Invasive Species Have Feelings, Too?
by Sara Forbing,
Email: sforbing@carok12.org
CLICK ON THE IMAGE TO DOWNLOAD A PRINTABLE VERSION OF THIS LESSON PLAN
by Sara Forbing,
Email: sforbing@carok12.org
CLICK ON THE IMAGE TO DOWNLOAD A PRINTABLE VERSION OF THIS LESSON PLAN
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Lesson Overview
In this lesson series, students will learn about invasive species and how they affect the environment. Students will learn what an invasive species is and why it is dangerous to native species. Students will then be exposed to writing samples from the perspective of a non-human being. After reading multiple items from varying points of view, students will choose an invasive species to learn more about. Once their research is complete, students will write a letter to a native species or to a scientist from the perspective of an invasive species. In the letter, they will include how the invasive species arrived here, why it continues to spread, and why it is a problem.
Target Grade/Subject/: 4th grade; Science; 3-4 class periods
Sources Consulted
Invasive Species Species Profiles & Reporting Information. (n.d.). Retrieved November 30, 2018, from http://www.michigan.gov/invasives/0,5664,7-324-68002---,00.html
Learning Objectives
At the end of this lesson, students will be able to:
Michigan Science, ELA and/or Social Studies Standard Addressed
Science standard:
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
ELA standards
4.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.3e - Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
List Materials & Quantities Needed per class and per student group
Scenario cards for groups of students
Picture of Brown Marmorated Stink Bug (invasive species in Michigan). The picture can be found at: https://www.michigan.gov/invasives/0,5664,7-324-68002_71241-379396--,00.html
Computer with internet access for each student
Paper
Pencil
New Vocabulary
Invasive Species: An invasive species is one that is not native and whose introduction causes harm, or is likely to cause harm to Michigan's economy, environment or human health.
Phragmites: any of several tall grasses of the genus Phragmites, having plumed heads, growing in marshy areas, especially the common reed P. australis.
Focus Questions
How did invasive species arrive in Michigan?
Why are they spreading?
Classroom Activities
Day 1: Engage
Give groups of students the following scenario card: Your pet goldfish has grown and is getting a bit too big for your tank. You decide to release the fish in a local pond. Is this a good or bad idea and why? Have students discuss in their groups whether it would be good or bad to release the goldfish. Allow this to lead in to a conversation about what could happen in the pond by releasing the fish. As the conversation continues, introduce the term invasive species. Ask students what they think it means for something to be invasive.
Explain what invasive means if students are not able to arrive at a student friendly definition. Once students understand what it means for a species to be invasive, show them the picture of the Brown Marmorated Stink Bug. Tell students it is an invasive species and ask them to explain reasons why it may be considered invasive. They will likely state that it is smelly when you step on it. Go over the other reasons that it is invasive, showing students the Michigan Invasive Species website.
Day 2: Explore
Allow students time to look at the Michigan Invasive Species Website to decide on an invasive species that they would like to write about. Once they choose a species, they should look for the following information:
Day 3: Elaborate (both ELA and Science standards)
Once students have found the answers to all of their assigned questions, share multiple resource books with them that have writing from different perspectives. Some examples could include Diary of a Worm, The Day the Crayons Quit, or The Great Kapok Tree. After students have an understanding of perspective writing, introduce the idea of a RAFT (role, audience, format, tone.) Students’ role will be the invasive species. However, they will need to choose their audience, format, and tone. The simplest ideas would be to write a diary entry or to write a letter to a native species or to a scientist. In their RAFT, students should include what they are (description of the invasive species,) how they arrived in Michigan, and why they are a problem in Michigan.
Day 4: Share students’ RAFTs so that everyone in the class can learn about multiple Michigan invasive species.
Evaluate Student Learning
Grade students’ RAFTs based on how well they answered the required questions. Did they accurately answer all of the questions?
In this lesson series, students will learn about invasive species and how they affect the environment. Students will learn what an invasive species is and why it is dangerous to native species. Students will then be exposed to writing samples from the perspective of a non-human being. After reading multiple items from varying points of view, students will choose an invasive species to learn more about. Once their research is complete, students will write a letter to a native species or to a scientist from the perspective of an invasive species. In the letter, they will include how the invasive species arrived here, why it continues to spread, and why it is a problem.
Target Grade/Subject/: 4th grade; Science; 3-4 class periods
Sources Consulted
Invasive Species Species Profiles & Reporting Information. (n.d.). Retrieved November 30, 2018, from http://www.michigan.gov/invasives/0,5664,7-324-68002---,00.html
Learning Objectives
At the end of this lesson, students will be able to:
- Explain what makes a species invasive.
- Identify reasons why an invasive species is dangerous.
- Describe ways an invasive species can move to a new area.
Michigan Science, ELA and/or Social Studies Standard Addressed
Science standard:
4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
ELA standards
4.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.3e - Use concrete words and phrases and sensory details to convey experiences and events precisely.
4.W.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
List Materials & Quantities Needed per class and per student group
Scenario cards for groups of students
Picture of Brown Marmorated Stink Bug (invasive species in Michigan). The picture can be found at: https://www.michigan.gov/invasives/0,5664,7-324-68002_71241-379396--,00.html
Computer with internet access for each student
Paper
Pencil
New Vocabulary
Invasive Species: An invasive species is one that is not native and whose introduction causes harm, or is likely to cause harm to Michigan's economy, environment or human health.
Phragmites: any of several tall grasses of the genus Phragmites, having plumed heads, growing in marshy areas, especially the common reed P. australis.
Focus Questions
How did invasive species arrive in Michigan?
Why are they spreading?
Classroom Activities
Day 1: Engage
Give groups of students the following scenario card: Your pet goldfish has grown and is getting a bit too big for your tank. You decide to release the fish in a local pond. Is this a good or bad idea and why? Have students discuss in their groups whether it would be good or bad to release the goldfish. Allow this to lead in to a conversation about what could happen in the pond by releasing the fish. As the conversation continues, introduce the term invasive species. Ask students what they think it means for something to be invasive.
Explain what invasive means if students are not able to arrive at a student friendly definition. Once students understand what it means for a species to be invasive, show them the picture of the Brown Marmorated Stink Bug. Tell students it is an invasive species and ask them to explain reasons why it may be considered invasive. They will likely state that it is smelly when you step on it. Go over the other reasons that it is invasive, showing students the Michigan Invasive Species website.
Day 2: Explore
Allow students time to look at the Michigan Invasive Species Website to decide on an invasive species that they would like to write about. Once they choose a species, they should look for the following information:
- What is the invasive species?
- Where is the invasive species located?
- Why is the invasive species dangerous to the area?
- How did the invasive species get here?
Day 3: Elaborate (both ELA and Science standards)
Once students have found the answers to all of their assigned questions, share multiple resource books with them that have writing from different perspectives. Some examples could include Diary of a Worm, The Day the Crayons Quit, or The Great Kapok Tree. After students have an understanding of perspective writing, introduce the idea of a RAFT (role, audience, format, tone.) Students’ role will be the invasive species. However, they will need to choose their audience, format, and tone. The simplest ideas would be to write a diary entry or to write a letter to a native species or to a scientist. In their RAFT, students should include what they are (description of the invasive species,) how they arrived in Michigan, and why they are a problem in Michigan.
Day 4: Share students’ RAFTs so that everyone in the class can learn about multiple Michigan invasive species.
Evaluate Student Learning
Grade students’ RAFTs based on how well they answered the required questions. Did they accurately answer all of the questions?
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.