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Database Provider

Author

The Climate Initiative

Grades

5th, 6th, 7th, 8th, 9th, 10th

Subjects

Science, Social Studies, Biology, Earth and Space Sciences, Geography

Resource Types

  • Interactive Media
  • Video, 4 minutes, 46 seconds, CC, Subtitles
  • Digital Text
  • Video, 2 minutes, 34 seconds, CC, Subtitles
  • Assessment

Regional Focus

Global, North America, United States, USA - Northeast, Maine

Invasive Species Learning Lab

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Synopsis
  • This interactive learning module provides several opportunities for students to learn about invasive plants and animals.
  • Students can explore a variety of linked resources, go through guided information with images and videos, and view maps and graphs.
  • A comprehensive teacher guide, including six lessons, can be used with the learning lab to create an entire unit for your class.
Teaching Tips

Positives

  • This learning lab has enough linked and included information to fill an entire unit on invasive species.  
  • Information is presented in a visually appealing manner, helping educators to quickly locate videos and lessons.

Additional Prerequisites

  • Teachers may wish to have an initial class discussion about the definitions of invasive species and native species.
  • Teachers and/or students need Internet access and devices to use this resource on their own.

Differentiation

  • Connections can be made in social studies classes when students study geography, especially for what kinds of plants and animals are found in different regions.
  • This learning lab can be utilized for a cross-curriculum unit on habitats and ecosystems.
  • There is enough information for a class of students to work on individual or small-group research projects and then present their findings to the class. 
  • As an extension, students are invited to submit personal climate change narratives to the organization.
  • Biology classes can use portions of this learning lab to support lessons about keystone species, predator-prey interactions, population dynamics, climate change, and habitat loss.
Scientist Notes
This resource from The Climate Initiative is an interactive web-based lab that gives students a broad understanding of invasive species. Five separate interactive panels educate and engage students, ranging from a simple classroom image, where clicking on objects leads to various resources, to an invasive species geography quiz. The linked iMapInvasives tool is a great way to help students think about the geographic distribution of invasive species and the time series figure from the San Francisco Estuary provides a good opportunity to familiarize students with figures and trend spotting. The resource is wide-ranging and exceptionally well-sourced. This resource is recommended for teaching.
Standards

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

  • English Language Arts
    • Language (K-12)
      • L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
    • Reading: Informational Text (K-12)
      • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
    • Speaking & Listening (K-12)
      • SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
      • SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
    • Writing: History, Science & Technical Subjects (6-12)
      • WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Science
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
      • HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • LS4: Biological Evolution: Unity and Diversity
      • 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
      • 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
      • HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
      • HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
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