-
8th Grade
- Project
- 3 weeks
"New York Nature Ninjas: Invasive Species Quest"
Purpose
This project aims to engage 8th-grade students in understanding the ecological impacts of invasive species in New York through hands-on investigation and collaboration with community partners. By surveying the schoolyard and participating in expert-led workshops, students will learn to identify invasive species and explore scientific methods for tracking and mitigating their effects. The project culminates in the creation of community resources, such as informational pamphlets and digital maps, fostering awareness and action towards invasive species management.
Learning goals
Students will develop an understanding of the ecological impacts of invasive species, including disruptions to food webs, with specific examples from the Hudson River such as the zebra mussel invasion. They will learn to identify and track invasive species using scientific methods and collaborate with community partners to create educational materials. Through hands-on activities and teamwork, students will enhance their observational skills, engage in scientific inquiry, and design a community awareness campaign to promote the importance of managing invasive species.
Standards
- NGSS - MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
- NGSS - MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
- Common Core - CCSS.ELA-LITERACY.W.8.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Products
Students will create a digital interactive map that showcases the locations and types of invasive species identified during their schoolyard survey, integrating their collected data and observations. They will also design an informational pamphlet or brochure in collaboration with the Cary Institute of Ecosystem Studies to educate the community about invasive species management. Additionally, students will develop a scientific poster for a school-wide science fair, detailing their methods for tracking invasive species and evaluating different mitigation strategies.
Launch
Begin the project with an immersive experience by surveying the schoolyard for invasive species. Invite experts from the Cary Institute to lead a hands-on workshop where students learn to identify invasive species using real samples and field guides. Organize a 'Species Scavenger Hunt' in the schoolyard, where students work in teams to locate and document potential invasive species, using maps and clues to enhance their observational skills and engage them in the project content.
Exhibition
Students will present their digital interactive maps and scientific posters in a class exhibition, inviting peers, teachers, and community partners to engage with their findings. Each group will have a station where they can explain their process, share insights from their schoolyard survey, and discuss the implications of their research. This exhibition will serve as a platform for students to articulate their learning journey and demonstrate their understanding of invasive species' impact on local ecosystems.
| Week 1 | Day 1 |
|---|---|
| Activities |
Project Introduction - Students brainstorm prior knowledge of invasive species and discuss the essential questions to set the stage for the project. (10 min)
Expert Workshop - Invite experts from the Cary Institute to introduce invasive species using real samples and field guides. Students learn identification techniques. (35 min)
|
| Deliverables |
1. Completed schoolyard survey data sheets with documented observations and identified species.
2. Draft outline of the digital interactive map showcasing the initial findings from the schoolyard survey. |
| Preparation |
1. Coordinate with the Cary Institute to schedule the expert-led workshop and ensure availability of real samples and field guides.
2. Prepare identification tools and resources, including digital devices with relevant apps, field guides, and printed maps for the survey. 3. Create and distribute survey data sheets and safety protocols for the schoolyard survey. 4. Secure permission and access to the schoolyard for conducting the survey. 5. Set up a system for compiling and analyzing data collected during the survey. |
| Week 2 | Day 1 |
|---|---|
| Activities |
Schoolyard Survey Analysis - Students compile and analyze data collected from the schoolyard survey to identify patterns in invasive species presence. (20 min)
Data Interpretation Discussion - Facilitate a group discussion on the ecological impacts observed during the survey, linking findings to disruptions in local food webs. (25 min)
|
| Deliverables |
1. Draft of the informational pamphlet created collaboratively with the Cary Institute, including data analysis and research findings on invasive species impacts.
|
| Preparation |
1. Provide students access to digital tools and software for data analysis and pamphlet creation.
2. Ensure availability of laptops or tablets for conducting research and drafting pamphlets. 3. Arrange virtual or in-person sessions with Cary Institute experts to discuss ecological impacts and provide feedback on student drafts. 4. Prepare materials and resources related to the zebra mussel invasion for student research. 5. Set up a collaborative online platform where students can share and discuss their drafts and receive feedback from peers and mentors. |
| Week 3 | Day 1 |
|---|---|
| Activities |
Final Reflection Preparation - Students compile notes and insights from previous sessions to prepare for their reflection presentation. (20 min)
Community Partner Collaboration - Students finalize informational pamphlets with feedback from Cary Institute, ensuring all necessary information is included for community distribution. (25 min)
|
| Deliverables |
1. Finalize digital interactive map showcasing invasive species data.
2. Completed informational pamphlet or brochure for community distribution. 3. Scientific poster ready for presentation at the school-wide science fair. |
| Preparation |
1. Ensure access to computers and digital tools for map creation and final edits.
2. Print materials and templates for pamphlets and brochures; coordinate communication with the Cary Institute for final feedback. 3. Provide poster boards, markers, and other supplies for scientific poster creation. 4. Arrange logistics for the class exhibition, including station setup and invitations to community partners. 5. Prepare reflection prompts and discussion guidelines to facilitate meaningful student reflection. |