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Sixth Grade Lesson

Invasive Species

Description: Students will learn the effects of invasive species on Tennessee agriculture. Students will apply their knowledge to create a public service announcement for farmers on the ratios of invasive to native species in their area and how to protect their crops.

Agriculture Jobs: Conservation Scientist, Agricultural Inspector, Environmental Scientist and Specialist, Pesticide Handler

Essential Vocabulary: Biological Diversity: otherwise known as biodiversity refers to the variety of life on Earth

Invasive Species: a plant, fungus, or animal species that is not native to a specific location (an introduced species), and which has a tendency to spread to a degree believed to cause damage to the environment, human health, or economy

Native Species: plants or animals that originated and live in an area without any human intervention Pest: a plant or animal detrimental to humans or human concerns (as agriculture or livestock production) Self-reliance: reliance on one’s own powers and resources rather than those of others

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Math Standards Standards for Math Practice 6 RP A 1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6 RP A 2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0. Use rate language in the context of a ratio relationship.

☒ MP1: Make sense of problems and persevere in solving them.

☒ MP2: Reason abstractly and quantitatively. ☐ MP3: Construct viable arguments and

critique the reasoning of others. ☒ MP4: Model with mathematics. ☐ MP5: Use appropriate tools strategically.

☒ MP6: Attend to precision. ☐ MP7: Look for and make use of structure.

☐ MP8: Look for and express regularity in repeated reasoning.

Science Standards Sci. & Eng. Practices Crosscutting Concepts 6. LS. 2 Ecosystems: Interactions, Energy, and Dynamics- 5. Analyze existing evidence about the effect of a specific invasive species on native populations in Tennessee and design a solution to mitigate its impact. 6. S. 4 Biological Evolution: Unity and Diversity- 2. Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium. 6. ETS. 1 Engineering Design-1. Evaluate design constraints on solutions for maintaining ecosystems and biodiversity.

☐ Asking Questions/Designing Problems

☐ Developing & using models

☐ Controlled investigations

☒ Data analysis & interpretation

☐ Math & computational thinking

☐ Constructing explanations & designing solutions

☒ Engaging in argument from evidence.

☒ Obtaining, evaluating & communicating information

☐ Pattern ☐ Cause and effect

☐ Scale, proportion, and quantity ☒ Systems and system models

☐ Energy and matter

☐ Structure and function ☒ Stability and change

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Task Background Knowledge:

1. Students should have an understanding of biomes.

2. Students should have an understanding of the food web and competition.

Student Misconceptions:

As you teach the following task, keep in mind that students have common misconceptions that will need to be appropriately addressed:

1. All plant and animal species benefit/do not harm the environment.

2. Releasing pets into the wild does not affect the environment.

3. All plant and animal species are native species and not invasive species in an environment.

Pre-Assessment:

Teachers will use formative assessments to determine the students’ prior knowledge and skills related to the lesson. For example, a teacher can use a self-assessment probe to ask students to reflect and comment on their level of knowledge and skill across a range of items.

Engage:

The Teacher will show a video Invasion of the Snakeheads!

Possible questions:

1. What does it mean to be invasive?

2. Why would an invasive species be a threat to an environment?

3. How would an invasive species affect us where we live?

4. Why would a farmer be concerned about invasive species?

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Explore:

Background Review: Students and teachers should discuss the following questions:

1. What is a biome?

2. Of What biome is our town a part?

3. What is a food web?

4. How do animals and plants compete for resources in an environment?

Guiding Question: What is an invasive species?

Activity: Students will look at various Pest Cards to explore different types of invasive species.

1. Make copies of the Pest Files Research Handout from Meet the Pests: Ag in the Classroom Resource (one per pair of students)

2. Make copies of the Pest Cards from US Dept. of Agriculture Hungry Pests Resource.

3. Give each pair of students one Pest Files Research Handout and one Pest Card.

4. Students should read the card and fill out the information on their Pest Files Handout.

5. Pairs will report to the rest of the class about their species.

Suggested Discussion Questions:

1. What were the effects on the environment caused by the invasive species you researched?

2. What invasive species could cause damage to a farmer’s crops?

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Explain: Teachers will share additional “Did You Know” facts about invasive species from Hungry Pests Curriculum guide p. 9. Teachers explain invasive species making sure to highlight the effects on the environment through presentation, notes, etc. See handout Student Notes on Invasive Species. Teachers make a connection to the invasive species for Tennessee, highlighting on their area and measures being done to manage, and control invasive species using the Tennessee Invasive Species resource link. After learning about the Tennessee invasive species, students complete the Invasive to Native Species Ratio Student Task. In this task, students explore the distribution and density of different invasive species in Tennessee and across United States. Students make connections between how invasive species are tracked and how these reports can help farmers. Essential Question: How can Tennessee farmers prevent or control the threat of invasive species on their farms?

Elaborate:

Student Project: Students will create a public service announcement for the Tennessee Department of Wildlife Resources Agency to inform farmers about a potential invasive species threat and possible solutions to maintain the ecosystem of their farm.

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1. Students will choose an invasive species in Tennessee. Possible examples can include:

a. Asian Carp

b. Purple Loosestrife

c. Tropical Soda Apple

d. Hemlock Wooly Adelgid

e. Chestnut Blight

f. Zebra Mussel

g. Dutch Elm Disease

h. Boll Weevil

i. Fire Ants

j. Dicamba Drift

k. African Giant Snail

l. Emerald Ash Borer Beetle

m. Asian Soybean Rust

See Resources section below for links for additional examples.

2. Students will research their chosen species on the Tennessee Invasive Species website using the guiding questions in the Invasive Species Research student handout.

3. Students will create a data table of the number of native and invasive species in the given location.

4. Students will calculate the ratio of invasive species to native species and determine their population status as striving (<1:1), endangered (1:1), close to extinction (>1:1). (These parameters are not scientifically determined and need to be used for teaching purposes only.)

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5. Student will provide data in a table explaining the ratio of invasive species to native species in an area of Tennessee.

6. Using data and ratios, the students will make recommendations for the farmer by writing and filming a public service announcement.

Evaluate:

Teacher may choose to administer a standard-based assessment and determine the student’s mastery level after completing the Task.

Resources:

Handout: Pet Files Research https://naitc-api.usu.edu/media/uploads/2015/03/25/Pest_Files_Research.pdf

Handout: Invasive Species Research (attached)

Handout: Native Species Ratio Student Task (attached)

Handout: Student Notes and Invasive Species (attached)

Pest Cards: https://www.aphis.usda.gov/aphis/resources/pestsdiseases/hungry-pests/USDA-Efforts/Educator-Tools?utm_campaign=crosby-2017&utm_source=hungrypests-com&utm_medium=redirect&utm_keyword=/resources/educators.php

References: Center for Invasive Species and Ecosystem Health. (n.d.). Early detection &

Distribution Mapping System. Retrieved October 2, 2017, from https://www.eddmaps.org/distribution/

National Agricultural Literacy Curriculum Matrix. (2013). Hungry Pests lesson

2: Meet the Pests. Retrieved October 1, 2017, from https://www.agclassroom.org/teacher/matrix/lessonplan.cfm?lpid=152&

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grade=6&content=SCIENCE&author_state=0&lesson_states=TN&search_term_lp=invasive%20species

National Geographic. (2007, November 30). Invasion of the Snakeheads!

Retrieved October 02, 2017, from https://www.youtube.com/watch?v=nmU7etSYYqI

Tennessee Aquatic Invasive Species. (n.d.). Retrieved October 02, 2017, from

https://www.tn.gov/twra/topic/twra-invasive-species United States Department of Agriculture National Agricultural Library. (n.d.).

State Resources- Tennessee. Retrieved October 2, 2017, from https://www.invasivespeciesinfo.gov/unitedstates/tn.shtml

University of Tennessee Institute of Agriculture. (n.d.). State Resources -

Tennessee. Retrieved October 02, 2017, from https://ag.tennessee.edu/epp/Pages/Invasive%20Species/IS.aspx

USDA Educator Tools. (n.d.). Retrieved October 02, 2017, from

https://www.aphis.usda.gov/aphis/resources/pests-diseases/hungry-pests/USDA-Efforts/Educator-Tools

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Invasive Species Student Notes

Use the website https://www.aphis.usda.gov/aphis/resources/pests-diseases/hungry-pests/pest-tracker/states/tennessee to gather information about invasive species in Tennessee.

Pest Description What

does it infect?

Source of

Threat Signs/Symptoms Prevention

Emerald Ash Borer Beetle

Old World Bollworm

Imported Fire Ant

Asian Gypsy Moth

European Gypsy Moth

Light Brown Apple Moth

Sudden Oak Death

Asian Longhorned

Beetlle

Khapra Beetle

Spotted Lanternfly

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Invasive to Native Species Ratios Student Task Invasive species are an imminent threat to the wellbeing of native species. The United States Department of Agriculture as well as the Tennessee Department of Agriculture maintains websites with information about invasive species, their location and ways to control its spreading to new areas. To understand the magnitude of the invasive species problem, go to the Early Detection and Distribution Mapping System and study the maps for specific invasive species. The data and maps presented on this document has been retrieved from https://www.eddmaps.org/distribution/

Website Exploration: Find the name of the invasive species, click on its County map and analyze the invasive species distribution through the different states and in Tennessee. Then, click on the top tool bar: Record Density and analyze the density for the invasive species in Tennessee and other states.

Vocabulary:

Ratio- a statement of how two quantities compare

Density- the number of organisms reported in a County area

Part I: Infer

1. How do scientists track the growth of invasive species throughout the nation?

2. How can scientists use ratios to explain the spreading of invasive species from one state to another?

3. How can scientists use the invasive species density to explain which areas need more attention regarding this problem?

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Part II: Study the data table of Invasive Species in Tennessee and other states

Invasive Species Name

Number of states

half to totally

covered

Number of states less than half

covered but with signs of invasion

Maximum Density in TN

Maximum Density in

another state nearby TN

Ratio for TN

and another

state Japanese honeysuckle

18 32 100 AL: 500 1:5

Kudzu 22 28 10 AL: 100 1:10 Dandelion 41 9 10 AL: 1 10:1

Explain the trends in the data. Be sure to include details on the ratios and density for these three invasive species.

Part III: Study the maps for three different types of invasive species and answer the following questions. For more details, you may go directly to the link provided for each map and move the computer mouse over states to see the reports in each county.

1. Are these invasive species a concern for Tennessee and/or other states? Explain.

2. Which state(s) have an imminent problem with these species?

3. What recommendations will you make for government officials to control the growth of these invasive species? Provide specific examples for steps that can control the growth of the invasive species population and/or prevent further expansion through the state and the nation

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4. If a farmer estimates that his corn field has a ratio of one corn for every five dandelions:

a. What is the ratio of dandelions to corn? b. After spraying the corn field with a pesticide, how would the ratio

change? Explain.

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Japanese Honeysuckle Distribution Map at https://www.eddmaps.org/distribution/uscounty.cfm?sub=3039

Japanese Honeysuckle Record Density at https://www.eddmaps.org/distribution/uscounty.cfm?sub=3039&map=density

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Kudzu Distribution at https://www.eddmaps.org/distribution/uscounty.cfm?sub=2425

Kudzu Density at https://www.eddmaps.org/distribution/uscounty.cfm?sub=2425&map=density

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Dandelion Distribution at https://www.eddmaps.org/distribution/uscounty.cfm?sub=3887

Dandelion Density at https://www.eddmaps.org/distribution/uscounty.cfm?sub=3887&map=density

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Invasive Species Research

Invasive Species Name: _________________________ Use the United States Department of Agriculture website to research your chosen invasive species.

1. Description: What does this invasive species look like?

2. Host(s): What native species does it affect?

3. Source of Threat: How does it affect the native species and its place in the food chain?

4. Signs/Symptoms: What are the signs and/or symptoms of the affected native species in the given area?

5. Competitive Advantage: What type of competitive advantage does the invasive species have over the native species in the area?

6. Prevention: What methods can be used to prevent the expansion of this invasive species?