Native versus Non-native

Source: 

 Taynish National Nature Reserve,  local schools pack (SNH)

Time

60 minutes or longer

You will need

• bug pots & magnifying glasses
• pooters (optional)
• white sheet
• worksheets (see downloads below)
• identification guides (see downloads & additional information)
• clipboards & pencils

Did you know?

Native trees support many more creatures and plants than non-native (or exotic) trees do. Plants and animals have adapted to live with the native trees for thousands of years and many cannot live without them. In contrast many of the non-natives have only been brought to Scotland (by people) in the last few hundred years and so our native plants and animals are not adapted to live with them. Native Oak trees support over 280 species of insects but, in complete contrast, the Holm Oak (an evergreen oak introduced from the Mediterranean) only supports 2 insects.

Before the Activity

Look at the activity Looking at layers in this section and the activity Investigations Techniques in the School Grounds section. Explain how do use the equipment and practice, if time, in the school grounds. 

The Activity

Choose a native tree such as an oak, willow or birch, which has low branches and plenty of space around iit. Split the class into small groups. Different groups can investigate different parts of the tree:

• the bark and tree trunk
• the leaf litter and the ground under the tree
• the lower branches and leaves.

Encourage the class to compare finds. The animals do not need to be identified to species level. Categories such as 'moth' 'fly' 'bug' 'snail' or 'millipede' are fine. However count both the total number of, for example, moths found as well as the total number of different types of moths. If two groups are, for example both finding 'bugs' get them to compare their bugs and agree on calling one type 'Bug A' and another 'Bug B' etc. Use the 'Quick minibeast Key' (see downloads) to decide whether the creature is a 'bug', 'harvestman' 'spider' etc. Replace all the minibeast where they were found.

Repeat the investigation, this time with a similar sized non-native tree. For example beech (native to Britain but not Scotland) or sycamore or Norway maple or chestnut (not native to Britain). Conifers could also be compared; a Scots pine (native) could be compared to a larch or Sitka spruce or Douglas fir (non-native).  

Suggested Follow up

Back in the classroom:

• Total up the numbers of invertebrates found in the various parts of the trees. Count up the number of different species found (DIVERSITY) and the amount of each species found (ABUNDANCE).
• Draw a bar chart of the results for the different parts of both the native and the non-native trees. Discuss and describe the results, can any conclusions be drawn? 

Downloads

Quick minibeast key

Additional Information

• A Tree Name Trail from Forestry Commission 
• The Field Studies Council have laminated, fold-out guides. for use in the field. All kinds of information about minibeasts on the buglife website
• Information and illustrations of native trees Trees for Life
• Information and illustration of native trees in Scotland

Curriculum Links

Science (main)

Age Range

2, 3