Last updated: March 21, 2025
Lesson Plan
Invasive Species in the Great Lakes
Ranger-led classroom activity.
NPS Photo.
- Grade Level:
- Upper Elementary: Third Grade through Fifth Grade
- Subject:
- Literacy and Language Arts,Science,Social Studies
- Lesson Duration:
- 60 Minutes
- Common Core Standards:
- 4.L.3.a, 4.L.4, 4.L.4.c
- State Standards:
- MI 4 – G5.0.1 Assess the positive and negative consequences of human activities on the physical environment of the United States and identify the causes of those activities.
MI 4 – C5.0.1 Explain the responsibilities of members of American society.
Essential Question
How do humans impact the environments they live in?
How can we raise public awareness of invasive species?
Objective
Students will know the name and impact of at least one invasive species in Michigan. Students will be able to explain one-way humans can impact a natural ecosystem. Students will be introduced to the way NPS releases information to the public. Students will develop a sense of stewardship and wilderness ethics that connect them to Pictured Rocks
Preparation
Materials
Ecosystem Threats:
- White board/dry erase markers (either bring or ask teachers to use classrooms)
Press Release:
- Press Release Examples
- Press Release Template
- Invasive Species Information Profiles
- Coloring & writing supplies
Materials
This blank worksheet acts as a template for a press release about invasive species.
Download Invasive Species Press Release Template
Print off the species profiles, assign species to students or groups of students. Have students write “press releases” about their assigned species using the “Invasive Species Press Release” template, attached to the online lesson plan.
Download Invasive Species Information Profiles
Procedure
Introduction (5 minutes):
Once program materials are set up, have the Ranger(s) reintroduce themselves. Review pre-site visit and field trip. Ask what they remember from the Pre-site visit. Ask the students what stuck out to them on the field trip. What did they enjoy the most? The least? Use the responses of the students to review what an ecosystem is (all abiotic and biotic organisms living in a common area and how they interact).
Transition Statement:
Pictured Rocks ecosystem is valuable but vulnerable.
Ecosystem Threats (5 minutes):
With the statement on the board, “Pictured Rocks NL ecosystem is valuable but vulnerable”, ask the students what valuable means. Ask what vulnerable means. Ask students if there are times when they have felt vulnerable? As they define these words, follow up with asking the students for examples of how the Great Lakes and Pictured Rocks are valuable and vulnerable. Write the examples to the corresponding word.
Example:
Pictured Rocks ecosystem is valuable but vulnerable.
Swimming Pollution
Fishing run-off
Hiking… invasives…
With the examples, stress that Pictured Rocks and other NPS sites are wonderful places to connect to nature but we need to be aware of our actions and how to prevent them from making Pictured Rocks and other parks more vulnerable.
Transition Question:
What’s the difference between native, non-native, and invasive species?
What’s an Invasive?
Ask for the student’s responses to the transition question. Let this be a tool for how in depth the Ranger needs to go. Look to see if the topic needs to start by defining the two or move to more specific examples of nonnative or invasive. To demonstrate natives and invasives play a class game. The game is rock- paper- scissors with a twist to demonstrate how invasives can take over.
How to play:
-Have students stand by their desk. Give a quick overview of Rock-Paper-Scissors.
-Each student will pair up with another classmate. It will be only one game. No 2/3. If the student losses, they are to follow the person they beat. The students that lost can cheer on who beat them.
-As the game progresses there should only be 2 students left, each having a cheer squad behind, for the final round.
-The game ends when one student wins.
-Inform the students they were native plants at the beginning. As the game progressed more and more plants were taken over. This demonstrates how invasives work. Once they are introduced, they can take over an area at a fast rate.
-Ask, are there any real-world examples you can think of where invasives have been introduced.
Invasive Wanted Poster or Press Release:
Pass around the press release examples. Ask the students if they have heard of a press release. Inform them of the purpose of a press release (information given to inform the public directly). Press releases allow for direct information to be shared on a range of topics. At PIRO, there is an information specialist that is given information to share through social media, email, and the parks website. It is available to anyone. And press releases cover a range of topics.
Ask students to review their press release and discuss what they notice about it. Does it use direct and clear information, or confusing information?
Put students into groups of 3 or 4, and provide information about an invasive species. Each group will have information about a specific invasive. Inform the students they will be working with their group to create a press release about the invasive species. Let the students know you want them to use direct and clear language to share the information. Have the most important detail at the top. Point out examples from the park press release examples (bold headings).
Each group should have one press release templet, one invasive magazine covers, and any other writing/coloring materials. Have the students work together to draw a photo of their invasive. Give the press release a title and date it. Also, answer the questions so that the public viewing the press release is informed.
Once the whole class has completed their press release, allow time to share with the class their findings. Have fun with it!
Transition to the topic of invasive plants and adaptation.
Non-native and invasive species are not interchangeable descriptors. Native plants are species that have existed historically in the area before European colonization in N. America. Non-native plants are species that have not existed historically in the area but have been introduced because of human activity. They don’t necessarily pose a threat to native plants but may not support ecosystem health as well as natives do. As for invasives, these are species that don’t belong to a particular ecosystem that cause harm to the growth of native species. Typically, they outcompete native species.