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The Invaders: Lesson & Activities

Secondary, Middle

Description

Students explore the topic of invasive species and are introduced to several Canadian examples. The resource teaches students how to employ both open and closed questionning techniques in their investigations.

Activity 1: Invasive Species and Biodiversity
Students watch the video, The Invaders, which features Canadian Museum of Nature scientist, André Martel talking about the impact that an invasive species can have on a river. Interesting & thought-provoking questions are included for discussion.


Activity 2: Exponential Population Growth
Students witness a 3D animation, Invasive Species and Exponential Population Growth, which illustrates zebra- mussel population growth.  This presentation is also accompanied by a series of discussion questions.


Activity 3: Asking Questions about Invasive Species
Students learn to formulate essential questions related to their study of invasive species with the help of a PowerPoint Presentation that examines open versus closed questions. The activity illustrates the use of a T-Chart to guide questionning and students compose  four closed and four open questions concerning invasive species. This exercise is in preparation for the final activity- a research report.


Activity 4: Research Report
Students pick one of their open questions to be the subject of a report that they will prepare and then present to the class. They use a Connecting Questions Template (included in the activity worksheet) to help develop their questions. The students then write reports using at least three different sources of information.

General Assessment

What skills does this resource explicitly teach?

  • Descriptive and analytic skills are explicitly taught with regards to invasive species.
  • Questionning skills are explicitly taught.

Strengths

The video is well done.

The PowerPoint does an excellent job explaining exponential growth.

The rubric and answer sheets are nice additions.

Students can choose elements of their presentation.

The list of additional resources is excellent.

The introduction is well developed  and will be helpful for teachers.

The resource is very easy to use.

The unit is up-to-date.

Weaknesses

More attention within resource should be paid to the economic/social impacts of non-natives

Action projects should be part of the core activities

The resource should encourage a local focus

Recommendation of how and where to use it

This lesson plan would be a great asset to any 7 to 10 science class discussion on ecosystems.

Relevant Curriculum Units

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        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
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        • Wildlife - WLD2040:Wildlife Spaces & Species
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        • Senior 2 Science: Dynamics of Ecosystems
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        • Biology 2201: Ecosystem Interactions and Population Dynamics
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        • Science 10: Sustainability of Ecosystems
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        • Biology 20: Ecosystems and Population Change
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        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
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        • Science 431A: Life Science, Sustainability of Ecosystems
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        • Biology 521A: Biodiversity
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        • Environmental Science 621A: Ecological Principles
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        • Science & Technology:The Living World
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        • Science 6: Life Science: Diversity of Living Things
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        • Science 7: Life Science: Interactions within Ecosystems
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        • Science 10: Climate and Ecosystem Dynamics

Themes Addressed

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Invasive Species

Land Use & Natural Resources (1)

  • Habitat Restoration

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

 Different points of view of points of view are expressed.  'The good, the bad and the ugly' aspects of non-native species are included

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The social and economic impacts are implied. The ecological effects are clearly defined.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

Through the questionning process, the complexity of the problem is respected.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Action activities are not explored.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

Students are not explicitly given an opportunity to clarify their point of view.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not included.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

This activity does encourage personal affinity with non-human and with Earth.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

The resource activities are based on Canadian examples.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The unit does provide a sense of what ecosystems were like before non-natives arrived and offers hope that in the future invasives can be controlled with the right actions.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The activities and the  final report are  based open-ended questions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

While social and economic aspects are raised in the activities, this unit is primarily a science lesson.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good

Students choose which questions to investigate as well as some of the materials they will use to produce their final report.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Activities do  address some different learning styles.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Poor/Not considered

Students work individually.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

A rubric / answer sheet is provided for evaluation.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Incidental teaching arises from the students' presentations.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Real case studies are used.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

The last activity provides students with an opportunity to choose what apect of  invasive species they research and how they will present it.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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