Introduction
	The Return of the Natives - A Cycle of Restoration curriculum is a cooperative effort between the Bureau of Land Management - Ft. Ord Project Office, Return of the Natives - Restoration Education Project at the Watershed Institute CSUMB, and the National Fish and Wildlife Foundation to produce a curriculum focusing on restoration of native plants and eradication of invasive weeds that educators, both traditional and non-traditional, can implement as part of their existing programs and restoration efforts. This curriculum is designed with a diverse group of leaders and educators in mind. Schools, 4-H, Scouts, volunteer organizations, and groups of all shapes and sizes are able to access and implement this program. Return of the Natives (RON) - Cycle of Restoration is designed with the flexibility to be integrated into existing ecology-based curricula to increase awareness about the imposing spread of invasive non-native weeds and the importance of maintaining healthy native plant communities in California. The RON curriculum goals are: · To instill in educators and students the concept that the restoration and protection of ecosystems is dependent on the responsible actions of people to help preserve native plant habitats and help stop the spread of invasive non-native weeds. · To create a self-sustainable community-based restoration curriculum. The curriculum focuses on native plant restoration and invasive non-native weed eradication that various groups can initiate independently or use to supplement established programs such as "Adopt-A-Watershed". To achieve the stated program goals it was paramount that the curriculum employs a format that is familiar and easy to understand for educators. To assist educators the RON curriculum provides: · Pre/Post Student Questionnaires & Scoring Guide · Standardized Activity Structure with measurable learning objectives. · Scoring Guides & Suggestions for final student evaluation piece. · Educator Evaluation & Suggestion Sheet for Activities. The curriculum is committed to increasing the sustainability of the RON education project by providing educators with training, lesson plans, and support that elevates the educator's experience and comfort levels with science-based project curricula. The RON curriculum attempts to present relevant issues as objectively as possible. This is always a complicated task, as the majority of individuals close to the problems associated with native plant restoration and invasive plant species eradication have very strong opinions and biases. This curriculum is designed with the intent of familiarizing educators and future decision-makers with the topic of native plant restoration and weed eradication that will give them a basis for making informed choices.   Invasive non-native weeds are defined as plants that interfere with preferred plant species either in a garden or in a natural area. Weedy invasive species compete with desirable native species for water, light, nutrients, and space. The California Exotic Plant Pest Council uses the term 'invasive' to describe the 79 exotic and most dangerous invaders to California. Humans have either intentionally or incidentally introduced these 'exotic' plants to North America within approximately the last 150 years. These 79 invaders constitute a small fraction of the non-native vegetation introduced to this continent for the agricultural or horticulture industries. A non-native plant can be defined as originating from another continent and not found to be historically indigenous to the landscape of a continent. (CALEPPC, 1999) For land managers, farmers, gardeners, outdoor enthusiasts, and homeowners' weeds can become a catastrophic problem. Invasive non-native weeds are plants that society has declared a legal responsibility to manage because of their negative ecological impacts. Many invasive non-native weeds evolved in other countries where the pressures from the environment keep them in dynamic equilibrium with other plant species. However, once away from their native lands these plants become invasive non-native weeds. Invasive non-native weeds are currently spreading like biological pollution out of control in California and most of the western United States. The state of Montana's Department of Agriculture has reported that 8.7 million acres in the state had been infested with invasive plants by 1987. What is even more staggering is that by 1989 only 2% of the infested acreage has implemented control strategies. Montana Department of Agriculture has also reported an estimated loss associated with invasive plant species of $2.5 million each year to lost crops, lost forage, and eradication programs. (REAP, 1989) Negative impacts associated with invasive weeds may be both ecological and economic. Invasive non-native weeds displace native plants, reduce biodiversity, eliminate threatened and endangered plant species, alter normal ecological processes (e.g. nutrient cycling, water cycling), decrease wildlife habitat, reduce recreational value, and increase soil erosion and stream sedimentation. Currently, research has not documented the extinction of a native species by an invasive weed, and yet 30 of California's 53 endangered plants are currently threatened by one or more invasive species. (Walston, USFWS, 1998) Losses to agriculture are equally devastating by rendering grazing lands unusable and increasing the cost of removing problem weeds from their lands. In1997 the California Department of Food & Agriculture released the results of a statewide survey of lands infested with Yellow Starthistle (Centaurea solstitialis), a particularly invasive weed that is responsible for causing 'chewing disease' in livestock. The term 'chewing disease' is given to the livestock that ingest the spiny thistle heads of this plant, suffer brainstem dysfunction, and subsequently die. The CDFA concluded that 14 million acres of California were infested to a point where grazing or recreation was significantly decreased. (CDFA, 1997) The Bureau of Land Management, which makes up only a fraction of California's native habitat, is losing an estimated 2,300 acres per day to the spread of invasive plant species. (BLM, Partners Against Weeds. 1996) Between 1906 and 1991 seventy-six different non-native plant species caused an estimated $97 billion in agricultural, industrial, and personal losses nationally. Future losses associated with the spread of the top fifteen invasive plant species has been projected as high as $134 billion. (Walston, USFWS, 1998) Anyone who has ever tried to maintain a healthy garden has observed the effects of unwanted pest plants as they upset the balance of nutrients and space. Weeds in neighborhoods and gardens can create aesthetic eyesores but some of the very same species that threaten natural areas are non-native ornamentals that are introduced into landscapes for their showy flowers and hearty growth rates. A fraction of these introduced species become plant invaders and can contribute to negative impacts to the health of natural areas that border our homes. The removal of these invaders inevitably costs homeowners and neighborhoods time and money if they are not quickly and effectively removed. Although much of the blame has been placed on the non-native plant species themselves, they should not entirely be judged as the cause of the economic or ecological degradation mentioned. Humans have cultivated and nurtured these invasive species and ultimately provided the opportunity for these plants to spread through disturbance. We have radically been altering and impacting areas that were previously inhabited by California's native vegetation. Agriculture, urban growth, and recreation all place a strain on native plant communities. We have not afforded the same luxuries to the native plants of this State as we have to the non-native invasive plants. This is not the mechanism by which 'native' plant species have adapted over millions of years. Native plants have developed a dynamic and complex equilibrium with the geology, hydrology, and native wildlife of an area. Return of the Natives defines a native plant as those that are indigenous to the landscape, living here before European settlers arrived on the North American continent, and growing within their natural range and dispersal potential. These native species inhabit and spread through an area without the influence of humans. Although this is the excepted definition for a native plant there are several species that might be the exception to this rule. Return of the Natives is also equally concerned about the preservation and restoration of native plants that have evolved over many years. When humans directly or indirectly introduce a non-native invasive plant species to an area this plant has not endured the same competitors, diseases, and insects that keep native plant populations in equilibrium. This environmental problem is only magnified when coupled with a lack of awareness in the general public with regards to topics like biodiversity, invasive non-native plants, and human impacts. Currently, in California there are no conventional restoration education curricula or classroom appropriate materials available for an educator that addresses the topic of invasive weeds as a threat to the health and productivity of watersheds. Existing curricula of this type do extensively address many of the issues associated with the health of a watershed such as erosion, water quality, waste reduction, and habitat preservation. Montana has reported the successful implementation of an exclusively 'weed' oriented curriculum. On October 15th, 1999 in Sacramento, California a statewide workshop investigated the topic of noxious and invasive weed education and awareness programs in California. The workshop program was filled with eleven different presenters that presented overviews of their organizations efforts to integrate education materials to the public, landowners, and students K-12 grades. Barbra Mullin from the Montana Department of Agriculture spotlighted the education efforts in Montana, now extensively interconnected with other state agencies, as a model for long-term education projects. Mrs. Mullin pointed out that, since 1989, The Resource Education Awareness Project (REAP) has circulated videos, brochures, posters, and some suggested lesson plan ideas to educators state wide. This outreach program was targeted at 5th through 12th grade educators and classrooms with a focus on Montana's natural heritage, weeds, and land ethics. Mrs. Mullin also pointed out that the funding for this outreach and education effort was funded through a $1.5 million fund that was created by placing an extra $1 charge on vehicle registrations. Mrs. Mullin noted that right-of-way traffic is one of the largest contributors to the spread of invasive plant species and education materials should also be targeted towards all audiences involved. (Mullin, 1999) This effort was continued and adapted into a national effort by the Department of the Interior, Bureau of Land Management (BLM) in 1996 as part of the Partners Against Weeds (PAW) - Action Plan. (Reiben, 1996) Currently the BLM is taking steps to integrate the RON - Cycle of Restoration Curriculum into the blm.gov web based network to serve as a model for other organizations and educators who are looking for restoration based curricula that integrate invasive plant issues. On February 3rd, 2000 education specialists from a variety of organizations met in Sacramento, California at the USDA State Office to discuss the possibility of integrating a K-12 Invasive Species/Weed Education curriculum into existing conventional restoration education curricula. (See Meeting Agenda K-12 USDA) The participants agreed that the topic of invasive plant species should be a component of curricula that addresses agricultural and environmental issues. The participants also agreed that an invasive plant facet could be integrated into existing programs instead of creating an entirely separate agenda. Several participants also emphasized the need for curriculum correlation with the recently adopted California Science Content Standards. Subsequently it was decided by Return of the Natives staff that the RON - Cycle of Restoration Curriculum should be field-tested and integrated into the existing RON Greenhouse/Native Plant restoration education project. The foundation of this integration is rooted in the concept of a native plant restoration cycle that includes the preparation and repair of an area; propagation and planting of native plants, and eradication of invasive plant species. This capstone project utilizes an integrated understanding of science and policy to produce and investigate the effectiveness of a restoration curriculum concerned with both invasive weed eradication and native plant restoration. Raising awareness and implementing an educational agenda in the local community about the environmental issues associated with invasive plant species requires considerable interaction, understanding, and strategic planning within the constructs of public agency policy and community beliefs and concerns. For example, community members may place aesthetic value above a seemingly trivial environmental concern. Some communities may object to the treatment methods implemented by community agencies to control an invasive plant. Others may object to investing time, energy, and resources into removing a plant species that was introduced by a community agency to control resource degradation from erosion or fire. Local retailers may be economically reliant, unaware, or have no alternatives but to sell and propagation potentially invasive non-native plants. Conversely, agriculture may suffer economic losses as a result of the introduction and spread of these same invasive plant species. An education project of this type must be aware of these groups and their concerns. The challenge therefore resides in both the ability to present the environmental science issues in terms that the general public can comprehend and present this same information objectively with empathy for the opinions, concerns, and regulations that exist in the community. This capstone project will accept the challenges outlined and strive to encourage stewardship in those same communities by emphasizing a science-based, watershed systems approach to sustaining the health of local ecosystems. This outreach project will directly target community educators and provide them with the tools necessary for increasing their experience with science-based restoration curricula as well as provide them with a real-world application of science concepts. Capstone Project Objective The objective of this capstone project was to conduct an action research based investigation that evaluates the effectiveness and usability of the completed RON curriculum and web resource as a tool for educators who wish to address the topic of native plant restoration and invasive plant species eradication. Action research can be defined herein as, "a blending of theory and practice in such a way that those who will be most affected by any proposed changes derived from the research are also the ones who help determine what theories and experiences are the most meaningful and relevant." (Wals, Oct 1997) Qualitative data acquired from activity evaluation questionnaires, interviews, and an educator workshop was compiled into an implementation section for the curriculum. The results from these qualitative tools were also analyzed to determine the relative usability of the RON curriculum. Quantitative data will be acquired through the implementation of a pre/post questionnaire and project/presentation evaluation. The quantitative data acquired from these tools will be assessed using their complement scoring guides and provide a measure of effectiveness for the RON curriculum. This form of research will help determine what activity learning objectives, curricula goals, and implementation strategy are the most valuable to the larger RON Restoration Education Project.                         References Barbe, Douglas; Fuller T.C. . July 1985. The Bradley Method of Eliminating Exotic Plants from Natural Reserves. Fremontia - A Journal of the CNPS. Volume 13 Number 2 p. 24-25. (BLM) United States Department of the Interior, Bureau of Land Management. January 1996. Partners Against Weeds. p. 43. CALEPPC Exotic Pest Plant Council. October 1999. Exotic Pest Plants of Greatest Ecological Concern in California. CALEPPC News. p 1-12. CDFA Integrated Pest Control Branch Noxious Weed Information Project. 1997. Occurrence of Yellow Starthistle by Township 1997. DiTomaso, Joseph M. . October 1998. Public Education and Extension Service Outreach. Fremontia - A Journal of the CNPS. Volume 26 Number 4 p 68-70. Mullin, Barbra. October 1999. Keynote presentation, CALEPPC Symposium, Sacramento California. REAP, Resource Education Awareness Project. December 1989. Montana Weed Project: Teacher's Handbook. p.121 . Rieben, Elizabeth; Bureau of Land Management. 1996. "What's Wrong with This Picture?" - Noxious Weed Education Materials. Schoenig, Steve. 2000. K-12 Invasive Species/Weed Education Meeting Agenda. p.1 Strait, Daniel; USFWS. Winter 2000. Exotic Vs. Native Grasses as Wildlife Habitat. CALEPPC News. Volume 8 Number 1 p 6-10. Wals, Arjen E.J. ; Alblas, Art H. . October 1997. School-Based Research & Development of Environmental Education: A Case Study. Environmental Education Research. Volume 3 Issue 3. p253. Walston, Abe; USFWS. 1998. An Insidious Ecological Crisis, The Spread of Invasive Plants in Natural Areas. USFWS Bulletin. p. 4.

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