Earth and Space Sciences:
Grade 10 Earth Systems
6. Describe ways that human activity can alter biogeochemical cycles, food webs, and energy pyramids.

Grade 11 Earth Systems
12. Explain ways in which humans have had a major effect on other species.
13. Explain how human behavior affects the basic processes of natural ecosystems.

Life Sciences:   
Grade 10 Diversity and Interdependence of Life
15. Explain how living things interact with biotic and abiotic components of the environment.
16. Relate how distribution and abundance of organisms and populations in ecosystems are limited.
18. Describe ways human activities can deliberately or inadvertently alter the equilibrium in ecosystems.

Grade 11 Diversity and Interdependence of Life
6. Predict some possible impacts of an ecosystem with the introduction of a non-native species.
9. Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences. 

Grade 12 Diversity and Interdependence of Life
8. Based on structure and stability of ecosystems and their nonliving components, predict the biotic and abiotic changes in such systems when disturbed. 

Science and Technology:   
Grade 9 Understanding Technology
1. Describe means of comparing the benefits with the risks of technology and how science can inform public policy. 

Grade 9 Abilities to Do Technological Design
2. Identify a problem or need, propose designs and choose among alternative solutions for the problem. 

Grade 11 Understanding Technology
2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs.
3. Explore and explain any given technology may have a different value for different groups of people and at different points in time. 

Scientific Inquiry:  
Grade 9 Doing Scientific Inquiry
5. Develop oral and written presentations using clear language, accurate data, etc.
6. Draw logical conclusions based on scientific knowledge and evidence from investigations.

Grade 10 Doing Scientific Inquiry
2. Present scientific findings using clear language, accurate data, etc.
4. Draw conclusions from inquiries based on scientific knowledge and principles, use of logic and evidence (data) from investigation.

Grade 11 doing Scientific Inquiry
5. Summarize data and construct a reasonable argument based on those data and other known information.

Scientific Ways of Knowing:  
Grade 11 Nature of Science
2. Apply scientific inquiry to evaluate results of scientific investigations.

Grade 11 Science and Society
8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost-benefit considerations. 
10. Describe costs and trade-offs of various hazards.

Grade 12 Science and Society
8. Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society.
9. Recognize appropriateness and value of basic questions “What can happen?” etc.
10. Recognize that social issues and challenges can affect progress in science and technology.

Great Lakes Literacy Concepts
5i. Life cycles, behaviors, habitats and the abundance of organisms in the Great Lakes have been altered by intentional and unintentional introduction of non-native plant and animal species.

6d. Local and national laws, regulations and resource management affect what is put into and taken out of the Great Lakes. Shoreline development and industrial or commercial activities lead to point and non-point source pollution. Humans have altered the biology of the lakes and the viability of species through harvesting, species introduction, and nutrient loading.

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html

• Discuss invasive species and their impacts 
• Describe purple loosestrife, its origin, distribution, impacts and control 
• Use the PrOACT model of decision making to evaluate purple loosestrife control methods 

Purple loosestrife infestations often create thick homogeneous stands, which replace native grasses, sedges, and flowering plants that provide a higher quality source of food and cover for wildlife. Purple loosestrife jeopardizes several threatened and endangered species. Purple loosestrife has also been known to clog irrigation systems. 

Purple loosestrife has no natural enemies in North America. Three insect species from Europe were tested and approved by the USDA for use as biological control agents. The insects were tested to be sure they would not affect native plant species and crops in North America. Areas where the insects have been released show significant improvements over the past few years. Although the insects do not completely eradicate purple loosestrife, they reduce the number of plants and seeds, and allow native species to recover. 

Students with internet access can be directed to the Student Page for this activity. If internet access is unavailable, follow steps 1-7 below.

1. Provide students with information about invasive species. Weeds Gone Wild .
2. Provide students with background of purple loosestrife (what it is, where it lives, potential impacts, control methods). Show purple loosestrife PowerPoint presentation (also available in PDF version). Other sources include Purple loosestrife fact sheet. 

   Discuss invasive species and purple loosestrife. 
   How did it get here? 
   How does it spread? 
   Where can it live? 
   What impacts does purple loosestrife have on native plants, animals, and humans? 

   • Note: Ideas should include purple loosestrife replacing native plants, eliminating food and shelter for wildlife, disrupting wetland structure/function, affecting humans, control methods, especially biological control. 
   • This portion of the activity can be completed in discussion format OR individually using computers with web access. 
3. Divide class into four groups. Read the situation from the teacher notes to the class.
4. Provide the student with the data set, including maps, map descriptions, and ecosystem impacts. Assign each group to a stakeholder (one each for the 3 property owners, one for the Nature Preserve managers). 
5. Students will read the descriptions and study the maps. Within each group, the students should discuss what concerns the stakeholder has about the alternatives (do nothing, chemical, or biological control). 
6. Next, separate the students into groups with each stakeholder represented. 
   • Give each group a copy of the PrOACT worksheets (also available in PDF version). Students will represent the stakeholder (property owner) from their original group. Using the PrOACT model, each group should decide on what method of control is best for the infestation of purple loosestrife on the nature preserve. Students will represent the stakeholder (property owner) from their original group.
7. Students should complete worksheets as a group. Ideas for questions and discussion are included (before the PrOACT worksheets (also available in PDF version). 

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html

• Class discussion should address the students’ understanding of purple loosestrife as an invasive species. 
• Students’ interpretation of maps and possible effects of purple loosestrife infestations, as well as effects of control methods should demonstrate map and data interpretation skills. 
• Students’ use of the PrOACT model of decision making will demonstrate decision making and problem solving skills.

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html

Prior to beginning the extension activity:

• Create a user name and password in the USDA Distribution Module Update: http://plants.usda.gov/index.html
• Locate a recognized herbarium close to your school
• Contact local Department of Natural Resources
• • In Ohio, Ohio Department of Natural Resources Division of Natural Areas & Preserves (614) 265-6468
  • Locate a contact person at DNR to  plot areas in your county with purple loosestrife infestations.
  • Choose suspected purple loosestrife infested location close enough to spend a half day of field work

For this activity you will need:

• Camera 
• Detailed map of field area to be visited
• Plant identification guide
• Large plastic zip lock bags
• Field attire for field portion (boots, weather appropriate gear)
• Access to the internet 
• Password to log on to the USDA Distribution Module Update (created before in-class portions of activity)
• State Counties Map (In Ohio, Counties Map)

Length of Activity:

·         One half day for field work and sample collection (samples to be dropped at herbarium, there may be a few days wait to get results of species identification)

·         2-3 class periods to analyze data, create maps, answer questions in USDA Distribution Model Update (actual distribution update model should be completed and submitted by teacher)

Activity:

·         Field Portion:

o        Visit suspected purple loosestrife infested site identified with help from DNR contact

o        Identify suspected purple loosestrife plants

o        Collect samples of suspected purple loosestrife plants (according to USDA Distribution Model Update guidelines: http://www.tx.nrcs.usda.gov/technical/pmc/collection_guide.html) 

o        Identify as many other species in close proximity to the purple loosestrife

o        Take pictures of collection site and map range of infestation

·         Outside class time if not possible to do in conjunction with field portion:

o        Drop suspected purple loosestrife samples at herbarium for species identification

·         Classroom Portion (if specimen is positively identified as purple loosestrife by herbarium):

o        Before class, teacher should log onto USDA Distribution Model Update and print out questions to be answered.

o        Identify field area on detailed area map

o        Identify approximate area within county of field area

o        As a class, answer questions from USDA Distribution Model Update

o        After class, teacher should submit questions and sample information to USDA Distribution Model Update.

·         Follow Up:

o       Check USDA PLANTS database for addition of distribution within your county: http://plants.usda.gov/index.html

o        Search for purple loosestrife in database

o        Select “distribution”

Ohio should have a link that will expand state into counties  

Thompson, D.Q., Stuckey R.L.,& Thompson, E.B. (1987). Spread, Impact, and Control of 
     Purple Loosestrife (Lythrum salicaria) in North American Wetlands. U.S. Fish and 
     Wildlife Service. 55 pages. Jamestown, ND: Northern Prairie Wildlife Research Center 
     Home Page.
     http://www.npwrc.usgs.gov/resource/1999/loosstrf/loosstrf.htm (Version 04JUN99).

Ohio Department of Natural Resources, Division of Natural Areas and Preserves Invasive 
     Plants of Ohio Fact Sheets: Ohio Invasive Plant Species

USGS Spread, Impact, and Control of Purple Loosestrife (Lythrum salicaria) in North 
     American Wetlands: USGS Purple Loosestrife Information

USDA Natural Resources Conservation Service PLANTS database: 
USDA Plants Database

Invasive Plants Net: Invasive Plants.net

Plant Conservation Alliance: PCA Weeds Gone Wild