Invasive Species Wanted Poster
Created byJacob Sarmiento
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Invasive Species Wanted Poster

Grade 9Science1 days
In this project-based learning experience, ninth-grade science students become "Invasive Species Investigators" engaging in research and creative design to raise public awareness about invasive species. Through role-play and various investigative activities, students explore the characteristics, impacts, and control measures associated with invasive species, culminating in the creation of an informative and visually engaging wanted poster. The project encourages students to analyze ecological impacts, evaluate strategic solutions, and develop public communication skills by addressing a real-world environmental challenge.
Invasive SpeciesEcosystemsPublic AwarenessControl MethodsScience EducationEnvironmental Impact
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use our knowledge of invasive species to create informative and impactful wanted posters that raise awareness and encourage action to protect ecosystems?

Essential Questions

Supporting questions that break down major concepts.
  • What are invasive species and why are they a concern for ecosystems?
  • How can the introduction of a species to a new environment impact the existing ecosystem?
  • What methods are used to control or eradicate invasive species, and how effective are these methods?
  • How do invasive species travel from one location to another?
  • In what ways can public awareness and education help in the prevention of invasive species spread?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and describe characteristics of invasive species, including their scientific names, countries of origin, and current habitats.
  • Students will understand and explain the impact of invasive species on local ecosystems, including changes to biodiversity and ecosystem services.
  • Students will research and communicate methods for controlling and preventing the spread of invasive species, including evaluating their effectiveness.
  • Students will analyze how invasive species travel and establish in new environments, assessing the factors that facilitate these processes.
  • Students will design and create an informative poster that raises public awareness about a specific invasive species and promotes actions to protect ecosystems.

Next Generation Science Standards (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: Students will analyze the impact of invasive species on local ecosystems, supporting explanations of changes in carrying capacities due to these species.
HS-LS2-7
Primary
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.Reason: The project involves creating solutions through informative posters to reduce the spread and impact of invasive species, aligning with designing solutions to environmental challenges.
HS-LS4-6
Secondary
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.Reason: By exploring preventative measures and control methods for invasive species, students can simulate the effectiveness of these solutions.

Entry Events

Events that will be used to introduce the project to students

Time-Traveling Scientist

Students become time-traveling scientists receiving a mission to save future ecosystems from current invasive species. Engaging in role-play, they gather intel on specific species to craft a historical log that educates future generations, encouraging a creative exploration of scientific knowledge.
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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 Investigator

Students will dive into research to gain a foundational understanding of their assigned invasive species. Through this investigative activity, they'll gather critical data such as the species' scientific name, country of origin, and current habitats. This research will serve as the basis for all subsequent activities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select an invasive species to research from a provided list or based on class discussions.
2. Identify reliable sources of information such as scientific articles, databases, and websites.
3. Compile information on the scientific name, country of origin, and areas currently affected by the species.

Final Product

What students will submit as the final product of the activityA detailed research report outlining the basic facts about the invasive species.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS HS-LS2-1 by building foundational knowledge of factors affecting ecosystem carrying capacity.
Activity 2

Ecosystem Impact Analyst

In this activity, students will analyze how their chosen invasive species impacts local ecosystems. They will explore changes in biodiversity, species interactions, and any effects on ecosystem services. This analysis will deepen their understanding of the invasive species' ecological footprint.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify and describe the specific ecosystems where the invasive species is present.
2. Research the ecological roles or niches affected by the invasive species.
3. Compile data on biodiversity loss, changes in species interactions, and ecosystem services disruption.

Final Product

What students will submit as the final product of the activityAn analytical report detailing the environmental impact of the invasive species on local ecosystems.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS HS-LS2-1 by explaining the ecological changes and their significance.
Activity 3

Control Strategy Strategist

This activity focuses on exploring and evaluating different methods used to control or eradicate the invasive species. Students will investigate both biological and mechanical control strategies and their effectiveness. This evaluation will inform recommendations for action in the final poster.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research various control strategies employed globally and locally for the chosen invasive species.
2. Evaluate the effectiveness and sustainability of these strategies.
3. Discuss the pros and cons of each method and potential improvements.

Final Product

What students will submit as the final product of the activityA comparative analysis report on control strategies and their impact.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS HS-LS2-7 by evaluating and recommending solutions for reducing human impacts.
Activity 4

Pathway Predictor

Students will investigate and synthesize information on how invasive species travel and establish in new environments. This activity helps students understand vectors of spread, human activities contributing to their movement, and natural factors aiding their establishment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify pathways through which the invasive species has historically spread.
2. Research human activities that facilitate the spread of the species.
3. Analyze natural factors that help the species establish in new environments.

Final Product

What students will submit as the final product of the activityA comprehensive report detailing the travel and establishment pathways of the invasive species.

Alignment

How this activity aligns with the learning objectives & standardsSupports NGSS HS-LS4-6 by simulating pathways of spread and establishment.
Activity 5

Public Awareness Poster Designer

In the culminating activity, students synthesize their research and analysis into a visually compelling wanted poster. This poster will educate the public on the invasive species' identification, impacts, and control methods, while also suggesting actionable steps to prevent further spread.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draft key messages for the poster including identification details, impacts, and control methods.
2. Design the layout and visuals for the poster ensuring clarity and engagement.
3. Use digital tools to create the final version of the wanted poster.

Final Product

What students will submit as the final product of the activityA wanted poster that raises awareness and encourages preventative actions against the invasive species.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS HS-LS2-7 and HS-LS4-6 by creating solutions and informing public action through education.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Invasive Species Project Rubric

Category 1

Research and Information Synthesis

Evaluates the ability to research, compile, and synthesize information regarding invasive species, their characteristics, and ecological impacts.
Criterion 1

Information Accuracy and Relevance

Measures the accuracy and relevance of the information provided about the invasive species.

Exemplary
4 Points

All information provided is highly accurate and directly relevant; includes advanced insights related to the invasive species' impact and control.

Proficient
3 Points

Most information is accurate and relevant; covers essential aspects of the invasive species' impact and control.

Developing
2 Points

Some information is accurate and relevant; missing some aspects of the invasive species' impact or control.

Beginning
1 Points

Information is largely inaccurate or irrelevant; critical aspects of the invasive species' impact and control are missing.

Criterion 2

Depth of Analysis

Assesses the depth of analysis in exploring the ecological roles affected by the invasive species.

Exemplary
4 Points

Provides deep analysis with sophisticated understanding of ecological roles and impacts, highlighting nuanced interactions and implications.

Proficient
3 Points

Provides thorough analysis of ecological roles and impacts, covering primary interactions and implications.

Developing
2 Points

Offers basic analysis with limited depth, covering some interactions and implications.

Beginning
1 Points

Analysis is superficial, lacking depth or clear understanding of ecological roles and impacts.

Category 2

Solution Evaluation and Design

Assesses ability to evaluate control strategies and design effective public awareness tools.
Criterion 1

Control Strategy Evaluation

Evaluates the ability to assess and compare various control strategies for invasive species.

Exemplary
4 Points

Comprehensively evaluates multiple strategies with clear, well-reasoned recommendations for improvement.

Proficient
3 Points

Thoroughly evaluates most strategies and offers reasonable recommendations.

Developing
2 Points

Evaluates some strategies with limited recommendations.

Beginning
1 Points

Evaluation lacks depth and recommendations are minimal or absent.

Criterion 2

Poster Design and Communication

Measures the creativity and effectiveness of the poster in communicating key messages and engaging the audience.

Exemplary
4 Points

Poster design is highly creative, effectively engages the audience, and communicates all key messages clearly and persuasively.

Proficient
3 Points

Poster design is engaging, communicates most key messages clearly and effectively.

Developing
2 Points

Poster design is basic, communicates some key messages but lacks full engagement or clarity.

Beginning
1 Points

Poster design is unengaging, lacks clear communication of key messages.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your journey throughout this project. How has your understanding of invasive species and their impact on ecosystems evolved?

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Question 2

Which aspect of creating the wanted poster did you find most challenging? How did you overcome this challenge?

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Question 3

On a scale of 1 to 5, how confident are you in your ability to communicate scientific information to the public?

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Question 4

What was the most surprising thing you learned about the control and prevention of invasive species?

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Question 5

Considering the poster project, how would you rate the effectiveness of public awareness campaigns in preventing the spread of invasive species?

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Question 6

Which skills do you think you have improved the most during this project, and how do you plan to apply them in future projects or activities?

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