Nonnative Species Title: Nonnative Species
Subject: Science
Grade Level: 6 - 8Overview:
Students will observe, record, and explain the impact of nonnative species in an ecosystem. Students will record the impact of nonnative plant species on Black Bayou Lake National Wildlife Refuge. The students will locate the nonnative plants on the refuge with geographic coordinates using GPS units.Approximate Duration: approximately 5 50-minute periods
Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.
Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.
Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:
SI-M-A1
identifying questions that can be used to design a scientific investigation;
SI-M-A4
developing descriptions, explanations, and graphs using data;
SI-M-A5
developing models and predictions using the relationships between data and explanations;
SI-M-A7
communicating scientific procedures, information, and explanations;
SI-M-B3
understanding that mathematics, technology, and scientific techniques used in an experiment can limit or enhance the accuracy of scientific knowledge;
LS-M-D1
describing the importance of plant and animal adaptation, including local examples;
SE-M-A4
understanding that human actions can create risks and consequences in the environment;
SE-M-A8
investigating and analyzing how technology affects the physical, chemical, and biological factors in an ecosystem;
Grade-Level Expectations (GLEs):
The Abilities To Do Scientific Inquiry
Grade 5-8
1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation
(SI-M-A1)
3. Use a variety of sources to answer questions
(SI-M-A1)
11. Construct, use, and interpret appropriate graphical representations to collect, record, and report data (e.g., tables, charts, circle graphs, bar and line graphs, diagrams, scatter plots, symbols)
(SI-M-A4)
13. Identify patterns in data to explain natural events
(SI-M-A4)
16. Use evidence to make inferences and predict trends
(SI-M-A5)
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations)
(SI-M-A7)
22. Use evidence and observations to explain and communicate the results of investigations
(SI-M-A7)
Science and the Environment
Grade 7
39. Analyze the consequences of human activities on ecosystems
(SE-M-A4)
43. Identify and analyze the environmental impact of humans’ use of technology (e.g., energy production, agriculture, transportation, human habitation)
(SE-M-A8)
Adaptations of Organisms
30. Differentiate between structural and behavioral adaptations in a variety of organisms
(LS-M-D1)
31. Describe and evaluate the impact of introducing nonnative species into an ecosystem
(LS-M-D1)
Educational Technology Standards:
Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Objectives:
1. TLW record the impact of nonnative plant species on Black Bayou Lake NWR.
2. TLW explain how the nonnative plant species are effecting the native plant species.Lesson Materials and Resources:
notebooks, pencils
Technology Tools and Materials:
digital camera, GPS unit
Software:
Microsoft PowerPoint
Websites:
TrackStar #271019
http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=271019
LPB CyberChannel
http://www.lpb.org/education/cyberchannel.cfmBackground Information:
The students should know what plant species are not native to Louisiana. They should be able to identify the nonnative plant species. They should also be familiar with using a GPS unit, digital camera, and Microsoft PowerPoint.Lesson Procedures:
1. Introduce the lesson with a review and discussion of nonnative species. Inspiration software could be used to generate a list of these nonnative species. An LPB video provides information about several nonnative invaders: Enviro-Tacklebox: Module 3: Topics and Issues in Environmental Science: Non-Native Invasion. Segments of interest include:
The Nutria Invader: From Argentina to Louisiana
The Water Hyacinth and Hydrilla: Non-Native Invader Plants
Fish Catchers, Boat Propellers, and Bait: Free Rides for Non-Native Invaders
The Zebra Mussel
Identifying Harmful Non-Native Invaders: What to Look For.
2. Students will further explore nonnative species using Track #271019 located on the TrackStar website. Students will take notes and answer questions found at the top frame of each website in the TrackStar activity.
3. Following this activity, the class will take a field trip to Black Bayou Lake NWR. Prior to the field trip, the teacher should visit the location and find examples of the nonnative species. The location should be recorded using a GPS unit. Each group will receive a list of coordinates for their GPS units.
4. Students will be divided into groups to explore the area using the GPS units. They will plug the first coordinate into the GPS unit and follow it to the first point. At the first point, students will find the nonnative plant and take a picture. They will record how the plant has effected the area, taking other pictures to document and further extend information found at the site. Students will plug in the next coordinates and continue until all the given species have been recorded and identified.
5. Upon returning to the classroom, each group will download their pictures and create a PowerPoint presentation of their findings. A rubric will be used to guide them through elements to include in the project.
6. Each group will present their information to the class. The teacher will use the rubric to assess the project.
Assessment Procedures:
The teacher and other adults should monitor the students at Black Bayou Lake NWR. In the classroom, a rubric will be used to assess the PowerPoint presentation.
Accommodations/Modifications:
Students with Special Needs should be grouped together and assigned an adult to help them through the entire process.
Students of varying abilities will be paired together.
Students will work in groups of 2-3 students.
Extra time allowed for project.
Shorten assignments.
Reproducible Materials:
Presentation Rubric
Nonnative Species Inspiration Template
Nonnative Species Word Template
Lesson Development Resources:
Lesson Development Resources:
Louisiana Department of Education's Comprehensive Curriculum - Grade 7
Contact Information:
Holli Wood
hwood@richland.k12.la.us
Rayville Junior HighBlack Bayou Lake Home | Curriculum Materials | Resources | Black Bayou Lake NWR | Monroe City Schools
