alien lesson

An Invasion of Our Environment by Non-Native Animals and Plants Earth Science - Ecology, Grade 6 Created by Linda Lucero

AAAhhh . . . . . The vines!. . . . . They're wrapping around my ankles, climbing up my legs . . . . Circling my waist! My arms, I can't move them! I'm bound like a big green leafy mummy! HELPPPP!! I can't breathe. The vines . . . . They're suffocating me . . . . . .Look at what's happening . . . . . .

The Task

Your mission is to make a presentation to the Invasive Species Council describing the invasion of non-native plants and animals to the environment. As a biologist, you must identify "America's Least Wanted" aliens. Who are they? How did they get here? What can we do about them? The answers to these questions are needed by the Council to help stop this present invasion!

If we don't control these aliens, will the invaders eventually transform us into a destructive alien world taken over by biological opportunists, an organic wasteland teeming with rats, cockroaches and star thistle? Sure, it sounds like a bad movie. But have you noticed how fast the Kudzu vine grows?

Student Activity

1. Read President Clinton's news release regarding non-native invasive species.
2. Complete the Scavenger Hunt .
3. Research and collect information about "America's Least Wanted." Use the following guidelines:
     Part I
    a. Research at least 4 invasive species using the links in the Resources section.
    b. Analyze how each invasive species affects the food web in their ecosystem.
    c. Describe the the function each invasive species plays in its biome.
    d. Explain how the number and types of organisms an ecosystem can support
        is affected by each invasive species.
    Part II
    a. Compare how different invasive species get into non-native ecosystems.
    Part III
    a. Propose ways people can help stop the introduction of invasive species into non-native ecosystems.
4. Create a multimedia presentation, follwing the guidelines of your research,
        that gives evidence of invasive species causing environmental problems in the United States.
5. Present your multimedia project to the Invasive Species Council.

Resources

Part I Resources:
Who Are They? "America's Least Wanted"
     The Dirty Dozen
     Alien Species Movies Gallery
     Photographs, Distribution Maps, and Other Visual Resources by Species
     Invasive Alien Species - Species
     Some Non indigenous Aquatic Species of Concern
     EXOTIC INTRODUCTIONS
     Scientific American: Explore!: Costly Interlopers: February 15, 1999
     Environment News: Alien Species Cost U.S. $123 Billion A Year

Part II Resources:
How Do They Get Here?
    Pathways of Invasion

Part III Resources:
What Can We Do to Help?
     What You Can Do to Help
     Problems with the Release of Exotic Fish
     Dear Colleague

Show Your Stuff

Prepare a multimediea presentation (such as PowerPoint) for the Invasive Species Council that uses convincing evidence supported by real data.
Include the following:
    a. Clearly state your position on this issue.
    b. Use examples and researched evidence to persuade your audience.
    c. Include a Bibliography of sources used.
    d. Anticipate and address audience concerns and counter-arguments.

How Did You Do?

Presentation Rubric

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Introduction 10 points	Position on this issue not stated	Position on this issue not clearly stated or persuasive	Position on this issue adequately stated and persuasive	Position on this issue is clearly stated and persuasive
Content 60 points	Very little research or complete information on one species	Limited research with incomplete information on 2 to 3 species	Adequate research and complete information on 4 species	Extensive research and collection of information on more than 4 invasive species
	No analysis of how each invasive species affects the food web in their ecosystem	Incomplete analysis of how each invasive species affects the food web in their ecosystem	Adequate analysis of how each invasive species affects the food web in their ecosystem	Complete and accurate analysis of how each invasive species affects the food web in their ecosystem
	No description of the function that each invasive species plays in its biome	Incomplete and/or inaccurate description of the function that each invasive species plays in its biome	Adequate description of the function that each invasive species plays in its biome	Complete and accurate description of the function that each invasive species plays in its biome
	No explanation of how the number and types of organisms an ecosystem can support is affected by each invasive species	Incomplete explanation of how the number and types of organisms an ecosystem can support is affected by each invasive species	Adequate explanation of how the number and types of organisms an ecosystem can support is affected by each invasive species	Complete and accurate explanation of how the number and types of organisms an ecosystem can support is affected by each invasive species
	No comparison of how different invasive species get into non-native ecosystems	Incomplete comparison of how different invasive species get into non-native ecosystems	Adequate comparison of how different invasive species get into non-native ecosystems	Complete and accurate comparison of how different invasive species get into non-native ecosystems
Bibliography 10 points	Includes one or less sources	Includes 2-3 sources and is partly complete and accurate	Includes at least 4 sources and is mostly complete and accurate	Includes more than 4 sources and is complete and accurate
Answers/ Questions 10 points	Anticipates and addresses no audience concerns and counter arguments	Anticipates and addresses few audience concerns and counter arguments	Anticipates and addresses most audience concerns and counter arguments	Anticipates and addresses all audience concerns and counter arguments
Presentation Skills 10 points	Uses correct grammar and displays good eye contact, posture, and voice volume little of the time	Uses correct grammar and displays good eye contact, posture, and voice volume some of the time	Uses correct grammar and displays good eye contact, posture, and voice volume most of the time	Uses correct grammar and displays good eye contact, posture, and voice volume all of the time

Collaboration Rubric

Name __________________________________

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Participation 30 points
Research & Gather Information	Does not collect any information that relates to the topic.	Collects very little information--some relates to the topic.	Collects some basic information--most relates to the topic.	Collects a great deal of information--all relates to the topic.
Share Information	Does not relay any information to teammates.	Relays very little information--some relates to the topic.	Relays some basic information--most relates to the topic.	Relays a great deal of information--all relates to the topic.
Be Punctual	Does not hand in any assignments.	Hands in most assignments late.	Hands in most assignments on time.	Hands in all assignments on time.
Take Responsibility 30 points
Fulfill Team Role's Duties	Does not perform any duties of assigned team role.	Performs very little duties.	Performs nearly all duties.	Performs all duties of assigned team role.
Participation	Does not speak during group discussions.	Either gives too little information or information which is irrelevant to topic.	Offers some information--most is relevant.	Offers a fair amount of important information--all is relevant.
Share Equally	Always relys on others to do the work.	Rarely does the assigned work--often needs reminding.	Usually does the assigned work--rarely needs reminding.	Always does the assigned work without having to be reminded.
Value Others' Viewpoints 30 points
Listen to Other Teammates	Is always talking--never allows anyone else to speak.	Usually doing most of the talking--rarely allows others to speak.	Listens, but sometimes talks too much.	Listens and speaks a fair amount.
Cooperate with Teammates	Usually argues with teammates.	Sometimes argues.	Rarely argues.	Never argues with teammates.
Make Fair Decisions	Usually wants to have things their way.	Often sides with friends instead of considering all views.	Usually considers all views.	Always helps team to reach a fair decision.

				Total

Notes to the Teacher

Overview:
"Alien Invaders" is a problem-based lesson that uses cooperative groups to research a real-life problem. There are no defined answers and the research process brings each group to a conclusion based on their own collaborative efforts. It is a holistic approach that integrates all subjects across the curriculum.

Resources:
A more complete list of resources is available if you would like to extend the lesson into a unit that involves more diversified research. This would allow each group to have their own list of resources in the section of their research that has them identify, "Who Are They?" Their presentations would have more invasive species represented and no overlapping information.

Extended Activity:
Individual or Group Projects--Choose one of the following projects and be prepared to share it during your group's presentation.
1. Make a chart or graph that lists costs per year of destruction caused by various invasive plants and/or animals.
2. Design a map that locates biomes of the United States that have invasive plants and/or animals.
3. Draw a poster that shows ways to prevent the invasion of non-native species.
4. Draw a picture that complares two biomes and the similar ecological roles played by the different kinds of organisms.
5. Design a flowchart that explains the food web.
6. Distribute a newsletter that describes "America's Least Wanted."
7. Make a drawing that compares predator/prey relationships.
8. Create a chart that categorizes predator/prey relationships in different biomes.
9. Design an ecosystem that categorizes the functions of the population of organisms.
10. Write a research report about invasive species.

Curricular Area: Science, 6th grade, Earth Science (Ecology)

California Science Standards
Ecology (Life Science), Grade 6

5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept, students know:

a. energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis, and then from organism to organism in food webs.
b. over time, matter is transferred from one organism to others in the food web, and between organisms and the physical environment.
c. populations of organisms can be categorized by the functions they serve in an ecosystem.
d. different kinds of organisms my play similar ecological roles in similar biomes.
e. the number and types of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition.