Caring for the land with invasive species education

A collaboration between ISCBC and myPITA

The Invasive Species Council of British Columbia (ISCBC) is a dynamic, action-oriented organization, helping concerned stakeholders work together to stop the spread of invasive species in BC. The Provincial Intermediate and Middle Years Teachers’ Association (myPITA) provided the ISCBC with a grant to create cross-curricular, science-focused lessons with connections to First Peoples perspectives. The grant was used to develop two resource packages: We Care for the Land and Prevent the Spread of Invasive Species for Grades 4–6 and Student Land Stewards in Action for Grades 7–9. The lessons support learning about biodiversity in BC, the issue of invasive species, and ways that students can protect and enhance native species and habitats in our communities. The learning activities may be delivered individually, in any order, or sequentially.

Below is Activity 3 from the unit We Care for the Land and Prevent the Spread of Invasive Species, followed by a list of all activities in the unit. Detailed lesson plans for the activities outlined here can be found at mypita.ca/caring-for-the-land. Find more curriculum-based teaching resources by at bcinvasives.ca/for-youth/foreducators.

Connecting Place with Nature Journaling

There is wonder, intrigue, and insight around every corner, if you know how to look. – John Muir Laws and Emilie Lygren

This is Activity 3 from the unit We Care for the Land and Prevent the Spread of Invasive Species (see below for complete list of unit activities). Access the entire unit at mypita.ca/caring-for-the-land. Connecting to place starts by slowing down and noticing the natural world. Nature journaling fosters curiosity, promotes self-regulation, deepens attention, sparks inquiry, and builds a connection to nature and community. In this activity, students hone their observation and communication skills by using sketches, words, and numbers to record information about a natural object. Then they challenge a partner to find the “nature mystery” based on their journal entry. No artistic skills are required! This activity is inspired by the work of John Muir Laws and Emilie Lygren from their book How to Teach Nature Journaling.

Curriculum connections

Nature journaling is a cross-curricular activity that connects to arts education, English language arts, math, and science. Relevant science curricular competencies include the following:

• Experience and interpret the local environment(Grades 4–9).

• Express and reflect on personal/shared or others’ experience of place (Grades 4–6).

• Demonstrate curiosity about the natural world (Grade 4).

• Make observations in familiar or unfamiliar contexts.

Materials

• nature journals—one-minute video on how to make your own nature journal

• pencils and erasers, rulers, magnifiers, peeled crayons for bark rubbings, pencil crayons (optional).

Before you start

Find a safe, accessible outdoor area with diverse plants near the school. If outdoor time is not possible, bring natural objects indoors.

Prepare your students

• Tell your students that they will create a challenge for a classmate by recording observations (sketches, words, numbers) in their nature journal about a “mystery object.” Emphasize that accuracy, not artistic skill, is the goal.

• Share an example of a natural object and how observations can be recorded (e.g., for a tree, students could make a bark rubbing; trace a leaf; measure the trunk; note colours, textures, smells; describe or map its location).

• Recording observations and questions is key, not species identification at this stage. Further inquiry, including species identification and if it is a native, introduced, or invasive species, may follow.

Procedure and tips

1. Students spread out and choose a natural object (plant, leaf, rock, fungus) to observe and record for about 10 minutes. Circulate to encourage and guide them.

• If students finish early or are distracted, prompt them with, “What have you noticed so far?” and encourage them to record this in their journals.

• Suggest that students view their object from different perspectives: “zooming in” to show fine details or “zooming out” to show scale.

•   Encourage your students to include measurements on sketches and to use lines and arrows to connect observations and information.

2. Before time is called, ask students to review their object and recorded observations, adding anything missed. Remind them to notice the object’s location so that they can find it again.

3. Gather your class and have students partner with someone who was not nearby during their observation time. Partners swap journals.

4. Mystery challenge! Students try to find their partner’s natural object using their partner’s journal entry. For large areas, partners can guide them to the general vicinity.

5. Reconvene your class. Lay out journals and have students circulate to observe patterns and different ways their classmates recorded information. Have your students consider the unique features of the objects they observed and what helped them to locate the mystery objects.

Reflections and assessment

• Were you able to find your partner’s mystery object? What information helped you to find it? What other details would have been helpful?

• Guide your students to deepen their observations by adding questions and marking the most interesting observations with a symbol.

• When evaluating your students’ journals, focus on the goal of the activity: creating accurate observations and sparking their curiosity.

---

We Care for the Land and

Prevent the Spread of Invasive Species Grades 4–6

Building Connections to the Land—Activities 1–3

Activities that connect students to nature through sensory awareness and outdoor learning routines.

Activity 1: Notice Nature with All Your Senses

Activity 2: Sit Spots

Activity 3: Nature Journaling (see right for detailed lesson plan)

We’re All Connected—Activities 4–5

Students gain a greater awareness of local biodiversity, how people are part of the web of life, and how our actions can have positive or negative effects on the environment.

Activity 4: Ecosystems Web

Activity 5: Biodiversity Scavenger Hunts

The Problem with Invasive Species—Activities 6–7

Activities to introduce the issue of invasive species in BC, their impacts, and how we can make a difference.

Activity 6: Why We Care about Invasive Species

Activity 7: Become Land Stewards! Plan a Weed Pull

Give Back to the Land—Activities 8–10

Students make a positive difference to the environment by sharing their learning about invasive species, developing plant identification skills, and taking part in a weed pull.

Activity 8: Spread Awareness, Not Invasives

Activity 9: Plant ID and Schoolyard Stewardship

Activity 10: Weed Pull

Land Stewards in Action Grades 7–9

Activity 1: Ecosystem Postcards

Students learn about the biodiversity of BC, including characteristics of five main ecosystems, common native species found there, and some invasive species that threaten them. Students share their learning by creating a postcard that depicts an ecosystem in BC with artwork and text.

Activity 2: Invasive Species Trivia Challenge Relay

Students learn about invasive species, their impacts, and how to prevent their spread via an “Invasive Species 101” slideshow and video. Then their knowledge is tested in a team challenge relay game.

Activity 3: Superspreader Point-of-View (POV)

Students research an invasive species and present their findings in creative social media posts from that species’ POV.

Activity 4: Indigenous Knowledge and Invasive Species Impacts

Students will explore examples of traditional ecological know-ledge and how invasive species threaten species important to Indigenous traditions and livelihoods. After researching a traditional plant, they may also create a connections card, which can enhance outdoor walks.

Activity 5: Native Plant Garden Planning

Students envision and create a plan to transform an area of the schoolyard or nearby green space into a vibrant native plant garden that supports biodiversity and is free from invasive plants. Actually planting the garden is not required.

Activity 6: Observe and Report! Contribute to Community Science

Students contribute to community science and the protection of biodiversity by observing nature and reporting invasive species using free apps or computer-based programs.

Activity 7: Become Land Stewards! Plan a Weed Pull

This lesson includes tips on organizing an event with students to remove invasive species and prepare them for the experience.