Taking Action to Preserve and Protect B.C.’s Unique Ecosystems

This slide show is to help you develop action plans to prevent or stop ecosystem damage caused by invasive species.

“Never doubt that a small group of thoughtful people can change the world, indeed it's the only thing that ever has.” Margaret Mead, famous anthropologist

Action projects can add life to the curriculum and curriculum to your life.

Levels of action projects: Level I Projects with a fairly short time period with a distinct end-product For example: Developing posters, bulletin boards, pamphlets, fridge magnets, multimedia programs etc. to educate others about invasive species (see later slides for samples) Pulling invasive plant species and replanting with native plants Taking inventory to determine the presence or absence of invasive species in an ecosystem

Level II Actions which result in ongoing or sustained environmental processes For example: Ongoing monitoring for invasive species such as bullfrogs, or spiny ray fishes Ongoing care for replanted/ restored areas Ongoing training of successors

Level III Actions which result in some level of policy change For example: Helping develop School District, or Municipal policy that native plants should be planted on public property Helping develop policy that pet stores, nurseries and pond shops should be responsible for educating their clients about the release of pets or non native plants into the wild

Many successful action programs have been based on the following principles: (Hammond, McClaren, Staniforth et al) Take only positive positions  be for something eg. Healthy ecosystems  be positive  what is your wish? Avoid stereotyping others  treat everyone as a person of high moral worth  recognize everyone as an individual

Do your homework – become an expert on invasive species in your area  separate fact from opinion  check several sources and be wary of biases  interview several experts for their opinions Probe the force field  keep an open mind to the views of others  become aware of all points of view  be prepared for differences of opinion

Avoid scapegoating – accept responsibility  avoid blaming someone else  avoid blaming or demonizing the species which has become invasive – they are just doing what species do which is to ensure that their species survives. It’s not their fault. Recycle your efforts  be persistent  if at first you don’t succeed try, try again.  remain flexible and keep your options open

“Always act in such a way that the principles underlying your actions could become the principles of humanity” Immanual Kant

Step One – Choose and Define the Challenge you would like to work on. For example – We are for healthy aquatic ecosystems in B.C. Illegal introductions of alien species are causing damage to these systems. How can we educate people in B.C. to help stop the spread of these creatures?

Step Two – Analyze the Situation One way to analyze the situation is to do a “WWWHW” activity. By understanding what the problem is, who is causing it, where it is a problem, when it is happening, how it is happening and why it is happening you will be able to develop a solid action plan.

Get a group together to ensure fluency of thinking. Brainstorm ideas using “wwwhw.” Do not evaluate the ideas either positively or negatively Encourage piggybacking ideas – build on each other Encourage crazy, wild, odd ball ideas We need many ideas

For example using the issue of aquatic invasive species: Spiny ray fish Purple loosestrife Eurasian Millfoil Bullfrogs Aquarium fish Pet owners Kids playing Anglers Boaters Over past decades Now In the future Every region in B.C. Look for local issues In lakes and ponds In wet lands In rivers and streams Pond builders Gardners Through ignorance of what might happen to an ecosystem Thinking it is kind to release a pet to the wild Trying to create their own fishery Why Accident – floods etc. How Hitchhikers on boats and trailers Intentionally Kids “bucket brigades”

Step Three – Consider possible approaches. Education – prevention is the key. Remember to consider non traditional as well as traditional education. Clubs, home schoolers, online groups, Enforcement – the enforcement of the laws is the job of Conservation officers, Fisheries Officers and the police. We can help educate the public as to how and when to report an offense. Reporting an offence is not tattling but helping prevent serious, damage to irreplaceable ecosystems.

Brainstorm ways to get your message to the various audiences you have identified. Posterspamphletsplaysvideos Radio spotsfridge magnets key chains stickersTV adsNewspaper articles Web sitesCD’s Power Pt. Presentations Lamination Plant and Animal Identification cards stickersbooths in malls river days school assembliessigns at fishing lakes word of mouthsigns at marinasbook marks information sheets create a board game Following are several example of signs and information sheets to give you ideas.

Example of a Brochure

Step Four – Develop your action plans What might be done? By whom? When? How? What specific steps need to be taken? Build for success, don’t take on too much, chunk the tasks so it doesn’t seem overwhelming Jump in an get started! Celebrate your successes and enjoy Super Natural B.C.