Ecosystem Defenders: Invasive Species and the Long Island Ecological Crisis

Vampire fish and flesh burning flowers? Sounds like a science fiction movie right? Wrong! Both are REAL organisms found in New York State called sea lampreys and giant hogweed plants. These organisms are considered invasive species. An invasive species is defined as a species that is non-native to the ecosystem under consideration and whose introduction causes or is likely to cause economic or environmental harm or harm to human health. 

You will assume the role of an independent Invasive Species Policy and Outreach Consulting Team. The consulting team must select a species listed on the LIISMA Tier List, focusing exclusively on Tier 1 (High Priority Early Detection and Rapid Response, or EDRR) or Tier 2 (containment/control priority) species.

The mission requires the development of a two part comprehensive focusing on the chosen EDRR species:

1. Scientific Diagnostic and Action Plan (Policy Brief): The team must produce a report that details the species' ecological threat and economic risk specific to Long Island. The report must include an analysis of existing management strategies, an interpretation of geospatial data derived from citizen science tools, and the proposal of a refined, feasible solution for mitigation or eradication. 

2. Multimedia Public Outreach Campaign: The team must design an engaging multimedia product (e.g., a short documentary-style video, a public service announcement, or an interactive web infographic) that is aimed at a specific Long Island demographic (e.g., recreational boaters, homeowners, vineyard managers) and must clearly explain the threat and the immediate, simple behaviors citizens must adopt to prevent the spread or facilitate early detection.   

The successful completion of the WebQuest will be documented through a formal portfolio comprising three key deliverables:

1. Policy Brief: A detailed, evidence-based document that includes the diagnostic analysis, policy critique, cost-benefit assessment, and the refined solution proposal.

2. Multimedia Outreach Product: The finalized video, poster, or digital campaign product, ready for distribution.

3. Student Research Symposium Presentation: A formal, verbal defense of the team’s findings and recommendations, presented to classmates, parents, or community groups to increase public awareness.   

The policy recommendations must be practical and relevant to the actual operational goals of Long Island Invasive Species Management Area (LIISM) and the New York State Department of Environmental Conservation (NYSDEC).

Phase 1: Invasive Species Foundations and Ecosystem Dynamics

1. Visualizing the Crisis and Management Techniques

1. Watch the DEC-sponsored documentary, Uninvited: The Spread of Invasive Species.  This will introduce the concept of invasive species and highlight key threats facing New York’s environment and economy, such as the Emerald Ash Borer and Japanese Knotweed. The documentary also showcases the methods the NYSDEC and its partners employ in management, including the use of trained dogs to detect invasive plants and drones to track pests like the Spotted Lanternfly.

2. Case Study Analysis: Established Long Island Threats 

1. You must analyze established threats to understand how management protocols shift once a species becomes widespread versus when it is a high-priority EDRR target.

   1. Research the Spotted Lanterfly (SLF)  - A Management Shift

      1. Organism overview

      2. Original and current location

      3. Life cycle

      4. Describe damage caused and native species affected

      5. NYSDEC and US Agriculture and Markets management plan

      6. Importance of co-plan 

2. Phragmites australis (The Trade-Off Paradox)

   1. Organism overview

   2. Original and current location

   3. Life cycle

   4. Describe damage caused and native species affected

   5. Trade off of phragmites with native species (positives and negatives of species)

   6. Proposed solutions

2. Target Species Selection

   1. Based on the LIISMA Tier List, teams must select a species designated as Tier 1 or Tier 2. Examples include Cogon Grass (Imperata cylindrica), European Fire Ant (Myrmica rubra), unidentified pacu (Colossoma or Piaractus sp.) , Cutleaf Teasel (Dipsacus laciniatus), or Johnson Grass (Sorghum halepense). 

      1. The focus is on species where rapid response is still viable and necessary.   

Phase 2: Scientific Modeling and Solution Design

1. Geospatial Data Analysis

The Policy Brief must be grounded in geographical reality. Students must access the official invasive species database for New York State, NY iMapInvasives. This GIS-based database and mapping tool, along with the national EDDMapS (Early Detection and Distribution Mapping System), allows you to generate species locator maps. You must analyze confirmed reports and distribution data to identify high-risk introduction areas (potential vector pathways) and concentrations near sensitive Long Island ecosystems, such as the Central Pine Barrens or major estuaries. Maps must be included in your policy.

2. Policy Research and Critique

You must investigate current regional and state management strategies for your chosen species, including examining whether the DEC’s framework, which includes grant programs for control, removal, and research, adequately addresses the threat. 

3. Solution Design (Policy Brief Draft)

The Policy Brief culminates with a comprehensive, refined hypothesis for mitigation. The team must detail:   

• Specific Control Methods: Justification for the selected management technique (e.g., biological control, mechanical removal, targeted herbicide application). For instance, if addressing Phragmites, the proposal should note that cutting in July or August, when food reserves are low, can be suppressive, provided cut shoots are removed to prevent sprouting.   

• Cost-Benefit Analysis: The proposal must realistically address the financial requirements of the plan, linking the prevention costs to the projected long-term economic savings, thereby justifying the expenditure against the known multi-billion dollar costs incurred annually by invasive species across North America.   

• Monitoring and Follow-up Plan: The refined solution must integrate citizen science, detailing how the team would utilize the iMapInvasives database for post-treatment monitoring and verification of eradication success.

Phase 3: Public Engagement and Citizen Science Action

1. Citizen Science Training and Reporting Protocol

Students must conduct two 30 minute transect studies on campus to identify invasive species. Students will put their data into iMap in our school account to understand the value and importance of citizen science.   

2. Multimedia Campaign Production

Your team must create a high-quality multimedia educational outreach product aimed at fostering public support and awareness. This campaign must align with the goals of conservation professionals by seeking to expand public awareness and willingness to adopt simple behaviors that prevent the spread of invasive species. The final product must be visually attractive, clearly communicate the species threat, and specifically direct the Long Island public on how to report sightings of the team’s chosen EDRR species.  

The invasive species threat confronting Long Island and New York State requires solutions that are both scientifically based and socially implemented. 

After your analysis, is the issue of invasive species not only environmental but also economic? Explain your answer. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

From your case study you saw that successful management of threats such as the Spotted Lanternfly or Phragmites demonstrates that strategies must be adaptive, shifting from early detection to quarantine and persistence based on the species' established status. Currently scientists believe that to reduce the harm of invasive species and to maintain biodiversity, agencies must not only collaborate together but also with the public through citizen science projects. Do you agree or disagree with this statement? Support your answer with details from your project. 

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Personal evaluation:

1. How did you like learning through a webquest format? Explain your answer. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. What suggestions do you have for improving this webquest? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Resources

1. Title: NYS Department of Environmental Conservation

URL: https://dec.ny.gov/nature/invasive-species 

2. Title: New York State Invasive Species Information

URL: https://nyis.info/partners/ 

3. Title: iMap Invasive Species

URL: https://www.imapinvasives.org/ 

4. Title: Long Island Invasive Species Management

URL: https://liisma.org/species/ 

5. Title: New York Heritage Program

URL: https://www.nynhp.org/invasives/species-tiers-table/ 

6. Title: Central Pine Barrens Commission

URL: https://pb.state.ny.us/ 

7. Others: Cornell Cooperative Extension, Town websites, NYS Parks, Long Island Sound Study, Peconic Estuary Program