Invasive Species: Bad or Good?
By Kisha McKee, Thompson K-8 International Academy,
Email: kisha.mckee@southfieldk12.org
CLICK ON THE IMAGE TO DOWNLOAD A PRINTABLE VERSION OF THIS LESSON PLAN
By Kisha McKee, Thompson K-8 International Academy,
Email: kisha.mckee@southfieldk12.org
CLICK ON THE IMAGE TO DOWNLOAD A PRINTABLE VERSION OF THIS LESSON PLAN
WE WOULD GREATLY APPRECIATE YOUR FEEDBACK! CLICK HERE TO COMPLETE A SHORT SURVEY TELLING US ABOUT YOUR EXPERIENCE WITH THIS LESSON PLAN.
Lesson Overview
Earthworms are invasive species. Earthworms that are now found in North America are not native species. However they can be used for good. Students will use earthworms to create a compost bin. Students will maintain the compost bin throughout the year. In the late spring, students will use the compost in the school garden.
Background
In the past, earthworms have been known as the farmer’s/gardener’s friend. They contribute to the fertility of soil. However, studies have shown that the earthworms that populate North America are not the original earthworms. The orginal earthworms have not existed since before the Ice Age. Additional information can be found on the following websites: https://blog.nature.org/science/2016/10/31/jumping-worm-the-creepy-damaging-invasive-you-dont-know/, https://www.npr.org/templates/story/story.php?storyId=9105956 (The Trouble with Earthworms), and https://www.dnr.state.mn.us/invasives/terrestrialanimals/earthworms/index.html (Invasive Species-Invasive Earthworms)
Target Grade & Subject: 5th-8th grade, Science
Duration: (2) 60-minute periods; 15-minute class periods once a month
Instructional Setting: classroom, courtyard
Advance Preparation: Have all materials grouped and ready for each group of four. Collect earthworms from the playground and courtyard. If enough earthworms are not found, purchase some from a bait store.
Learning Objectives
At the end of this lesson, students will be able to:
1. Define invasive species and give an example of one.
2. Explain how to create and maintain a compost bin.
3. Explain how compost helps both a garden and the forest.
Michigan Science (or Social Studies) Performance Expectation Addressed (http://ngss.nsta.org/Professional-Learning.aspx)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (3-LS4-4)
LS4.C: Adaptation
For any particular environment, some organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)
SEP: Science & Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Constructing explanations and designing solutions
DCI: Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
CCC: Crosscutting Concepts
Systems and System Models Energy and Matter
Matter is transported into, out of, and within systems. (5-LS1-1)
List Materials & Quantities Needed
Per Student
Journal
Per Group of students
Plastic bins with lids for each group of four (8 bins)
Earthworms (found in the courtyard/outside)
Soil
Shredded newspaper
Spray bottles with water
Glue gun (put holes in bin)
Gloves
Scoopers
Magnifiers
Food waste (fruits and vegetables)
Instructions on how to make a compost bin: http://compost.css.cornell.edu/worms/steps.html
Trifold brochure rubric: www.pendleton.k12.ky.us/userfiles/356/Classes/14716/Brochure Rubric.docx
Per class:
Book titled ”Keep Out: Invasive Species” (July 2013) by Sara Latta.
Book titled, ‘The Worm Book.’ (2012) by Loren Nancarrow, Janet Hogan Taylor
Guiding Questions: What is an invasive species? Are invasive species always bad?
5E Model
ENGAGE:
1. Teacher will show a video entitled “Invasive Species: The Basics” by Michigan Dept of Natural Resources on Youtube. (https://www.youtube.com/watch?v=yIgysZ5Hho8)
2. Teacher will ask students if they have heard the term “invasive species” and to explain what an invasive species is.
3. Teacher will post a sticky chart paper. Students will write on a post-it something they know about invasive species.
4. Teacher will post another large sticky chart piece of paper and ask students to use a post-it and jot down a question they have about invasive species.
Expected prior knowledge: Students should know living/nonliving things. Maybe composting? Students should know how to complete a CER (Claim Evidence and Reasoning) page.
EXPLORE:
1. Teacher will provide background on invasive species.
2. Students will use technology to research other invasive species.
3. Teacher will read aloud the book titled,” Keep Out: Invasive Species” and a book on composting, The Worm Book.’
4. Students will be put into groups to make a compost bin.
5. Students will make observations on the compost bin once a week and record in their journal.
6. Students will add food waste to the bin once every two weeks.
7. Students will make a claim in response to the question; “Can the invasive earthworm, do well in confined conditions?”
Supporting students during exploration:
How can we use what we know about worms to put the invasive species worms to use?
EXPLAIN: Students will use their weekly observations to provide evidence for their CER (Claim, Evidence, Reasoning). Students will also use the compost in the spring to plant seeds.
ELABORATE: The teacher will guide students in their observations and data collection. Teacher will give students things to look for during their observation period. Teacher will provide guidance on what can and cannot be put into the compost bin. Students will create a brochure to inform the public about invasive species (need brochure rubric) and ways in which they can be helpful, not just hurtful, to the environment.
Supporting students during elaboration: How do you know that the worms are helping with decomposing? What evidence are you looking for?
EVALUATE: Students will be assessed using the CER page. Students will also be assessed using the Frayer model to show what they have learned about invasive species. (The Frayer model requires students to define invasive species, give three facts, give 3 examples, and 3 non-examples of invasive species.)
Supporting students during evaluation: Are invasive species always bad? Can they be used for good?
New Vocabulary: invasive species, compost, decomposition, earthworms, recycling, invade, species, organism, annelids.
Safety Considerations: Students need to wear gloves when dealing with the compost, and either wash hands or use hand sanitizer when they are done. Teacher will emphasize to students not to put anything in their mouth.
Sources
The design of this lesson was based on professional development activities about invasive species and about composting at the Belle Isle Aquarium Summer Teacher Institute in 2018. We made compost bins during the summer session. With 23 years of experience, I created a lesson around the compost bin and the invasive species lessons we did in the institute.
Supporting Materials:
Student Claim-Evidence-Reasoning (CER) page: click here
Oberservation page: click here
Earthworms are invasive species. Earthworms that are now found in North America are not native species. However they can be used for good. Students will use earthworms to create a compost bin. Students will maintain the compost bin throughout the year. In the late spring, students will use the compost in the school garden.
Background
In the past, earthworms have been known as the farmer’s/gardener’s friend. They contribute to the fertility of soil. However, studies have shown that the earthworms that populate North America are not the original earthworms. The orginal earthworms have not existed since before the Ice Age. Additional information can be found on the following websites: https://blog.nature.org/science/2016/10/31/jumping-worm-the-creepy-damaging-invasive-you-dont-know/, https://www.npr.org/templates/story/story.php?storyId=9105956 (The Trouble with Earthworms), and https://www.dnr.state.mn.us/invasives/terrestrialanimals/earthworms/index.html (Invasive Species-Invasive Earthworms)
Target Grade & Subject: 5th-8th grade, Science
Duration: (2) 60-minute periods; 15-minute class periods once a month
Instructional Setting: classroom, courtyard
Advance Preparation: Have all materials grouped and ready for each group of four. Collect earthworms from the playground and courtyard. If enough earthworms are not found, purchase some from a bait store.
Learning Objectives
At the end of this lesson, students will be able to:
1. Define invasive species and give an example of one.
2. Explain how to create and maintain a compost bin.
3. Explain how compost helps both a garden and the forest.
Michigan Science (or Social Studies) Performance Expectation Addressed (http://ngss.nsta.org/Professional-Learning.aspx)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (3-LS4-4)
LS4.C: Adaptation
For any particular environment, some organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
LS4.D: Biodiversity and Humans
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)
SEP: Science & Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Constructing explanations and designing solutions
DCI: Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
CCC: Crosscutting Concepts
Systems and System Models Energy and Matter
Matter is transported into, out of, and within systems. (5-LS1-1)
List Materials & Quantities Needed
Per Student
Journal
Per Group of students
Plastic bins with lids for each group of four (8 bins)
Earthworms (found in the courtyard/outside)
Soil
Shredded newspaper
Spray bottles with water
Glue gun (put holes in bin)
Gloves
Scoopers
Magnifiers
Food waste (fruits and vegetables)
Instructions on how to make a compost bin: http://compost.css.cornell.edu/worms/steps.html
Trifold brochure rubric: www.pendleton.k12.ky.us/userfiles/356/Classes/14716/Brochure Rubric.docx
Per class:
Book titled ”Keep Out: Invasive Species” (July 2013) by Sara Latta.
Book titled, ‘The Worm Book.’ (2012) by Loren Nancarrow, Janet Hogan Taylor
Guiding Questions: What is an invasive species? Are invasive species always bad?
5E Model
ENGAGE:
1. Teacher will show a video entitled “Invasive Species: The Basics” by Michigan Dept of Natural Resources on Youtube. (https://www.youtube.com/watch?v=yIgysZ5Hho8)
2. Teacher will ask students if they have heard the term “invasive species” and to explain what an invasive species is.
3. Teacher will post a sticky chart paper. Students will write on a post-it something they know about invasive species.
4. Teacher will post another large sticky chart piece of paper and ask students to use a post-it and jot down a question they have about invasive species.
Expected prior knowledge: Students should know living/nonliving things. Maybe composting? Students should know how to complete a CER (Claim Evidence and Reasoning) page.
EXPLORE:
1. Teacher will provide background on invasive species.
2. Students will use technology to research other invasive species.
3. Teacher will read aloud the book titled,” Keep Out: Invasive Species” and a book on composting, The Worm Book.’
4. Students will be put into groups to make a compost bin.
5. Students will make observations on the compost bin once a week and record in their journal.
6. Students will add food waste to the bin once every two weeks.
7. Students will make a claim in response to the question; “Can the invasive earthworm, do well in confined conditions?”
Supporting students during exploration:
How can we use what we know about worms to put the invasive species worms to use?
EXPLAIN: Students will use their weekly observations to provide evidence for their CER (Claim, Evidence, Reasoning). Students will also use the compost in the spring to plant seeds.
ELABORATE: The teacher will guide students in their observations and data collection. Teacher will give students things to look for during their observation period. Teacher will provide guidance on what can and cannot be put into the compost bin. Students will create a brochure to inform the public about invasive species (need brochure rubric) and ways in which they can be helpful, not just hurtful, to the environment.
Supporting students during elaboration: How do you know that the worms are helping with decomposing? What evidence are you looking for?
EVALUATE: Students will be assessed using the CER page. Students will also be assessed using the Frayer model to show what they have learned about invasive species. (The Frayer model requires students to define invasive species, give three facts, give 3 examples, and 3 non-examples of invasive species.)
Supporting students during evaluation: Are invasive species always bad? Can they be used for good?
New Vocabulary: invasive species, compost, decomposition, earthworms, recycling, invade, species, organism, annelids.
Safety Considerations: Students need to wear gloves when dealing with the compost, and either wash hands or use hand sanitizer when they are done. Teacher will emphasize to students not to put anything in their mouth.
Sources
The design of this lesson was based on professional development activities about invasive species and about composting at the Belle Isle Aquarium Summer Teacher Institute in 2018. We made compost bins during the summer session. With 23 years of experience, I created a lesson around the compost bin and the invasive species lessons we did in the institute.
Supporting Materials:
Student Claim-Evidence-Reasoning (CER) page: click here
Oberservation page: click here
New lesson plan ideas are welcome and will be uploaded as they are received and approved.
Instructions for submitting lesson plans for:
About invasive species,
About science and science careers
For information about submitting new lesson plans, please contact jchadde(at)mtu.edu
Lesson plan ideas from other web sites:
From Pennsylvania Sea Grant: 10 lesson plans about interactions of invasive species, biodiversity, and climate change
Creation of the above page of educational resources was funded in part by the Michigan Invasive Species Grant Program through the Departments of Natural Resources, Environmental Quality, and Agricultural and Rural Development.
This material is also based upon work supported by the National Science Foundation under Grant No. 1614187.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Instructions for submitting lesson plans for:
About invasive species,
About science and science careers
For information about submitting new lesson plans, please contact jchadde(at)mtu.edu
Lesson plan ideas from other web sites:
From Pennsylvania Sea Grant: 10 lesson plans about interactions of invasive species, biodiversity, and climate change
Creation of the above page of educational resources was funded in part by the Michigan Invasive Species Grant Program through the Departments of Natural Resources, Environmental Quality, and Agricultural and Rural Development.
This material is also based upon work supported by the National Science Foundation under Grant No. 1614187.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.