant part of this relationship and stewardship. Many plants and animals have special meanings and important spiritual and traditional significance, as well as being important sources of wild foods. When invasive species take over they can threaten culturally important species, food security, and Indigenous peoples’ activities on and relationship with the land. Learn more here:

• Invasive species threaten traditional Indigenous Practices (ISCBC Webpage)
• Invasive Species that Affect Indigenous Communities (ISCBC Factsheet)
• Indigenous Voices on Invasive Species (ISCBC YouTube Playlist)

Additional Resources

• Why You Should Care and Impacts of Invasive Species (ISCBC)
• Play Your Part: Best Practices to Prevent the Spread of Invasive Species (ISCBC)
• How to Identify and Report Invasive Species (ISCBC)
• Regional invasive species information. Click on the map to find information on common invasive species that you may find in your region.
• Invasive Species Teaching Cards images and facts on some invasive species in BC (ISCBC)

Videos

• The Threat of Invasive Species (TED-Ed, Jennifer Klos; 4:45)

Youth Books

• Aliens Among Us: Invasive Animals and Plants in British Columbia. Alex Von Tol, 2015. Royal BC Museum, Victoria, BC.
• Nature Out of Balance: How Invasive Species are Changing the Planet. Merrie-Ellen Wilcox, 2021. Orca Book Publishers, Victoria, BC.
• They’re Here! How Invasive Species are Spoiling our Ecosystems. Roland Smith, 2023. Henry Holt and Company, New York.