Created byJennifer Byrne

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Invasive Species Awareness Poster

Grade 5EnglishScience1 days

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5.0 (1 rating)

In this project, fifth-grade students embark on a learning journey to understand and communicate the effects of invasive species on local ecosystems. By engaging in research and using text features from various sources, students analyze the impact and control strategies of invasive species. The culmination involves creating an informative poster that conveys their findings effectively, supported by virtual reality experiences and collaborative efforts. This project emphasizes research skills, ecosystem interactions, and effective communication of complex ecological issues.

Invasive SpeciesEcosystemsResearch SkillsCommunicationControl StrategiesLocal EnvironmentPoster Design

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we effectively research, identify, and communicate the impact and control strategies of invasive species in our local environment through a well-designed poster?

Essential Questions

Supporting questions that break down major concepts.

What are invasive species and why are they a problem?
How can we identify invasive species in our local environment?
What are the impacts of invasive species on native ecosystems?
How can we use various text features to gather information about invasive species?
What strategies can be employed to control and prevent the spread of invasive species?
How can creating a poster help communicate the issue of invasive species to others?
What role do humans play in the spread and control of invasive species?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will effectively research and identify invasive species in their local environment.
Students will understand the impact of invasive species on native ecosystems.
Students will use text features in multiple print and digital sources to locate and gather information about invasive species.
Students will design and create a poster to communicate findings about invasive species, including their impact and control strategies.
Students will evaluate control strategies to prevent or manage the spread of invasive species.
Students will reflect on the role of humans in the spread and control of invasive species.

Indiana Academic Standards (English)

5.RC.7

Primary

Apply knowledge of text features in multiple print and digital sources to locate information, gain meaning from a text, or solve a problem.Reason: The project involves research using various sources to gather information on invasive species, which aligns with applying text features to locate and understand information.

NGSS (Next Generation Science Standards)

5-LS2-1

Primary

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.Reason: Understanding the impact of invasive species involves examining their interaction with the ecosystem, aligning with the study of matter movement among organisms.

5-ESS3-1

Secondary

Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.Reason: This relates to identifying and evaluating control strategies for invasive species, which utilize science ideas to protect ecosystems.

Entry Events

Events that will be used to introduce the project to students

Virtual Reality Ecosystem Adventure

Students embark on a virtual reality journey through various ecosystems to identify and study invasive species in different regions. This immersive experience highlights the global nature of invasive species and encourages students to think about solutions that transcend local boundaries.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Poster Communicator

Leveraging all the collected information, students design an engaging and informative poster that communicates their findings on an invasive species, its impact, and control strategies to the community.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose the key points from previous activities that will be highlighted on the poster.

2. Create a draft of the poster, incorporating text, images, and diagrams.

3. Refine the poster content based on peer and teacher feedback to ensure clarity and effectiveness in communication.

4. Finalize the poster for presentation, ensuring it's visually appealing and informative.

Final Product

What students will submit as the final product of the activityA well-designed poster ready to communicate the findings on invasive species to peers and the wider community.

Alignment

How this activity aligns with the learning objectives & standardsCulminates the project with a communication component, aligned with 5.RC.7, by using text features to organize and present information.

Activity 2

Impact Illustrator

Students create visual models to illustrate the effects of invasive species on local ecosystems and articulate the interconnectedness within these environments.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Use the research portfolio to select an invasive species to focus on.

2. Develop a model showing how this species affects other organisms and the flow of matter in the ecosystem.

3. Use diagrams, charts, and illustrations to visualize the relationships and impacts.

Final Product

What students will submit as the final product of the activityA visual model (diagram/chart/illustration) illustrating the effects of an invasive species on a local ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsSupports 5-LS2-1 by developing a model to describe matter movement among ecosystem components.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Invasive Species Poster and Model Assessment Rubric

Category 1

Research and Information Gathering

Assesses students' ability to effectively gather and synthesize information from various sources regarding invasive species.

Criterion 1

Use of Text Features

Evaluates the application of text features to extract and understand detailed information from multiple sources.

Exemplary

4 Points

Demonstrates advanced ability to utilize text features across diverse sources to gather rich, detailed information about invasive species.

Proficient

3 Points

Effectively uses text features to locate and understand relevant information from multiple sources.

Developing

2 Points

Uses text features but may miss key information or not fully utilize the resources available.

Beginning

1 Points

Struggles to use text features effectively, resulting in incomplete or minimal information gathering.

Criterion 2

Ecosystem Interactions Understanding

Measures understanding of how invasive species affect ecosystems and their components.

Exemplary

4 Points

Demonstrates a comprehensive understanding of the complex interactions between invasive species and their ecosystem, including matter movement.

Proficient

3 Points

Shows a good understanding of how invasive species interact with other organisms and affect ecosystem matter movement.

Developing

2 Points

Shows basic understanding of ecosystem interactions but may lack depth in explaining matter movement.

Beginning

1 Points

Displays limited understanding of ecosystem interactions and the impact of invasive species.

Category 2

Design and Presentation

Evaluates the creativity, clarity, and effectiveness of the poster and visual model presentations.

Criterion 1

Poster Design

Assesses the aesthetic and informational quality of the poster, along with the ability to communicate findings effectively.

Exemplary

4 Points

Creates a visually compelling and informative poster that effectively communicates complex ideas about invasive species with clarity.

Proficient

3 Points

Designs a clear and informative poster that successfully communicates the core ideas.

Developing

2 Points

Poster conveys basic information but lacks clarity or visual appeal.

Beginning

1 Points

Struggles to convey clear information; poster is poorly organized or unappealing visually.

Criterion 2

Visual Model Clarity

Evaluates the clarity and detail of the visual model in illustrating ecosystem impacts.

Exemplary

4 Points

Visual model is highly detailed and effectively clarifies how the invasive species impacts the ecosystem, showing strong interconnectedness.

Proficient

3 Points

Produces a clear visual model that shows the effects of an invasive species on the ecosystem.

Developing

2 Points

Model is basic, showing some relationships, but lacks full clarity and detail.

Beginning

1 Points

Visual model is unclear or incomplete, failing to adequately illustrate ecosystem impacts.

Category 3

Critical Thinking and Problem Solving

Assesses ability to evaluate and propose control strategies for invasive species.

Criterion 1

Control Strategies Evaluation

Evaluates how well students identify, explain, and assess strategies to manage invasive species.

Exemplary

4 Points

Offers insightful, well-reasoned strategies for managing invasive species, demonstrating advanced critical thinking.

Proficient

3 Points

Identifies and explains effective strategies for controlling invasive species with logical reasoning.

Developing

2 Points

Describes control strategies but lacks depth in evaluation.

Beginning

1 Points

Struggles to propose or evaluate effective strategies for managing invasive species.

Category 4

Collaboration and Reflection

Evaluates collaborative efforts and self-reflection during the project.

Criterion 1

Team Collaboration

Assesses the contribution and communication within team settings when developing the poster and model.

Exemplary

4 Points

Exhibits leadership, actively collaborates with peers, and strengthens the collective outcome.

Proficient

3 Points

Contributes effectively to team efforts and communicates well with peers.

Developing

2 Points

Participates in team activities but exhibits inconsistent contribution.

Beginning

1 Points

Minimal contribution to team efforts; struggles with collaboration.

Criterion 2

Reflective Thinking

Measures the depth of reflection on learning and project outcomes.

Exemplary

4 Points

Provides deep, insightful reflection that identifies personal learning and areas for improvement.

Proficient

3 Points

Reflects clearly on learning experiences and identifies key takeaways.

Developing

2 Points

Provides basic reflection with limited insight into personal learning.

Beginning

1 Points

Shows minimal reflection on learning, lacking depth or insight.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how your understanding of invasive species and their impacts on ecosystems has evolved through this project.

Text

Required

Question 2

On a scale from 1 to 5, how successfully did you apply text features in multiple print and digital sources to gather information about invasive species?

Scale

Required

Question 3

Which element of creating the poster did you find most challenging and why?

Text

Optional

Question 4

Which strategies for controlling invasive species do you think would be most effective in your local environment?

Multiple choice

Required

Options

Biological control

Chemical control

Physical removal

Public awareness campaigns

Question 5

How has participating in this project influenced your view on the role humans play in the spread and control of invasive species?

Text

Required