Using ESCAPE Species Quizzes

Overview: Students explore the ESCAPE web site to learn about the species featured in on-line quizzes. Pre- and post-tests measure knowledge gained by exploring site content.

Audience: This activity is designed for use with high school or undergraduate college students. The topics covered are relevant to a number of courses, including general biology, ecology, pest management, and geography. This exercise could also be adapted for a graduate course in environmental studies, ecology, or biogeography.

Time Requirements: This activity can be completed in a 75-minute class period or assigned as a take-home project.

Previous Knowledge Needed: Background knowledge in biology and ecology is helpful but not necessary. The web site provides a brief introduction to the topic, necessary background information, and a glossary.

Objectives: After completing this exercise, students will be able to:

• Distinguish between exotic and native species.
• List reasons for the introduction of exotic species.
• Explain why some exotic species are beneficial, some are neutral, and others are harmful.

National Science Education Standards:

• Unifying Concepts and Processes
  • Systems, order, and organization
  • Evidence, models, and explanation
  • Evolution and equilibrium
• Life Science
  • Interdependence of organisms
  • Behavior of organisms
• Science in Personal and Social Perspectives
  • Natural resources
  • Environmental quality
    

Materials: Students will require individual computers with access to the Internet and a web browser, such as Internet Explorer or Netscape. Additional resources for enrichment might include newspaper articles on exotic and/or invasive species, pictures, readings from the bibliography, etc.

Procedure:

1. Direct students to the ESCAPE website at http://www.unk.edu/ESCAPE. Students should read the "Introduction" page by clicking on the button to the left of the screen.

2. Have students click on the "Learning Modules" button on the left and select the "Quiz Yourself" link. They should then read the paragraph explaing the procedure of pre-testing and post-testing. The pre-test and post-test are exactly the same. Students answer twenty multiple-choice questions about the same information that is found in the species quizzes. Direct students to choose the best answer for each question on the pre-test.

3. At the end of the test, students will click the "Get Score" button to find out how many answers were correct. Students should enter their name, instructor's e-mail address, and course number into the appropriate fields to have a copy of their pre-test sent to the instructor. The difference in scores between the pre-test and post-test will indicate how much the students gain from exploring the ESCAPE site. Time stamps on the e-mail messages can be used to determine how much time each student spent working through the site content.

4. After completing the pre-test, students can return to the ESCAPE site and begin exploring the pages. Ensure that students work through the pre-test before moving on to the species quizzes.

• The "Introduction" links to information about how we define exotic species, how and why species are introduced to new areas, and basic ecology concepts.
• The "Learning Modules" include quizzes and case studies on species that have had ecological and financial impacts in North American ecosystems, as well as modules that examine the ethical aspects of dealing with introduced species. For this lesson, student will be primarily working with the species quizzes, a series of self-tests for 12 species. Students can explore the quizzes in any order they choose and may follow external links for further information on species of interest.
• The "Exotic Species ID" section teaches students how to identify native and exotic species.
• The "About ESCAPE" page provides information about the project, as well as email addresses for the authors.
• The "Glossary" page provides definitions for terms that are used throughout the site.

5. After exploring the site and species quizzes, students will return to the "Quiz Yourself" page and take the post-test. Again, students should enter their name, instructor's e-mail address, and course number at the bottom of the test page to submit their scores.

Follow-Up and Discussion Suggestions: These questions and activities can be used to stimulate small- or large-group discussions or assigned as written homework.

• For species featured on the exotic species quiz, classify the effect of introduction on U.S. economy as positive, negative, or undetermined.
• What ecological and life-history features of the problem exotic species make them so detrimental?
• Are humans an exotic species in North America? Why or why not?
• What procedures might be used to prevent the introduction of invasive species to new areas?
• How does knowledge of exotic species biology help us to design means of controlling those species?
• As an extra challenge, ask students to research and write a quiz for a species not covered on the ESCAPE web site.

Additional Resources:

Devine, Robert S. 1998. Alien invasion: America's battle with non-native animals and plants. National Geographic Society, Washington, D.C.

Elton, Charles S. 1958. The ecology of invasions by animals and plants. University of Chicago Press, Chicago.

Meinesz, Alexandre. 1999. Killer algae: The true tale of a biological invasion. University of Chicago Press, Chicago.

Pimentel, David, Lori Lach, Rodolfo Zuniga, and Doug Morrison. 2000. Environmental and economic costs associated with non-indigenous species in the United States. Bioscience v. 50, pp. 53-65.

US Congress. 1993. Harmful Non-Indigenous Species in the United States. Office of Technology Assessment, Washington, DC

Van Driesche, Jason and Roy Van Driesche. 2000. Nature out of place: Biological invasions in the global age. Island Press, Washington, DC

Westbrooks, Randy. 1998. Invasive Plants: Changing the landscape of America. Federal Interagency committee for the Management of Noxious and Exotic Weeds, Washington, DC

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