Invasives Infographic and Instagram

Positives

• This lesson aligns with Hawai‘i’s Nā Hopena A'o HĀ-BREATH Framework.

• This lesson clearly identifies the connection between invasive species and the native environment.

• Teacher creates the conditions for a strengthening of belonging, responsibility, and Hawai‘i to occur.

• Students are given choice and empowered to make a change in their community.

• Students connect with social media in positive and meaningful ways that inspire change.

Additional Prerequisites

• Each student needs access to a device that can be used to photograph the invasive species. If this is not an option, accommodate the students' needs by allowing them to access an image online or draw the image.

• Students should have a basic understanding of computer skills and Google Slides.

• Students should be familiar with using Canva.com.
  

Differentiation

• Teacher can assist students by offering think-pair-share activities for discussion questions.

• Students can explore what actions have been taken to address specific invasive species.

• Students can research the varying historical, social, and environmental effects of invasive species on their region.

• Teachers can arrange for students to attend a field trip at Kipuka Olowalu for hands-on experience for kinesthetic learners.

• Extension: Students can explore options for managing invasive species and research how Hawai‘i has tried to address invasive species.

The lesson teaches students about invasive species, their benefits and drawbacks to ecosystems, how to spot them, and how to come up with solutions to conserve native species in their locality. We fact-checked the sources used to create this lesson, and it passed our evaluation of the science.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Supporting Standards

• English Language Arts
  • Speaking & Listening (K-12)
    • SL.PI.11-12.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
  • Writing (K-12)
    • W.IW.11–12.2 Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Note On Standards:

This lesson is aligned to SubjectToClimate standards. Review the aligned standards directly in the lesson plan document and teacher slideshow.