Jana

Scott (2016)1.

Title: Alien Species Case Files

Grade level: 10 Unit Title: Dynamics of Ecosystems
GLOs2:
A2
Recognize that scientific knowledge is based on evidence, models and explanations, and evolves as
new evidence appears and new conceptualizations develop
A comparison of how a Department of National Defense investigation is comparable to
scientific research in the ways of collecting and interpreting data/information and how
adding to current information leads to new discoveries will be addressed.
D2
Understand various biotic and abiotic components of ecosystems, as well as their interaction and
interdependence within ecosystems and within the biosphere as a whole
Students will write about possible consequences of invasive species at the end of class using
the information they already have regarding biotic and abiotic interactions within
ecosystems.
SLOs2:
S2-1-07
Discuss the potential consequences of introducing new species and of species extinction to an
ecosystem
Students will write a short report describing what invasive species are and their
potential consequences to the environment.
Known students difficulties with this topic:
Students may not understand at this time how invasive species are introduced to new
environments or the extent of their possible consequences when writing their final report
however this will be further discussed in the following class and answers will be graded based on
their rationale rather than fact.

Rationale for Activity:

The purpose of the lesson is to provide students with an activity that allows them to work together
to solve a mystery about the alien invasion of Canada. Students must work through and critically
analyze the information they are given regarding invasive species, create hypotheses and come to a
final conclusion of the species that has invaded Canada. By providing multiple case files for
students to collect information from, they are exposed to many examples of different invasive
species, the varying effects/consequences and different modes of introduction of each species.
The word search activates student thinking by presenting topic related words without detail of how
they relate to the problem they are trying to solve. The students must begin thinking about the
words and create hypotheses based on only a small amount of information/detail. Following,
students receive their case files in which they will acquire specific information about invasive
species from as well as details on the consequences of such species being introduced to non-native
ecosystems. Lastly, students will apply what they have learned about invasive/alien species by
completing a short follow up report for the Department of National Defense detailing their
conclusions as well as ideas of how to move forward in combating the effects of the species.
The lesson is a combination of teacher directed and student centered learning and incorporates all
three different learning styles (visual, auditory and kinesthetic). This lesson also provides
assistance for EAL students as working in groups provides opportunity for EAL learners to
participate without requiring a large amount of reading. Additionally, by being paired with non-
EAL learners, support throughout the activity is available if clarification is needed or questions
occur.

Materials Needed: In advance:

Blank sheets of Print/copy 30 word searches
paper/loose-leaf
Print/copy case files
Word search
Cut up Sea Lamprey images and place in
Case Files 6 different envelopes
invasive species (x5)
one per group
Print out image of a Sea
Lamprey - 5
Envelopes - 5

Timeframe and Description of Activities:

0 5 min Introduce the activity by describing the situation of being invaded by aliens.
Explain to students their role in helping to discover what the aliens are and how
they will do it.

5 10 min Organize students into 5 different groups and have them sit together in their groups.
Hand out the word search activity and explain what they are to do in order to
complete stage one of the investigation.

10 25 min Allow students to work their way through the word search and complete the written
task describing what they believe an alien species may be based on the clues
provided in the word search. (activate)

25 45 min Students receive the next phase of the investigation case files describing previous
alien encounters around the world. Students must read through as a group the
five provided case files and determine which are the most unlikely in the given
situation. Students will discuss as a group and create a written explanation for their
decisions on which seem most unlikely. (acquire)

45 - 50 An envelope of the cut up image is handed out to students for them to work to put
together. This is to represent a shredded image of the aliens that must be put back
together.

50 - 75 Provide students with final information of the effects caused by the alien species.
Students will then individually write a short report for the Department of National
Defense describing what an alien/invasive species is, positive or negative
consequences of the identified species, why invasive species are able to spread
quickly and what can be done to prevent this from happening again. (apply)
NOTE:
If some groups work at a faster pace than others, each phase of the activity can be handed to groups
individually as they are ready to move on rather than have all groups wait for a given time allotted
change.
If there is extra time in the class students may work on finishing any work that they have yet to
complete including their predator-prey graphs and/or bioaccumulation activity.

References:
1. Scott, J. (2016). Alien Species Case Files
2. Manitoba Education and Youth. (2003). Senior 2 science: A foundation for implementation. Retrieved from
http://www.edu.gov.mb.ca/k12/cur/science/found/s2/index.html