Created byKaren Hernandez

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Invasive Species Impact on Ecosystems

Grade 9ScienceMath4 days

In this project, students take on the role of ecologists to investigate the effects of invasive species on local ecosystems. They use mathematical models and simulations to predict the short-term and long-term impacts of an invasive species on carrying capacity and biodiversity. Students research a specific invasive species, create a profile detailing its characteristics and potential to thrive in the chosen ecosystem, and analyze its impacts, considering ecological interactions and limiting factors.

Invasive SpeciesEcosystemsMathematical ModelsCarrying CapacityBiodiversityEcological ImpactSimulations

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as ecologists, use mathematical models to simulate the introduction of an invasive species and predict its short-term and long-term impacts on the carrying capacity and biodiversity of a local ecosystem?

Essential Questions

Supporting questions that break down major concepts.

How do invasive species affect biodiversity and ecosystem stability?
What mathematical models can predict population growth and decline?
How does carrying capacity limit population size, and what factors determine carrying capacity in an ecosystem?
How can we use simulations to model and predict the impact of invasive species on an ecosystem's carrying capacity?
What are the short-term and long-term consequences of introducing an invasive species into an ecosystem?

Standards & Learning Goals

Learning Goals

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

Students will be able to construct a computational model to simulate the population dynamics of an invasive species.
Students will be able to analyze the effects of an invasive species on the carrying capacity of an ecosystem.
Students will be able to use mathematical models to predict the short-term and long-term impacts of invasive species on biodiversity.
Students will be able to explain how various factors affect the carrying capacity of an ecosystem.

NGSS

HS-LS2-1

Primary

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.Reason: Directly addresses the project's focus on modeling invasive species' impact on carrying capacity using mathematical representations.

Entry Events

Events that will be used to introduce the project to students

'Ecosystem X' Simulation Challenge

Students are presented with a simplified ecosystem simulation game where they must manage resources and maintain biodiversity. Suddenly, an invasive species is introduced into the simulation. Students must adapt their strategies and use mathematical models to predict and mitigate the impact of the invader on the carrying capacity of the ecosystem.

'Invasion Alert!' News Broadcast

Students watch a simulated news report about a newly discovered invasive species rapidly spreading in their local area. The broadcast includes interviews with concerned citizens, ecologists, and government officials, highlighting the potential ecological and economic consequences. Students are then tasked with investigating the claims made in the broadcast and predicting the long-term effects on the ecosystem.

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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

Invasive Species Profile

Students will research a specific invasive species that could realistically be introduced into their chosen ecosystem. They will gather information on its origin, life cycle, reproductive rate, habitat preferences, and known impacts on other ecosystems.

Steps

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

1. Research and select an invasive species relevant to the chosen local ecosystem.

2. Gather information on the species' origin, life cycle, and reproductive rate.

3. Investigate the species' habitat preferences and dietary needs.

4. Document the known impacts of the invasive species on other ecosystems, including effects on native species and carrying capacity.

5. Assess the potential for the invasive species to thrive in the chosen local ecosystem based on its characteristics.

Final Product

What students will submit as the final product of the activityA comprehensive profile of the invasive species, including its biological characteristics, ecological impacts, and potential to thrive in the selected ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on understanding the characteristics of the invasive species and its potential impact on the ecosystem, which is a factor affecting carrying capacity (HS-LS2-1).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Invasive Species Profile Rubric

Category 1

Species Characteristics

Focuses on the completeness and accuracy of information regarding the invasive species' origin, life cycle, reproductive rate, habitat preferences, and dietary needs.

Criterion 1

Completeness of Information

Assesses the extent to which the profile covers all key aspects of the invasive species' biology and ecology.

Exemplary

4 Points

The profile provides comprehensive details on all aspects of the species' biology and ecology, including origin, life cycle, reproductive rate, habitat, and diet. Information is thoroughly researched and detailed.

Proficient

3 Points

The profile provides detailed information on most aspects of the species' biology and ecology, including origin, life cycle, reproductive rate, habitat, and diet. Some minor details may be missing.

Developing

2 Points

The profile provides basic information on some aspects of the species' biology and ecology, such as origin, life cycle, reproductive rate, habitat, or diet. Major details are missing or underdeveloped.

Beginning

1 Points

The profile provides minimal or incomplete information on the species' biology and ecology. Key aspects are missing or inaccurate.

Criterion 2

Accuracy of Information

Evaluates the accuracy and reliability of the information presented in the profile, based on scientific sources.

Exemplary

4 Points

All information presented is accurate, well-supported by scientific sources, and free of errors. Sources are properly cited.

Proficient

3 Points

Most information presented is accurate and supported by scientific sources, with only minor inaccuracies or omissions. Sources are generally cited.

Developing

2 Points

Some information presented is inaccurate or lacks proper scientific support. Sources may be missing or unreliable.

Beginning

1 Points

Much of the information presented is inaccurate, unsupported by evidence, or based on unreliable sources. Sources are not cited.

Category 2

Ecological Impacts

Focuses on the student's ability to describe and explain the known impacts of the invasive species on other ecosystems.

Criterion 1

Description of Impacts

Assesses the clarity and detail with which the student describes the impacts of the invasive species on native species, carrying capacity, and ecosystem function in other environments.

Exemplary

4 Points

The profile provides a clear, detailed, and comprehensive description of the invasive species' impacts on native species, carrying capacity, and ecosystem function in other environments. Includes specific examples and quantifies impacts where possible.

Proficient

3 Points

The profile provides a clear and detailed description of the invasive species' impacts on native species, carrying capacity, and ecosystem function in other environments. Includes relevant examples.

Developing

2 Points

The profile provides a general description of the invasive species' impacts, but lacks specific details or examples. Impacts on native species, carrying capacity, or ecosystem function may be incomplete.

Beginning

1 Points

The profile provides a minimal or unclear description of the invasive species' impacts. Key aspects are missing or inaccurate.

Criterion 2

Causal Reasoning

Assesses the student's ability to explain the mechanisms by which the invasive species causes ecological changes.

Exemplary

4 Points

The profile provides a thorough explanation of the mechanisms by which the invasive species causes ecological changes. Demonstrates a deep understanding of ecological interactions and feedback loops.

Proficient

3 Points

The profile provides a clear explanation of the mechanisms by which the invasive species causes ecological changes. Demonstrates a good understanding of ecological interactions.

Developing

2 Points

The profile provides a basic explanation of the mechanisms by which the invasive species causes ecological changes, but may lack detail or clarity.

Beginning

1 Points

The profile provides a minimal or unclear explanation of the mechanisms by which the invasive species causes ecological changes.

Category 3

Potential to Thrive

Focuses on the student's ability to assess and justify the potential for the invasive species to thrive in the chosen local ecosystem.

Criterion 1

Justification of Potential

Assesses the quality and logical reasoning behind the student's assessment of the species' potential to thrive, based on its characteristics and the characteristics of the selected ecosystem.

Exemplary

4 Points

The profile provides a well-reasoned and thoroughly justified assessment of the species' potential to thrive in the chosen ecosystem. Justification is based on specific evidence and demonstrates a deep understanding of ecological factors.

Proficient

3 Points

The profile provides a clear and justified assessment of the species' potential to thrive in the chosen ecosystem. Justification is based on relevant evidence.

Developing

2 Points

The profile provides an assessment of the species' potential to thrive, but the justification is weak or lacks specific evidence.

Beginning

1 Points

The profile provides a minimal or unclear assessment of the species' potential to thrive. Justification is missing or illogical.

Criterion 2

Consideration of Limiting Factors

Assesses the student's ability to identify and discuss potential limiting factors (e.g., climate, resources, competition) that may affect the species' establishment and spread.

Exemplary

4 Points

The profile thoroughly considers and discusses potential limiting factors, demonstrating a sophisticated understanding of the ecological constraints on the species' establishment and spread. Accurately identifies relevant limiting factors in the chosen ecosystem.

Proficient

3 Points

The profile considers and discusses potential limiting factors that may affect the species' establishment and spread. Identifies relevant limiting factors in the chosen ecosystem.

Developing

2 Points

The profile mentions potential limiting factors, but the discussion is brief or lacks specific details about their impact.

Beginning

1 Points

The profile fails to adequately consider or discuss potential limiting factors.

Reflection Prompts

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

Question 1

What is one thing you learned about invasive species and their impact on ecosystems?

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