Ecosystems

1. What is an Invasive Species?

1.1. Lesson objective: 1. Students will be able to define invasive species and also identify examples of invasive species to research information about and collect information to support a claim on how they will eliminate the invasive species they have chosen from their respective habitats.

1.1.1. Evidence: 1. Students will complete a Frayer model assignment worksheet on the word invasion 2. Students will be able to choose an invasive species for themselves and upload it onto the Haiku online program to make sure that there are no other students that have the same invasive species chosen.

1.2. 1. Teacher open up the lesson with the question "What does an invasion mean? and what example can you come up with that is considered an invasion?" 2. students will initiate think-pair-share. Lesson Body Teacher Does 1. Teacher will offer feedback and also offer teachers own examples that will tie and experiences the students have. 2. Teacher will then move onto the question, "based on what we talked about what an invasion is, What do you think invasive means?" Teacher will initiate the FRAYER MODEL. 3. Teacher will begin a lecture with video clips showing students examples of invasive species that the students may or may not be familiar with. 4. Students will be allowed time on chromebooks to look through a database that was given to them and they will use HAIKU to upload their choices for the invasive species they will be researching and writing about. 5. teacher will project the results up on the whiteboard using google excel sheets. Lesson Closure Teacher Does 1. Teacher will ask probing questions about what makes the species they have chosen an invasive species and not just a species?

1.3. Summative Assesment: Frayer model Worksheet- Students will complete the frayer model on the word invasion. Written- students will offer at least 2 examples for each section of the frayer model Teacher will be able to look at students papers to see if they have recorded the required data. Students will not be able to continue to the next assignment if they haven't recorded the necessary data.

2. Bird Beak Adaptations and Analysis

2.1. 1. Students will be able to make a claim based upon the design of the activity that will allow which "bird" will be able to thrive the best in which "island". The Islands will have specific resources that the "birds" will eat. The birds are a spoon bird, chopstick bird, clothespin bird, and the scissor bird. These birds will all rotate in the islands and attempt to eat at the different resources that that are particular to that island. Island food will include pipe cleaners, marbles, q-tips, rubber bugs, etc. Students will be able to make a conjecture/prediction about which birds will succeed at each respective island.

2.2. 1. Students will fill out portion of the worksheet that asks students to hypothesize which bird will eat the most on each island.

2.3. 1. Teacher will introduce lab sheet while the teacher has a student or TA pass the lab sheet out to the students.

2.3.1. 2. Teacher will show the students examples of the birds that have the different types of "beaks" and ask students if they know any birds with those kinds of beaks?

2.3.1.1. 3. Teacher will allow students about 3-5 minutes to write down their predictions

2.4. Formative Assesment Worksheet- Students will record and share data Written- Students will make sure to share and record data with other group members. Teacher will be able to look at students papers to see if they have recorded the required data. Students will not be able to continue to the next assignment if they haven't recorded the necessary data.

3. Invasion Eradication

3.1. Lesson Objective(s) 1. Students will present their findings to the class using a PowerPoint presentation

3.1.1. Evidence 1. Students will do independent research on the invasive species they have chosen from the lesson before and the students will work the next two days to prepare a 1 minute presentation on 1 google slide presentation.

3.2. Lesson Introduction/Anticipatory Set Time Teacher Does Student Does 5 1. Teacher will introduce the graphic organizer to the students as they start their research on the invasive species they have chosen. The teacher will introduce the Driving question: "How can we manage Invasive species to protect biodiversity in the United States?" 2. Teacher will go implement a choral reading with the students as they read the project description together. 1. Students will think about their driving question as they do their research. 2. Students will follow along and read aloud the project description that is written at the top of the worksheet. Lesson Body Time Teacher Does Student Does 20-25 1. Students will spend the class period doing research on their invasive species. 2. Students will fill out an organizer that will be provided for them to scaffold the material they may need to present - questions include: What is your invasive species? What is the scientific name? -where is its native habitat? -where does it live now? How was it introduced into the new ecosystem? -why is it considered invasive? what type of damage does it do to the ecosystem? -List and describe several native species that are being harmed by this invasive species: -What are researchers/scientists doing to try and elminate this species from the non-native area? -what is your plan to eliminate this species from the non-native area. 3. Students will present their one slide in one minute answering the driving question. 1. Student fills out the graphic organizer and they will use the information to create a slide and presentation. 2. Students will present their findings and their plan to the students in the classroom. Lesson Closure Time Teacher Does Student Does 5 1. Teacher will do a one slide one minute presentation after all the students have done animals, plants and bacteria. The teacher's topic will be about HUMANS as an invasive species. 1. Students are expected to listen attentively. The activity is meant to show students that humans can also be considered an invasive species.

3.3. Summative Assessment: Knovio Presentation of the Invasive species. Written- students will offer at least 2 examples for each section of the brainstorm model Teacher will be able to look at students papers to see if they have recorded the required data. Students will show a unique knowledge of the invasive species that they are presenting about. The students will offer a claim and argue their claim based upon any evidence they have found through research.

4. Ecosystem Interactions

4.1. Lesson Objective: Students will record data at each trial and students will be able to assess their predictions and support with their data the validity of their predictions. Students will work together in a group to collect and share data to test the validity of their predictions.

4.1.1. Evidence: Students will answer conclusion questions about the previous days bird beak adaptation lab

4.2. Lesson Body:Teacher will explain to students how to use recorded data and how to graph data that has multiple categories. 2. Teacher will allow time for students to answer the 5 conclusion questions that are on the worksheet. (see attached) 3. Students will then choose one island who was not part of the team and they will fill in the name of the island on the worksheet. 4. Student will then work to graph the data on the worksheet.

4.3. Formative Assessment: Worksheet- Students will record and share data Written- Students will make sure to share and record data with other group members. Teacher will be able to look at students papers to see if they have recorded the required data. Students will not be able to continue to the next assignment if they haven't recorded the necessary data.