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Alien Invaders

Secondary, Middle

Description

Through a variety of in-class and outdoor activities students learn what invasive species are, the characteristics that allow them to thrive, how they are introduced into new environments, the harm they cause, and how best to mitigate their spread.

Day 1. Through guided discussion and individual research supported by video and print  resources, students complete a KWL activity designed to introduce invasive species and some of the key issues they give rise to. 

Day 2. Students explore a nearby area known to be inhabited by invasives.  Using identification materials provided by the resource and techniques demonstrated by the teacher, students will  flag and then map the alien species they are able to identify.

Day 3. In a jigsaw format, pairs of students will form expert groups to select and conduct research into one of the invasive species from the map.  Members will then regroup and share what has been learned about the characteristics, impacts, spread and control of the different aliens identified in their field work. 

General Assessment

What skills does this resource explicitly teach?

  • Field research and identification techniques
  • Using cluster maps to guide research.

Strengths

  • Necessary background information is provided for teachers
  • A detailed lesson plan with valuable suggestions is included
  • Included is a variety of video and print resources to support the teaching and learning objectives
  •  A significant outdoor learning activity is a core component
  • All or most of the supports needed to successfully carry out the field activity are included

Recommendation of how and where to use it

The lesson provides an excellent overview of invasive species.  This along with its inquiry nature and outdoor experience makes it an excellent resource to support the study of sustainable ecosystems and human impacts on the environment in particular.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 7
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      • Science
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        • Interactions and Ecosystems
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    • Grade 11
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      • Environmental Science
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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        • Science 7 Earth Surface Processes: Scientific Literacy
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        • Science 10 Science for Sustainable Societies: Scientific Literacy
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        • Introduction to Environmental Science 120: Investigating Environmental Issues
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        • Interaction of Ecosystems
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        • Science 1206: Sustainability of Ecosystems
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    • Grade 11
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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        • Science 7: Environmental Action
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        • AP Environmental Science: The Living World: Biodiversity
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        • Interactions and Ecosystems
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        • Life Systems: Interactions in the Environment
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        • :Biology: Sustainable Ecosystems
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        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
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        • Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
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        • Interactions Within Ecosystems
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        • Science 431A: Life Science, Sustainability of Ecosystems
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        • Environmental Science 621A: Ecological Principles
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        • Science 7: Life Science: Interactions within Ecosystems
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        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally

Themes Addressed

Ecosystems (4)

  • Biodiversity
  • Habitat Loss
  • Invasive Species
  • Wildlife Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The inquiry nature of the resource and the tools provided to support the students do not favor any one point of view

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 student research activity and field investigation into  invasive species provides an excellent context for illustrating the environmental, economic and social dimensions of human impacts on the environment. 

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

The video and print materials provided to support the student inquiry address the complexity of the issue and the challenges involved in addressing it. 

Respects Complexity:

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

Acting on Learning Poor/Not considered

While students do explore 'best' practices for mitigating the impacts of invasives, acting on them is not supported by the resource. 

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 Good

The reflection questions accompanying each activity are designed to prompt student analysis and reflection.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered
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

The impacts invasive species have on ecosystems are made clear as is a first-hand look at the existence of these aliens residing in their own communities. 

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 Very Good

The field exercise does a very good job in allowing the students to experience the issues being studied through authentic practice outdoors and in the local community.

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 Satisfactory

In examing how invasives have become established and how they spread, students will gain some sense of impact over time.

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 Good

The research, jigsaw and field components of the resource allow students to discover 'answers' on their own. 

Open-Ended Instruction :

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

Integrated Learning Satisfactory

The resource supports learning outcomes in both science and geography. 

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 Good

The lesson design, student resources  and discussion prompts promote student inquiry.

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

A variety of instructional approaches are included as are some suggestions for adaptation. 

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 Very Good

On day 2, students apply some of what they learned in their introduction to invasives through an authentic field study of a local habitat.

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 Satisfactory

A 'jigsaw' activity serves as a key component of the resource.

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

Some suggestions for assessment are included.

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 Good

The jigsaw activity allows students to take on a significant role in the learning. 

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 Good

The video used to introduce invasive species provides students with an excellent case study. 

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 Satisfactory

Students choose which species to research and report on. 

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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