1 of 21 Life Science Lesson Project Kristan Curtis EDU 567 / Science Methods Lesson Project 3 (Life Science, Grades 6-8) Nov. 3, 2013 Life Science Lesson Project Ecosystems and Invasive Species Image: http://www.gaeppc.org/curriculum/ Kristan Curtis, 2013 2 of 21 Life Science Lesson Project Content Knowledge: Ecosystems and Invasive Species It is easy to confuse the concept of an ecosystem with that of a habitat. A habitat is the environment or living space that provides living creatures with the food, water and shelter they need to survive (Pipe, 2005) whereas an ecosystem is a much broader concept. The “Eco” in the word Ecosystem comes from the Greek word for “house” (Davis, 2007). Ecosystems comprise everything that makes up the “house” as well as the organisms that reside in it (Davis, 2007). Thus an ecosystem encompasses all of the living (biotic) things (plants, animals and organisms) in a particular area; all of the nonliving (abiotic) things in the area, and the ways in which the biotic elements interact both with each other and with the abiotic components of the system. (Davis, 2007 & eSchool Today, 2010). Again, it is important to note, any interactions are considered part of the ecosystem. Examples of non-living ecosystem components include such environmental factors as weather, water, sun, soil, and climate (Andre Rader Studios, 2013 & Davis, 2007). Other abiotic components of an ecosystem might include amount of rainfall, temperature fluctuation or natural fires (Davis, 2007). All of these components help to establish what types of organisms are able to live in a given ecosystem (Davis, 2007). So, for instance, a pond ecosystem might include the air breathed by animals in the system, the water they swim in, any plants living in the pond and the rocks and mud at the bottom of the pond, as well as all animals and organisms living in the pond (Pipe, 2005). The prosperity of an ecosystem is dependent upon the energy moving in and out of the system (Andrew Rader studios, 2013). Kristan Curtis, 2013 3 of 21 Life Science Lesson Project In the study of ecosystems, interactions and connections must be understood. For example, in a field ecosystem, “the plants in the field anchor the soil. Worms and beetles are … moving around in the soil, loosening it. This makes it easier for … burrowing animals such as gophers or moles to create the tunnels… in which they live. The tunnels create mounds in the field. The mounds … affect how the water flows through the field when it rains…” (Davis, 2007). Obviously, the biotic parts of an ecosystem interact with the abiotic parts, but they also interact with each other. Bees pollinate flowers, animals eat plants and each other, and worms and bacteria consume dead organic matter (Davis, 2007). Understanding these interactions is important not only in understanding the concept of an ecosystem, but in grasping the idea that introducing an external factor to an ecosystem is potentially devastating, as it may disrupt the balance of interaction and thus cause harm to the system. There is a large array of concepts and vocabulary involved in the study of ecosystems. Students must have an understanding not only of the concept of “ecosystem,” but of a variety of related concepts such as: habitat (explained above); biotic; abiotic; individuals; population; communities; niche; diversity; energy flow; producers and decomposers; primary, secondary and tertiary consumers; food chains and webs; trophic levels and energy transfer; competition; resources; herbivore; carnivore and omnivore (Davis, 2007 & eSchool Today, 2010 & Pipe, 2005). Further concepts include primary and secondary succession and an understanding of the types of relationships Kristan Curtis, 2013 4 of 21 Life Science Lesson Project between organisms, such as, predator/prey, symbiosis, mutualism, commensalism and parasitism (eSchool Today, 2010 & Davis, 2007). Students may need to understand the ideas of micro- and messo-ecosystems and biomes (eSchool Today, 2010). The carbon, nitrogen and water cycles may also come into play in the study of ecosystems (eSchool Today, 2010 & Davis, 2007). While there is insufficient space here to go into depth on each of these topics, a Google search for any concept listed or for “ecosystem vocabulary” will provide resources that offer understanding of these terms, and Davis (2007) gives succinct summations of a very large number of them. Teachers can and should access these resources as lessons require. For this particular lesson, an understanding of invasive species is also required. According to Simberloff (2013), a biological invasion occurs when a species that does not naturally occur in a given region is introduced to the region and establishes a population. If this new species is able to spread within the region, the species is then called “invasive.” McGinley and Duffy (2011) define an invasive species as a non-native species “whose introduction [to an ecosystem] does or is likely to cause economic or environmental harm or harm to human health.” Invasive species can be plants, animals, or other organisms (such as microbes) (McGinley and Duffy, 2011). Most non-native or invasive species are introduced into an ecosystem by humans; some deliberately and some by accident (Simberloff, 2013). Once they are introduced, invasive species may do damage – oftentimes-severe damage – to existing ecosystems by disrupting interactions between native species and between species and their environments (McGinley and Duffy, 2011 & Simberloff, 2013). It is Kristan Curtis, 2013 5 of 21 Life Science Lesson Project important to note that not all artificially introduced species do damage (Simberloff, 2011). Invasive species are second only to destruction (e.g., deforestation) in threatening the biodiversity of habitats (McGinley and Duffy, 2011). Nearly half of US endangered species are at risk due to the effects of invasive (or artificially introduced) species or because of these species’ impacts in combination with other ecosystem processes (McGinley and Duffy, 2011). Introduced species are deemed to be more of a threat to native biodiversity than pollution, harvest, and disease combined (McGinley and Duffy, 2011). Invasive species endanger biodiversity by causing disease, acting as predators or parasites, competing with native species for resources, changing habitat or cross-breeding with local species (McGinley and Duffy, 2011). Invasive species do damage in a variety of ways. Because they have no natural predators in a new ecosystem, they may flourish unchecked, thereby claiming large amounts of nutrients, water and/or space and leaving less for native species, who may not be able to survive (The National Invasive Species Council, n.d.). Invasive animal species might prey on and severely diminish certain populations; and invasive plants, depending on their growth and root patterns or systems, may have profound effects on erosion or the water cycle (The National Invasive Species Council, n.d.). Invasive species can have much larger effects as well. The Gypsy moth, for example, was introduced in North America by Massachusetts naturalist hoping to use it as a source of silk (Simberloff, 2011). Several caterpillars escaped and, over the next eighty years, attacked 300 tree species and spread more than halfway across the United States (Simberloff, 2011). Containment efforts ultimately led to the US Government Kristan Curtis, 2013 6 of 21 Life Science Lesson Project spraying millions of acres with DDT in 1950s which did not contain they Gypsy moths, but did do massive damage to other insects, birds, and finally people (Simberloff, 2011). Individual states are still spending millions of dollars per year in attempts to control Gypsy moth populations (Simberloff, 2011). Clearly, then, invasive species have the potential to damage not only ecosystems but the economy and public health as well. Kristan Curtis, 2013 7 of 21 Life Science Lesson Project References Andrew Rader Studios. (2013). An ecological system. In Rader’s Geography 4 Kids. Retrieved Oct. 25, 2013, from http://www.geography4kids.com/files/land_ecosystem.html. Davis, B. (2007). Biomes and ecosystems. Milwaukee: Gareth Stevens Publishing. ESchool Today (2010). Your cool facts and tips on ecosystems. In eSchool Today. Retrieved Oct. 26, 2013 from http://eschooltoday.com/ecosystems/what-is-anecosystem.html. McGinley, M. and Duffy, J.E., (April 8, 2011). Invasive species. In Encyclopedia of Earth. Retrieved Oct. 25, 2013, from http://eol.org/info/460. Pipe, J. (2005). Earthwise: Ecosystems. Mankato, MN: Stargazer Books. Simberloff, D. (2013). Invasive species: What everyone needs to know. NY: Oxford University Press. The National Invasive Species Council, (n.d.). Frequently asked questions. In The National Invasive Species Council. Retrieved Oct. 29, 2013 from http://www.invasivespecies.gov/main_nav/mn_faq.html. Kristan Curtis, 2013 8 of 21 Life Science Lesson Project Children’s misconceptions within this topic For a variety of reasons, children may hold inaccurate knowledge about science subjects. Most commonly, according to Gomez-Zwiep (2008), children “fill in the gaps” in their knowledge with ideas of their own. If these misconceptions are not rooted out and addressed, studies show that they may persist into adulthood (Gomez-Zwiep, 2008 and Allen, 2006). Understanding possible misconceptions within the topics of ecosystems and invasive species and checking for them before, during and after the lesson will be vital to successful teaching on this topic. According to Fries-Gaither (2009), the list of possible student misconceptions within this topic is extensive. For example, students may believe that plants are dependent upon humans rather than that humans (and other animals) depend upon plants for their survival (Armstrong, 2007 & Fries-Gaither, 2009), or that plants are defenseless against herbivores, when in fact many plants have defense mechanisms that make them difficult to digest or even toxic (Fries-Gaither, 2009). Students may think that there are more herbivores because they have more offspring (Hillman, 2013) or because herbivores are kept and/or cared for by humans (Armstrong, 2007 & Fries-Gaither, 2009). They may believe that species higher on a food chain or food web are predators to everything below (Armstrong, 2007 & FriesGaither, 2009 & Hillman, 2013), or that organisms higher up the food chain have more energy because that energy accumulates upward through the chain (Armstrong, 2007 & Fries-Gaither, 2009 & Hillman, 2013). According to Fries-Gaither (2009), students often think that an ecosystem is simply a collection of independent organisms, rather than understanding that ecosystems Kristan Curtis, 2013 9 of 21 Life Science Lesson Project “include not just the organisms but also the interactions between organisms and between the organisms and their physical environment” (Fries-Gaither, 2009). They also may believe that communities of organisms do not change or change very little, even over time (Armstrong, 2007). Students may believe that some organisms in an ecosystem are unimportant and that changes in their population size will not affect the ecosystem, when in fact all organisms in an ecosystem are interdependent (Fries-Gaither, 2009). Students might expect that organisms coexist within ecosystems because they have similar needs and behaviors – that all species in an ecosystem “get along,” rather than understanding the competitive and predatory relationships that may be taking place (Armstrong, 2007 & Fries-Gaither, 2009); that adaptation is the same as evolution (Armstrong, 2007); that soil decreases in fertility over time (Armstrong, 2007); or that new traits are developed by individuals (rather than over generations) in response to the specific needs of those individuals (Fries-Gaither, 2009). According to Armstrong (2007), students may believe that all populations are in either a constant state of decline or a constant state of growth, depending on their position in the food chain, or that population numbers will continue to grow until a limit is reached, and then the population will falter and become extinct (Armstrong, 2007). In short, a very wide range of student misconceptions is possible within the topic of ecosystems. It will be of special importance for any teacher to be aware of the many possibilities for erroneous thinking within this topic. For some excellent resources on student misconceptions, use the two websites cited above and listed in the “References” section below. Kristan Curtis, 2013 10 of 21 Life Science Lesson Project References Allen, R. (2006). Priorities in practice: The essentials of science, grades K–6: Effective curriculum, instruction, and assessment. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Armstrong, M. (April 23, 2007). Common Ecological Misconceptions. In Overcoming Ecological Misconceptions. Retrieved October 29, 2013, from http://ecomisconceptions.binghamton.edu/carrycapacity.htm. Fries-Gaither, J. (April, 2009). Common Misconceptions about Biomes and Ecosystems. In Beyond Penguins and Polar Bears. Retrieved October 29, 2013, from http://beyondpenguins.ehe.osu.edu/issue/tundra-life-in-the-polarextremes/common-misconceptions-about-biomes-and-ecosystems. Gomez-zwiep, S. (2008). Elementary teachers' understanding of students' science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454. doi:http://dx.doi.org/10.1007/s10972-008-9102-y Hillman, S. (2013). Children’s ideas in science. Taken from http://homepage.mac.com/vtalsma/misconcept.html, July 15, 2010. Kristan Curtis, 2013 11 of 21 Life Science Lesson Project Lesson Plan Title of Lesson: Alien Invasion! (Adapted in part from Vital Signs. (March 19, 2013). Research jigsaw: Japanese knotweed. In Vital Signs. Retrieved Oct. 27, 2013, from http://vitalsignsme.org/researchjigsaw-japanese-knotweed and Vital Signs. (n.d.). Mission: Invasive species. In Vital Signs. Retrieved Oct. 27, 2013, from http://vitalsignsme.org/mission-invasive-species and Vital Signs. (n.d.). Analysis: Biodiversity. In Vital Signs. Retrieved Oct. 27, 2013, from http://vitalsignsme.org/analysis-biodiversity) Unit: Ecosystems (NGSS Disciplinary Core Idea: LS2.A: Interdependent Relationships in Ecosystems.) Driving Question: How do changes in an ecosystem affect populations? Lesson Objectives: Students will explain that availability of resources has an effect on organisms in an ecosystem. Students will analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Students will construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Next Generation Science Standards (NGSS): MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. (Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.) MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. (Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.) List of materials: Ecosystem vocabulary cards (in a hat, bowl, etc.) Laminated Food Web poster and dry erase markers (or Smart Board poster) Laptops (one per student or one per group) or research packets containing printed materials from web resources included in lesson Field tools (species ID cards, quadrats, pencils, measuring tape, etc. as described in web links in lesson) Science notebooks Kristan Curtis, 2013 12 of 21 Life Science Lesson Project Procedures Note: this lesson is designed to come at the end of a unit on ecosystems. Prior vocabulary and content knowledge is assumed. Engage: Seat students in heterogeneous fieldwork groups prior to starting the lesson. “We’ve been doing a lot of studying about ecosystems in the past few weeks. In this bowl, I have some vocabulary cards. As I approach your group, I’d like you to pick out one card and then work in your group to come up with the best definition you can for the word on your card.” Once students have had a chance to do this, have each group present their definition to the class. Ask the class to offer feedback on the definition (“Suzy, what do you think of this definition? Bob, is there anything you would add?”) You may choose to do all cards in this manner, or simply go through each group once, completing only a few definitions to activate prior knowledge. At the front of the room, display a food web poster from which all arrows have been removed (see sample). Together as a class, begin discussing the interrelationships of the organisms shown on the poster, and begin filling in arrows. Ensure that the vocabulary you just reviewed is being used when appropriate. It may be helpful to use different colored markers for different animals so arrows are easier to read (see example). It’s not necessary that the entire poster be completed. What is important is that students see and discuss the interrelationships that exist between the living and non-living things in the ecosystem. (Note: This lesson is written to go from very broad to very narrow, to help students extrapolate concepts to a variety of scenarios. For that reason, the sample food web included at the end of the lesson depicts a Pacific coast ecosystem. Teachers might choose to keep a local focus with the lesson, and thus use a poster showing local species, or go even broader and choose, for example, an arctic or rainforest system.) During completion of the poster, ask guiding questions and ensure students understand the relationships between organisms in the ecosystem: “Can you tell from looking at these animals what sort of ecosystem this is?” “The Key says ‘gives energy to.’ What do we mean by that?” “Which organisms on this poster give energy to which other organisms?” “Where are the Producers? Decomposers? Consumers?” “Remember we are thinking about ecosystems. What abiotic components could we add to this poster?” (Sun, water, etc.) “How do the ‘tertiary consumers’ on this poster put energy back into the system?” When a portion of the poster has been completed, and you feel that students are demonstrating a good grasp of concepts, stop and ask students: “If I were going to wipe out one whole category on this poster, which one would probably have the most devastating effect on this ecosystem?” Guide students, if necessary, to identify the row of plants and insects (producers and decomposers). Ask them to name some ways that this level of the food web could be significantly damaged. Students might come up with Kristan Curtis, 2013 13 of 21 Life Science Lesson Project such ideas as forest fires, disease, drought, etc. Write the term “Invasive Species” on the board. Spend a few moments asking students if they know what this term means and, if necessary, parse with them the meaning of the word “invasive.” Explain that students will be researching invasive species – and a particular invasive species – in jigsaw groups. Explore: Divide students into jigsaw groups. Distribute laptops (or a prepared research packet with printouts) and the Research Jigsaw handout to each group. Ask groups to use the resources provided and work together to answer their group’s research question. If all students have laptops, one or two students in each group may research one link on the handout, and then students can combine their results. Otherwise, students might share a laptop, investigate links together, discuss and compose notes, an outline or a paragraph. Each student in the group should bring a copy of their notes back to their fieldwork groups. It will be very important to circulate through the classroom during this exercise. The teacher must ensure that students are using laptops only for the task at hand, and students may need scaffolding to understand the language on some sites, or how to use the interactive website maps effectively. Once research is complete, students should return to their fieldwork groups and share the information they’ve learned. Students should then record in their Science Journals a summation of research and their predicted answer to the research question, “Are invasive species affecting populations in our local ecosystem?” Advise them to include reasons/evidence to support their predictions. Explain: Ask fieldwork groups to share their predictions and supporting reasons with the class. Discuss the research and predictions, ensuring that each group has been comprehensive in their use of supporting evidence. (“Did anything you learned surprise you? Why?” “Why do you think so?” “What evidence supports that idea?” “Could anyone add anything to that?” Discuss, using open questions and Talk Moves, how this research is pertinent to our earlier discussion of ecosystems. (“Why would we look at invasive species as part of our unit on Ecosystems?” “What might you expect to see in our local ecosystem if your prediction is true?” “Would you make the same predictions if we were looking at a desert or tundra ecosystem? Why?” Why is Japanese knotweed not of concern in Japan?” “Can anyone rephrase that in their own words?”) Guide students to apply the ideas that an invasive species will cause changes to available resources in an ecosystem, that Knotweed might not be a problem in a different ecosystem, but that any ecosystem might have its own invaders and that in their native habitats, species have predators/consumers that keep the system in check. Ask students to write an entry in their science notebooks that relates their earlier research and predictions to the study of ecosystems in general. Elaborate/Extend: Take students out into the field to see if they can prove that the presence of knotweed decreases biodiversity and thus also decreases resources. (Prior to the lesson, use the Vital Signs map at http://vitalsignsme.org/explore/map to locate Japanese Knotweed growth close to your school – locations are plentiful.) Ensure that Kristan Curtis, 2013 14 of 21 Life Science Lesson Project each fieldwork group has the necessary identification cards, tools and datasheets for an Upland Species & Habitat Survey. Japanese Knotweed ID cards may be found here: http://vitalsignsme.org/sites/default/files/content/ui_fallopia_japonica_062912.pdf An equipment list is available here: http://vitalsignsme.org/sites/default/files/content/equipment_SHUpland_092309.pdf and datasheets are available here: http://vitalsignsme.org/sites/default/files/content/level2_upland.pdf Once in the field, complete the Vital Signs Invasive Species mission found here: http://vitalsignsme.org/mission-invasive-species and/or here: http://vitalsignsme.org/analysis-biodiversity. Note: for the purpose of this lesson, students need only complete the biodiversity mission – to compare the biodiversity in quadrats placed in a cluster of knotweed and quadrats placed outside of a cluster of knotweed. In other words, have half of the groups place their quadrats in knotweed and count plant and animal species within the quadrat. The other groups should place their quadrats in vegetation away from the knotweed and count the species they find there. It is not Image: http://www.nhbs.com/q2_quadrat_tefno_159626.html strictly necessary to complete the Vital Signs invasive species knotweed mission, although this is a great way for students to become “citizen scientists” and contribute to their communities if the teacher chooses to set up a class account and submit data. If you choose not to complete the full mission, you may want to design simplified datasheets for your students and reduce the equipment list to include only quadrats, clipboards, datasheets and pencils. Be aware that equipment such as cameras, GPS units and quadrats may be available to borrow from the Vital Signs program. Once you return from the field, have students graph or chart their data into a single class graph/chart. Make sure to distinguish which groups were counting species within the knotweed and which were outside of the knotweed. Note the mission analysis tools available from Vital Signs include ways to use computer software to analyze field data: http://vitalsignsme.org/analysis-biodiversity. Discuss the graph with the class (“What is it telling us?”) Make sure to help students make the connection that the Japanese Knotweed is sucking up valuable resources from other plant species. (“What are those resources?”) When the graph is complete, write the following categories on the board or overhead: Kristan Curtis, 2013 15 of 21 Life Science Lesson Project Vocabulary Prior Ecosystem Knowledge Research Jigsaw Fieldwork Beneath these categories, write these two questions: What does our data (graph and research) tell us about the effects of resource availability on organisms in this ecosystem? Explain/support your answer with evidence. Write an argument about how biological changes to an ecosystem affect populations. Support your argument with evidence. Ask students to answer the two questions in their science notebooks. Advise that the four categories listed are all ways of showing understanding and/or using evidence. Evaluate: Formative and summative assessment has been ongoing throughout this lesson in the form of the questions asked at each step. Final evaluation should be done by collecting and assessing the four different writing prompt answers in students’ science notebooks. Differentiation strategies: Rather than heterogeneous groups, the teacher may assign specific groups to work together, or to do particular areas of research. Rather than writing their answers to the final questions, students might create a podcast, poster, or model illustrating their arguments and analysis of data. Graphic organizers might be used to assist with writing. Consider various ways of graphing and charting data Students with physical disabilities will need special consideration or accommodation for fieldwork. They may need “buddies” assigned to them or an Ed. Tech. to be present. You might also consider video- or audio-taping the fieldwork portion of the lesson. Gifted students may investigate other local invasive species through the Vital Signs website, or do some research on how/why various invasive species are transported. Kristan Curtis, 2013 16 of 21 Life Science Lesson Project Sample Vocabulary Cards Ecosystem Habitat Biotic Abiotic Producer Consumer Decomposer Herbivore Carnivore Omnivore Offspring Population Community Parasite Adaptation Organism Kristan Curtis, 2013 17 of 21 Life Science Lesson Project Food web poster before completion Key = Gives energy to Image: https://bioscholars1st.wikispaces.com/Biomes Kristan Curtis, 2013 18 of 21 Life Science Lesson Project Food web poster after completion Key = Gives energy to Image: https://bioscholars1st.wikispaces.com/Biomes Kristan Curtis, 2013 19 of 21 Life Science Lesson Project Research Jigsaw Question: Are invasive species affecting populations in our local ecosystem? Group 1 - What’s the big deal about invasive species? http://www.youtube.com/watch?v=UyvPxU6LUu0 http://www.netplaces.com/kids-environment/how-we-affect-the-environment/invasivespecies.htm http://kids.nationalgeographic.com/kids/stories/spacescience/invasive-plants/ http://www.nwf.org/Wildlife/Threats-to-Wildlife/Invasive-Species.aspx Group 2 - What is Japanese Knotweed, and what does it do? http://news.bbc.co.uk/2/hi/science/nature/7644242.stm http://www.defenders.org/sites/default/files/publications/maine.pdf http://www.jksl.com/damage-caused.htm http://www.ssisc.info/home/knotweeds Group 3 - Where did Japanese Knotweed come from and where is it now? http://www.fs.fed.us/foresthealth/technology/pdfs/FS_jaknotweed.pdf http://www.columbia.edu/itc/cerc/danoffburg/invasion_bio/inv_spp_summ/Polygonum_cuspidatum.html http://www.eddmaps.org/ipane/distribution/ http://vitalsignsme.org/explore/map Group 4 - How do I recognize Japanese Knotweed? http://vitalsignsme.org/sites/default/files/content/ui_fallopia_japonica_062912.pdf http://umaine.edu/publications/2511e/ http://des.nh.gov/organization/commissioner/pip/publications/wd/documents/wd-0634.pdf http://www.fs.fed.us/ne/morgantown/4557/cindy/InvasiveSpeciesFieldGuide.pdf Kristan Curtis, 2013 20 of 21 Life Science Lesson Project Rubric Name: CATEGORY Analyzes data Constructs an Argument Displays understanding through writing 1/0 Records of and organization of data is incomplete/inaccurate and explanation may be logical but reflects incomplete/ inaccurate data or scientific information. No examples from text or activities present (text/ activities not referenced), but attempt made is scorable OR unintelligible, unrelated or copied from another student. 2 Usually records and organizes data in a logical manner and develops a reasonable explanation based on collected data and/or facts from reliable scientific sources. Relatively few key terms present; or a majority of the key terms are used inaccurately. Connections between concepts not present; or generally incorrect. 3 Consistently records and organizes data in a logical manner and develops a reasonable explanation based on data and/or facts from reliable scientific sources. Sufficient use of key terms to illustrate comprehension; majority of key terms used accurately. Connections between concepts are beginning, although they may be limited to the applications provided in the text/activities. Understanding is incompletely or not demonstrated. Explanation is illogical or missing. 4 Commanding use of key terms with very few or no errors. Connections between concepts are well developed. Concepts presented demonstrate understanding at the analysis, synthesis, or evaluation levels. Understanding is not fully demonstrated/ core ideas missing. Explanation is reasonable but reflects incomplete or inaccurate understanding of classroom activities, resources, and investigations. Records of and organization of data is incomplete or missing and explanation is illogical or missing. Understanding is clearly demonstrated. Explanation is consistently accurate and logical. Understanding is demonstrated, but components may be missing. Explanation is logical and based primarily on classroom activities and resources and investigations conducted. Kristan Curtis, 2013 21 of 21 Life Science Lesson Project References Miller, R.G. & Calfee, R.C. (2004). Making Thinking Visible: A method to encourage science writing in the upper elementary grades. Science and Children, (42) 3, 2025. Quizlet (n.d.). Ecosystem vocabulary. In Quizlet. Retrieved Oct. 28, 2013 from http://quizlet.com/1256851/ecosystem-vocabulary-flash-cards/ Vital Signs. (n.d.). Analysis: Biodiversity. In Vital Signs. Retrieved Oct. 27, 2013, from http://vitalsignsme.org/analysis-biodiversity) Vital Signs. (n.d.). Mission: Invasive species. In Vital Signs. Retrieved Oct. 27, 2013, from http://vitalsignsme.org/mission-invasive-species Vital Signs. (March 19, 2013). Research Jigsaw: Japanese knotweed. In Vital Signs. Retrieved Oct. 27, 2013, from http://vitalsignsme.org/research-jigsaw-japaneseknotweed. Kristan Curtis, 2013