Created byPhillip Charles Alcock

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Invasive Species Impact

Grade 6Science5 days

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use data-driven solutions to minimize the negative impacts of invasive species on our local ecosystem and protect its biodiversity?

Essential Questions

Supporting questions that break down major concepts.

How do invasive species disrupt the balance of an ecosystem?
What are the short-term and long-term effects of invasive species on native populations?
How can data be used to track and understand the impact of invasive species?
What methods can be employed to control or mitigate the spread of invasive species?
What role do humans play in the introduction and management of invasive species?

Standards & Learning Goals

Learning Goals

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

Students will be able to identify and classify invasive species in their local ecosystem.
Students will be able to analyze and interpret data to determine the impact of invasive species on native populations.
Students will be able to propose and evaluate data-driven solutions for managing invasive species.
Students will be able to communicate their findings and proposed solutions effectively through presentations and reports.

NGSS

MS-LS2-1

Primary

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Reason: This standard directly aligns with the project's focus on analyzing data to understand the impact of invasive species, which are a factor influencing resource availability for native species.

LS2.A

Supporting

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.Reason: This standard supports the project's investigation of how invasive species disrupt the balance of an ecosystem through their interactions with native organisms and the environment.

Entry Events

Events that will be used to introduce the project to students

The Mysterious Intruder

Students encounter a realistic scenario: A local park ranger discovers an unusual plant or animal and needs help identifying it and understanding its potential impact. Could this be an invasive species?

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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

Everglades Python Investigator

Students will investigate the Burmese python, an invasive species in the Florida Everglades, and research its resource needs within the ecosystem, focusing on its impact on native species and the Everglades' unique environment.

Steps

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

1. Research the Burmese python's basic needs (food, water, shelter, etc.) and how these needs overlap or compete with native species in the Everglades. Consider the python's diet, habitat preferences, and reproductive strategies.

2. Gather data from reputable sources about the Burmese python in the Everglades, including scientific studies, government reports (e.g., from the National Park Service), and conservation organizations. Focus on how the python's presence impacts the availability of resources for native organisms in the Everglades.

3. Investigate the unique characteristics of the Everglades ecosystem and how these characteristics might make it particularly vulnerable to the impacts of the Burmese python. For example, consider the role of the python as an apex predator and its effects on prey populations.

4. Organize collected data into a structured research report, including an introduction, methods, results, and discussion sections. The introduction should provide background on the Burmese python and its introduction to the Everglades, and the discussion should analyze the collected data and its implications.

5. Create visuals (charts, graphs, maps, or other illustrations) to effectively represent data about the python's impact on resource availability and native populations in the Everglades. Illustrate the relationships between the python and specific native species or resources.

Final Product

What students will submit as the final product of the activityA completed research report detailing the Burmese python's resource requirements and potential impacts on the Everglades ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1 (Analyzing and interpreting data on resource availability)

Activity 2

Ecosystem Detective: Field Study Design

Students design a field study to collect data on the impact of an invasive species in a simulated or real-world environment.

Steps

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

1. Based on the research from the 'Invasive Species Resource Investigator' activity, formulate a testable research question focusing on the impact of the chosen invasive species on a specific aspect of the ecosystem.

2. Develop a detailed methodology for collecting data to answer the research question, including specifying the location, sample size, data collection tools, and frequency of observation.

3. Design data sheets or templates to record observations systematically and efficiently in the field.

4. Outline potential challenges or limitations of the field study and propose mitigation strategies.

5. Present the field study proposal in a clear and concise format, explaining the rationale, methods, and expected contributions to understanding the invasive species' impact.

Final Product

What students will submit as the final product of the activityA field study proposal outlining the research question, methodology, data collection techniques, and expected outcomes.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1 (Analyzing and interpreting data on resource availability) and LS2.A (Interdependent Relationships in Ecosystems)

Activity 3

Data Collection: Into the Field!

Students will conduct the proposed field study and collect data on the selected invasive species.

Steps

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

1. Implement the field study protocol as outlined in the proposal, ensuring accurate and consistent data collection.

2. Record all observations and measurements on the prepared data sheets, taking note of any unexpected events or variations.

3. Organize collected data systematically for later analysis and interpretation.

4. If conducting a simulated study, ensure the simulation parameters accurately represent real-world conditions.

Final Product

What students will submit as the final product of the activityA comprehensive dataset documenting observations and measurements related to the research question.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1 (Analyzing and interpreting data on resource availability) and LS2.A (Interdependent Relationships in Ecosystems)

Activity 4

Data Detectives: Unraveling the Impact

Students will analyze the collected data using appropriate methods to draw conclusions about the impact of the invasive species.

Steps

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

1. Organize the collected data from the 'Data Collection: Into the Field!' activity, ensuring accuracy and completeness.

2. Use appropriate statistical methods (e.g., calculating means, medians, and ranges) or visual representations (e.g., creating graphs, charts, or maps) to analyze the data and identify trends or patterns.

3. Draw conclusions based on the data analysis, explaining how the results answer the research question posed in the 'Ecosystem Detective' activity.

4. Discuss any limitations or uncertainties associated with the data and analysis, acknowledging potential sources of error or bias.

Final Product

What students will submit as the final product of the activityA data analysis report summarizing findings, including charts, graphs, and statistical analyses.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1 (Analyzing and interpreting data on resource availability)

Activity 5

Solution Architects: Protecting Our Ecosystems

Students will synthesize their learning and propose data-driven solutions for managing invasive species.

Steps

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

1. Summarize the key findings from the data analysis, highlighting the observed impacts of the invasive species on the ecosystem.

2. Based on the research and data analysis, propose data-driven solutions for managing or mitigating the negative impacts of the invasive species.

3. Explain the rationale behind the proposed solutions, connecting them to the scientific evidence gathered throughout the project.

4. Predict the potential positive and negative impacts of implementing the proposed solutions on the ecosystem, considering both short-term and long-term effects.

5. Present the proposed solutions in a clear and engaging format (e.g., a presentation, report, or infographic) that communicates the findings and recommendations effectively to a specific audience (e.g., local authorities, community members, or fellow students).

Final Product

What students will submit as the final product of the activityA presentation or report outlining proposed solutions and their potential impact on the ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsMS-LS2-1 (Analyzing and interpreting data on resource availability) and LS2.A (Interdependent Relationships in Ecosystems)

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Invasive Species Impact Analysis Rubric

Category 1

Data Analysis and Interpretation

Assesses students' ability to effectively analyze and interpret data related to invasive species and their impact on ecosystems.

Criterion 1

Data Collection

Evaluate the accuracy and thoroughness of data collected during investigations.

Exemplary

4 Points

Collected comprehensive and highly accurate data, reflecting thorough understanding and meticulous observation.

Proficient

3 Points

Collected accurate and adequate data, showing clear understanding and careful observation.

Developing

2 Points

Collected some relevant data but with inconsistencies or inaccuracies.

Beginning

1 Points

Collected minimal or highly inaccurate data, showing limited understanding.

Criterion 2

Data Analysis

Measure the ability to analyze data using statistical and visual methods to identify patterns and conclusions.

Exemplary

4 Points

Used sophisticated statistical and visual methods to analyze data, drawing insightful conclusions.

Proficient

3 Points

Effectively used statistical and visual methods to analyze data, drawing sound conclusions.

Developing

2 Points

Used basic methods to analyze data, with limited conclusions drawn.

Beginning

1 Points

Struggled to use methods to analyze data, with incomplete or flawed conclusions.

Criterion 3

Interpretation of Results

Assess the ability to interpret results and understand implications of data findings.

Exemplary

4 Points

Interpreted results with exceptional clarity, understanding complex implications of data findings.

Proficient

3 Points

Interpreted results accurately, understanding key implications of data findings.

Developing

2 Points

Interpreted some results correctly but missed significant implications.

Beginning

1 Points

Struggled to interpret results, demonstrating limited understanding of implications.

Category 2

Critical Thinking and Problem Solving

Evaluates students' ability to apply critical thinking to propose solutions for controlling invasive species and predict their impacts.

Criterion 1

Solution Proposal

Assess the creativity and feasibility of proposed solutions to mitigate invasive species impacts.

Exemplary

4 Points

Proposed innovative and highly feasible solutions, with extensive justifications and predictions.

Proficient

3 Points

Proposed feasible solutions with clear justifications and predictions.

Developing

2 Points

Proposed basic solutions with limited justification or prediction.

Beginning

1 Points

Proposed solutions with inadequate justification or impractical predictions.

Criterion 2

Long and Short-term Impact Prediction

Evaluate the ability to accurately predict potential impacts of proposed solutions over time.

Exemplary

4 Points

Provided perceptive and well-supported predictions of both long and short-term impacts.

Proficient

3 Points

Provided accurate predictions, supported by data, of long and short-term impacts.

Developing

2 Points

Made basic predictions with some support, focusing on either long or short-term impacts.

Beginning

1 Points

Struggled to make predictions or provide support for impacts over time.

Category 3

Communication and Presentation

Assesses the effectiveness of communicating findings and proposals through reports and presentations.

Criterion 1

Presentation Clarity

Evaluate the clarity and engaging nature of presentations or reports.

Exemplary

4 Points

Presented findings in a clear, highly engaging manner with compelling evidence and visual aids.

Proficient

3 Points

Presented findings clearly and engagingly with pertinent evidence and visuals.

Developing

2 Points

Presented findings with basic clarity but with limited engagement or visual support.

Beginning

1 Points

Presentation lacked clarity and engagement, with insufficient supporting visuals.

Criterion 2

Use of Visuals and Data Representation

Assess the effectiveness of data visuals in supporting the communication of findings.

Exemplary

4 Points

Utilized visuals that were highly effective, accurate, and enhanced understanding.

Proficient

3 Points

Used effective and accurate visuals that supported understanding well.

Developing

2 Points

Used basic visuals that provided some support to the understanding.

Beginning

1 Points

Struggled to use visuals effectively, with inaccuracies or minimal support to understanding.

Reflection Prompts

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

Question 1

Reflect on the entire Invasive Species Investigation project. What were your key takeaways regarding the impact of invasive species on ecosystems?

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Question 2

How did the data you collected and analyzed in the field study inform your understanding of the specific impacts of your chosen invasive species?

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Question 3

On a scale of 1 to 5, how confident are you in your ability to identify and analyze the impact of invasive species in an ecosystem?

Scale

Required

Question 4

What were some of the challenges you encountered during the project, and how did you overcome them?

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Optional

Question 5

Which of the proposed solutions do you believe would be most effective in managing the invasive species you studied, and why?

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Required

Question 6

How did your understanding of the driving question, "How can we use data-driven solutions to minimize the negative impacts of invasive species on our local ecosystem and protect its biodiversity?" evolve throughout the project?

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Required