GRADE

4

Author: K. Arinaga Lesson #: 1

Unit Title: Hawaiʻi as an ESS Lab Time Frames: Two 50­Minute Periods

Beautiful Bog: The Alakai Wilderness Preserve

ABSTRACT Kauaʻi Alakaʻi Wilderness Preserve is a montane wet system which receives all or most of it’s water from precipitation rather than from runoff, groundwater or streams. The unique and demanding physical and chemical characteristics of this area have resulted in the presence of plant and animal communities that demonstrate many special adaptations to low nutrient levels, waterlogged conditions, and acidic waters. Here at Kauaʻi Alakaʻi Wilderness Preserve, the students will understand how the four spheres on Earth are interconnected as they investigate how native and non­native species are struggling to survive in a challenging and changing environment.

PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES

BACKGROUND INFORMATION FOR TEACHERS Kauaʻi Alakaʻi Wilderness Preserve is also known as the Alakaʻi Swamp. This area can only partly be called a swamp, due to fog, almost daily rain, and dense, dripping vegetation with trees that provide a swamp­like atmosphere. Alakai Swamp was designated as a Wilderness Preserve in 1964 and is managed by the State of Hawai‘i Department of Land and Natural Resources because it is the largest upland bog in Hawai‘i. It is high above the Kalalau cliffs and is considered a montane wet forest where the ecosystems are strongly affected by climate that turn colder with increasing elevation. These interconnections between Earth System spheres (biosphere, hydrosphere, geosphere, and atmosphere) are visible at the Kaua‘i Alaka‘i Wilderness Preserve. Investigating these interconnections allows us to study the effects of this unique and demanding area with a dynamic biosphere of native and non­native species. It also helps us to understand how the environmental conditions support the competition and survival of native and non­native species. This montane wet forest ecosystem captures the majority of the rainfall and contains the majority of Kaua‘i's endemic species. Preserving the health of these native ecosystems is essential to maintaining the island's biodiversity and hydrologic function. It is so wet there that plants would drown if they sent their roots too deep, so the root systems stay on the surface and the plants’ growth is stunted. A full­grown, flowering and seeding ‘Ōhi‘a will be a foot high in a bog, while a few yards away in the forest another ‘Ōhi‘a will grow to

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15.24 meters. Natural communities between 1,000 and 2,000 meters elevation, receiving more than 190.5 centimeters annual precipitation, or otherwise bearing prevailingly wet substrate conditions comprise the montane wet system in the high Hawaiian Islands. Fine­grained clay lines the bottom of this area. It is very much unlike the rest of the island’s substrate, the surface on which a plant or animal lives. The water does not seep away. Decaying plant matter creates another layer of ground matter that acts as a sponge to absorb and retain the rainwater. At the Kaua‘i Alaka‘i Wilderness Preserve, the remains of dead plants and animals release nutrients into the soil. These nutrients are re­absorbed by growing plants. The area consists of deep, very poorly drained soils that formed in organic material overlaying clay weathered from basalt. Alaka‘i soils are on ridges and have slopes to 30 percent incline. This exchange of food and energy makes this a self­supporting and self­regulating system. It is thought of as one large ecosystem, a complex community of living and nonliving things functioning as a single unit.

Image courtesy of Djzanni.

PLANNING

Essential Questions

Is it better to be a native or a non­native species? Why or why not? Why are species invasive? How can we preserve our natural resources so that they will remain for future generations ?

Instructional Objectives

Students will: Identify the four spheres that make up Earth System Science in Hawai‘i and explore the

relationship among them. Observe, collect and research information about plants around their school habitat.

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Classify collected plants into native and non­native categories. Investigate invasive species and how they affect balance in the Kaua‘i Alaka‘i Wilderness

Preserve ecosystems. Identify several characteristics of two or more native species found in the Kaua‘i Alaka‘i

Wilderness Preserve. Explore to discover the interconnections between Earth System spheres in the Kaua‘i Alaka‘i

Wilderness Preserve. Cooperate and collaborate with a partner while responding to questions and discussing what

they have learned within their small groups. Key Vocabulary

Bog Montane wet system Native Non­native Invasive

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INSTRUCTION Materials

Science notebooks Two copies of “Discussion Questions” Three to six copies of “Species Identification” One copy of “My Personal Reflection”

Preparation

Bookmark video or download to your computer prior to the lesson: Koa Forest in Kōkeʻe: Recovery and Threats.

Resources NASA:

Invasive species Will Now Be Watched by NASA: http://www.nasa.gov/vision/earth/environment/invasive_agreement_prt.htm

NASA’s Terra, Aqua, and Earth Observing satellites, multimedia gallery: http://www.nasa.gov/vision/earth/environment/invasive_species_MM.html

Other: Koa Forest in Kōkeʻe: Recovery and Threats:

https://www.youtube.com/watch?v=ufzVaICzZIs Pennsylvania Wild Resource Conservation Program, Invasive species:

https://www.youtube.com/watch?v=UyvPxU6LUu0 Kauaʻi Invasive species Commitee: http://www.kauaiisc.org/ Kōkeʻe Resource Conservation Program: http://www.krcp.org/home.aspx

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ENGAGE

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1. During the five million years that Hawai‘i’s forests were evolving, new species of native plants would

establish themselves on the order of once every 20,000 to 90,000 years. It’s taken only two centuries for half of that native forest to disappear; what remains must compete with 20,000 non­native species. At least 200 of these are invasives and pose an existential threat. These invasives include the Australian tree fern, the Brazilian strawberry guava, African tulip trees and the Himalayan ginger.

2. These invaders may be beautiful to look at and contribute visually to the tropical feeling that makes

Hawaiʻi such a popular tourist destination. At the same time, they choke out native species, overtaking ever­expanding pockets of land across all of the major Hawaiian Islands and putting conservationists on the alert. Pose the questions:

What are native species? What are non­native species? What is the difference between non­native and invasive species?

3. Have students share their ideas and generate their own questions. Elicit a discussion that includes

students’ prior knowledge using questions such as:

How do these plants thrive in this ecosystem? How do environmental conditions support the survival of species?

4. Students will view the video Koa Forest in Kōkeʻe: Recovery and Threats. Ask students to take

notes in their science notebook on information they are learning from the video.

5. Repose the earlier questions. Have students share their new ideas and generate new questions based upon the video. Provide opportunities for students to discuss what they have learned from the video within their small group as they respond to the questions posed earlier. Students will reflect and pose one wondering question of their own to share within their small group.

EXPLORE

1. Students will go outside of the classroom and collect up to six different plant specimens during their

walk.

2. Back in the classroom, students will press the plants between layers of newspaper in a press or under a heavy book.

3. Several days later, when the plants are pressed and dry, they can be mounted on cardstock with

diluted white glue. Students should then refer to plant guides to identify and label each plant with its common and scientific name.

4. Have students research their plants in both local historical accounts and in plant guides.

5. Students will use plant guides to identify and label each plant with its common and scientific name,

and divide the plants into native and non­native categories. Please see the example provided:

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Image courtesy of K. Arinaga.

Example of a Kōkeʻe Plant Identification

Species ­ Common

Name Species ­ Scientific

Name Share One

Characteristic Origin

Native/ Non­native

Yellow ginger, yellow ginger lily, cream garland lily, cream ginger, cream ginger lily, or wild ginger.

Hedychium flavescens Leaves are 20­50 cm long and 4­10cm wide. Seed production varies from 20–900 seeds per plant.

Native to China, India and Nepal.

Non­native

6. Provide opportunities for students to share their collection of plants and how they categorized them

into native and non­native categories.

7. Pose the following question:

How did these plans get here? What are some problems or benefits of the plant you collected?

EXPLAIN

1. Recently, NASA accepted an invitation to join the National Invasive Species Council to assist 12

other Federal agencies combat invasive species across the country by providing information from satellites. NASA scientists at the Goddard Space Flight Center in Maryland are assisting the U.S. Geological Survey, the federal agency that keeps track of invasive species. They will work together to share Earth observations from NASA satellites in the fight against these plants, insects and microbes that don't belong and harm the environment.

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Photo courtesy of NASA.

2. Data from NASA’s Terra, Aqua, and Earth Observing satellites, as well as the USGS­operated

Landsat satellites help locate invasive species. Data from these satellites are analyzed and used to “lock in” on unique aspects to determine current locations and identify habitats that are vulnerable to future invasion.

3. Future imaging data from NASA's Terra satellite will someday provide daily information about vegetation conditions. Maps of invasive plant species distribution in the Kaua‘i Alaka‘i Wilderness Preserve will improve the response to perform the removal of these species. Take a few minutes to view a short clip of Invasive species presented by the Pennsylvania Wild Resource Conservation Program. Address with your students orally the following questions:

What does it mean to be an invasive species? Why is this a concern? Are all non­native species invasive? Why or why not?

4. Explain to students that there are no satellite images of invasive species available yet from NASA

that are found in the Kaua‘i Alaka‘i Wilderness Preserve. Students will use the internet and locate photographs of species from the Kōkeʻe Resource Conservation Program and the Kauaʻi Invasive species Committee, as these organizations work to prevent, control, or eliminate the most threatening invasive plant and animal species in order to preserve Kauaʻi’s native biodiversity.

5. Students will work with a partner to identify several characteristics of two or more non­native species

found in the Kaua‘i Alakaʻi Wilderness Preserve. Students will use the internet to identify and label their species with its common and scientific name, and determine if it is native or non­native. Have students research their species in both local historical accounts and in internet guides.

6. Students may select a selected species from this list for its role in the Alaka‘i habitat. Plants and

animals may include: ‘Ōhi‘a Lehua, Hāpu‘u Fern, Koa, Palapalai Fern, Banana Poka, ‘I‘iwi, ‘Apapane, ‘Elepaio, Honeysuckle, Feral Pig, Blackberry, and Bamboo. If students have a specific interest in a species, they may also choose their own.

7. Students will then respond to the following questions in their science notebook or worksheet

provided to them:

How does this species threaten native plant communities? What can humans do with this species? How do you think these species arrived at Kaua‘i Alaka‘i Wilderness Preserve? What are some causes and effects of this species with other native species in the Kaua‘i

Alaka‘i Wilderness Preserve? How can we preserve our natural resources so that they will remain for future generations ?

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EXTEND

1. There are many ways students and teachers can help to control invasive species. To get started,

here are a few:

Know your own backyard. What belongs there? What changes are happening? Identify your area’s native and invasive species. Clean your boots/shoes after hiking and take slippers so as not to spread unwanted pests. Join volunteer efforts to remove invasive species in or around natural areas on public or

private lands. Volunteer at a National Wildlife Refuge or with the Nature Conservancy.

EVALUATE

1. Evaluate students through observation of their level of engagement during the multi­day lesson.

Assess student worksheets and science notebook assignments.

2. Teacher observations and participation in small group discussions with students around the room during the lesson can provide immediate feedback to clarify student focus and thinking and can support those who need the help to improve their efforts.

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ASSESSMENT OPTIONS

Formative Assessment

The teacher movement around the classroom to check answers on student’s work will provide immediate feedback on what they are doing correctly. This can support those who need the help and offer opportunities to address individual misconceptions. All student entries are opportunities for formative assessment.

Summative Assessment

Teacher observation of students as they respond to questions in their science notebook or teacher generated worksheet will be useful for assessing learning to determine if students have met their instructional objectives at the end of an instructional lesson.

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CULTURE CONNECTION

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Image courtesy of Djzanni.

ʻŌlelo Noʻeau

A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.

Hahai no ka ua i ka ululā‘au. (Hawaiian proverb)

The rain follows after the forest. (English translation)

The Kaua‘i Alaka‘i Wilderness Preserve is continuously saturated, the result of approximately 635 centimeters of rainfall well distributed throughout the year. This montane, wet forest ecosystem captures the majority of the rainfall and contains the majority of Kaua'i endemic species. Preserving the health of these native ecosystems is essential to maintaining the island's biodiversity and hydrologic function.

DIFFERENTIATION Emerging Learners

Some students may need help with responding to discussion and analysis questions. Emerging learners may use more pictures and diagrams to show their understanding of the questions.

Students should be encouraged to rely on labeled diagrams to help answer the assessment questions.

Students may need to create visuals for understanding key vocabulary words. Students may need to work together with teacher and in small groups when recording data in their

science notebooks. Advanced Learners

Students may wish to create visuals and/or use technology to show their understanding of native, non native and invasive species. They may create and share presentations such as posters, flyers, newsletters, Powerpoints, with other classes.

English Language Learners

Students may need help with the key vocabulary and might benefit from creating vocabulary notecards to use throughout their investigations. Their science notebooks may have more illustrations and diagrams with labels for sheltered English language development. Students may be given the option to share their findings verbally rather than in written form.

Students with language difficulties should be encouraged to rely on labeled diagrams to help answer the questions.

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EXTENSIONS

Take a field trip to a wetland or marsh to do observations and identifications. Repeat the trip annually. Keep a record of the charts and maps done each year so that students can see how the presence of non­natives alter the ecosystem and so that students can become a valuable part of recording natural history.

Math extension: In the example given to you, the Hedychium flavescens seed production varies from 20–900 seeds per plant. How many seeds will one plant produce in one year?

STANDARDS Next Generation Science Standards

Crosscutting Concepts: Patterns ­ In grades 3­5, students identify similarities and differences in order to sort and

classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.

Systems and System Models ­ In grades 3­5, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.

Science and Engineering Practices: Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

Disciplinary Core Idea: 4­ESS2­1 Make observations and/or measurements to produce data to serve as the basis

for evidence for an explanation of a phenomenon. 4­ESS2.A Earth Materials and Systems: Rainfall helps to shape the land and affects the

types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

4­ESS2.E Biogeology: Living things affect the physical characteristics of their regions. Common Core

4.W.7 Research to build and present knowledge: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Hawaii Content & Performance Standards III

SC.4.5.2 Describe the roles of various organisms in the same environment. SC.4.5.3 Describe how different organisms need specific environmental conditions to survive.

General Learner Outcomes

Self­directed Learner Community Contributor Complex Thinker

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Quality Producer Effective Communicator Effective and Ethical User of Technology

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ADDITIONAL RESOURCES

Photo courtesy of Bishop Museum Hawaii Biological Survey.

Additional information can be found in Hawai‘i's Invasive Species. This book describes the causes

and consequences of the introduction of invasive alien species of plants and animals to the Hawaiian Islands. Information on species are covered in detail, illustrating the negative impacts of invasive alien species on human health and quality of life, agriculture, commerce, and the environment.

Have students explore Kaua’i’s Beautiful Bog: The Alakaʻi Wilderness Preserve interactive resource from Bishop Museum.

REFERENCES

Abbott, I. (1992). Lāʻau Hawaiʻi: Traditional Hawaiian uses of plants. Honolulu, Hawai‘i: Bishop Museum

Press. Alakai Wilderness Area [Photograph]. (2006). Retrieved April 02, 2015, from:

http://commons.wikimedia.org/wiki/File:Alakai_swamp.jpg#/media/File:Alakai_swamp.jpg Arinaga, Kalei. (Photographer). (2015). Untitled. [Photograph] Council for Environmental Education, Project WILD; Office of Environmental Education and Volunteers,

Bureau of Land Management. Wild things ­ investigating invasive species. Retrieved April 25, 2015 from: http://www.fws.gov/invasives/pdfs/wildThingsManual­1v4.pdf

Friday, J. B. & Idol, T. (2009). Koa Forest in Kōkeʻe: recovery and threats [Video file]. Retrieved from:

https://www.youtube.com/watch?v=ufzVaICzZIs

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Greenwell, A. (2009). Amy Greenwell Garden ethnobotanical guide to native Hawaiian plants & Polynesian­introduced plants. Honolulu, Hawaii: Bishop Museum Press.

National Aeronautics and Space Administration. (2015). Invasive species will now be watched by NASA. Retrieved April 04, 2015 from: http://www.nasa.gov/vision/earth/environment/invasive_agreement_prt.htm

Pukui, M. (1983). Ōlelo noʻeau: Hawaiian proverbs & poetical sayings. Honolulu, Hawaiʻi: Bishop Museum

Press. Staples, G. (2001). Hawaiʻi's invasive species: A guide to invasive plants and animals in the Hawaiian

Islands. Honolulu, Hawaiʻi: Mutual Pub.

Wild Resource Conservation Program. (2008). Cosmo's World: Invasive species. Retrieved May 01, 2015 from: https://www.youtube.com/watch?v=UyvPxU6LUu0.

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Name: ____________________________ Date: ________________________

Discussion questions before watching the video.

What are invasive species?

How are invasive species introduced?

What are some problems and benefits of invasive species?

I wonder if …

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Name: ___________________________ Date: ________________________

Discussion questions after watching the video.

What are invasive species?

How are invasive species introduced?

What are some problems and benefits of invasive species?

I am still wondering if …

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Name: _______________________ Date: ________________________

Species Identification Students will look at photographs of species that are found in the Kaua‘i Alaka‘i Wilderness Preserve and identify some of their characteristics and respond to questions.

species ­ Common Name

species ­ Scientific Name

Share One Characteristic

Origin

Native/ Non­Native/ Invasive

Do you think this species threaten native plant communities? How do you think this species arrived at Kaua‘i Alaka‘i Wilderness Preserve? What are some effects of these species on other native species in the Kaua‘i Alaka‘i Wilderness Preserve? What can people do to ensure that this plant does not damage native plant communities?

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Name: ___________________________ Date: ________________________

Species Identification Students will look at photographs of species that are found in the Kaua‘i Alaka‘i Wilderness Preserve and identify some of their characteristics and respond to questions.

species ­ Common Name

species ­ Scientific Name

Share One Characteristic

Origin

Native/ Non­Native/ Invasive

Do you think this species threaten native plant communities? How do you think this species arrive at Kaua‘i Alaka‘i Wilderness Preserve? What are some effects of these species on other native species in the Kaua‘i Alaka‘i Wilderness Preserve? What can people do to ensure that this plant does not damage native plant communities?

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Name: __________________________ Date: ________________________

Species Identification Students will look at photographs of species that are found in the Kaua‘i Alaka‘i Wilderness Preserve and identify some of their characteristics and respond to questions.

species ­ Common Name

species ­ Scientific Name

Share One Characteristic

Origin

Native/ Non­Native/ Invasive

species A.

Do you think this species threaten native plant communities? How do you think this species arrive at Kaua‘i Alaka‘i Wilderness Preserve? What are some effects of these species on other native species in the Kaua‘i Alaka‘i Wilderness Preserve? What can people do to ensure that this plant does not damage native plant communities?

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Name: ___________________________ Date: ________________________

My Personal Reflection

How can we preserve our natural resources so that they will remain for future generations ?

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