E X P E R I E N C E
O V E R V I E W
page 1
Name of Project:
Species Invade
Subject/Course:
Ecology/Science
Other Subject Areas:
English Language Arts, Geography and/or Texas History
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Individually, students will take on the role of an ecologist assigned with the task of explaining the impact of
an invasive species to the public. Students will analyze and evaluate the danger of an invasive species to
an encroached habitat will construct a position statement and essay outlining the dangers posed by a
particular invasive species and will make a recommendation to the local government as to whether it should
try to eradicate or manage the species.
Enduring
Understanding(s)
Selective imbalances among biotic features lead to changes in ecological systems.
Essential Question(s)
How can the introduction of an invasive species change an ecosystem over time?
What properties of an invasive species give it the ability to cause these changes to occur?
Duration:
3 Days
Grade Level: 7th
Teacher(s): L. Croft
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
7.10C Observe, record, and describe the role of ecological succession such as in a microhabitat of a
garden with weeds.
7.10B Describe how biodiversity contributes to the sustainability of an ecosystem.
Other Required Standards
to be taught and assessed:
(i.e. CCRS, Graduate
Expectations, Local
Objectives, etc.)
CCRS Science Standards: IA1. Using creativity and insight to recognize and describe patterns in natural
phenomena; IE1. Use several modes of expression to describe or characterize natural patterns and
phenomena; IIC1. Prepare and present scientific/technical information in appropriate formats for various
audiences; IVG4. Know the process of succession
Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
Provide authentic context that
reflects the way the knowledge will
be used in real-life
X Provide multiple roles and
perspectives
Provide authentic activities
X Support collaborative construction of
knowledge
Region 10 ESC
X Promote articulation
X
Provide coaching and scaffolding
X
X
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Provide access to expert
performances and the modeling of
processes
Promote reflection
21st Century Skills/NETS to Creativity and Innovation (NETS 1)
be taught and assessed:
Major Products &
Performances
Provide for authentic assessment of
learning within the tasks
X
Information, Media, or ICT Literacy (NETS 3)
Communication and Collaboration (NETS 2)
X
Life and Career Skills
Critical Thinking/Problem Solving (NETS 4)
X
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
Group:
Students will discuss in groups their invasive species and its possible impact
on the environment, characteristics that help it strive, its effect on the local
food web, and costs to humans (both monetary and loss of diversity, habitat,
and recreation areas).
Individual:
Students will research and complete a graphic organizer identifying key
components of a specific invasive species.
X
X
Students will take on the role of an ecologist and must create a position
statement that makes a recommendation concerning the local governments’
response to the invasive species.
A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
Assessments
Region 10 ESC
(STAGE 2)
page 2
“Invasive Species – Who Has the Resources?” Chip Game
Students will participate in a game that introduces them to the idea of “deadly invaders” and invasive species.
Students will participate in several rounds of play simulating the decrease of diversity in an ecosystem and how
this affects the different food chains. Following several rounds of play, students will discuss their observations and
the implications of their experience.
Further game instructions can be found at http://www.thirteen.org/edonline/ntti/resources/lessons/battle/b.html.
Formative
Assessments
(During Project)
Student will complete an “Analysis of Invasive Species” graphic organizer identifying its impact
on the environment, its characteristics, its effect on the local food chain and the cost to
humans.
Summative
Assessments
Student created position statement and essay that makes a recommendation concerning how
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
(End of Project)
the local government should respond to the invasive species.
In addition, students will be expected to answer test questions related to the topic of invasive
species and succession.
Resources Needed Materials:
Game: Red, White and Blue Playing Chips (at least 1 of each color for each player)
Colored Armbands (one per student); Invasive Species Profiles; Analysis Sheet; Writing Rubric
Resources:
Reflection
Methods
(Individual,
Group, and/or
Whole Class)
Chip Game: http://www.thirteen.org/edonline/ntti/resources/lessons/battle/b.html
Texas Invasive Species Profiles: http://www.texasinvasives.org/
Whole-Class Discussion
Survey
L E A R N I N G
X
Focus Group
Fishbowl Discussion
E X P E R I E N C E S ( S T A G E 3 )
This lesson is created to follow the study of biomes and biodiversity within ecosystem. Students should have a firm grasp of the
biotic and abiotic factors that affect ecosystems so they can understand the impact of the invasive species on the local ecosystem.
Day 1:
1. Students will play the “Invasive Species – Who has the Resources?” game and discuss how the non-native species were able to
survive and take over the playing field.
REFLECTION NOTES: The teacher may want to tape off a large rectangle onto the floor of the classroom to designate an
area to play the game. Instead of using special armbands, the teacher may want to have students that are invasive species
unmarked so that they look like everyone else. The teacher will want to remind the students that they are to act as “civilized
organisms” to keep them from becoming too physical during the game.
Chip Game: http://www.thirteen.org/edonline/ntti/resources/lessons/battle/b.html
2. The teacher will select an invasive species and model analysis of the impact of that species on the existing ecosystem.
REFLECTION NOTES: I chose the zebra mussel and made a class set of the species profile from the
http://www.texasinvasives.org database. I handed the profile out to the students and had them choral read the paragraphs at
their tables. We then filled in the analysis sheet together on the SmartBoard. I selected a short video clip from YouTube and
played it for the students so they could see the impact this species was having on the Texas ecosystem.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Day 2:
3. Students will be assigned a Texas invasive species and given a profile of that species. They will get in groups and discuss their
specific example to analyze its possible impact on the environment, characteristics that help it strive, its effect on the local food
web, and costs to humans (both monetary and loss of diversity, habitat, and recreation areas).
REFLECTION NOTES: I went through the database and selected eight organisms that were clearly in Texas and had
adequate information for the students to complete the assignment. These included: Armored Catfish, Asian Tiger Mosquito,
Nutria, Citrus Root Weevil, Feral Pigs, Giant Hogweed, Grass Carp, and Hydrilla. This selection includes a good mix of
animals, insects and plants. If you have lower-level readers you may want to highlight information or even create your own
profile sheets to simplify the information. If you have high level students and computer access you could allow the students to
self-select their species from the database. After working collaboratively to complete their analysis profile I allowed the
students to use their personal electronic devices to gather additional information. I had some classes complete the
assignment faster than others. For those classes that finished early, I had one member from each table get up and “present”
their organism to the class. This way we were able to compare and contrast the various invasive species
You can extend this portion of the lesson by having students that did the same organism work together and use this
information to create a more formal presentation (like a Prezi or PowerPoint) giving an overview of their invasive species and
presenting the information to the class.
Day 3:
4. Individually and taking on the role of an ecologist helping to explain the impact of this species to the public, students will write a
position statement outlining the dangers posed by the invasive species and recommending whether the local government try to
eradicate or manage this species.
REFLECTION NOTES: I provided my students with laptops on this day and they typed their papers. I chose to have them
write a 5-paragraph essay with each paragraph matching the item list on the rubric. Using the species profile and their
analysis sheets from the previous day, they were able to produce these papers with reasonable ease.
Students can peer- review each other’s papers based on the rubric criteria prior to turning them in.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION