The Branch Newsletter -Removing Invasives to Restore Natural Habitat

Removing Invasives to Restore Natural Habitat

By Mary Bennett

Students apply a "weed wrench" to the nonnative Autumn Olive.

Last year, students in the Agricultural Education Department at Franklin High School learned about some of the environmental issues facing their local area brought about by the introduction of nonnative plants. Wanting to make a difference, and with the help of a Project Learning Tree GreenWorks! grant, they designed a community service-learning project to restore natural habitat along the Little Tennessee River Greenway. They learned to identify native plants, the problems generated by invasives, and worked alongside community members to remove them.

Identifying a Problem
At Franklin High School, students in the Natural Resources I & II and Horticulture courses learn about ecosystem sustainability. They learn that today’s natural resources are at risk due to environmental issues caused by development that adversely affects water, soil, and air quality, and open space. Students also learn about “silent invaders” – nonnative plants that can take over a natural area and change the balance of the natural habitat. Nonnative plants and animals often displace native species, decreasing biodiversity.

With this background knowledge, students were surprised to see several of the invasive plants on the Horticulture course list of recommended “landscaping plants.” Often plants suggested for home or urban landscaping spread to natural areas and outcompete native plants. Bringing this issue close to home, a guest speaker told students about an infestation of nonnative plants not far from their school property and discussed how these nonnative plants displace native trees and shrubs.

Students recognized this as an opportunity to take action, and designed a service-learning project to raise public awareness, remove the nonnative plants, and improve the ecosystem along the Little Tennessee River Greenway.

Students survey the extent of nonnative plants along the Greenway nature trail with the direction of Kay Coriell, president of Friends of the Greenway.

Constructing a Solution
Students met with teachers and community college specialists to draft an action plan. The students decided to join forces with the Greenway Restoration Initiative Partnership (GRIP), a community action group consisting of local residents, recreational users of the Greenway walking paths, and local nonprofits, and county, state and federal environmental agencies. Students met with these stakeholders to understand the methods used to survey and select sites for restoration, how to identify plants, and how to collect and record data. GRIP professionals also shared with students the best practices for controlling, removing, and disposing of nonnative plants.

Under the guidance of US Fish & Wildlife Swervice staff, students apply GPS technology to inventory nonnative species.

In the classroom, students were introduced to a data collection and recording system used to help make land management decisions. This data collection system, called EDDMaps, tracks the distribution of nonnative plant species in the southeast region. Students were then instructed by US Fish & Wildlife service staff to apply the technology to monitor nonnative species. In the field, students applied their new skills in plant identification and GPS technology and modeled them to junior classmates. Students taught their peers how to accurately collect and enter data using inventory sheets and the EDDMaps data collection system. Agriculture Education teacher Devon Deal comments, “For students to be able to teach one another is a powerful, learning, and leadership experience. Applying their knowledge is going to help them remember it.”

Students and community volunteers work together to inventory and remove dozens of nonnative plants.

Students were tasked as teams to problem solve and select roles to play in the problem solving process. Some of the designated tasks included carrying and applying tools, locating nonnative plants, tagging vegetation, tallying plants, recording site features using GPS units, extracting plants, bagging and removing plants, plus repairing disturbed soil. For example, students Jesse Langston and Lance Rehkopf used a “weed wrench” to remove Autumn Olive, a nonnative plant threatening the biodiversity of the Franklin Greenway, while other students extracted a few woody shrubs as part of their self designed service-learning project.

Students mechanically extract nonnative woody shrubs with a representative from the University of Georgia Extension office.

Reflection and Recognition

Students worked for three full field days, asking questions and making observations about the woods, soil, geographic features, and making suggestions for additional work. Students benefited from the close community support and scientific expertise provided by the staff of environmental agencies and caring adult volunteers. Our community partners took time to explain their jobs, the various duties involved, and type of education required. Several students wish to continue working with the environment and have expressed an interest in careers in natural resource management.

GRIP Steering Committee members and Friends of the Greenway volunteers assemble to lead high school students in identifying and extracting nonnative plants.

Agriculture Education teachers Devon Deal and Jenny Collins learned ways to enrich their educational programs by connecting with partners willing to serve as career role models and guest speakers. Combining these community partnerships with outdoor education, “really expands student hands-on learning ventures right on the school campus,” beams Deal.

Every day, students checked the work site to ensure all tools and equipment were gathered, and data collection sheets were complete. Back in the classroom, students gathered for a reflection exercise to comment on what they had learned, what they felt was most important, and what worked or did not. Students were asked to recommend project improvements and suggest guidance to others aiming to complete similar projects. “That sun was hot! Be prepared for hard work,” shared Clinton, an eleventh grader. Giving students an opportunity to reflect gives them a holistic review of the effectiveness of their efforts.

To recognize the hard work, dedication, and achievements of the students, program volunteers, and community partners, the local community college hosted an event. Colorful certificates were designed featuring the community partners’ logos to showcase the number of service learning hours contributed by students. The celebration ceremony provided a fun, culminating activity for the community partners and volunteers. Even though the celebration day was cold and rainy, the high school principal attended, refreshments were served, and spirits could not have been brighter.

Mary Bennett is a College Readiness Coach at Southwestern Community College and Gear Up College Coach at Macon Middle & Franklin High Schools in Franklin, North Carolina.

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