 |
 |
 |
 |
 |
 |
 |
|
|
Purple
Loosestrife
Educational Programs
 |
Significance: Biological control is, at its heart, a hands-on discipline, but the processes associated with biological control can seem arcane to the general public, including educators and school children. We offer a workshop and semester-long curriculum that educates about invasive species and their control options. The story of purple loosestrife, from invasion to eventual control, provides the backbone on which we connect studies of biodiversity, wetlands, habitat restoration, and the natural process of one organism controlling another—biological control. The Illinois Natural History Survey has developed educational materials entitled Biodiversity, Wetlands, and Biological Control: Purple Loosestrife a Case Study. These materials focus on biodiversity, the importance of wetlands and wetland restoration, the process of biological control, and utilize the biological control of purple loosestrife as a common theme throughout. |
Since 1998, we have trained approximately 200 educators (elementary through
high school) about the importance of the state’s native biodiversity,
the value of wetlands and native wetland organisms, and how exotic, invasive
species affect Illinois’ wetlands. Training consists of a one-day
workshop, followed by a semester-long series of hands-on activities in
the classroom. We teach educators about the processes of biological control
and ways to integrate the biological control of purple loosestrife into
their classroom curriculum. Educators are trained and students are engaged
in the process of understanding how biological control fits into maintaining
biodiversity.
Purple
Loosestrife in Wetland
(D. Voegtlin)
Students grow purple loosestrife plants and Galerucella beetles
in their classrooms, then make releases into nearby wetlands in partnership
with the Survey’s Biological Control Program, thus multiplying our
efforts. An unanticipated benefit has been that students tell their parents
about the project, and the parents’ homeowner associations become
involved in raising their own insects—bubble-up education by the
students.
 |
 |
Galerucella
Beetle Larva (left) and Adult (right) |
|
Illinois is used as the model for studying biological and habitat diversity. Biodiversity issues covered include: the state of the earth’s biodiversity, Illinois biodiversity, and valuing biodiversity. Related activities include comparing Illinois diversity with the world, recognize habitats, natural areas inventory, landscape aesthetics and human perspectives, and assessing species diversity. Wetland topics include: wetland types, hydrology, and wetland benefits. Related activities are conducting a wetland inventory (similar to what wetland biologists do), building a wetland vocabulary, and a game entitled ‘wet and wild’ which acquaints students with the biological complexities of a wetland habitat. In this activity, players are given "roles" such as developer, environmentalist, farmer, or lawyer, which can often lead to lively discussions.
Although biodiversity is based on the premise a place for everything and
everything in its place, what happens when organisms that evolved in one
place are accidentally transported to somewhere else? We discuss problems
associated with exotic species and that few options exist to control them—hence
the need for biological control. For biological control, we discuss what
it is, the knowledge needed to conduct it, why use biological control,
the types of biological control, and likely candidates. Biocontrol activities
include identifying what is biological control, when a species is a pest,
aliens, unwanted invaders and biogeography, natural enemies, and how population
density and abiotic factors affect predator prey relationships.
Impact:
Is the program working? Returned questionnaires let us know the workshop
and class participation yield a practical way of learning. Last year a
high school biology class from the Chicago area sent us their lab reports
and comments about the project, many of which gave critical thought to
the project. All of the students agreed that releasing beetles was a safe
way to help control the loosestrife problem. One student wanted to be
part of the group that works to set beetles free, another said this project
has been something to learn from especially since it belonged to real
wildlife. Another student had further questions. "I don’t really
see a place for further testing, but I do think that if the beetles lived
long enough they could adapt to our native plants. So a test on generations
of the beetles exposed to nothing other than purple loosestrife may prove
effective." We were impressed with this thoughtful, science-based
observation.
To date, we have trained and supported nearly 200 Illinois educators,
many who continue to use the materials and exercises 3-4 years after the
program’s inception. Engaging students has led to involvement by
families and groups of families seeking solutions to problems of invasive
wetland plants in their own backyards.