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National Geographic - Invasive Species 101

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National Geographic - Invasive Species 101

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This short 3 minute video helps to explain how invasive species are brought into new environments, what damage they can cause, and how we can prevent them from entering a new areas.

This video is a good introduction to the concept of invasive species.

Vocabulary words to consider: Native, Non-native, Invasive, Environment

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National Geographic: Stories of Animals, Nature, and Culture

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Explore National Geographic. A world leader in geography, cartography and exploration.

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This overview of invasive species includes a definition, description of the spread, examples, and some solutions for invasive species in language that is geared toward students.

This information may be used as is as a whole class on the website, to create a quick overview handout for students to read prior to beginning the unit, or during student research.

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Introduction
U.S. Geological Survey Archive-U.S. Geological Survey/Bugwood.org

An invasive species is any nonnative species that disturbs the ecosystems in which it has been introduced. These species may harm other living things and the environment and may affect the economy or the health of humans. Invasive species include plants, animals, bacteria, and other organisms. Invasive species can grow and spread quickly. They are also called introduced species, alien species, or exotic species.

Spread of Invasive Species
Kitty Kahout-Root Resources/Encyclopædia Britannica, Inc.

Invasive species may arrive in new areas through natural migration. However, other species often introduce them. Human activities are one of the most common ways invasive species are transported to new habitats. The activities can be either accidental or intentional. For example, people involved in the pet trade often import nonnative species. Insects may get in the wood of shipping crates and then be released in a new part of the world. Likewise, some marine species attach themselves to ship propellers and get transported when the ship travels to new places. Once released into the new environment, any of these species may become invasive. ( See also animal migration; human migration.)

Most introduced species have trouble adjusting to their new surroundings. Therefore, they do not survive for long. However, some introduced species can establish breeding populations and thrive. In many cases the new ecosystem lacks natural predators to prey on the introduced species. In other cases invasive predators gradually capture and reduce the natural prey population. Other invasive species may prevent native species from obtaining food, living space, or other resources. Over time, invading species can totally replace native ones, causing the extinction of native species in that area. Invasive plants and animals may also spread parasites and germs that may further disrupt invaded areas. ( See also endangered species.)

Modern humans ( Homo sapiens) are among the most successful invasive species. Humans have transformed natural environments into agricultural and urban landscapes. However, humans also contribute substantially to the introduction of different species to new areas. Thousands of years ago migratory humans spread diseases. They also brought domesticated animals with them as they traveled. As civilization expanded, people introduced exotic plants and animals from distant lands. They brought these species with them to use as food or to serve as curiosities in gardens and circuses.

Examples of Invasive Species
Australia and the Pacific Islands
Invasive species occur on all continents. The Norway, or brown, rat ( Rattus norvegicus) probably originated in northeastern China. Explorers accidentally introduced the rodent to the Pacific Islands between the late 18th and 19th centuries. The rat preys on many native birds, small reptiles, and amphibians. People also deliberately introduced some other species during that time. They took dogs, cats, pigs, and other domesticated animals to new lands. There the animals caused the extinction of many other species, including the dodo from Mauritius by 1681.

Settlers deliberately introduced the European wild rabbit ( Oryctolagus cuniculus) to Australia in 1827. Originally inhabiting southern Europe and North Africa, the rabbit served as a familiar object in a new land. It multiplied significantly in Australia, however, and harmed native trees and shrubs. In the 1850s people introduced the predatory red fox ( Vulpes vulpes) to help control the European wild rabbits. Instead, the red fox preyed on marsupials and native rodents.

The brown tree snake ( Boiga irregularis) is a native of Australia and Indonesia. It was introduced to Guam, Saipan, and several other Pacific Islands in the 1950s. It has caused the extinction of several birds, reptiles, and amphibians and two of Guam's three native bat species. The snake may have been brought to the islands to control native rodent populations. However, it is more likely that the original invaders were stowaways aboard military aircraft and cargo ships.

North America
In the 1980s the zebra mussel ( Dreissena polymorpha) created ecological and economic disruption to North America's Great Lakes. This species is native to the Black, Aral, and Caspian seas. Zebra mussels traveled in the ballast water in oceangoing ships. They were subsequently released when this water was dumped into the Great Lakes. Large numbers of zebra mussels clog water-intake pipes. They also remove much of the algae from the ecosystems they inhabit.

Fish farmers introduced Asian carp into the United States from Eurasia in the 1970s. The fish were supposed to help control algae on catfish farms in the South. The Asian carp escaped into the Mississippi River system during flooding in the early 1990s. The fish consumes large amounts of algae and zooplankton and often pushes aside native fish to feed. Their populations grow rapidly. Scientists feared that Asian carp might enter the Great Lakes ecosystem, where they could seriously disrupt the food chain. To try to prevent this, a series of electric fish barriers were built in the Chicago Sanitary and Ship Canal, among other measures.

By 2010 the Burmese python ( Python molurus bivittatus), a native of Southeast Asia, was a problem for the wetlands of southern Florida. Some people who kept them as pets decided they did not want the snakes anymore and released them into the wild. Other snakes escaped after Hurricane Andrew damaged pet stores in 1992. The Burmese pythons soon established breeding populations in the state. Growing to nearly 20 feet (6 meters) long, these giant constrictor snakes became significant predators in the area.

Kudzu ( Pueraria montana) is a fast-growing vine native to southern and eastern Asia. People introduced it into North America in the late 19th century for erosion control and decorative purposes. However, it readily spread over trees and shrubs, depriving native plants of sunlight.

Global Reach
Some introduced species have a global distribution. Most notable examples in this category are disease-causing microbes. Early European colonists brought organisms that caused the common cold, smallpox, and other illnesses to the native peoples of the Western Hemisphere and the Pacific. Beginning in the late 1960s, people who were infected with HIV-which causes AIDS -inadvertently carried the virus from Africa to Haiti. Later AIDS would spread to populations across the globe.

Solutions for Invasive Species
Most scientists agree that invasive species should be stopped before they are introduced to a new area. Port officials should more closely inspect materials being shipped internationally to uncover insects, seeds, and other stowaway organisms. Some officials believe that buyers, sellers, and transporters of illegal exotic pets should face tougher punishments.

Some ecologists focus on preventing invasive species from prospering in new habitats. They have called for aggressive monitoring and eradication programs. Many habitat restoration efforts concentrate on replanting and reintroducing native species while simultaneously removing invasive species. In addition, effective education programs give citizens the knowledge and resources to deal with invasive species in their regions.

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An invasive species is any nonnative species that disturbs the ecosystems in which it has been introduced. These species may harm other living things and the environment and...

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This detailed overview on invasive species explains the exact issues that are caused by specific species, including the Brown Marmorated Stink Bug within ecosystems.

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"Invasive species"-they may not sound very threatening, but these invaders, large and small, have devastating effects on wildlife.

Invasive species are among the leading threats to native wildlife. Approximately 42 percent of threatened or endangered species are at risk due to invasive species.

Human health and economies are also at risk from invasive species. The impacts of invasive species on our natural ecosystems and economy cost billions of dollars each year. Many of our commercial, agricultural, and recreational activities depend on healthy native ecosystems.

What Makes a Species "Invasive"?

An invasive species can be any kind of living organism-an amphibian (like the cane toad), plant, insect, fish, fungus, bacteria, or even an organism's seeds or eggs-that is not native to an ecosystem and causes harm. They can harm the environment, the economy, or even human health. Species that grow and reproduce quickly, and spread aggressively, with potential to cause harm, are given the label "invasive."

An invasive species does not have to come from another country. For example, lake trout are native to the Great Lakes, but are considered to be an invasive species in Yellowstone Lake in Wyoming because they compete with native cutthroat trout for habitat.

How Invasive Species Spread

Invasive species are primarily spread by human activities, often unintentionally. People, and the goods we use, travel around the world very quickly, and they often carry uninvited species with them. Ships can carry aquatic organisms in theirballast water, while smaller boats may carry them on their propellers. Insects can get into wood, shipping palettes, and crates that are shipped around the world. Some ornamental plants can escape into the wild and become invasive. And some invasive species are intentionally or accidentally released pets. For example, Burmese pythons are becoming a big problem in the Everglades.

In addition, higher average temperatures and changes in rain and snow patterns caused by climate change will enable some invasive plant species-such as garlic mustard, kudzu, and purple loosestrife-to move into new areas. Insect pest infestations will be more severe as pests such as mountain pine beetle are able to take advantage of drought-weakened plants.

Threats to Native Wildlife

Invasive species cause harm to wildlife in many ways. When a new and aggressive species is introduced into an ecosystem, it may not have any natural predators or controls. It can breed and spread quickly, taking over an area. Native wildlife may not have evolved defenses against the invader, or they may not be able to compete with a species that has no predators.

The direct threats of invasive species include preying on native species, outcompeting native species for food or other resources, causing or carrying disease, and preventing native species from reproducing or killing a native species' young.

There are indirect threats of invasive species as well. Invasive species can change the food web in an ecosystem by destroying or replacing native food sources. The invasive species may provide little to no food value for wildlife. Invasive species can also alter the abundance or diversity of species that are important habitat for native wildlife. Aggressive plant species like kudzu can quickly replace a diverse ecosystem with a monoculture of just kudzu. Additionally, some invasive species are capable of changing the conditions in an ecosystem, such as changing soil chemistry or the intensity of wildfires.

Examples of Invasive Species

Cogongrass is an Asian plant that arrived in the United States as seeds in packing material. It is now spreading through the Southeast, displacing native plants. It provides no food value for native wildlife, and increases the threat of wildfire as it burns hotter and faster than native grasses.

Feral pigs will eat almost anything, including native birds. They compete with native wildlife for food sources such as acorns. Feral pigs spread diseases, such as brucellosis, to people and livestock. E. coli from their feces was implicated in the E. coli contamination of baby spinach in 2006.

European green crabs found their way into the San Francisco Bay area in 1989. They outcompete native species for food and habitat and eat huge quantities of native shellfish, threatening commercial fisheries.

Dutch elm disease (caused by the fungus Ophiostoma ulmi) is transmitted to trees by elm bark beetles. Since 1930, the disease has spread from Ohio through most of the country, killing over half of the elm trees in the northern United States.

Water hyacinth is a beautiful aquatic plant, introduced to the U.S. from South America as an ornamental. In the wild, it forms dense mats, reducing sunlight for submerged plants and aquatic organisms, crowding out native aquatic plants, and clogging waterways and intake pipes.

Curbing the Spread

One way to curb the spread of invasive species is to plant native plants and remove any invasive plants in your garden. There are many good native plant alternatives to common exotic ornamental plants. In addition, learn to identify invasive species in your area, and report any sightings to your county extension agent or local land manager.

Regularly clean your boots, gear, boat, tires, and any other equipment you use outdoors to remove insects and plant parts that may spread invasive species to new places. When camping, buy firewood near your campsite (within 30 miles) instead of bringing your own from home, and leave any extra for the next campers. Invertebrates and plants can easily hitch a ride on firewood you haul to or from a campsite-you could inadvertently introduce an invasive to a new area.

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Invasive Species | National Wildlife Federation

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Invasive species are among the leading threats to native wildlife. Learn about how they spread and how they threaten native wildlife in the United States.

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Invasive Species Location Resources - USA

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Invasive Species Location Resources - USA

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TEACHER RESOURCE
This resource allows teachers to search by individual states and countries for articles and lists of invasive species.

Teachers outside of Ohio could use this resource to create a list of invasive species local to them for students to choose from as they research.

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You are here

Provides selected United States (U.S) resources from agencies and organizations with an interest in the prevention, control, or eradication of invasive species. The U.S. includes the 50 States, the District of Columbia, Puerto Rico, Guam, and all possessions, territories, and the territorial sea of the U.S.

Select a state, or choose from the list of states below the map, or view selected multistate resources.

Note: the map colors are randomly generated and change each time the page is displayed.

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U.S. | National Invasive Species Information Center

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You are here Provides selected United States (U.S) resources from agencies and organizations with an interest in the prevention, control, or eradication of invasive species. The U.S. includes the 50 States, the District of Columbia, Puerto Rico, Guam, and all possessions, territories, and the territorial sea of the U.S.

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Both students and teachers could use this picture based list to find more information on local invasive species and identify a species for further examination.

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Stink Bugs May be Good for Something? - Article with Music Video Parody

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Stink Bugs May be Good for Something? - Article with Music Video Parody

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Are invasive species always a problem in the local ecosystem? This short article includes views of both the damage caused by stink bugs and how they may help other insects in the ecosystem.

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The brown marmorated stink bug (BMSB) has been annoying homeowners and fruit and vegetable growers for years, ever since it made its way to North America from Asia in 1998, where it was fist spotted in Allentown, Pennsylvania. Since then it's been spotted in at least 36 other states. Although they cause no harm to people or buildings, their invasions have inspired serious animosity and even creativity, such as this rock video by Frankentractor and Friends (below), or this humorous video on how to control them by Mike Raupp, "The Bug Guy" from the University of Maryland (also below).

But now there's evidence that these pesky stinkers might actually be good for something. According to an article published this year in the Annals of the Entomological Society of America, Mike Raupp and colleagues conclude that they may actually help feed some wasps and ants by wounding plants, which then leak sap that the wasps and ants can feed on.

In the article "Invasive Stink Bug Wounds Trees, Liberates Sugars, and Facilitates Native Hymenoptera," the authors report observing stink bugs feeding through the bark of trees and noticing several species of wasps and ants at the feeding sites, which led them to deduce that they were feeding on the sap from the wounded trees.

"The invasive brown marmorated stink bug, H. halys, is economically damaging and has the potential to introduce disease to woody trees as it feeds," they write. "Resources made available by its feeding, however, directly increase the carbohydrate resources available to insects that are known to provide important ecological services, including biological control of pests and the pollination of plants. H. halys may therefore have an indirect positive role in invaded ecosystems, in addition to its direct negative effect on plants."

This study shows how truly complex ecosystems can be, and how even damaging invasive species like the BMSB can be beneficial to useful pollinators or insects that attack other insects such as wasps. Don't get me wrong, I still think these suckers stink, but maybe not as much as I once did.
Richard Levine is Communications Program Manager at the Entomological Society of America and editor of the Entomology Today Blog.

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Stink Bugs May be Good for Something After All

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The brown marmorated stink bug (BMSB) has been annoying homeowners and fruit and vegetable growers for years, ever since it made its way to North America from Asia in 1998, where it was fist spotted in Allentown, Pennsylvania. Since then it's been spotted in at least 36 other states.

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This article from 2012 goes into detail about the damage caused to agriculture by the brown marmorated stink bug. This information could be used to create a handout with some facts about this specific insect.

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With the arrival of autumn comes the annual invasion of brown marmorated stink bugs (BMSB) as they seek winter refuge inside homes and businesses. A native of Asia, BMSB first appeared in the United States in the middle 1990's near Allentown, PA and are now found in 38 states ranging from coast to coast, border to border, with the epicenter in the middle Atlantic region.

How has this pest spread so rapidly?

Due to its penchant for hiding in sheltered locations to pass the winter, this pest often invades recreational vehicles and campers. One vacationer reported driving hundreds of miles away from a home in Pennsylvania, opening the camper, and unwittingly releasing BMSB in a new location.

What kind of damage do stink bugs cause?

While noted as an occasional pest of crops in Asia, in 2009 we heard dire reports from growers in the middle Atlantic region who sustained significant losses to peaches, pears and apples to stink bugs. The next year was even worse, with regional losses to apples alone exceeding $37 million. This development was particularly disagreeable from a pest management standpoint.

Much to our dismay, it has become abundantly clear that BMSB are more than just a pest of fruits. Over the past few years damaging numbers of stink bugs have been seen in soybean fields across the region. This rascal has spread to more than 20 counties in Virginia, leaving a broad swath of damage to soybean along the way. In 2010, we witnessed record numbers of stink bugs in fields of sweet corn. By plunging their sturdy beaks through the corn husk, they remove the nutritious contents of developing kernels. In some cases, so many kernels were damaged that the ear of corn failed to fill out.

Stink bugs are not just problems for conventional vegetable growers. With fewer options for insecticidal control, organic vegetable growers in the region have been overwhelmed where stink bugs are common. Community gardeners and homeowners have been vexed when hordes of stink bugs lined ripening tomatoes, poking holes in the skin and draining the juicy tissues below leaving speckled, puckered, and pockmarked fruit. Similar injury has been reported on peppers and many other vegetables.

Although populations of BMSB cropped up in new states in 2011, in general, stink bug populations were lower throughout our region and this trend continued through the spring and summer of 2012. The reasons for the decline have been attributed to weather, better management by growers and greater activity of natural enemies of stink bugs, but the exact cause or causes remain a mystery.

For many urbanites, stink bugs in apple orchards or corn fields probably seem like a remote problem. However, the nuisance potential of BMSB is almost without equal. In 2011, a homeowner in western Maryland captured more than 26,000 BMSB from January through June as they moved about his home seeking egress from their overwintering refuge. That's a lot of nuisance!

Why do stink bugs enter homes and man-made structures in the first place?

Many folks incorrectly believe they enter to be warm for the winter. Bear in mind that millions of years ago when BMSB evolved, there were no mansions or man-made structures to invade. In chilly locations where winter halts the growth of deciduous trees and shrubs and withers herbaceous plants, food for the plant-eating stink bug all but disappears.

Cold brings movement and development of BMSB to a standstill. During this inimical season, BMSBs seek refuges to chill-out, protected from the harsh weather and dangerous predators. Until recently, these natural winter redoubts were thought to be rocky crags and piles of leaf litter. However, a new study revealed that the loose bark of large, freshly deceased but still standing trees may be a prime winter hideout for BMSB. However, for a BMSB leaving a senescing field of soybeans, the siding on a home might look like a mighty fine place to spend the winter.

What does the autumn of 2012 hold for BMSB?

Unlike the cooler, wetter summer of 2011, 2012 has been a year of record warmth and BMSB completed a full second generation in grand style. On a recent safari to a western Maryland, I collected almost a thousand BMSB in a couple hours of easy picking in soybeans and trees. Some scientists fear that we may be seeing a renaissance of stink bugs in the autumn of 2012 that could translate into a stink bug ridden 2013 similar to the watershed year of 2010. Only time holds the answer to this one. One thing is for certain, as BMSB continues to spread across our nation and as populations rise on regional and local levels, many more folks will learn the true implications of a bug that really stinks.

Acknowledgments

I thank Doo-Hyung Lee, Doug Inkley, Tracy Leskey, Galen Dively, and other members of the BMSB Working Group for providing information and inspiration for this article. To learn more about the biology, ecology, and current research on BMSB, please visit the following websites.

Watch this video to learn how to keep BMSB out and what to do when they get in.

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Truth About Stink Bugs: What Threat Do Stink Bugs Pose?

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With the arrival of autumn comes the annual invasion of brown marmorated stink bugs (BMSB) as they seek winter refuge inside homes and businesses. A native of Asia, BMSB first appeared in the United States in the middle 1990's near Allentown, PA and are now found in 38 states ranging from coast to coast, border to border, with the epicenter in the middle Atlantic region.

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This resource could be used to help students research some details of specific species after a list of local invasive species has been developed. Not all of the pests listed are invasive species, teachers should direct students to which pests they might focus on based upon their locality.

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Pests can be such, well, pests because they are very good at finding food and shelter in places we don't want them to be.

All pests have special abilities that help them thrive in many different environments, including in and around our homes. Browse through the Pest Guide, which lists information all about bugs for kids. Learn about some incredible characteristics that make pests so challenging to get rid of, and find out how to identify different bugs.

Then, take our quizzes to see how much you really know about the secret lives of the bugs that may be living with you. (Whether you know it or not!)

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A to Z Pest List: Kids Guide on How to Identify Bugs

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Pests can be such, well, pests because they are very good at finding food and shelter in places we don't want them to be. All pests have special abilities that help them thrive in many different environments, including in and around our homes. Browse through the Pest Guide, which lists information all about bugs for kids.

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This education.com lesson plan describes the steps that might be taken to build a model of an insect. It includes material lists and detailed directions.

A focus could be included on how to find the measurements for an insect's size and what calculation will be used to translate those measurements to the replica.

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Bring all of those really bad horror movies to life by creating a giant insect! But your insect will serve the powers of good-good science, that is.

Insects come in many different shapes and sizes. A grasshopper is an insect, and so are bees, flies and ants. Animals such as snails and centipedes, however, fall into the larger category of invertebrates -animals without backbones-but they are not insects. Insects have very specific body parts. In this activity, you'll learn about these body parts by creating your own giant insect.

An insect's body has three parts: a head, thorax, and abdomen. The insect's head is similar to ours in some ways. For instance, it contains what we'd call the insect's brain, even though other parts of the insect are also responsible for storing information and controlling the insect's movement. The eyes are also located on the head, although insect eyes are often quite different from human eyes. Insects often have compound eyes made up of many different parts that allow the insect to see in many different directions. An insect's head has stalk-like structures called antennae that are used for feeling and smelling. Different insects have different ways of eating, but an insect's mouthparts ( mandibles) are also on its head.

The thorax is the name for the middle part of the insect's body where the legs and wings are attached. Insects all have six legs. Think of the thorax as a muscular box that provides the structures needed to move the insect's legs and wings.

The insect's six legs are attached to the thorax in three pairs. Like humans, insects have different parts of their legs. The coxa is the part that's attached the thorax, followed by another small part, the trochanter. The coxa is similar to the human hip and is a moving joint part. The insect's femur comes after the trochanter. This is a large, muscular part of the insect's leg, and it's responsible for movements like hopping. The insect's tibia and then the tarsus are thinner parts of the legs that may have "brushes" to help the insect clean off or may have little hooks on the end to help the insect move or hold on to things.

The insect's abdomen is the third and last part of the insect's body. Like our abdomen, this part of the insect is where many of its organs are located. The insect's stomach and reproductive organs are located in its abdomen. Insects don't have lungs, but they do have holes called spiracles that they use to breathe. These spiracles are located under the insect's thorax and abdomen.

Build a model of an insect.

3 Oval balloons (or 2 oval balloons and 1 oblong balloon)

Clear plastic sheet

Old newspaper

2 Cups of flour

Spoon

Water

1 Tablespoon of salt

Bowl

8 Pipe cleaners

Acrylic craft paints

Permanent markers

Masking tape

Crazy glue

1. Do a quick internet search to find a big picture of the kind of insect you want to make.

2. Inflate one of the balloons to make the insect's head. Inflate a second one to make a thorax. Usually this is a little larger than the head. Finally, inflate a third balloon to create an abdomen, which should be bigger than the thorax.

3. Now you're ready to attach these body parts. Connect the head to the thorax with a piece of masking tape. Do the same when you connect the thorax and the abdomen.

4. Mix two cups of flour and one tablespoon of salt with two cups of water in a bowl until the mixture is free of lumps and feels like a thin paste.

5. Tear your newspaper into thin strips that are around half an inch wide.

6. Draw the newspaper strips through the bowl of flour paste until they are lightly covered, and then wrap a strip around the balloons. Continue until all of the balloons are covered in paper mache.

7. Let the insect dry for one or two nights until it feels crunchy instead of damp. Add a second coat of paper mache at this time if you'd like it to be a little sturdier.

8. When you've added the last batch of paper to the insect and it feels completely dry, dip one end of each pipe cleaner into crazy glue. Place two pipe cleaners on the head. These are the antennae. Place six of them in three pairs attached to the thorax to make the legs.

9. Finally, if your insect has wings, draw the wings on the piece of plastic and cut them out. Decorate them with that particular insect's wing patterns, and then use crazy glue to attach them to the thorax as well.​

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Warning is hereby given that not all Project Ideas are appropriate for all individuals or in all circumstances. Implementation of any Science Project Idea should be undertaken only in appropriate settings and with appropriate parental or other supervision. Reading and following the safety precautions of all materials used in a project is the sole responsibility of each individual. For further information, consult your state's handbook of Science Safety.

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Build an Insect Model | Science project | Education.com

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Bring all of those really bad horror movies to life by creating a giant insect! But your insect will serve the powers of good-good science, that is. Insects come in many different shapes and sizes. A grasshopper is an insect, and so are bees, flies and ants.

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Video - Using Model Magic to create an insect

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Video - Using Model Magic to create an insect

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This example describes how to use model magic to create an insect, specifically a butterfly as an example. There are detailed descriptions of how to use the model magic including hand motions and techniques. This would be useful for a teacher who wants to use model magic and is not familiar with it.

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This article includes descriptions and two videos for technology that has been created to help fight invasive species.

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WASHINGTON - A robot zaps and vacuums up venomous lionfish in Bermuda. A helicopter pelts Guam's trees with poison-baited dead mice to fight the voracious brown tree snake. A special boat with giant winglike nets stuns and catches Asian carp in the U.S. Midwest.

In the fight against alien animals that invade and overrun native species, the weird and wired wins.

"Critters are smart - they survive," said biologist Rob "Goose" Gosnell, head of U.S. Department of Agriculture's wildlife services in Guam, where brown tree snakes have gobbled up nearly all the native birds. "Trying to outsmart them is hard to do."

Invasive species are plants and animals that thrive in areas where they don't naturally live, usually brought there by humans, either accidentally or intentionally. Sometimes, with no natural predators, they multiply and take over, crowding out and at times killing native species.

Now, new technology is being combined with the old methods - weed pulling, trapping and pesticides. Finding new weapons is crucial because invasive species are costly - $314 billion per year in damages in just the United States, United Kingdom, Australia, South Africa, India and Brazil. It's also one of the leading causes of extinction on islands, such as Guam, according to Piero Genovesi, an Italian scientist who chairs the invasive species task force for an international organization.

"We have totally new tools that were just unthinkable a few years ago," Genovesi said.

Case in point: There are companies that now market traps for wild pigs that are triggered by cellphones.

"There's enough activity that there's starting to be an industry," said University of California, Santa Cruz research biologist Bernie Tershy.

The robot versus the lionfish

A new underwater robot is targeting the stunning but dangerous lionfish, which has spread over the Caribbean, the Gulf of Mexico and up the U.S. East Coast as far north as New York's Long Island, with its venomous spines that are dangerous to touch.

Florida wages war on invasive lionfish

With no natural predator in the Atlantic, the voracious aquarium fish devour large amounts of other fish including key commercial species such as snapper and grouper.

The robot is the creation of Colin Angle, chief executive officer of IRobot, which makes the Roomba vacuum cleaner. Along with his wife, Erika, and colleagues, he created a new nonprofit to turn automation into environmental tools.

The robot, called Guardian LF1, uses what Angle says is a gentle shock to immobilize the lionfish before they are sucked alive into a tube. In its first public outing this month, the robot caught 15 lionfish during two days of testing in Bermuda. Top chefs competed in a cook-off of the captured lionfish. Lionfish go for nearly $10 a pound and Angle is hoping to get the price of the robot down from tens of thousands of dollars to about $500.

"What's next?" Angle said. "Our ambition is much larger than lionfish."

Getting creative against the brown tree snake

A few decades ago, native birds started disappearing from the Pacific island of Guam, baffling scientists until they found that non-native brown tree snakes were eating all the birds and their eggs. The , which live in the trees, had no natural enemies and just trapping them wasn't working, Gosnell said. The snakes did prove to have one enemy: the painkiller acetaminophen, a generic form of Tylenol.

So biologists came up with a plan: Use a painkiller pill glued to dead fetal mice as bait. The mice are put in tubes, and dropped by helicopter in batches of 3,000. The mice pop out, and the whole contraption dangles in the trees. It's still experimental but it will soon go to more regular use. There is one problem. Using dead fetal mice as bait is expensive and they have to be kept cold. But biologists are working on a solution: mouse butter. A new bait mixture smells like mice to snakes, but minus the expense and logistical problems.

Chef crusades to make carp the catch of the day

Using current against the carp

U.S. Fish and Wildlife officials are using souped-up old technology to catch Asian carp, a fish that's taken over rivers and lakes in the Midwest. They use a specialized boat - the Magna Carpa -with giant winglike nets that essentially uses electric current as an underwater taser to stun the fish, said biologist Emily Pherigo. At higher doses, the fish are killed and float to the surface. In just five minutes, they can collect 500 fish, and later turn them into fertilizer. Using electro-fishing was written about as a possible conservation technique back in 1933, said biologist Wyatt Doyle.

Genetic tinkering

On the Galapagos islands, wild goats were a major problem. In less than five years, scientists wiped out tens of thousands with sterile "Mata Hari" females. Biologist Karl Campbell of the nonprofit Island Conservation introduced specialized female goats that researchers sterilized and chemically altered into a permanent state of heat, to lure the male goats into fruitless goat sex. Santiago Island, once home to 80,000 goats, is now goat free and larger Isabella Island is getting close, he said.

And now, Campbell and others are going one step further: Tinkering with the genes of mosquitoes and mice to make them sterile or only have male offspring. That would eventually cause a species to die off on an island because of lack of females to mate with. There are worries about regulating and controlling this technology, along with actually being able to get it done, so it is years away, Campbell said.

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"Weird and wired" tech helps battle invasive species

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WASHINGTON - A robot zaps and vacuums up venomous lionfish in Bermuda. A helicopter pelts Guam's trees with poison-baited dead mice to fight the voracious brown tree snake. A special boat with giant winglike nets stuns and catches Asian carp in the U.S. Midwest.

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Teach Engineering Lesson - Build Your Own Insect Trap

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Teach Engineering Lesson - Build Your Own Insect Trap

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This lesson could be used in part or as a starting point to help teachers determine the necessary materials and steps toward creating an insect trap.

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Quick Look

Grade Level: 4 (3-5)

Time Required: 45 minutes

Expendable Cost/Group: US $3.00

Group Size: 2

Activity Dependency: None

Subject Areas: Life Science

NGSS Performance Expectations:

Summary Students design and construct devices to trap insects that are present in the area around the school. The objective is to ask the right design questions and conduct the right tests to determine if the traps work .
This engineering curriculum aligns to Next Generation Science Standards (NGSS).

Engineering Connection

Engineers are well known for designing and building large structures such as bridges, tunnels and skyscrapers. But they also must be skilled at designing things at a much smaller scale. These smaller designs are just as difficult to figure out. They require a choice of materials, a physical layout, a good grasp of the underlying scientific principles, building prototypes, and trial and error testing. Designing and building something such as an insect trap is a test of an engineer's knowledge and skills.

Learning Objectives

After this activity, students should be able to:

Design and build structures based on provided criteria and materials.

Follow the steps of the engineering design process to create a prototype insect trap.

Discuss the environmental issues surrounding the creation of an insect trap.

Discuss how engineers would be involved in the design of an insect trap.

Note: While the insect is fictitious, determine in advance some of the characteristics of the imaginary insect. The insect has to fly during the day and be attracted to one or more specific colors and food items that you can purchase inexpensively. Modify the provided Materials List accordingly. For example: if you indicate that the insect is attracted to yellow, provide items such as yellow cups and yellow paper. If you indicate that the insect is attracted to the odor of coffee, provide coffee or coffee grounds.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS Performance Expectation

Click to view other curriculum aligned to this Performance Expectation

This activity focuses on the following Three Dimensional Learning aspects of NGSS:

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

People's needs and wants change over time, as do their demands for new and improved technologies.

Suggest an alignment not listed above

Materials List

To share with the entire class:

paper, regular weight or construction (include several colors, including the color that the target insect is attracted to), 2-3 times the number of teams in the class

markers, any kind and any color, 4-packs (for students who wish to add designs on their traps)

plastic cups, any kind, 1-2 per team (include several colors, including the color that the insect is attracted to)

1 ball of string

plastic plates, large and small, any kind, 2-3 times the number of teams in the class (include several colors, such as yellow, white and red, making sure to include the color that the insect is attracted to)

1 large box Popsicle sticks

masking tape, 2 rolls

75 drinking straws

scissors, inexpensive but sharp

1 box Q-tips

1 bag cotton balls

food items to act as lures, whatever is specified as the material(s) that attracts the insect, for example: vanilla, coffee, soda

assorted building materials, such as wire, screen, cardboard, twist ties, foil, tape, glue (items that might help students create imaginative insect traps)

Note: This list suggests materials suitable for attraction of an example flying insect that are inexpensive and easily available at grocery stores. However, since it is up to the teacher to specify the species of insect to trap, feel free to alter the necessary supplies and ingredients and answer students' questions accordingly. For example, if you need sugar instead of lentils as bait, then if a student asks what is the insect attracted to, you would answer, "sugar."

Pre-Req Knowledge

Students should have a basic knowledge of insects, for example, that insects fly, that they are present during certain times of the year, that they are attracted to certain foods, that some of them are beneficial to humans whereas others are harmful, and that that they can be trapped.

Introduction/Motivation

A new insect has been sighted in your neighborhood. It has two pairs of wings and is capable of flying great distances. Whether or not it consumes plants is unknown. This fact alone has homeowners and farmers concerned that it might be damaging their plants. Because very little is known about the biology of this insect, entomologists would like to catch as many as possible so that they can be studied.

Entomologists trap insects for many reasons; for instance, to study them and to learn more about them. They know that insects can easily be studied once they are captured in the traps. How do entomologists find the right trap to use for an insect about which they do not yet know a whole lot? Well, they learn as much as they can about the insect and then ask engineers to design an insect trap according to what they have discovered. Once entomologists trap insects and study them more, they learn how to improve the trap.

Engineers must consider several things when designing insect traps.The first step in the design process is to identify your audience or user community. Who is the audience for the insect trap? It might be an entomologist, or perhaps homeowners, farmers and ranchers who are worried about the insects damaging their plants, crops and trees, or biting their animals. This shows that designing an insect trap can have different goals and objectives. For example, scientists typically use traps so that they can study insects, while homeowners use traps to remove insects from their homes.

Next, you have to identify the problem. The problem has two parts, the problem statement and the design requirements. The problem statement for designing the insect trap might be, "How to catch the specific insects to be studied." What kind of design requirements do we have for the trap? Do we have any constraints? As a trap engineer, you probably have some limitations as far as materials and time. You would also think about how these constraints might affect the design of the trap.

Now we are ready to gather information about the insect species and brainstorm some different design ideas. We will choose our best idea and design a model, or prototype, of the trap to present to our audience. What do we already know about the insect? We have already been told that the insect has two pair of wings and is capable of flying great distances.

This insect trap is collecting insect data in Castle Crags State Park in northern California.

Many different types of insect traps are available on the market. Some use pheromone baits, which are scents that lure the insects to a trap. Other traps lure the insect with a food source. There are even traps that are simply attractive to insects because of their color.

The design of insect traps has the potential for wide variety since insects are so diverse that their responses vary. Researchers have found that for bee traps, the size matters, but only up to a point. For other insects, traps must be very large-a minimum size is needed for the traps to be even detected (show students the images of the very large Tabanidae trap in the Netherlands). To attract insects using odor stimuli, often the amount must be just right-if too much, they get confused and don't make it to the stimulus source at all.

An example of a Tabanidae (horse fly) trap in the Netherlands.

Let's assume that your engineering team has been hired to design a trap to capture this new insect species that has moved into the area. Your job is to design a trap that will effectively capture this insect species alive so that it can be studied. To design a trap that will be effective in capturing the insect, you need some background information about the insect and where the trap must be located.

Now ask me some questions to learn more information that can help you design an insect trap that works. (See the Procedure and Assessment sections insect characteristics.)

Procedure

Before the Activity

A student-designed insect trap design.

Encourage students to ask you questions about the insect so they learn more information to help them build a trap that works. Provide answers based on the materials provided. This inquiry aspect is important. Example student questions:

Does the insect fly?

Is the insect attracted to color?

Is the insect active during the day or at night?

What does the insect eat?

Does the insect sting or bite?

With the Students

1. Remind students that they are working for an engineering firm that will design a trap to capture these insects in the region.

2. Mention some overall design requirements: The traps must be strong enough to withstand natural elements such as rain and wind, but still relatively simple to move and set up. They must be able to be opened up to permit frequent removal of trapped insects.

3. Show students the supplies available for building the trap (hold them up as you review the items). Let students know that this is an open-ended design challenge and they can use some or all of the different items available to them: cups, paper, tape, string, plates, food items (to act as lures), markers, scissors, cotton balls, Q-tips, Popsicle sticks, straws, etc.

Direct students to follow the steps of the engineering design process while they create their prototype traps. Write the steps on the classroom board:

A. Brainstorm ideas

With a partner, create a list of many ideas for your new insect trap.

Compile your ideas into your best design to develop into a prototype.

B. Plan/Design your trap.

Create a drawing of your trap on paper. Indicate dimensions and materials.

Remember that you are capturing a small insect, not a big animal. Make the dimensions of the trap no larger than 12 in x 12 in.

Show the design to your teacher for approval.

C. Build the trap.

Using engineering skills, build a prototype insect trap to help homeowners, farmers and entomologists capture live insects.

D. Communicate the trap design to the class.

Your engineering team presents your trap design to the class and explains how it works. Point out the features you incorporated to lure and trap the insects.

Ask the audience for questions and comments about your trap design.

Think about improvements that you would make to your trap if you could redesign it.

Vocabulary/Definitions

entomologist: A scientist who studies insects.

insect trap: An object used to catch insects.

odor cue: A smell or scent that attracts organisms.

pheromone: A chemical passed through scent that triggers a(n innate) behavioral response in another member of the same species.

prototype: An original, full-scale and functioning model of a device or product that is used for testing to help designers learn what works (and what doesn't work) and make improvements towards achieving a final best design.

visual cue: A color or shape object that attracts organisms.

Assessment

Pre-Activity Assessment

Gathering Information: Engage students in a discussion about the known characteristics of the insect they are trying to trap.

What would you like to know about the insect before you design your trap? Answer student questions with known information. If students ask questions for which the information is not provided, let them know that it is unknown, and that this is a good research question.

Questions likely to be asked by students (write the answers on the board):

Does the insect walk or fly? (Possible answer: It flies.)

Does the insect fly during the day or night? (Possible answer: It flies during the day.)

Is it attracted to any color? (Possible answer: It is attracted to yellow / red / white, or whatever materials color you have provided.)

Is it attracted to any scent? (Possible answer: It is attracted to the scent [odor] of beans / lentils [proteins] and Pepsi / soda. Or, whatever food cues the teacher has specified.)

How big is the insect? (Possible answer: It is similar in size to a yellow jacket wasp, about one-half inch long.)

Activity Embedded Assessment

Design Process: Have students follow the steps of the engineering design process: brainstorming ideas, creating designs, building prototypes, communicating, and testing and improving the insect traps. Also assess students on their ability to work in groups.

Trap Presentations: Have students present their traps to the class and draw attention to features that aid in insect attraction and retention. Use the following guide for evaluation of the trap.

Teacher Guide for Evaluation of Insect Trap Prototypes: While the insect for which the trap is being created is chosen by the teacher, the trap itself must be designed such that it meets certain specifications. Emphasize that the traps will be scored based on features that make it effective in accomplishing the objective, which is trapping of the insect, of which little is known. Give students the opportunity to be creative and figure out at least some of the critical Trap Specifications that are listed below. Others will come up during discussion as students present their traps. At the end of the class session, outline on the board with input from the students, the list of specifications that should match the list below.
Trap Specifications

1. Presence of color and odor for attraction of the target insect from a distance.

2. Entrance into the trap such that once the insect has entered it cannot escape. Hint: Use a funnel shape at the entrance.

3. Mechanism for removal of insects from the trap so that some can be removed alive and released. Hint: Insects are cold-blooded, so they are inactive at low temperatures. If the trap is emptied when it is cool or is placed into a cool environment such as shade, a refrigerator or an ice box, the insects can be removed more easily.

4. Adjust the trap size and the planned frequency of monitoring and removal of insects to each other. Given that the abundance of the insect and the ability of the trap in capturing it are unknown, if students plan to check the trap weekly, the trap needs to be fairly large. Students may choose to build a smaller version, but then it might need more frequent monitoring.

5. Trap placement. For flying insects, the trap must be suspended.

6. Ability to hold up to weather conditions. The materials provided are inexpensive and unlikely to withstand heavy wind, intense heat and light or rain. At activity end, have students discuss what (improved) materials would be best for the final design so that the trap can withstand wind and heat from the sun, as well as any (improved) design modifications so that it can handle the rain and ongiong monitoring.

Post-Activity Assessment

Re-Engineering: Ask students how they could improve their insect traps and have them sketch or test their new ideas based on what they have learned.

Informal Discussion: Solicit, integrate and summarize student responses.

Ask students how their designs and insect trap prototypes relate to engineering. Why might engineers be involved in the creation of insect traps?

Ask students what the environmental and ethical issues might exist surrounding the trapping of insects.

Investigating Questions

Will your trap be efficient at catching insects?

How many insects will the trap hold?

What criteria related to insects did you use for designing the trap?

How will you test if the trap is effective in trapping insects?

What could you have done differently?

Safety Issues

Always be careful when using scissors.

Troubleshooting Tips

Advise students to design the trap by making a drawing first. Then, they should get started on making the trap.

Make certain that the final dimensions are no larger than 12 in by 12 in. Engineers are often given space constraints when only so much room is available in which to implement a design.

The insect described in this activity is chosen by the teacher. Thus, if desired, the teacher can modify the description to match a more specific insect.

Activity Extensions

Place the traps outdoors and test to see how they hold up against the natural elements and whether they are successful in trapping any insects.

Have students plan out the entire process of inspecting the traps for insects, how to collect the data, what time of day would be best to check for any trapped insects, etc. Have them also draw up their ideas on the best ways to present the data (charts, graphs, photos, etc.).

Have students do a research project on a local insect to determine what it would be attracted to and design a possible trap that could be used to catch the insect.

As a research project, assign students to each investigate one example real-world insect trap, describing its design objectives and the features that make it successful.

Copyright © 2013 by Regents of the University of Colorado; original © 2007 Oregon State University

Contributors Sujaya Rao

Supporting Program K-12 Rural Science Education Program, Department of Crop and Soil Sciences, Oregon State University

Acknowledgements

This digital content was developed by the Rural Science Education Program under National Science Foundation GK-12 grant no. DGE 0139372. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government.

Last modified: January 24, 2020

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Students design and construct devices to trap insects that are present in the area around the school. The objective is to ask the right design questions and conduct the right tests to determine if the traps work .

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These traps could be used as examples for students. How could they be improved? What problems might one encounter using these traps? Could one of these ideas be adjusted to work for the invasive insect you are focusing on?

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Popular Science interviewed bug experts to find three DIY traps that actually work.

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This article describes the important of reflecting on STEM activities and gives ideas for what that reflection might look like. This is a resource for teachers to help them understand the need for reflection.

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The benefits of reflection in the STEM approach to instruction

The goal of the Science, Technology, Engineering, and Math (STEM) instructional model is to integrate the four subject areas and teach them in unison instead of treating them as individual, unrelated topics. A STEM lesson can include all four of these subjects or any combination thereof. Requiring students to work on problems that blend the STEM components prepares them to solve problems in an increasingly complex and connected world, helping ensure that they will be career-ready and globally competitive.

My school has embraced the STEM model; we are currently transitioning into a STEAM school to integrate the arts into STEM instruction. I serve as the STEM resource teacher for grade K-5; students rotate through my classroom to participate in activities that connect science, technology, engineering, math, and the arts.

Why Reflect in STEM?

Reflection in STEM is essential to both student understanding and teacher evaluation of students' learning. Reflecting helps students make connections, understand their successes and failures, and become aware of their learning. Reflections help teachers identify where different students are in their learning process.

Reflecting helps students process and organize their learning. As they reflect, students observe how successful they have been during an activity. Then, they work to identify what they learned from their experience. The reflection process gives students time away from the social and fast-paced nature of group work to think critically about their role in their own learning.

Many STEM lessons and activities are collaborative in nature. Collaborative work supports and motivates students, but it can be difficult to identify how well each student is progressing in a group setting. Individual reflections help educators accurately monitor each student's progress and guide future instruction.

After reflecting, students often gain a deeper understanding of the content because teachers are able to ask questions that prompt critical thinking that can only be accomplished after the main activity has been completed. Reflecting also helps students identify connections to previous learning.

Reflecting within the Engineering Design Process

I use a five-step Engineering Design Process developed by the Museum of Science in Boston to guide most STEM lessons and activities. In this process, students:

1. Ask - What is the problem? What have others done to solve the problem? What are the constraints?

2. Imagine - What are some solutions to the problem? Brainstorm. What is the best solution?

3. Plan - Draw out your plan. Gather your materials.

4. Create - Follow your plan and test it.

5. Improve - Does it meet the goal? How can it be improved? Continue through the process as necessary to make the changes.

The Improve step supports the reflection process as students look back on the entire engineering experience to see what they can make better. Since students cannot truly improve their product without understanding the content, this reflective step provides an opportunity to unpack their learning.

At this point, students think objectively about their product to identify whether or not they were successful in achieving their goals. They also determine what changes could be made, and then they execute the revised process to see if the changes yielded improvement.

Daily Reflection Journals

Concurrently with the Improve stage of the Engineering Design process, students complete a daily journal that includes questions to prompt reflection and a redesign space where they can illustrate new ideas. I use Wixie and Padlet to support students' daily reflection.

Wixie

Since my students are already familiar with Wixie from their project work in other classes, I used Wixie to create and assign a reflection journal. Students log in to Wixie and open their journals to type or record reflections and draw new designs.

For each day of the project, the journal has a page with questions to prompt their reflection and a page where they can use Wixie's paint tools and image library to redesign their product. I add additional reflection prompts in the instructions field on their redesign page to give them more space to work.

Padlet

When I want students to reflect in groups, I post reflection questions to Padlet and share the URL with students. Padlet works like an online bulletin board. Multiple students can edit the board at the same time, responding to the prompt and to one another by typing text, uploading files, adding hyperlinks, or adding photos.

While there are opportunities for reflection throughout the STEM process, I have found that daily reflection is the best way for students to understand and learn to value the reflecting process. Reflection becomes routine for students and expectations are always very clear.

We use a daily reflection journal in our fifth grade coding unit. In this unit, students use Scratch to complete daily coding challenges. Their experience is very exploratory; students have creative latitude as long as they are staying in line with the day's coding challenge.

I customized the scrapbook template in Wixie to create a reflection journal. Students personalized their coding journal covers to give them a sense of ownership. At the end of each class, students are prompted with questions about that day's coding experience. The students are encouraged to create drawings to go along with their reflections, add pictures of their code, and include pictures of what they actually created.

In addition to helping students to fall into a positive routine of thinking deeper on their learning, reflection journals make it easy to go back and revisit previous work. As students see their progression through a unit, they move from reflecting on what they had done to setting goals for future work.

Reflecting can be a great teaching strategy to use with students in the STEM classroom as it benefits the students in significant ways, can provide the teacher with powerful data, and seamlessly fits into STEM lessons.

Popular Topics

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The goal of the Science, Technology, Engineering, and Math (STEM) instructional model is to integrate the four subject areas and teach them in unison instead of treating them as individual, unrelated topics. A STEM lesson can include all four of these subjects or any combination thereof.

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Teachers could purchase this reflection journal to use in their classroom.

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Are you having your students complete STEM or STEAM challenges? If you are... then this is the product for you! When your students complete the challenges, they can reflect on their learning by using one of these journals. The journals have the students reflect on what they learned about the different subject areas. They are also asked to evaluate what went well, what when not so well, and what they would do differently.

This product contains four versions of the reflection journal. There is a journal for a STEM project and a different one for a STEAM project. There is a version with blank text boxes and there is a version with printed lines. The printed lines version would be great if you would like to print the journals for the students to write on. The version with the blank text boxes would be great to use with a mobile device or on the computer.

** I create a QR code that navigates my students to the PDF posted to my website. On the iPad, the students then open the PDF using an annotation app (I would recommend Notability.) and they are able to type on the template."

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Are you having your students complete STEM or STEAM challenges? If you are... then this is the product for you! When your students complete the challenges, they can reflect on their learning by using one of these journals. The journals have the students reflect on what they learned about the differe...

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STEM/STEAM Planning and Reflection Sheets - Paid Resource

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STEM/STEAM Planning and Reflection Sheets - Paid Resource

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This paid resource could be used for planning and reflecting on STEM activities and units.

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I remember in my university classes doing a STEM project for the first time...#Marblerollercoasters It was amazing! With a little 3/4 insulation tubing, (Check hardware store, should be able to find for less than 2$ a piece, **Remember each piece is split) masking tape, the classroom, and our imagination! It was my childhood Roller Coaster Tycoon dream come true. The class had great success. My group was interactive, and the experience was both educational and memorable. Rainbows, unicorns, powder sugar clouds. I was sold on all things STEM |STEAM challenges in the classroom.

My first year in my own class I couldn't wait to challenge my 5th graders. The first activity we tried was another I had experienced in my university class. #Balloonrocketracers I divided the students into groups, handed out materials: Straws, masking tape, paper, balloon, yarn. Clear expectations were set, and the challenge of designing a balloon rocket that would cross the finish line first was issued. We used a phone to video whose ballon crossed the finish line.

Overall it was OK. Honest to goodness, my nerves were popping. Full disclosure, for a teacher that runs a pretty tight ship, and is wound a little tight, STEM made a few of my screws come loose. I loved the idea of it, my students LOVED it, but the practice challenged me. I especially struggled to make time for it after our class discussion. Based on my assessment, fun was had, but there was little to no substance gained.

I knew I needed to make changes to the process, I needed my students to SLOW down and actually think about what they were doing, back up what they were doing with their thinking, and process the challenge. After the challenge, I NEEDED them to reflect. In my mind the reflection is the meat of the lesson, that's where learning and application can be solidified.

The more you get to know me, you will also learn that I am a very low-prep, maintenance teacher. The idea of printing, and laminating multiple sheets for one Stem Activity was too much for me. All of this thinking and unwillingness led me to create these STEM | STEAM Planning and Reflection Sheets.

I love these. These sheets were exactly what I needed in order to have success with STEM activities. There are two layout options you pick whether it's Stem or Steam your implementing. The only difference between the two is the A, (Arts). The best part about these pages is that you can use them again, and again, and again. You can also use these with ANY STEAM/STEM challenge.

Students will begin with the planning page. Here before they dive into the materials, they are required to think about the problem. Students write out the problem, brainstorm and note possible solutions, and then take it a step further by describing what success will look like at the end of this challenge.

From that point, they move into design. While the students work on a blueprint they are encouraged to assign numbers to their design... (measurements of time, distance, size, quantity. Next, they list out the materials provided and determine if anything else is needed, *if allowed.

Finally, at this point, students can dive in and start test driving. There is a section on the planning sheet that allows them to record data for trial and error. This section may not always be applicable, however, it can be used as a section to take notes.

Next, onto the reflection page. I LOVE the reflection page. Students begin by explaining why they selected the solution they did, why they thought it would be the best choice. Next, they consider how it relates to the real world. Is/was there a problem this challenge relates to. What about the solution, could their thinking or solution provided be applied to another problem that exists?

The following section is my FAVORITE. Notice at the top of each page S.T.E.M.|S.T.E.A.M. is written out. Also what it means, what it stands for, and what it might look like in these experiments is also explained. Students then go through each letter and decide if that subject was required at any point throughout the challenge. They then describe and back up their claims using evidence from the activity.

The next part is so important for any lesson. Would they define their efforts as successful, were they able to meet the idea of success they listed at the first of the activity. If given the same challenge, what would they do anything differently? ***Tip: DO THE SAME CHALLENGE MORE THAN ONCE. Allow them to wrestle and adjust their designs, give them the time to test out their thoughts from the reflection. You will be thrilled with the growth and confidence you see from one try to the next. If students show enthusiasm try it a 3rd or 4th time...etc, Do it!

Lastly, they back up their ideas for making changes. Can they think of any scientific reasoning that supports their adjustments?

These are wonderful to get more out of your Stem and Steam Challenges. You'll love that you can print these double-sided and hand students a single page to scaffold their efforts. The students will become more and more acquainted with the process as you use them again and again throughout the year. These work great in centers, STEM / STEAM Bins, small groups, or whole-class instruction. These are a wonderful way to hold students more accountable for their learning.
Teachers Pay Teachers
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STEM | STEAM Planning and Reflection Sheets for any Challenge

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I remember in my university classes doing a STEM project for the first time...#Marblerollercoasters It was amazing! With a little 3/4 insulation tubing, (Check hardware store, should be able to find for less than 2$ a piece, **Remember each piece is split) masking tape, the classroom, and our im ...

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Definition: Any species that has been introduced to an environment where it is not native, and that has since become a nuisance through rapid spread and increase in numbers, often to the detriment of native species.

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( ) Any species that has been introduced to an environment where it is not native, and that has since become a nuisance through rapid spread and increase in numbers, often to the detriment of native species.

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Kids Definition:
1: a group of similar living things that ranks below the genus in scientific classification and is made up of individuals able to produce offspring with one another

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spe·​cies | \ ˈspē-(ˌ)shēz , -(ˌ)sēz \

specifically : a class of individuals having common attributes and designated by a common name: a logical division of a genus or more comprehensive class confessing sins in species and in number

: a category of biological classification ranking immediately below the genus or subgenus, comprising related organisms or populations potentially capable of interbreeding, and being designated by a binomial that consists of the name of a genus followed by a Latin or latinized uncapitalized noun or adjective agreeing grammatically with the genus name

The Great British Vocabulary Quiz

Named after Sir Robert Peel, what are British police called?

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kind, sort; a class of individuals having common attributes and designated by a common name; specifically : a logical division of a genus or more comprehensive class; the human race : human beings -often used with the... See the full definition

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Definition: An animal or plant found naturally in a given place.

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native | Free On-Line English Dictionary | Thesaurus | Children's, Intermediate Dictionary | Wordsmyth

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Definition of native. Free online Dictionary including thesaurus, children's and intermediate dictionary by Wordsmyth.

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Definition: An ecosystem is made up of all of the living and nonliving things in an area. This includes all of the plants, animals, and other living things that make up the communities of life in an area.

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An ecosystem is made up of all of the living and nonliving things in an area. This includes all of the plants, animals, and other living things that make up the communities...

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Definition: All the physical surroundings on Earth are called the environment. The environment includes everything living and everything nonliving.

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All the physical surroundings on Earth are called the environment. The environment includes everything living and everything nonliving. The nonliving part of the environment…

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Kids Definition: a very exact copy

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Replica definition is - an exact reproduction (as of a painting) executed by the original artist. How to use replica in a sentence. Synonym Discussion of replica.

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Participate in the USDA's Asian Longhorned Beetle Hunt

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Participate in the USDA's Asian Longhorned Beetle Hunt

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Students can search their home areas for signs of the ALB and report them to the USDA to help eradicate this invasive species.

This could be a class project or given to students as an expansion project for extra credit.

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Students in Massachusetts can join the Outsmart Project to help find invasive plants and insects using a phone app or digital camera.

This could also be a full class project or given to students as an extra credit option.

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We need your help to "outsmart" invasive species in Massachusetts

If you have a smartphone or a digital camera, the power to protect the natural heritage of Massachusetts is already in your hands. Join the Outsmart Invasive Species Project to help stop the spread of non-native plants and insects that threaten our environment.

Get started

If you have an iPhone or Android phone: Download the FREE Outsmart Invasive Species application through iTunes or Google Play, and you'll be prepared to report invasive species anytime.

If you have a digital camera: Register to submit data using the FREE Early Detection and Distribution Mapping System (EDDMaps). Just go to Outsmart on EDDMaps to sign up.

**NEW** Outsmart app and IPANE app have merged to create a single New England regional app under the Outsmart brand. As Outsmart continues to be the regional invasive species app, IPANE will change from Invasive Plant Atlas of New England to Invasive Pest Atlas of New England. IPANE will remain the web brand, but the app brand will be Outsmart.

Want to learn more?

Check out the promotional Outsmart Invasive Species video on YouTube.

Watch more identification videos on the Outsmart Invasive Species Project YouTube page Outsmart Project

Results from our 2013 study involving the effectiveness of training types can be found in the scientific journal PLOS ONE www.plosone.org

Read below to find out how you can take part!

The problem

Invasive species pose environmental and economic threats to communities throughout the state. Just think of Worcester, where the 2008 outbreak of Asian longhorned beetle led to the destruction of nearly 30,000 trees. It will take the community years to recoup the lost urban canopy.

How you can help

Early detection and continual monitoring are key to stopping new invasive threats like the Asian longhorned beetle, whether in a forest or a city neighborhood.

Now you can help researchers cover more ground by looking for invasive species anytime - whether walking the dog, hiking, fishing, gardening, or working outdoors. All you need is a smartphone, or a digital camera and access to the Web.

Stay up to date

Visit our Facebook page, follow us on Twitter @outsmartapp, and for regular updates, sign up for the Outsmart e-mail listserv.

You can also e-mail the Project team directly for more information: Outsmart@eco.umass.edu.

This work was funded through a grant (11-DG-11420004-294) awarded by the Northeastern Area State and Private Forestry, U. S. Forest Service.

Photo: USDA - APHIS.

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We need your help to "outsmart" invasive species in Massachusetts If you have a smartphone or a digital camera, the power to protect the natural heritage of Massachusetts is already in your hands. Join the Outsmart Invasive Species Project to help stop the spread of non-native plants and insects that threaten our environment.

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Find a local iNaturalist cataloging project for an invasive species and share it with your students. Students and families can use a phone app to help catalog the location of plants, animals, and insects in their community.

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The purpose of this project is to broaden the understanding of Texas plant communities - both native and non-native - and contribute to knowledge of their diversity and range. It is hoped that the observations within this project will lead to a greater appreciation of the botanical Texas, while a...

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This website includes quick descriptions for 5 possible insect traps. These could be used to help guide materials or to get students started creating their own trap.

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Five favorite bug traps for children to make

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Directions for making five bug traps to help kids catch bugs

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Using the student's trap designs work as a group to determine which traps worked the best and why. Use this data to design a semi-permanent insect trap for the community or school to help fight invasive species locally.

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"There are three main methods used for control of invasive species -- biological, mechanical, and chemical.

Biological control is the intentional manipulation of natural enemies by humans for the purpose of controlling pests.

Mechanical control includes mowing, hoeing, cultivation, and hand pulling.

Chemical control is the use of herbicides.

You can also use a combination of these three methods in an integrated weed management approach which some authorities would consider as the fourth method."

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You are here

There are three main methods used for control of invasive species -- biological, mechanical, and chemical.

Biological control is the intentional manipulation of natural enemies by humans for the purpose of controlling pests.

Mechanical control includes mowing, hoeing, cultivation, and hand pulling.

Chemical control is the use of herbicides.

You can also use a combination of these three methods in an integrated weed management approach which some authorities would consider as the fourth method.

Spotlights

ARS entomologist is developing microbial pesticides for the effective control of mosquitoes and the pathogens they transmit.

United States Department of Agriculture.

The U.S. Department of Agriculture (USDA) announced today the first update since 2013 of the National Road Map for Integrated Pest Management (IPM) (PDF | 340 KB). Integrated Pest Management (IPM) is a science-based, sustainable decision-making process that uses information on pest biology, environmental data, and technology to manage pest damage in a way that minimizes both economic costs and risks to people, property, and the environment.

Cornell University. Agriculture and Life Sciences.

This guide provides photographs and descriptions of biological control (or biocontrol) agents of insect, disease, and weed pests in North America. It is also a tutorial on the concept and practice of biological control and integrated pest management (IPM). Whether you are an educator, a commercial grower, a student, a researcher, a land manager, or an extension or regulatory agent, we hope you will find this information useful.

The Integrated Weed Management (IWM) Resource Center is a place to find helpful, trustworthy resources on using integrated weed management for herbicide resistant weeds. Provides a clearinghouse of reliable educational resources necessary to integrate new weed management practices successfully, from trusted sources throughout the U.S.
See also: Explore questions and answers

University of Georgia. Center for Invasive Species and Ecosystem Health.

DOI. U.S. Geological Survey; Great Lakes Commission; DOC. National Oceanic and Atmospheric Administration; Great Lakes Fishery Commission.

Invasive zebra and quagga mussels alter ecosystem dynamics and affect industrial, municipal, and recreational water users. The negative impacts of these dreissenid mussels drove scientists to search for effective control methods beginning in the early 1990s. Since then, researchers have uncovered various control methods, each with their own advantages and disadvantages. Both chemical and physical treatments have been developed and used by state and federal agencies in the control of zebra mussels.

National Information System for the Regional IPM Centers.

Provides various key contacts, coordinators and experts.

Hunting for natural enemies of the red imported fire ant is paying off for Agricultural Research Service (ARS) scientists. Their latest discovery - a new virus found in fire ants from Argentina - has the potential of becoming a biological control agent against the red imported fire ants infesting the U.S.

Published by: USDA. Forest Service. Publication FHTET-2002-04.

The FHAAST biological control program (FHAAST-BC) is part of the broader Forest Service's National Strategic Framework for Invasive Species Management as well as regional plans dealing with invasive species. The focus of the FHAAST-BC is to demonstrate a strong leadership role in the development and implementation of biological control technologies to manage wide spread infestations of invasive species and to use biological control as a viable component for integrated invasive pest management efforts.

Published by: USDA. FS. San Dimas Technology and Development Center; National Forest System Invasive Species Program, DOT, Federal Highway Administration; DOI, Fish and Wildlife Service. This video will help maintenance crews recognize and control noxious weeds along roadsides. Road crews that maintain any type road, from interstate highways to aggregate roads, are the frontline in preventing the spread of invasive plants. Note: The video links require Windows Media Player for .wmv files.

Kansas State University. Agricultural Experiment Station and Cooperative Extension Service.

See also: Weed Management Publications for more resources

University of Florida. IFAS. Center for Aquatic and Invasive Plants.

Comprehensive site why and how aquatic plants are managed in Florida waters. These five sections (why manage plants; overview of Florida waters, control methods, developing management plans, and research and outreach) will guide you through the many factors considered by Fish and Wildlife Conservation commission (FWC) biologists when developing aquatic plant management plans for Florida waters. Our priority is to manage invasive plants while also conserving and enhancing our unique aquatic habitats and wildlife communities.

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You are here There are three main methods used for control of invasive species -- biological, mechanical, and chemical. Biological control is the intentional manipulation of natural enemies by humans for the purpose of controlling pests. Mechanical control includes mowing, hoeing, cultivation, and hand pulling. Chemical control is the use of herbicides.

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This Q&A resource includes brief descriptions of types of invasive species control: manual, mechanical, or chemical.

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For the sake of this answer we will assume the invasive species has already invaded, so that Prevention becomes obsolete. Now lets look at each control method.

1. Manual Control
This includes digging, flooding, destruction and removal of nests, hand-pulling, burning and general destruction of the invasive species by hand. This is most useful for small infestations and is the most environmentally friendly, yet is the most labour intensive and least effective for larger populations.

2. Mechanical Control
Mowing, hoeing, cutting, tilling, girdling, chopping and constructing barriers to the invasive species using tools and/or machines. This method is best for medium-large infestations in areas which pose a safety risk due to terrain, and when used in conjunction with chemical control it can be extremely effective, However, depending on the time spent and the size of the infestation, using mechanical means can get quite expensive as it needs to be done repeatedly, and it can cause some environmental damage.

3. Chemical Control
Includes pesticides, herbicides, fungicides and insecticides. The least labour-intensive option, chemical control on its own is usually the most effective option, as it can target specific species and will kill them guaranteed. However, this has the potential to be the most environmentally-damaging option, as chemicals could attack other species and stay in the area long after the invasion has been dealt with.

http://dnr.wi.gov/topic/invasives/control.html
https://www.coastalisc.com/how-to-control-invasive-plants

I hope I helped!

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What are three methods used to help control invasive species? | Socratic

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Manual Control Mechanical Control Chemical Control For the sake of this answer we will assume the invasive species has already invaded, so that Prevention becomes obsolete. Now lets look at each control method. Manual Control This includes digging, flooding, destruction and removal of nests, hand-pulling, burning and general destruction of the invasive species by hand.

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Science Warriors: The Battle Against Invasive Species (Scientists in the Field Series)

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Science Warriors: The Battle Against Invasive Species (Scientists in the Field Series)

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by Sneed B. Collard III

This book describing how scientists in the field work to fight invasive species is meant for ages 10-12 and grades 5-7.

Find it here:
https://www.amazon.com/Science-Warriors-Against-Invasive-Scientists/dp/0618756361

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Aliens from Earth: When Animals and Plants Invade Other Ecosystems

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Aliens from Earth: When Animals and Plants Invade Other Ecosystems

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by Mary Batten  (Author), Beverly Doyle (Illustrator)

This book for ages 8-12 and grades 3-7 discusses the impact of invasive plants and animals on local ecosystems.

Find it here:
https://www.amazon.com/Aliens-Earth-Animals-Plants-Ecosystems/dp/1561459038

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by Bobbie Kalman

This book for ages 7-10 and grades 2-3 talks specifically about the impact invasive animals have on the environment.

Find it here:
https://www.amazon.com/Invasive-Animal-Species-Science-Paperback/dp/0778728218

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by Lorijo Metz

This book is written for ages 7-10 and grades 2-4. It helps students understand what has been done to prevent or remove invasive species in the past.

Find it here:
https://www.amazon.com/Lorijo-Metz/dp/1435824873/ref=pd_sim_14_2/141-7826921-5942067

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by Karen O'Connor

This book is for ages 8-11 and grades 3-4. It discusses the impact of invasive species on other animals and plants in that ecosystem.

Find it here:
https://www.amazon.com/Threat-Invasive-Species-Animal-Environmental/dp/1433997231

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This resource for teachers describes the steps of the engineering design process to use when creating the insect trap.

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A series of steps that engineers follow to come up with a solution to a problem.

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This Scholastic teacher guide can help provide a starting point for including mathematics into the unit.

Students can measure and graph the spread of invasive species over time or across an area.