Author:
Melody Casey
Subject:
Science
Material Type:
Lesson Plan
Level:
Middle School
Grade:
8
Tags:
  • GEDB
  • Global Education
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Ecosystems: A Changing World – Invasion Destruction (Lesson 2 of 6)

    GEDB Ecosystems: A Changing World – Invasion Destruction (Lesson 2 of 6)

    Overview

    Students will investigate an invasive species. Two students in the class will be investigating the same invasive species. Once they have investigated on their own, the two will then collaborate to create a visual presentation using technology, such as PowerPoint, Google Slides, or Prezi, to present to the class. This lesson will inform students about the destructive nature of species being transferred from one ecosystem to another ecosystem. The lesson will introduce students to invasive species throughout the world and how they affect ecosystems. During the lesson students will be able to determine different methods of transport for invasive species such as the ones that can hitch rides to those that have been purposely introduced by humans.

    This lesson was developed by Elizabeth Bartlett as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.        

    Lesson Plan

    Description 

    Students will investigate an invasive species. Two students in the class will be investigating the same invasive species. Once they have investigated on their own, the two will then collaborate to create a visual presentation using technology, such as PowerPoint, Google Slides, or Prezi, to present to the class. This lesson will inform students about the destructive nature of species being transferred from one ecosystem to another ecosystem. The lesson will introduce students to invasive species throughout the world and how they affect ecosystems. During the lesson students will be able to determine different methods of transport for invasive species such as the ones that can hitch rides to those that have been purposely introduced by humans.

    Content

    Student Engagement/Motivation

    The students will be shown a video clip from PBS called "Nature Works Invasive Species." The fifteen minute video clip introduces invasive species in different parts of the world. It also discusses how non-native species compete with native species.

    PBS Invasive Species Video


    Learning Targets and Criteria for Success

    Learning Target:

    I can identify that invasive species exists throughout the world.

    Criteria for Success:

    I will be able to identify the destruction that an invasive species creates in an ecosystem.


    Supplies/Resources

    The teacher will need to supply a list of invasive species for the students to investigate.

    Some suggested invasive species that the teacher can supply:

    Brown tree snake, Miconia calvescens(bush currant), golden apple snail, Eichhornia Crassipes, Pistia stratiotes, Australian acacia, Asian tiger mosquito, Northern Pacific seastar, sweet potato whitefly, cane toad, trumpet tree, red deer, common carp, mosquito fish, small Asian mongoose, Nile perch, Giant African land snail, Asian gypsy moth, large-mouth bass, catclaw, field mouse, bay mussel, common prickly pear, European rabbit, American bullfrog, kudzu, Brazilian holly, and wild boar.

    The teacher could supply a list of websites at this point,or allow the students to search the internet and evaluate the sites where the information was located.

    The teacher could choose to provide guidance by instructing students to use only websites with .org, .edu. However, the teacher found that for this project it eliminated some reliable and good information on the .com websites.

    The students will need access to computers with internet connection for investigation. The students will need access to a visual presentation tool such as PowerPoint or Prezi. The students will need access to poster board, markers, or video camera. The students needed supplies will depend on the visual presentation they choose to present.

    Students will need the teacher to supply invasive species research sheet, presentation instructions and the presentation rubric.


    Learning Tasks and Practice

    Lesson Flow

    Day 1

    Preparing 10 Minutes:

    The teacher will assign the students an invasive species or allow the students to draw a random invasive species from the world.  Invasive species come from all over the world and have invaded ecosystems throughout the world. The students will be assigned an invasive species by random draw out of the bucket. The students will write the name of the species on an index card with their name to be turned into the teacher.

    Research 45 Minutes:  

    Students will have access to computers in order to investigate their invasive species. Students will gather the following information on their invasive species: what is the species, is it a producer or consumer, what is the origin of the species, what is its original habitat, what is the location of original habitat, how did they become an invasive species, how were they transported out of their original habitat, why were they taken from original habitat and moved to new habitat, what damage is being done by this species in its new habitat, what are the methods to control its spread through the new habitat. Students will collect the information on the data sheet provided, which is included in an attachment.

     

    Day 2:

    Collaboration 15 Minutes:

    Students will locate the other person in the room with the same species. Students will review both sets of research information and check to be sure between both students all information has been obtained on the species. If all information has not been completed, then students will complete the research so they will be able to complete the project. The students will decide what type of presentation they will present on their species.

    Create 40 Minutes:

    Students can choose to make a video, poster, computer presentation, or do a skit. The visual aid will be used to present the information to the class. The students will start work on their presentation, but keep in mind that the presentation is limited to five minutes.

     

    Day 3:

    Create 15 Minutes:

    The student will complete the remaining presentation of the project.

    Teacher Instruction 10 Minutes:

    The teacher will distribute a rubric, which is attached to the lesson, to each student. The teacher will go over the rubric with the students, so they understand how to use the rubric to self-evaluate their work

    Evaluate 15 Minutes:

    Each student needs to take a rubric and grade the presentation through a self-evaluation.

    Analyze 20 Minutes:

    The students will look at the self-evaluation of their partner and address the errors or missing information.

     

    Day 4:

    Communication 55 Minutes:

    The students will present their work to the class in presentations that are limited to five minutes. After the presentations, the students will discuss as a class if one invasive species is worse than another invasive species.

    Evaluate:

    The teacher will be using the rubric to evaluate the students work as the students are presenting their presentation.

    Applying 5 Minutes:

    The teacher will assign as homework a topic for the students.  The students will be required to write a paragraph on why invasive species are a threat to an ecosystem and the destruction the invasive species can create. The students must include facts and information from the presentation during class.


    Technological Engagement

    The teacher will use a SMART Board and a computer to present the introductory video. The students will need access to computers with internet access to complete their investigation. The students might need access to PowerPoint, Google slide, Prezi, or video camera depending on their choice of presentation.


    Collecting and Documenting Evidence of Learning

    The students will have the data sheet from their investigation which is attached to the lesson. The students will have the visual presentation. The students will communicate their invasive species to the class through their visual presentation as evidence of learning. The students will complete a self-evaluation. The teacher will use a rubric, which is attached to the lesson, to determine if students meet the criteria.


    Student Self-Reflection and Action Steps

    Each student will evaluate their project individually once completed using the rubric and giving it a grade and comments on the work. They will then review their partners evaluation of the project and determine what needs to be changed on the project before presentation day.


    Feedback/Instructional Adjustments

    The teacher will monitor the students and provide suggestions as the students investigate and create their presentation. The teacher will provide feedback on the students presentations.


    Extended Learning Opportunities

    The teacher can enrich this activity by adding investigation of the invasive species adaptations to new ecosystem. The teacher can have the student predict if the species will continue to spread beyond their current locations. The teacher can have the students devise a plan to eradicate the invasive species out of the ecosystem it has invaded.


    Teacher Reflection of Learning

    The teacher felt that the lesson went very well through the investigation. However, the teacher chose to do a random draw and this paired students that didnt work well together. The teacher has decided to assign the invasive species next time. The teacher had the students devise a plan to eradicate the invasive species from the ecosystem they had invaded. The teacher will add this as part of the lesson next year. The students ideas were creative and critically thought out.


    Formative Assessment

    The teacher will use the data sheet, observation, visual presentation, class discussion, and the invasive species paragraph.


    Summative Assessment

    If the teacher completes the unit then lesson six Interconnected Ecosystems would be summative.