OVERVIEW: Student Land Stewards in Action

An Overview of Activities, Supplemental Resources, and BC Curriculum Links

A Learning Resource for Grades 7-9.

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

This BC curriculum-based unit, Student Land Stewards in Action, supports student learning about biodiversity in BC, the issue of invasive species, and some ways that students can protect and enhance native species and habitats in their communities.

Many students, and communities in general, are suffering from “eco-anxiety” as there are so many threats to the environment: climate change, invasive species, forest fires, floods, droughts, and more—it can feel insurmountable! One potential antidote for eco-anxiety is to take personal and group action in our home places. Invasive species are the second greatest threat to biodiversity after habitat loss. Fortunately, we can all take action and make a tangible difference in our schoolyards, neighbourhoods, and communities by preventing the introduction and spread of invasive species.

There are seven activities in this unit that can be done in sequence. Alternatively, the activities can stand alone and be done in any order; you can select to teach all or just a few activities depending on your time, your group’s prior knowledge, and interests.

Each of the activities includes connections to First Peoples’ Perspectives and ways to bring the learning outdoors. Each activity also includes background information and supporting resources (such as student sheets, templates, or teacher tips) to provide educators with all they need to competently teach the lesson.

Sign up to join Invasive-Wise Education and discover the suite of educational resources and learning support from the Invasive Species Council of British Columbia.

Below is a summary of the activities and their corresponding supplemental resources.

Lesson Sequence and Supporting Resources

1. Ecosystem Postcards from Super, Natural, British Columbia
   • Students learn about the biodiversity of British Columbia in five main ecosystems, including common native species and some invasive species that threaten them. Students share their learning by creating a postcard from an ecosystem in BC.
   • Supporting Resources
     • Ecosystems of British Columbia – Descriptions of grasslands; montane forests; northern forests; temperate rainforests; and freshwater (lakes, rivers, and wetlands) ecosystems, including climate and common native and invasive species found there.
     • Biogeoclimatic Zones of BC and Climate Change – Maps showing the distribution of major ecological regions (biogeoclimatic zones) in BC and their future predicted distribution with climate change.
2. Invasive Species Trivia Challenge Relay
   • Students learn about invasive species, their impacts, and how to prevent their spread from an “Invasive Species 101” slideshow. Then their knowledge is tested in a team challenge relay game.
   • Supporting Resources
     • Invasive Species 101 Slideshow – The PowerPoint includes a short video and basic background on the issue of invasive species in BC including how they differ from native or introduced species, the evolutionary adaptations that allow them to thrive and take over, examples of invasive species in BC and their impacts, and some simple ways that people can help prevent their spread. The slides include teacher speaking notes.
     • Trivia Challenge Questions – Quiz questions derived from the slideshow that can be used in a team relay game.
3. Superspreader POV
   • Students research an invasive species and present their findings in creative social media posts from that species’ point of view.
   • Supporting Resources
     • Invasive Species List for Student Research – A list of invasive animals and plants that students could select to research and for which there is information on the ISCBC website.
     • Invasive Species Research Organizer – A student datasheet for synthesizing information and research on an invasive species of their choice.
     • Superspreader POV Template – A template slide and examples of a social media post from the point of view of an invasive species.
4. Traditional Ecological Knowledge and Invasive Species Impacts
   • Students explore examples of Traditional Ecological Knowledge and how invasive species threaten plants, animals, and habitats important to Indigenous traditions and livelihoods. Students may also research a traditional plant and create a “Connections Card”, which can be used to enhance outdoor walks.
   • Supporting Resources
     • Concept Organizer – A student worksheet to synthesize information learned about Traditional Ecological Knowledge and the impacts of invasive species on culturally important species.
     • TEK and Invasive Species Impacts Examples – Examples of Traditional Ecological Knowledge to select from and share with students.
     • Indigenous Voices: Quotes on Indigenous Knowledge and Invasive Species Impacts – Quotes from Indigenous people in BC that share cultural connections to native species and impacts caused by invasive species.
     • Connections Card Template and Example – A PowerPoint slide template/example for students to create a “Connections Card” about a culturally important native species.
5. Native Plant Garden Planning
   • Students create a plan to transform an area of the schoolyard or nearby greenspace into a vibrant native plant garden that supports biodiversity.
   • Supporting Resources
     • Native Plant Garden Planning Worksheet – A student worksheet to record native and invasive plant information and create a garden design.
     • Regional Native Plant Resources for BC – A bibliography including native plant nurseries, books, and other resources to support gardening for native biodiversity in BC. Includes resources specific to different regions of BC as well as those for the province as a whole.
     • Funding Sources to Support School Stewardship Projects – Information for teachers who are interested in applying for grants to support school stewardship projects, including native plant gardens and weed pulls.
6. Observe and Report! Contribute to Community Science
   • Students contribute to science and conservation by observing nature and reporting invasive species using community science apps or web-based programs.
   • Supporting Resources
     • Teacher Tips on Community Science – Compares and contrasts species ID and community science platforms including iNaturalist, Seek, Report Invasives BC, and the ISCBC website. Also included are photography tips for species identification and how to report invasive species.
7. Become Land Stewards! Plan a Weed Pull
   • This lesson includes tips on how to organize an event with your students to remove invasive plants and prepare them for the experience.
   • Supporting Resources
     • 5W’s (+H) of Organizing a Weed Pull – Tips for teachers that breaks down the who, what, where, when, why, and how to plan and do an invasive plant pull.
     • Environmental Action Principles – Guidelines to ensure ethical, well-planned action projects.
     • Funding Sources to Support School Stewardship Projects – Information for teachers who are interested in applying for grants to support school stewardship projects, including native plant gardens and weed pulls.
     • Invasive Plant ID Cards –ID cards of some common invasive species found in Coastal, Interior, and Northern BC and removal tips or hazards. These can be used to enhance outdoor field studies and to plan a weed pull.
     • Regional Native Plant Resources – A bibliography with links to native plant nurseries, books, and other resources to support gardening for native biodiversity in BC.

Other Supplemental Resources

In addition to the supporting resources specific to each of the learning activities, there are some other resources available to teachers to support delivery of this, and the Grade 4-6, learning resource, including:

• Background on Invasive Species – A document with photographs and information on the issue of invasive species in BC, some common species and their impacts, and best practices to prevent their spread. This can be used for students and educators alike.
• Native Biodiversity and Invasive Species of BC—A bibliography, including youth resources, ID guides, free downloads, and links to educator and youth resources on BC’s native biodiversity and invasive species.
• Plant Viewers – Coastal-native, Coastal-invasive; Interior/Northern-native; Interior/Northern-invasive – Photos of some common native and invasive plants with a “viewing window” in the middle so you can compare with plants you are looking at on outdoor walks. 
• We Care for the Land and Prevent the Spread of Invasive Species – A curriculum-based learning resource for grades 4-6 that supports students in connecting to nature, learning about local biodiversity, discovering invasive species impacts, and developing skills to take action to help prevent the spread of invasive species. Many of activities in this resource could be adapted for other grade levels.

BC Curriculum Links (All Activities), Grades 7-9

The Resource Student Land Stewards in Action is cross-curricular and rooted in the Personal and Social Core Competency with a focus on the sub-competency of Social Awareness and Responsibility, Contributing to Community and Caring for the Environment. The activities include collaborative teamwork, critical thinking and reflections, supporting both the Communication and Thinking Core Competencies.

Each lesson plan includes a list of the specific curriculum links addressed in the activity. Here is an overview of the most common curriculum links to the resource as a whole.

Science Big Ideas and Content

• Evolution by natural selection provides an explanation for the diversity and survival of living things (Grade 7 Big Idea)
• The Earth and its climate have changed over geological time (Grade 7 Big Idea)
• Cells are a basic unit of life (Grade 8 Big Idea)
• The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them (Grade 9 Big Idea)
• Sustainability of systems (Grade 9 Content)

Science Curricular Competencies, including

• Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
• Make observations aimed at identifying their own questions about the natural world
• Experience and interpret the local environment
• Contribute to care for self, others, community, and world through personal or collaborative approaches
• Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
• Express and reflect on a variety of experiences and perspectives of place
• Contribute to finding solutions to problems at a local and/or global level through inquiry

Every lesson in the resource includes a section (if not a greater focus) relating to First Peoples Perspectives. This may address some of the following curriculum links in different Subject areas.

• Local First Peoples knowledge of changes in biodiversity over time (Science 7 Content)
• Local First Peoples knowledge of climate change (Science 7 Content)
• First Peoples knowledge of interconnectedness and sustainability (Science 9 Content)
• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information (Science 7-9 Competency)
• Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view (ELA 7-9 Competency)

Additionally, some activities address curriculum links to other subjects, competencies, and/or content including Social Studies, Physical and Health Education, English Language Arts, Arts Education, Math, and Career Education.

---