Invasive Species: Local Control Strategies
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Invasive Species: Local Control Strategies

Grade 7Science5 days
In this seventh-grade science project, students explore local invasive species and develop strategies to manage their impact on ecosystems. Through activities like 'Invasive Species Sleuths' and 'Ecosystem Impact Analyst,' students investigate local habitats, identify invasive species, and analyze their ecological effects. They collaborate in groups to propose management solutions, considering ecological, economic, and social factors, and present their findings in an 'Ecosystem Adaptation Expo' designed to engage peers and utilize design thinking skills. The project aligns with NGSS standards by emphasizing research, empirical evidence, and strategic problem-solving.
Invasive SpeciesLocal EcosystemsManagement StrategiesEcological ImpactEmpirical EvidenceNGSS Standards
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we develop effective strategies to manage and reduce the impact of invasive species in our local ecosystems while considering ecological, economic, and social aspects?

Essential Questions

Supporting questions that break down major concepts.
  • What are invasive species and how do they affect local ecosystems?
  • How can the introduction of non-native species disrupt the balance of local habitats?
  • What strategies can be devised to control and manage invasive species in our community?
  • What are the possible ecological, economic, and social impacts of invasive species?
  • How can we assess the effectiveness of existing solutions to manage invasive species?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the concept of invasive species and their impact on local ecosystems.
  • Learners will be able to identify common invasive species in the area and describe their ecological impacts.
  • Students will develop strategies to manage and reduce the impact of invasive species in local ecosystems.
  • Participants will evaluate the ecological, economic, and social implications of invasive species and proposed management solutions.
  • Learners will collaborate to propose and present a comprehensive management plan for an invasive species in their local area.

NGSS

MS-LS2-4
Primary
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.Reason: Students will investigate how invasive species, as biological components, disrupt local ecosystems and construct evidence-based arguments.
MS-LS2-5
Primary
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.Reason: Learners will assess various strategies to control invasive species, considering biodiversity preservation and ecosystem health.
MS-LS4-4
Secondary
Construct an explanation based on evidence for how natural selection leads to adaptation of populations.Reason: Revisiting concepts of natural selection and adaptation as students consider how native species adapt (or fail to adapt) to invasive species pressures.
MS-ETS1-1
Supporting
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment.Reason: This standard supports the project's focus on designing feasible solutions to a real-world environmental problem, with an eye toward ecological and social impact.

Entry Events

Events that will be used to introduce the project to students

Mysterious Ecosystem Disruption

Begin with a news-style video showing a 'breaking news' report about a mysterious decrease in local native species populations, capturing the urgency of invasive species control. The video ends with an open request for help from young 'eco-investigators' to save the local ecosystem, sparking student curiosity and a personal call-to-action.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Invasive Species Sleuths

In this activity, students will become 'eco-detectives,' tasked with identifying invasive species within their local environment. This foundational step introduces them to the diverse species affecting ecosystems and sets the stage for deeper analysis. Students will gain skills in observation, research, and data recording as they explore local habitats.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Investigate your local area, focusing on specific habitats such as parks, riversides, or gardens.
2. Identify and document at least three different invasive species you encounter, using field guides or digital apps for assistance.
3. Record key information about each species, including its origin, characteristics, and known impacts on local ecosystems.

Final Product

What students will submit as the final product of the activityA comprehensive field notebook with detailed entries on three identified invasive species.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS2-4 by providing empirical evidence of how invasive species alter ecosystems.
Activity 2

Ecosystem Impact Analyst

Students will explore how invasive species disrupt the balance of local habitats in this activity. By examining ecological data, learners will construct arguments about the species' impact on native flora and fauna, focusing on cause-and-effect relationships.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Examine the field notes from your previous activity and select one invasive species to analyze in detail.
2. Research the chosen species' impact on native ecosystems, considering population changes, competition with local species, and resource consumption.
3. Use the data to construct an evidence-based argument that explains how the selected species affects the ecosystem.

Final Product

What students will submit as the final product of the activityA written report detailing the invasive species' impact on local ecosystems using empirical evidence.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS-LS2-4 as students construct arguments based on evidence about changes to ecosystem components.
Activity 3

Strategic Solution Designers

Learners will brainstorm and propose feasible management strategies for controlling one or more invasive species. This activity encourages critical thinking, collaboration, and creativity in designing solutions that balance ecological, economic, and social factors.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Form small groups and select one previously studied invasive species as your focus.
2. Identify the ecological, economic, and social impacts of this species in your area, using your prior research as a foundation.
3. Brainstorm potential strategies to manage or reduce the species' impact, considering biodiversity and ecosystem services.
4. Evaluate the pros and cons of each proposed strategy, discussing feasibility, cost, and overall effectiveness.

Final Product

What students will submit as the final product of the activityA collaborative proposal outlining a management strategy for the selected invasive species, including visual diagrams or presentations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS2-5 as students evaluate design solutions for maintaining biodiversity and ecosystem services.
Activity 4

Ecosystem Adaptation Expo

In this culminating activity, students will present their proposed management strategies at a class 'Expo,' highlighting their understanding of how native populations might adapt to pressures from invasive species and showcasing design thinking skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Develop a presentation or display that summarizes your group's research on invasive species and proposed management plan.
2. Include information on how native species have adapted or failed to adapt to these pressures, utilizing concepts of natural selection and adaptation.
3. Present your project at the class Expo, engaging with peers and receiving feedback on your strategies.

Final Product

What students will submit as the final product of the activityA public presentation showcasing the ecological understanding and management strategies developed by students.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS-LS4-4 and MS-ETS1-1 by revisiting adaptation concepts and designing solutions to real-world problems.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Invasive Species Solutions Assessment Rubric

Category 1

Research and Investigation Skills

Assesses students' ability to conduct thorough research and document findings about invasive species in their local ecosystems.
Criterion 1

Documentation of Invasive Species

Details the accuracy and completeness of the field notebook entries for identified invasive species.

Exemplary
4 Points

The field notebook includes comprehensive, detailed entries on at least three invasive species, showing accuracy in identification and clear, thorough documentation of origin, characteristics, and impacts.

Proficient
3 Points

The field notebook includes detailed entries on at least three invasive species, with minor inaccuracies in identification or gaps in documentation.

Developing
2 Points

The field notebook includes entries on at least two invasive species, with several inaccuracies in identification and major gaps in the documentation of key information.

Beginning
1 Points

The field notebook includes incomplete and inaccurate entries on one invasive species with significant gaps in documentation.

Criterion 2

Use of Empirical Evidence

Evaluates how well students draw on empirical evidence to support their arguments.

Exemplary
4 Points

Constructs a compelling, well-reasoned argument supported by comprehensive empirical evidence, demonstrating deep insight into ecosystem impacts.

Proficient
3 Points

Constructs a reasoned argument with clear use of empirical evidence, showing good understanding of ecosystem impacts.

Developing
2 Points

Attempts to construct an argument using some empirical evidence but lacks depth and coherence in understanding ecosystem impacts.

Beginning
1 Points

Struggles to construct a coherent argument and minimally uses empirical evidence, showing limited understanding of ecosystem impacts.

Category 2

Creative Problem-Solving and Strategy Design

Assesses students' ability to develop creative, practical solutions to control invasive species impact, considering ecological, economic, and social aspects.
Criterion 1

Designing Strategic Solutions

Measures the depth and innovation of students’ proposed management strategies for invasive species.

Exemplary
4 Points

Proposes innovative, feasible solutions with detailed evaluation of ecological, economic, and social impacts, demonstrating strategic depth and creativity.

Proficient
3 Points

Proposes feasible solutions with clear evaluation of impacts, demonstrating solid strategic thinking.

Developing
2 Points

Proposes basic solutions with limited evaluation of impacts, requiring more strategic depth and creativity.

Beginning
1 Points

Struggles to propose feasible solutions and offers minimal evaluation of impacts.

Category 3

Communication and Presentation Skills

Assesses students' ability to effectively communicate and present findings and solutions.
Criterion 1

Quality of Presentation

Examines the clarity, coherence, and engagement level of students' presentations.

Exemplary
4 Points

Delivers a highly engaging, clear, and coherent presentation that effectively communicates the proposed management strategies and demonstrates a thorough grasp of the content.

Proficient
3 Points

Delivers a clear and engaging presentation that effectively communicates the proposed management strategies and a good understanding of the content.

Developing
2 Points

Delivers a presentation with some clear elements and partial understanding of the content, needing more clarity and engagement.

Beginning
1 Points

Delivers a presentation that lacks clarity and coherence, with minimal demonstration of content understanding.

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 impact on ecosystems has evolved throughout this project.

Text
Required
Question 2

On a scale of 1 to 5, how confident do you feel in proposing solutions to control invasive species in your local area after completing this project?

Scale
Required
Question 3

Which part of this project did you find most challenging, and why?

Text
Required
Question 4

What strategy or skill did you develop during this project that you feel will be most useful in future scientific inquiries or problem-solving scenarios?

Text
Required
Question 5

How important do you think it is for local communities to be involved in managing invasive species and why?

Multiple choice
Required
Options
Very important
Somewhat important
Not important
I'm not sure