Search for Resources

British Columbia Species: Native, Introduced or Invasive?

Secondary

Description

The goal of this activity is to have students consider the importance of biodiversity. Students do this by becoming acquainted with the concepts of native, introduced and invasive species and then playing a game to demonstrate how one BC species of Stickleback became extinct.

The lesson is divided into 5 steps.

Step 1 – Student Assignment

Students are given a week to find and document one example of each of the following: Native Species, Introduced Species and Invasive Species.

Step 2 – Classroom Discussion

A specialist is invited to visit the class and speak about introduced and invasive species.  

Students present their examples from the earlier assignment and discuss them with the speaker. Students are then directed to the 'Backgrounder' on Stickleback pairs in BC.  Students form 3 groups to investigate the following topics and prepare a short presentation on their findings.

  1. Habits Of Stickleback Pairs
  2. Process Of Evolution in Stickleback
  3. Threats And Why should we care?

Step 3 – Game

Using the playing field or gymnasium, students participate in a game about Sticklebacks (native) and catfish. (non-native).

Step 4: - Debrief

Students reflect on how and why sticklebacks so quickly became extinct both in the game and in real time. (ie. decades vs evolutionary time)

Step 5: - Assessment

A test is provided with the resource materials.

 

General Assessment

What skills does this resource explicitly teach?

The following skills are explicitly taught:

Analytical skills for studying the functional inter-relationships of organisms within an ecosystem.

Presentation skills

Strengths

  • Students will find the game amusing and interesting.
  • The game is a creative way to show population decline.
  • There are excellent resources available in quantity and quality for students and teachers on the web.
  • The resource is easy to use and up to date.

Weaknesses

  • Lacks a well developed action plan
  • Limited opportunity exists for students to clarify values

Recommendation of how and where to use it

  • grade 10 & 11 science classes dealing with evolutionary biology and the importance of biodiversity
  •  in British Columbia where there are nearby ‘Sticklebacks species pairs’.
  • note: in other areas of Canada teachers will have to be creative and use other species from their own area affected by invasive species

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
  • New Brunswick
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 111/2: Study of Life
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Oceans 11: Fisheries
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • AP Biology: Ecology
      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Global Change
  • Nunavut
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(Univer.Prep.) Diversity of Living Things
        • Biology 11(Univer.Prep.) Evolution
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.

Themes Addressed

Ecosystems (3)

  • Biodiversity
  • Endangered Species
  • Invasive Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

This unit presents different points of view concerning invasive species. It would benefit from more attention to how invasive species invade habitats as part of the main lesson.

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 environmental and economic points of view are very well covered. Less attention is paid to social impacts.

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 complexity of problems is respected.

Respects Complexity:

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

Acting on Learning Satisfactory

Opportunities for action are not effectively developed.

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 given limited opportunity to explicity clarify their own values.

Values Education:

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

Empathy & Respect for Humans Good

Empathy and respect are fostered for humans.

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 Very Good

The unit actively encourages a personal affinity with non-humans 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 fate of Sticklebacks in B.C. is not immediately made important for all students.

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 address the time before catfish were introduced, what is happening now and a possible positive outcome.

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

Students are not steered toward one 'right' answer.

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 unit deals mostly with scientific concepts with a bit of math included.

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 Satisfactory

Students are provided with intriguing questions, materials to use & some direction on how to find answers.

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 Poor/Not considered

Accommodations are not suggested for students  with learning difficulties.

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

The resource provides effective simulations.

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

Students work in groups.

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 Very Good

Evaluations tools are provided.

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

Opportunities are limited to incidental teaching that arises from 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 Poor/Not considered

Data from a game is used to simulate real population numbers.

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 Poor/Not considered

No opportunities are provided for students to choose elements of program content.

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.

A project of LSF Newsletter Sign-up