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Understanding Invasion Ecology: Introduction
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How can a single species of insect pose a threat to millions of acres of forests, orchards, and street trees? What can we do about the Asian longhorned beetle and other plants and animals that invade our farms, cities,…
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Understanding Invasion Ecology
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This section emphasizes one of the three main branches of ecology—population, community, and ecosystem. Extensive, real-life examples of how ecological concepts and principles can be applied to problems with invasive…
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In assessing student research, clearly defined "right" or "wrong" answers rarely exist. Instead, the goal of assessment is to evaluate the process used by students and the conceptual understandings they have achieved…
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Why Ecology of Invasive Species?
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Students may think of ecologists as people who pick up trash and protest for a cleaner environment. In this book, the term ecologist is used to refer to scientists who study ecology—the study of relationships among…
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Invasion Ecology Protocols—Introducing Research
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This section is designed for students to learn some of the basic principles of ecology and how they can be applied to studying and managing invasive species. It will also help students experience some of the ways in…
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Beyond Protocols—Conducting Interactive Research
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This section provides instructions for two research projects that students have carried out in cooperation with Cornell scientists and these projects could be of interest to other students. It also suggests ideas for…
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Before starting any of the activities in this guide, we strongly recommend that you read the information in this section. Here we cover the critically important issues of how to handle amphibians and reptiles, and…
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Research Questions and Hypotheses
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This first section guides students to ask testable questions, and formulate hypotheses and null hypotheses. Students also become familiar with the parts of a science research report. This structure reinforces the…
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Investigative science provides the opportunity for students to learn new skills. But it also means more work and responsibility for everyone. An active science program requires the distribution, use, and care of much…
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Sometimes you wonder how you’re going to get everything done. Each time you check off an item, two more appear. Those are the times to take stock of everything you’ve accomplished. Science safety can be like that. Just…
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Consider the changes. Yesterday’s one-room schoolhouse had one teacher responsible for every subject, every grade, and maintenance of the classroom and schoolhouse. Today’s self-contained classroom has one teacher…
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When students with limited reading, mathematical, or communication skills engage in laboratory activities, new challenges pose additional safety risks to everyone in the classroom. It’s certainly possible—and good…
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Government studies have indicated that more than 40 percent of school buildings are in such poor condition that they are unsafe for children. Even new facilities can be too crowded or architecturally unsuited for…
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It takes a lot of “stuff” to conduct an activity-based science program. Teachers often use personal funds to purchase materials to use in their classes. They also save a lot from year to year and collect items for…
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Maintaining living things in a classroom requires knowledge and preparation. It also requires the proper equipment and space. There are two primary goals in the study of living things: first, we want our students to…
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