Urban Deforestation

 

The Invasion of the Asian Long-horned Beetle

 

 

John Kothe

Herbert H. Lehman High School

Jlk_53_8@hotmail.com

 

 

Introduction

 

Imagine enjoying a beautiful sunny summer day in the park. Your mother picks her favorite spot and spreads a blanket under a large maple tree. You’re playing catch with your cousins and then you hear the scream! Jessica runs hysterically towards you, your little sister saw it, a large ugly black beetle. Quickly you step on the unusual bug and it's gone! A nearby park ranger noticed the incident. He quietly looks at the remains and begins a systematic examination of the surrounding trees.

 

 

The following Saturday you return to enjoy another day, the park is different, the trees are gone!

 

The trees are the latest victims of an alien invader species, the Asian long-horned beetle. The park ranger explains that many types of organisms from foreign ecosystems have become a serious social problem. Many of the species do not have natural population controls in our country. The organisms reproduce and the population explodes. Their life activities damage or destroy our vulnerable native populations. The Asian long-horned beetle is the latest of the alien organisms. The beetle has the capacity to destroy the street trees of our cities and even entire forests! Without the trees, street pollution and temperatures increase, while oxygen production decreases. He explained that pesticides are useless. The only effective way to stop the spread of the insects is by cutting down the trees that they have infested. The local community is outraged! You and your Living Environment classmates agree to help the local community board understand the problem and identify the existing policy. You will research the issue, develop and suggest the best policy to correct the problem.

 

 

Task

 

You will research and prepare an advisory presentation for a local community meeting.  The completed advisory presentation will include:

 

1.     A 3-4 page Microsoft word report detailing the following:

a. What is the problem?

b. What is the evidence?

c. What are the causes?

d. What is the existing policy?

e. What policies can you create to correct the problem?

f. What is the best policy to correct the problem?

          2.  An Asian Longed-horned beetle neighborhood awareness flyer.

          3.  A 3-4 minute oral presentation.

          4.  A storyboard visually depicting the insect’s life cycle and destructive habits.

 

You will use the Public Policy Analyst website http://www.maxwell.syr.edu/plegal/ppa/intro.html. The website will guide you as you developed your project.

 

 

Process

 

You will work in a group of four students. Your group will use the six step public policy analysis that is found at the website http://www.maxwell.syr.edu/plegal/TIPS/select.html. The Public Policy Analyst format will help to gather record and organize your work.

 

The group will use the six step PPA format outline. You will have five class periods to complete the project. Start by following the numbered directions.

 

1.      Define problem

2.      Gather evidence

3.      Identify  causes

4.      Evaluate a policy

5.      Develop solutions

6.   Select the best solution

 

 

1. Click on the first hyperlink. Read and discuss the information provided. Complete the worksheet on defining the problem.

 

2. Gather evidence by using the hyperlinked references.  Look for statistics, surveys and read the information presented. Complete the worksheet. Search for useful photographs, copy and save them for the storyboard and flyer.

 

3. Identify the causes by completing the worksheet #3.

 

4. Evaluate the existing public policy. Complete worksheet #4. Outline the existing local, state and federal policy. Identify the policy that resulted in the cutting down of the infested trees.

 

5. Develop solutions by completing worksheet # 5. Be as specific as possible. Your plan must be effective and feasible.

 

6.  Select the best solution by completing Worksheet # 6.

 

 

References

 

http://www.na.fs.fed.us/spfo/alb/

 

 

http://www.aphis.usda.gov/ppq/ep/alb/

 

 

http://www.uvm.edu/albeetle/

 

 

http://www.time.com/time/2002/beetles/

 

 

http://www.asian-longhorned-beetle.com/

 

 

http://www.na.fs.fed.us/spfo/albpestalert/

 

 

http://www.news.cornell.edu/science/sept96/beetle.bpf.html

 

 

Evaluation

 

 Presentation Rubric

 

Evaluating Student Presentations

 

 

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

 

 

1

2

3

4

Total

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

 

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with expected answers to all questions, but fails to elaborate.

Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

 

Graphics

Student uses superfluous graphics or no graphics

Student occasionally uses graphics that rarely support text and presentation.

Student's graphics relate to text and presentation.

Student's graphics explain and reinforce screen text and presentation.

 

Mechanics

Student's presentation has four or more spelling errors and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

 

Eye Contact

Student reads all of report with no eye contact.

Student occasionally uses eye contact, but still reads most of report.

Student maintains eye contact most of the time but frequently returns to notes.

Student maintains eye contact with audience, seldom returning to notes.

 

Elocution

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

 

 

 

 

 

Total Points:

 

 

Grading:

 

A 20-24

B 15-19

C 11-15

Microsoft Report Rubric

 

Point value

3

2

1

Heading

 

 

 

Definition

Writes the problem thoroughly.

Good definition of the problem

Writes the problem poorly.  

Problem

Thoroughly explains why there is a problem.

Good explanation of why there is a problem.

 Poor explanation of why there is a problem.

Gathering evidence

Gathers evidence from 5 internet sites.

Gathers evidence from 3 or 4 internet sites.

Gathers evidence from 2 or less internet sites.

Explains evidence

 Thoroughly explains why the evidence is related to the problem

Good explanation. Understands how most of the evidence is related to the problem.

Poor explanation. Understands why some of the evidence is related to the problem.

Identifies causes

Identifies all causes

Identifies most causes

Identifies some causes

Explains causes

Explains how each cause is related to the problem

Explains how most causes are related to the problem

Explains how some causes are related to the problem

Identifies solutions    

Identifies all solutions

Identifies most solutions

Identifies some solutions

Explanation of solutions

Explains how each solution will solve the problem.

Explains how most of the solutions will solve the problem.

Explains how some of the solutions will solve the problem.

Choice of best solution

Thorough explanation of why the choice is the best solution

Good explanation of why the choice is the best solution

Poor explanation of why the choice is the best solution

Paper

4-6 page were written. Each section was titled. There was excellent use of English

4-6 pages were written. Each section was titled. There was good use of English

Less than 4 pages were written. Sections were not titled. There was poor use of English

Questions

Writes two questions for each of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students understand what is being presented.

Writes two questions for 3 of the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students understand what is being presented.

Writes two questions for 2 of  the following steps in the public policy analyst format: evidence, causes, evaluation, and solution, that will help determine if students  understand what is being presented.

Visual Aids

Imports three visual aids from the internet such as pictures, charts or graphs.

Imports two visual aids from the internet such as pictures, charts or graphs.

Imports one visual aid from the internet such as pictures, charts or graphs.

 

Grading:

 

A-36-34 points

B-33-30 points

C-29-26 points

 

Science Standards

Standard 2:   Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Standard 7:   Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

 

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

 

 

Conclusion

 

When you have completed the PPA webquest you will have learned how science and social problems are interconnected. You will have used internet technology to identify research and develop alternative policies to an environmental problem with local and international issues.

 

The social problems posed by alien invaders are not limited to insects. You will use the same format to investigate another alien invader species.

 

 

Click on the website to find out more!

 

http://nas.er.usgs.gov/zebra.mussel/