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Kindergarten, 1st, 2nd Grades  Project 4 weeks

Invasion Fallout: Nature, Costs, and Consequences

Yuan T
Updated
1-PS4-2
1-PS4-4
RL.1.7
RL.1.9
CCRA.R.7
+ 41 more
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Purpose

Students investigate how invasive species change habitats and community spaces by gathering evidence from nursery photos, seed packets, home observations, texts, maps, and a park or habitat walk. They use drawings, acted scenes, simple models, and light or sound tools to explain how these changes affect food, shelter, recreation, and the lives of people, plants, and animals. Across the project, they compare native and invasive species, test possible ways to communicate habitat protection ideas, and revise their thinking through feedback, reflection, and evidence. The work leads to a public sharing where students present a skit or freeze-frame scene and a student-made solution such as a sign, flyer, or communication device that teaches others how to protect a local habitat.

Learning goals

Students will gather and sort evidence from nursery photos, seed packets, home observations, stories, and habitat walk images to identify native plants, invasive species, and signs of habitat change. They will use drawings, maps, comparisons of texts and pictures, and acted-out scenes to explain how invasive species can change food, shelter, lifecycles, recreation, and other parts of ecosystems people and animals share. Students will plan, build, test, and improve a simple sign, flyer, or light/sound communication tool that shares a way to protect a local habitat, using observations and feedback to compare which designs work best. They will present their thinking in a skit, video, or museum-style display and reflect on how their evidence, model choices, and teamwork helped answer the questions.

Standards
  • [California] 1-PS4-2 - Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
  • [California] 1-PS4-4 - Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
  • [California] RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.
  • [California] RL.1.9 - Compare and contrast the adventures and experiences of characters in stories.
  • [California] CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [California] RI.1.9 - Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • [California] CCRA.R.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  • [California] CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • [California] RI.1.7 - Use the illustrations and details in a text to describe its key ideas.
  • [California] RI.1.8 - Identify the reasons an author gives to support points in a text.
  • [California] RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.
  • [California] RL.1.9 - Compare and contrast the adventures and experiences of characters in stories.
  • [California] CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [California] RI.1.9 - Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • [California] CCRA.R.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  • [California] CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • [California] RI.1.7 - Use the illustrations and details in a text to describe its key ideas.
  • [California] RI.1.8 - Identify the reasons an author gives to support points in a text.
  • [California] 1-LS3-1 - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
  • [California] 1-PS4-1 - Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • [California] 1-PS4-3 - Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
  • [California] 1-PS4-2 - Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
  • [California] 1-PS4-4 - Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
  • [California] K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • [California] K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • [California] K-2-ETS1-3 - Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • [California] RL.1.7 - Use illustrations and details in a story to describe its characters, setting, or events.
  • [California] RL.1.9 - Compare and contrast the adventures and experiences of characters in stories.
  • [California] CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [California] RI.1.9 - Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • [California] CCRA.R.8 - Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  • [California] CCRA.R.9 - Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • [California] RI.1.7 - Use the illustrations and details in a text to describe its key ideas.
  • [California] RI.1.8 - Identify the reasons an author gives to support points in a text.
  • [California] 1-LS3-1 - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
  • [California] 1-PS4-1 - Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
  • [California] 1-PS4-3 - Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
  • [California] K-2-ETS1-1 - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
  • [California] K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
  • [California] K-2-ETS1-3 - Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
  • [California] 4.1.5 - Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
  • [California] 1.4.3 - Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.
  • [California] 1.2.1 - Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
  • [California] 1.2.2 - Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
  • [California] 1.2.3 - Construct a simple map, using cardinal directions and map symbols.
  • [California] 1.2.4 - Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

Products

Students create ongoing artifacts including native/invasive/evidence picture sorts from nursery photos, seed packets, texts, and home observations; simple habitat maps and before-and-after drawings; and short rehearsal recordings explaining how invasive species change food, shelter, recreation, and other habitat needs. Midway through, they make and test two simple communication or awareness models, such as a habitat protection sign, flyer, flashlight signal tool, or sound tool, then revise the stronger design using feedback. By the end, each student presents a final solution model that shares one way to protect a local habitat and a short freeze-frame video or live skit showing how an invasive species spreads and affects people, plants, and animals. These products are shared in a museum walk, virtual ranger night, or backyard expo with families and community partners.

Launch

Start with an “Invasive Species Detectives” virtual storywalk using nursery photos, seed packets, short read-aloud pages, and two picture scenes of the same habitat before and after an invasive species spreads. Students hunt for clues from home, sort image cards into native, invasive, and evidence, and use toys, drawings, or simple acting to show what changed for food, shelter, recreation, and places people use. Then introduce the challenge: create a sign, flyer, or light/sound communication tool and a short freeze-frame skit to teach others one way to protect a local habitat. Close with the essential questions and a quick wonder share where students name one plant or animal they think belongs and one that may be causing problems.

Exhibition

Host a virtual “Change in Our Backyard Expo” where students share their sign, flyer, or light/sound communication tool and perform a short freeze-frame video or live skit showing how an invasive species spreads and changes food, shelter, recreation, and habitat. Create a simple digital museum walk with seed packets, nursery photos, habitat maps, and student drawings labeled as native, invasive, or evidence, and invite families, the nursery partner, and the park ranger to leave questions and compliments. Include a short student explanation comparing two models or scenes, telling which worked better, what evidence they noticed, and how they revised their work after feedback. End with a ranger or family vote for “clear evidence,” “helpful habitat solution,” and “strong teamwork” to celebrate each child’s learning.