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Authors

MOOSE, Maine Department of Energy

Grades

6th, 7th, 8th

Subjects

Science, Biology, Earth and Space Sciences, Mathematics

Resource Types

  • Lesson Plans
  • Presentation Slides
  • Articles and Websites
  • Videos, 4 minutes, 3 seconds, CC, Subtitles
  • Videos, 3 minutes, 32 seconds, CC, Subtitles
  • Videos, 3 minutes, 27 seconds
  • Videos, 3 minutes, 33 seconds, CC, Subtitles
  • Videos, 2 minutes, 51 seconds, CC
  • Videos, 4 minutes, 28 seconds, CC
  • Videos, 11 minutes, 34 seconds, CC
  • Videos, 2 minutes, 29 seconds, CC
  • Videos, 4 minutes, 57 seconds, CC
  • Videos, 10 minutes, 58 seconds, CC, Subtitles
  • Videos, 15 minutes, 53 seconds, CC
  • Videos, 2 minutes, 48 seconds, CC, Subtitles
  • Videos, 6 minutes, 4 seconds, CC
  • Videos, 3 minutes, 49 seconds, CC
  • Interactive Media
  • Charts, Graphs, and Tables
  • Videos, 10 minutes, 13 seconds, CC, Subtitles
  • Videos, 7 minutes, 24 seconds, CC, Subtitles
  • Assessments
  • Videos, 1 minute, 51 seconds, CC
  • Videos, 3 minutes, 59 seconds, CC
  • Videos, 10 minutes, 3 seconds, CC
  • Videos, 1 minute, 55 seconds, CC
  • Videos, 5 minutes, 13 seconds, CC, Subtitles
  • Videos, 1 minute, 57 seconds, CC, Subtitles
  • Activity - Classroom

Regional Focus

North America, United States, USA - Northeast, Maine

Format

Google Docs, Google Slides, YouTube Video

Is Climate Change Affecting Invasive Species in Maine?

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Synopsis
  • This multi-unit module contains five different lesson groups that cover invasive species, non-native species, native species, the role of climate change in increasing invasive species, and data analysis.
  • The lessons include videos, articles, graphs, and a culminating presentation where students present what they have learned using a method of their choosing.
Teaching Tips

Positives

  • This module is incredibly attuned to teaching the whole child and giving them voice and choice in their learning.
  • This module incorporates brain breaks and movement breaks, prompts students to make sure their bodies and minds are ready for learning, and gives students choices throughout the whole learning experience!
  • This module does a great job of breaking down the planning process step-by-step for the final presentation project.

Additional Prerequisites

  • Some students, including English language learners, may need the terms species, habitat, environment, horticulture, biodiversity, ecosystem, infrastructure, exotic, aphid, infestation, deforestation, eradicate, and overwintering defined.
  • The second link for Japanese Knotweed research and the first link for Butterfish research are broken links.
  • The module does a great job of explaining climate change and its impacts in lesson group 3, however it may be beneficial to briefly cover the topics with students before they begin this section.
  • Clicking on the "Research me" link for any of the coastal species will take you to the European Green Crab research slide, rather than the first navigation slide in the Coastal Species Research Resources slide deck, however, this slide can be found by scrolling to the top.
  • There is no questions slide for Dead Mans Fingers, but there is a research slide in the Coastal Species Research Resources slide deck

Differentiation

  • There is the option to watch a video or to read to gather the information. Students may choose to do one or the other, depending on their processing capabilities/preferences.
  • There are slides for students to record their learning in as they move through the lesson, so it may be beneficial to teach students to put the learning module on one side of their screen and the slides on the other.
  • Students can compare and contrast the different methods (chemical, biological, etc.) used to control the populations of different invasive species and evaluate the merits and drawbacks of each method.
  • Put students in pairs or read as a class some of reading required to research the different invasive species to avoid frustration if the reading level is too difficult.
  • Math classes can use lesson group 4 of this module to practice work with data and graphing with a more authentic purpose.
  • While the lesson is about invasive, native, and non-native species in Maine, the article in lesson group one is written with Illinois in mind, but most of the information is relevant for locations throughout the United States.
Scientist Notes
This website from the Maine Department of Energy is an amazing resource for teachers and students. The module starts by walking students through what invasive, native, and non-native species are, the second module encourages students to research the invasive species in Maine, the third module walks students through what climate change is, and the final module encourages students to look for relationships between climate change and invasive species. The module provides many slide decks, videos, matching games, lessons, reflection questions, and learning opportunities for students. This would be an excellent resource for a classroom discussion about seasons and climates.
Standards

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

  • Mathematics
    • Statistics & Probability (6-8)
      • 6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.
      • 6.SP.B.5 Summarize numerical data sets in relation to their context.
      • 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
      • 8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit (e.g., line of best fit) by judging the closeness of the data points to the line.
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
      • MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
      • MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
  • English Language Arts
    • Reading: Literature (K-12)
      • RL.MF.6.6 Compare and contrast information or texts to develop a coherent understanding of a theme, topic, or issue when reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text.
    • Speaking & Listening (K-12)
      • SL.UM.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
      • SL.PI.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
      • SL.UM.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
      • SL.PI.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
      • SL.UM.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
    • Writing (K-12)
      • W.AW.6.1 Write arguments on discipline-specific content (e.g., social studies, science, math, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
      • W.IW.6.2 Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
      • W.WR.6.5 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
      • W.IW.7.2 Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
      • W.WR.7.5 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
      • W.AW.8.1 Write arguments on discipline-specific content (e.g., social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
      • W.WR.8.5 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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