Researching Invasive Species
By Heidi Trepkowski
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By Heidi Trepkowski
Click on 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
Students will be introduced to what invasive species are, and how they can negatively affect the Great Lakes and Michigan’s ecosystems. Students will have the opportunity to choose an invasive species to research, create a model for, write a research report for, and present their report to the class. Some invasive species being researched are on display at the Belle Isle Aquarium and could be visited as an individual or class.
Target Grade/Subject: 5th grade Science and ELA
Time: 3 - 4 weeks (15-20 45-min. class periods)
Sources Consulted
1. Belle Isle Conservancy: Educating about Invasive Species. (n.d.). Retrieved March 09, 2018, from http://detroitaquarium.weebly.com/educating-about-invasive-species.html
2. Michigan Department of Environmental Quality. Retrieved from https://www.youtube.com/watch?v=yIgysZ5Hho8
3. Michigan Invasive Species (Michigan.gov). Retrieved from http://www.michigan.gov/invasives/0,5664,7-324-68002_71240---,00.html
Learning Objectives
Students will be able to:
Michigan Science and ELA Standards Addressed
Michigan Science Standards:
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1MI Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes basin.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
ELA Common Core Standards:
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above.) SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
R.I.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
R.I.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
List Materials & Quantities Needed
30 Chromebooks/computer lab/iPads for research (1 per student)
Modeling materials: clay, recycled materials (cardboard, string, foil, paper, tubes, etc.) 30 notebooks (1 per student)
30 pencils (1 per student)
60 notecards (2 per student)
New Vocabulary
Invasive Species: 1) non-native (or alien) to the ecosystem under consideration and. 2) whose introduction causes or is likely to cause economic or environmental harm or harm to human health.
Ecosystem: a biological community of interacting organisms and their physical environment.
(in general use) a complex network or interconnected system.
Model: a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original.
Eradicate: destroy completely; put an end to.
Focus Question
Why is your invasive species harmful to Michigan?
How can Michigan eradicate your invasive species?
Classroom Activities - Lessons are based on what fifth grade students should be able to accomplish in a 45 minute class period
Lesson 1 - Begin by visiting the Belle Isle Conservancy website to give an overview of invasive species
(http://detroitaquarium.weebly.com/educating-about-invasive-species.html). Next, students will view
“Invasive Species - The Basics” independently on an electronic device
(https://www.youtube.com/watch?v=yIgysZ5Hho8). Students will take notes and then begin to research different types of invasive species in Michigan by visiting http://www.michigan.gov/invasives/0,5664,7-32468002_71240---,00.html. They will make a list of five that they are interested in looking into further. Some examples are:
Lesson 2 - Students will narrow down their list of five invasive species to one that another member of the class has not chosen. Students will begin to research their invasive species. They will begin with an image to draw in their notebook in order to later create a model.
Lesson 3 - 5 Students will continue to research using reputable websites, watch videos and take notes to prepare for their research report.
Lesson 6 - Students will begin to draft a four paragraph research paper that includes: (i) an introduction describing their selected invasive species, (ii) one paragraph with information cited from their sources about why their invasive species is harmful, (iii) one paragraph about ways to eradicate their invasive species (also citing their sources) or why it cannot be eradicated, and (iv) a conclusion paragraph with their recommendations on what to do.
Lesson 7 - 8 Create rough draft
Lesson 9 - Revise research paper with a partner and self-edit. Student will then begin to type their final copy of their research paper.
Lesson 10 - Finish typing final product into word document (possibly google classroom)
Lesson 11 - Students will begin to create a model of their invasive species using the drawing from lesson 2.
Lesson 12 - 13 Students create their model, paying attention to details including what ecosystem the invasive specie is disrupting.
Lesson 14 - Students prepare for their presentation using notecards. Students will highlight the main points from their paper in their presentation (2 minutes max). Students will use notecards in order to present instead of reading their entire paper.
Lesson 15 - Students practice presenting with their revising partner from earlier in the unit.
Lesson 16 - 17 Students will present their findings to their peers.
Lesson 18 - Students will vote on which invasive species they feel is the most harmful to Michigan and why using a paragraph of writing.
Assessment of Student Learning
Teacher will use the attached rubrics in order to evaluate the students’ performance on the unit (based on the objectives).
Students will be introduced to what invasive species are, and how they can negatively affect the Great Lakes and Michigan’s ecosystems. Students will have the opportunity to choose an invasive species to research, create a model for, write a research report for, and present their report to the class. Some invasive species being researched are on display at the Belle Isle Aquarium and could be visited as an individual or class.
Target Grade/Subject: 5th grade Science and ELA
Time: 3 - 4 weeks (15-20 45-min. class periods)
Sources Consulted
1. Belle Isle Conservancy: Educating about Invasive Species. (n.d.). Retrieved March 09, 2018, from http://detroitaquarium.weebly.com/educating-about-invasive-species.html
2. Michigan Department of Environmental Quality. Retrieved from https://www.youtube.com/watch?v=yIgysZ5Hho8
3. Michigan Invasive Species (Michigan.gov). Retrieved from http://www.michigan.gov/invasives/0,5664,7-324-68002_71240---,00.html
Learning Objectives
Students will be able to:
- Identify why invasive species are harmful to Michigan’s water and land ecosystems.
- Gather useful information from multiple sources.
- Create a model of their invasive species.
- Present knowledgeably to their peers.
- Write a research paper (4-paragraphs) that includes: (i) an introduction describing their selected invasive species, (ii) one paragraph with information cited from their sources about why their invasive species is harmful, (iii) one paragraph about ways to eradicate their invasive species (also citing their sources) or why it cannot be eradicated, and (iv) a conclusion paragraph with their recommendations on what to do.
Michigan Science and ELA Standards Addressed
Michigan Science Standards:
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1MI Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes basin.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
ELA Common Core Standards:
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1–3 above.) SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
R.I.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
R.I.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
R.I.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
List Materials & Quantities Needed
30 Chromebooks/computer lab/iPads for research (1 per student)
Modeling materials: clay, recycled materials (cardboard, string, foil, paper, tubes, etc.) 30 notebooks (1 per student)
30 pencils (1 per student)
60 notecards (2 per student)
New Vocabulary
Invasive Species: 1) non-native (or alien) to the ecosystem under consideration and. 2) whose introduction causes or is likely to cause economic or environmental harm or harm to human health.
Ecosystem: a biological community of interacting organisms and their physical environment.
(in general use) a complex network or interconnected system.
Model: a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original.
Eradicate: destroy completely; put an end to.
Focus Question
Why is your invasive species harmful to Michigan?
How can Michigan eradicate your invasive species?
Classroom Activities - Lessons are based on what fifth grade students should be able to accomplish in a 45 minute class period
Lesson 1 - Begin by visiting the Belle Isle Conservancy website to give an overview of invasive species
(http://detroitaquarium.weebly.com/educating-about-invasive-species.html). Next, students will view
“Invasive Species - The Basics” independently on an electronic device
(https://www.youtube.com/watch?v=yIgysZ5Hho8). Students will take notes and then begin to research different types of invasive species in Michigan by visiting http://www.michigan.gov/invasives/0,5664,7-32468002_71240---,00.html. They will make a list of five that they are interested in looking into further. Some examples are:
- Plants: parrot feather (Myriophyllum aquaticum); yellow floating heart (Nymphoides peltata);European frog-bit (Hydrocharis morsus-ranae; especially serious due to recent new observations); Brazilian elodea (Egeria densa; especially important in a teaching context, for which information about alternative species for teaching may help stop accidental release); hydrilla (Hyrdrilla verticillata); water chestnut (Trapa natans); water hyacinth (Eichhornia crassipes); water lettuce (Pistia stratiotes; this and hyacinth currently allowable but reportable if observed outside of cultivation); water soldier (Stratiotes aloides), invasive phrgmites (Phragmites australis), and Eurasian watermilfoil (Myriophyllum spicatum).
- Animals: Asian carps (silver, big head, and others); northern snakehead (Channa argus); red swamp crayfish (Procambarus clarkii); New Zealand mudsnail (Potamopyrgus jenkinsi); rudd (Scardinius erythrophthalamus); and tench (Tinca tinca)."
Lesson 2 - Students will narrow down their list of five invasive species to one that another member of the class has not chosen. Students will begin to research their invasive species. They will begin with an image to draw in their notebook in order to later create a model.
Lesson 3 - 5 Students will continue to research using reputable websites, watch videos and take notes to prepare for their research report.
Lesson 6 - Students will begin to draft a four paragraph research paper that includes: (i) an introduction describing their selected invasive species, (ii) one paragraph with information cited from their sources about why their invasive species is harmful, (iii) one paragraph about ways to eradicate their invasive species (also citing their sources) or why it cannot be eradicated, and (iv) a conclusion paragraph with their recommendations on what to do.
Lesson 7 - 8 Create rough draft
Lesson 9 - Revise research paper with a partner and self-edit. Student will then begin to type their final copy of their research paper.
Lesson 10 - Finish typing final product into word document (possibly google classroom)
Lesson 11 - Students will begin to create a model of their invasive species using the drawing from lesson 2.
Lesson 12 - 13 Students create their model, paying attention to details including what ecosystem the invasive specie is disrupting.
Lesson 14 - Students prepare for their presentation using notecards. Students will highlight the main points from their paper in their presentation (2 minutes max). Students will use notecards in order to present instead of reading their entire paper.
Lesson 15 - Students practice presenting with their revising partner from earlier in the unit.
Lesson 16 - 17 Students will present their findings to their peers.
Lesson 18 - Students will vote on which invasive species they feel is the most harmful to Michigan and why using a paragraph of writing.
Assessment of Student Learning
Teacher will use the attached rubrics in order to evaluate the students’ performance on the unit (based on the objectives).
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.