The damage to biodiversity and the economic costs of living with and controlling alien weed species are issues often far removed from our student's awareness or concern.  A deep understanding of ecosystem ecology is often needed to understand the damage invasive weed species can cause.  Many of the problem occur so slowly that the consequences may not have been realized with the short lives of our students.  The economic costs are often hidden in slight increases to the prices of products we buy, in slight dips of crop yields, and in the distribution of tax dollars.  But cumulatively, the costs are enormous.  It is little wonder that our students are both unaware and unconcerned with the issues of invasive plants.

Our students are also unaware of the legacy of damaged ecosystems they will inherit.  For this reason, our students need to acquire the skills for confronting and engaging with issues that affect us today, and in their tomorrow.  Aliens In Your Neighborhood has been designed to provide students with the scientific background necessary to understand the issues brought by the invasion of alien weed species.  Collaborations with the National Parks, local weed boards, citizen weed control groups and other agencies allow students to see models of how we currently manage weed control issues.  The inventory and mapping in NatureMapping provides students with the skills to evaluate the extent of an invasion, and more importantly, contribute valuable data to those who currently make decisions of how our land is managed.

In the course of their studies throughout the Aliens curriculum, student have acquired the skills and foundation knowledge for application to weed problems in their community. In this unit, students will conduct research and experimentation, debate solutions, and develop their own strategies to increase public awareness.  The lessons and activities will not take the conventional form of previous lesson plan outlines used throughout this guide.  Instead, teachers are encouraged to collaborate with their students on issues that are relevant within their own community.  The collaboration to investigate local issues prepares students with the following series of activities - Student-Designed Research, Debate & Problem Solving, and Public Awareness.

The student-designed research project may include extensions of plant profile research the students conducted in the Plant Unit and combined with other lessons (ex. control methods).  The research may be done individually or in teams, or as a class project with students assigned to various elements of the research and experimentation.  The main focus of any research should be on alien plant species within your own community.  Students can generate their own areas of research by first posing an "I Wonder" question and then using discussion groups to focus the question towards a specific area of research or experimentation.  To get you started, some suggested topics are listed below:

• Investigate the spread of weeds in their own schoolyard

• Observe species composition change after control methods have been
              implemented by local agencies

• Compare a treated vs. untreated area to examine control effectiveness

• Comparison of decomposition rates in a natural and infested area

• Follow an invasion along a transect and make predictions about distribution and
              abundance

• Design an experiment to discover the relationship between native plants and
              animals and what happens to that relationship when alien plants are introduced.

Students can also engage in classroom debates and problem-solving discussions surrounding invasive weed issues.  In addition to practice in public speaking, students learn to exchange ideas, defend positions, and understand alternative perspectives.  Debate topics might include:

• Releasing a non-native insect for biological control

• Use of chemical sprays along roadside ditches in neighborhoods

• Can native plants become invasive?

• Should plant nurseries sell non-native species?

• Should land disturbed by natural disasters be allowed to "heal" naturally?

• Since nature is always in a state of flux, how do we know when we have
              "restored" the land?

• Should livestock be removed from stream sides (and how does this relate to
              invasive weed species)?

• Should genetic manipulation be a method of control?

Finally, the students should be able to interact with their community on local weed issues, especially if their research, experiments and debates have provided the background needed so they become the educators of their community.  Some public awareness ideas the students may consider are: 

• The Wanted Posters in the Plant Unit can be extended has a class project to
              distribute notices of local weed problems.

• Scientists often use poster displays to help explain their research findings.
              Students can design tri-fold displays that include concise bits of information,
              photographs, drawings or data, and a simple layout that is organized, attractive,
              readable, and understandable.

• Provide weekly weed reports to news media

• Create a website for their local area

• Use their research to suggest alternative control methods to local agencies

• Support preservation movements when those lands are threatened by aliens

Since any of these projects listed above can take considerable time and, in some cases,  involve seasonal factors, it is suggested that they be done in conjunction with the NatureMapping activities since much of NatureMapping data will be relevant to their experiments and debates.  The suggested time frame for these extended projects would be in March - June, after previous units of Aliens In Your Neighborhood had been integrated with your regular life science curriculum.