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Creator:: Siemens, Tania
Abstract:: Students practice geographical skills to map the routes of invasive species from their native habitat to some of the regions to which the exotics have spread.
Resource Type:: Learning Object
Full Text:: they came to the United States and if they can share the route they took before im- Where in the

Creator:: Moen, Noelle
Abstract:: Students play a fun board game to learn about impacts and prevention of the invasive bullfrog. For best results, print six cards to a page.
Resource Type:: Learning Object
Full Text:: ecology Plop! The Invasion Begins! Teacher Lesson Plan Advanced Elementary IN A NUTSHELL Students

Creator:: Siemens, Tania
Abstract:: Students pretend to be “invasion investigators” and investigate the appearance of a mysterious new snail in their local creek. Student research the identity and ecology of this new mysterious snail, and design experiments to understand its impact.
Resource Type:: Learning Object
Full Text:: , students will learn about the snail’s biology, ecology, possible origins, and behavior. In Part C

Creator:: Siemens, Tania
Abstract:: Students design and conduct a school survey on knowledge of invasive species and live plants and animals in the classroom.
Resource Type:: Learning Object
Full Text:: release an invasive pet in the wild at the end of the school year, and 15 said they would not release

Creator:: McCrae, Jean, Osis, Laimons, and Oregon. Department of Fish and Wildlife
Abstract:: "This pamphlet is a pictorial guide to some of the more common intertidal plants and animals found in Oregon. It is an expansion of "A Guide to Oregon's Rocky Intertidal Areas" written by Laimons Osis in 1975. Here, the plants and animals are arranged by the tidal zone in which...
Resource Type:: Learning Object
Full Text:: coast are evidence that, in the past, Indians lived along the coast and harvested the rich bounty of

Creator:: Siemens, Tania
Abstract:: Students conduct a "blitz" by quickly rotating through hands-on specimen stations and answering the BioBlitz questions. Then, students are assigned one invader to research more thoroughly and present to the class.
Resource Type:: Learning Object
Full Text:: BioBlitz questions, and (b) conduct re- search in more detail on a species and present it in front of the

Creator:: Siemens, Tania
Abstract:: Select an “Invader” species found in the Pacific Northwest. Research, design, publish and present a high quality informative Not Wanted Poster/Product.
Resource Type:: Learning Object
Full Text:: address both the basic biology of the species and the impact it has on other organisms in its invaded

Creator:: Siemens, Tania
Abstract:: Students use an online quarantine estimator to determine how long zebra mussels can survive out of water. By varying the settings, such as location in country and month of the year, students can observe how the time needed to dry a boat is related to the time of year and...
Resource Type:: Learning Object
Full Text:: months in the year. For example, May, August, and December. 2 Why does it take longer for the mussels

Creator:: Chilton, Linda
Abstract:: Students will develop and apply reading, language arts, and science processes to analyze comics, and demonstrate writing skills in creating their own comic about a local invasive species.
Resource Type:: Learning Object
Full Text:: some of the biology and ecology of invasive species and discover how humans can be both the cause of

Creator:: Forman, Annie, Wade, Cathy, and Quennessen, Victoria
Abstract:: Overview: Marine reserves are a type of marine protected area with full protections. This means that taking of marine species within an Oregon Marine Reserve is never allowed. Many studies from around the world show that marine reserves can provide long-term conservation benefits to marine organisms, populations, and biodiversity. In...
Resource Type:: Learning Object
Full Text:: ecology and the economy of our coast. It is therefore important to fully understand the effects of

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