By Steven Oszust

Science Teacher, Stevenson HS

Teacher-97@address.com

Introduction

In the United States, there are numerous species that are not native to this environment. Some have been part of the environment for so long that it is hard to imagine that they haven’t always been here, such as the mulberry tree that is so common to New York City.

Others however, are recent arrivals, such as the Asian Long-Horned Beetle.

This Webquest is intended expose you to exotic species, how they are introduced to new settings, the affects of such species to the environment, how we cope with exotic invasive species and alternative methods of dealing with problematic species in general; and how we answer these questions regarding the Asian Long-horned beetle specifically.

Procedure

Working in individually or in groups of 3-4 students you will do the following:

1. Learn about becoming a Public Policy Analyst.

a) Using the PPA Tutorial website:

www.maxwell.syr.edu/plegal/tips/tutorials.html

b) What is a Public Policy?

c) What is a public policy analyst?

d) What are the steps to developing a public policy?

2. Write a report using Microsoft Word that addresses all of the following questions:

a) What is an exotic species?

b) What is meant by invasive?

c) What is the Asian Long-horned beetle?

d) What is the niche and habitat of this beetle?

e) Does this beetle pose any threat to our environment?

f) Where have we located this species in the United States?

g) Do we have any policy on handling this species? What is it?

h) If so, what are the advantages and disadvantages of this policy?

i) Are there any ethical/moral drawbacks to existing policies? Explain.

j) How should we deal with the Asian Long-horned beetle?

3. Research “On-Line,” using the websites listed as references to obtain the necessary information.

4. Create a PowerPoint slide presentation based on the information you obtained.

References

Asian Lognhorned Beetle Links:

http://anoplophora.ags.udel.edu/links.html

USDA:

http://www.aphis.usda.gov/oa/alb/alb.html

US Gov’t info on invasive pests:

http://www.usinfo.state.gov/regional/ea/uschina/chbeet.htm

http://www.aphis.usda.gov/ppq/bbnpag.html

http://www.invasive.org/

http://www.mda.state.mi.us/hot/asianbeetle/index.html

http://www.aphis.usda.gov/ppq/longhorn.html

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

http://www.aqis.gov.au/docs/border/quarantineleaflet11.htm

In Chicago:

http://www.aces.uiuc.edu/longhorned_beetle/

http://willow.ncfes.umn.edu/pa_ceram/ceramb.htm

News articles:

http://ceris.purdue.edu/napis/pests/alb/

http://www.mda.state.mi.us/hot/asianbeetle/index.html

http://www.gacaps.org/pests/alb.html

Video:

http://www.aces.uiuc.edu/longhorned_beetle/video.html

http://www.aphis.usda.gov/lpa/video/index.html

Controls:

http://www.usconsulate.org.hk/beetle/

http://news.bbc.co.uk/low/english/sci/tech/newsid_401000/401932.stm

http://www.urbanext.uiuc.edu/greenline/00v4/04.html

Identification:

http://willow.ncfes.umn.edu/beetlereports/identifying.htm

http://www.winnipeg-bugline.com/alhb.html

Maps of infested areas in New York/Chicago:

http://willow.ncfes.umn.edu/beetlemaps/map.htm

Federal Regulations - Asian Longhorned Beetle

301.51-1 Definitions.

301.51-2 Regulated articles.

301.51-3 Quarantined areas.

301.51-4 Conditions governing the interstate movement of regulated articles from quarantined areas.

301.51-5 Issuance and cancellation of certificates and limited permits.

301.51-6 Compliance agreements and cancellation.

301.51-7 Assembly and inspection of regulated articles.

301.51-8 Attachment and disposition of certificates and limited permits.

301.51-9 Costs and charges.

http://www.aphis.usda.gov/ppd/rad/webrepor.html

find the following listing under the above website:

Docket #:  00-077-1
Title:  Asian Longhorned Beetle Regulations; Addition to Regulated Area
Docket Type:  Interim rule
Publication Date:  9/12/00
CFR Part:  7 CFR 301
FR Citation:  65 FR 54943
GET IT HERE:   or

Pictures:

http://willow.ncfes.umn.edu/beetlepics/beetlepics.htm

Conclusion

You have now completed your research. It’s time to put it all together.

First you must write up a report using Microsoft Word. It must be in standard English and it must answer all of the questions previously outlined. Your conclusions about existing policies and the formation of alternative policies must use the PPA format as outlined in the Public Policy Analyst Tutorial: www.maxwell.syr.edu/plegal/tips/tutorials.html

Your paper needs to have a cover sheet, an introduction, the main body and a conclusion. It should be a least 4-5 pages in length.

Be sure to include your sources of information in the reference page.

Secondly, you will create a PowerPoint Slide presentation that reflects the knowledge you obtained from your research. It should be no less that 10 slides and include text that outlines or summarizes your points only. The last slide/s should show your references.

Grading rubric

This research project represents your term project and is worth 15% of your final grade. The following rubric, designed by Mary Fran Moss of Kennedy H.S., will be used to grade the projects.

Name: _______________________________________________________

Topic ________________________________________________________

Scoring Rubric

Criteria Scoring

Written Report

· Written clearly and succinctly 5 4 3 2 1

· Written in the third person 5 4 3 2 1

· Written in the student’s own words 5 4 3 2 1

· Multiple sources 5 4 3 2 1

· Spelling 5 4 3 2 1

· Grammar 5 4 3 2 1

· Bibliography 5 4 3 2 1

· Content 5 4 3 2 1

· Understanding of science concepts 5 4 3 2 1

· Understanding of public policy aspect 5 4 3 2 1

Oral Presentation

· Well-organized 5 4 3 2 1

· Clear and Distinct 5 4 3 2 1

· Able to answer questions 5 4 3 2 1

Slide Show

· Minimum of 10 slides 5 4 3 2 1

· Content clear 5 4 3 2 1

· Graphics 5 4 3 2 1

· Creativity 5 4 3 2 1

· Special effects 5 4 3 2 1

· Presentation to the class 5 4 3 2 1

· Bibliography 5 4 3 2 1

__________________________________________________________

Total

Final Grade _______________

Name: ___________________________________ Date: _____________

Student Reflection and Self-Evaluation

1. Describe what you learned about biology from doing this project.

2. If you continued to study your topic, what would you do next?

3. Explain how the use of technology affected your learning in this project.

4. Describe some skills you used in this project that you might use in other ways in your life.

5. Do you have any suggestions for improving this learning experience?

6. Using the scoring rubric given to you, how many points do you think you earned?

What grade do you think you deserve?

Points _________ Grade ________

Bronx High School Educational Standards Addressed

S2 - Life Science Concepts: Biology

S4 - Scientific Connections and Applications:

S4a: order and organizing; form and function; change and constancy; cause and effect

S4b: the relationship between science and technology

S4c: personal and environmental safety

S5 – Scientific Thinking

S5a: frames questions to distinguish cause and effect

S5b: uses S1-S4 to explain a variety of observations and phenomena

S5c: uses evidence from reliable sources to develop descriptions, explanations, and models; makes adjustments based on new knowledge

S5d: proposes, recognizes, analyzes, considers and critiques alternative explanations

S5e: identifies problems; proposes and implements solutions; evaluates the accuracy of design, and outcomes of investigation

S5f: works individually and in teams to collect and share information and ideas

S6 – Scientific Tools and Technologies

S6a: uses technology and tools to observe and measure objects

S6b: records and stores data using a variety of formats

S6d: acquires information from multiple sources

S6e: recognizes and limits sources of bias in data

S7 – Scientific Communication

S7a: represents data and results in multiple ways

S7d: explains a scientific concept or procedure to other students

S7e: communicates in a form suited to the purpose and audience