Nathan+and+Nathan's+ALI


 * Our ALI**

**Nathan Stuart and Nathan Santo ** **Overview of Investigation: **
 * Name of investigation: What’s That Species Doing Here? **


 * Grade level: 6-8 **


 * Time for investigation: One fifty minute period A man standing next to scotchbroom. **


 * Summary of investigation: In this investigation students will be taken outside to an area that demonstrates an ecosystem with native and non-native species present in it. Once in this ecosystem, the teacher will take the students on an “each one, teach one” walk, where they will all learn about one native or non-native species and something significant about that species in order to teach others about their species and their importance. After everyone has taught and learned about the different native and non-native species selected, there will be a discussion based on the observations students made, where students will talk about the importance of ecosystems having only native species in them and what happens when non-native species are introduced into ecosystems. This investigation will allow students to see, think about, and understand the effects non-native species can have on an ecosystem and begin to think about what students could do to protect ecosystems from invasive species. Students will learn about important ecosystem concepts, such as what an ecosystem is, what is required to sustain an ecosystem, and what happens when certain populations are removed or added to an ecosystem. **


 * Rationale and Relationship to Standards: **
 * Important concepts in this investigation: Ecosystems, what is an ecosystem and what components make up one. Sustainable ecosystems, what populations must be maintained in order for an ecosystem to survive and thrive. Invasive species, what happens when a non-native species is introduced into an ecosystem. **


 * Importance of Concepts to Students Lives: Everyone lives within an ecosystem and has built a life around that ecosystem functioning correctly. If the ecosystem we live in, the Pacific Northwest ecosystem, were to drastically change students lives would be greatly affected by that change. It is important for students to understand what ecosystems are, how they function, and why non-native species can have very negative effects on the sustainability of an ecosystem. **


 * Learning Targets/State Standards: **
 * 1. Students will understand what an ecosystem is. **


 * EALR 4 Life Science: 6-8 LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with. One geographical area may contain many ecosystems. **


 * 2: Students will understand that ecosystems can change due to non-native species. **


 * EALR 4 Life Science: 6-8 LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction, and overuse of resources or the introduction of new species. **


 * Description: **
 * a.) Materials needed: An area outside of the classroom where there are examples of native and non-native species. Worksheets for students to complete after the “each one, teach one” activity to record their observations and analyze their observations. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">b.) Advanced preparation: Identify an area with enough native and non-native species to teach a single class of students about the concepts from the learning targets. Prepare copies for every student of a worksheet that guides students to make observations from the activity and analyze their observations in order to understand the important concepts of this lesson. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">c.) Activity Description: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1: Take students outside and have them wait in a group. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2: Discuss with students what they think an ecosystem is, what native and non-native species are, and provide correct information about both of these concepts. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3: Explain to students the teacher will go to an area and only one student or a designated group of students will follow the teacher to that location. When at that location they will be taught one piece of information. They are to remember that piece of information and stay in their spot. The teacher will then go to another spot and another group of students or student will go to the first station and then go to the teacher at the next station. They will learn something from the first student or group of students and then another thing from the teacher and then stay in their spot. Every student will teach only one thing, the information they learned from the teacher to every student or group of students that passes by them. Every student will be taught about the one thing every other student or group of students learned. When no students are left at the beginning the last student moves down the stations. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4: Go to the first station, wait for the student(s), teach them one piece of information about a native or non-native species and then move to the next station. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">5: Repeat this process until all stations have been covered. Remind every student to only approach the next station if other students are not at it. Only one student or group is to be taught at a time. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">6: Wait at the end of the stations and prepare to have a discussion about the material learned. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">7: Have a discussion with students about their observations. Discuss the following questions, **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What did you notice about the native species? What did you notice about the non-native species? Did you notice native species spreading around the ecosystem? Did you notice non-native species spreading around the ecosystem? What do you think happens when plants spread their growth out? What do you think would happen if some native plants stopped growing? **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">8: Go back to class and have students complete their worksheets about the activity. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">9. Discuss with students their answers to the worksheets. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">d.) References: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1: Website that provides a reference for creating this activity for any subject **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">http://cordellbank.noaa.gov/education/eoto_for_nms.pdf **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2: Worksheet for students to complete, see below **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Ecosystem “Each One, Teach One” Activity **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What is an ecosystem? Please use evidence from the “each one, teach one activity” in your answer. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Can non-native species affect ecosystems? Why or why not? Please use evidence from the “each one, teach one activity” in your answer. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Assessment **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">We will assess for evidence of student understanding of the learning targets from a discussion we will have after the “each one, teach one” activity and on the worksheet we give students. During the discussion we will look for students to provide verbal answers that demonstrate their understanding of the learning targets. On the worksheet, we will be able to assess for student understanding of the learning targets based on the answers they write down. For both assessment tools, we will look to see if students provide answers about what an ecosystem is and how non-native species can negatively affect an ecosystem. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Overview of Investigation: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Name of investigation: What’s That Species Doing Here? **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Grade level: 6-8 **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Time for investigation: One fifty minute period A man standing next to scotchbroom. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Summary of investigation: In this investigation students will be taken outside to an area that demonstrates an ecosystem with native and non-native species present in it. Once in this ecosystem, the teacher will take the students on an “each one, teach one” walk, where they will all learn about one native or non-native species and something significant about that species in order to teach others about their species and their importance. After everyone has taught and learned about the different native and non-native species selected, there will be a discussion based on the observations students made, where students will talk about the importance of ecosystems having only native species in them and what happens when non-native species are introduced into ecosystems. This investigation will allow students to see, think about, and understand the effects non-native species can have on an ecosystem and begin to think about what students could do to protect ecosystems from invasive species. Students will learn about important ecosystem concepts, such as what an ecosystem is, what is required to sustain an ecosystem, and what happens when certain populations are removed or added to an ecosystem. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Rationale and Relationship to Standards: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Important concepts in this investigation: Ecosystems, what is an ecosystem and what components make up one. Sustainable ecosystems, what populations must be maintained in order for an ecosystem to survive and thrive. Invasive species, what happens when a non-native species is introduced into an ecosystem. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Importance of Concepts to Students Lives: Everyone lives within an ecosystem and has built a life around that ecosystem functioning correctly. If the ecosystem we live in, the Pacific Northwest ecosystem, were to drastically change students lives would be greatly affected by that change. It is important for students to understand what ecosystems are, how they function, and why non-native species can have very negative effects on the sustainability of an ecosystem. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Learning Targets/State Standards: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1. Students will understand what an ecosystem is. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">EALR 4 Life Science: 6-8 LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with. One geographical area may contain many ecosystems. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2: Students will understand that ecosystems can change due to non-native species. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">EALR 4 Life Science: 6-8 LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction, and overuse of resources or the introduction of new species. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Description: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">a.) Materials needed: An area outside of the classroom where there are examples of native and non-native species. Worksheets for students to complete after the “each one, teach one” activity to record their observations and analyze their observations. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">b.) Advanced preparation: Identify an area with enough native and non-native species to teach a single class of students about the concepts from the learning targets. Prepare copies for every student of a worksheet that guides students to make observations from the activity and analyze their observations in order to understand the important concepts of this lesson. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">c.) Activity Description: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1: Take students outside and have them wait in a group. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2: Discuss with students what they think an ecosystem is, what native and non-native species are, and provide correct information about both of these concepts. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3: Explain to students the teacher will go to an area and only one student or a designated group of students will follow the teacher to that location. When at that location they will be taught one piece of information. They are to remember that piece of information and stay in their spot. The teacher will then go to another spot and another group of students or student will go to the first station and then go to the teacher at the next station. They will learn something from the first student or group of students and then another thing from the teacher and then stay in their spot. Every student will teach only one thing, the information they learned from the teacher to every student or group of students that passes by them. Every student will be taught about the one thing every other student or group of students learned. When no students are left at the beginning the last student moves down the stations. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">4: Go to the first station, wait for the student(s), teach them one piece of information about a native or non-native species and then move to the next station. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">5: Repeat this process until all stations have been covered. Remind every student to only approach the next station if other students are not at it. Only one student or group is to be taught at a time. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">6: Wait at the end of the stations and prepare to have a discussion about the material learned. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">7: Have a discussion with students about their observations. Discuss the following questions, **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What did you notice about the native species? What did you notice about the non-native species? Did you notice native species spreading around the ecosystem? Did you notice non-native species spreading around the ecosystem? What do you think happens when plants spread their growth out? What do you think would happen if some native plants stopped growing? **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">8: Go back to class and have students complete their worksheets about the activity. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">9. Discuss with students their answers to the worksheets. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">d.) References: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">1: Website that provides a reference for creating this activity for any subject **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">http://cordellbank.noaa.gov/education/eoto_for_nms.pdf **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2: Worksheet for students to complete, see below **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Ecosystem “Each One, Teach One” Activity **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">What is an ecosystem? Please use evidence from the “each one, teach one activity” in your answer. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Can non-native species affect ecosystems? Why or why not? Please use evidence from the “each one, teach one activity” in your answer. **

Back to Nathan's homepage Back to the CUIN 561 portfolio page
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Assessment **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">We will assess for evidence of student understanding of the learning targets from a discussion we will have after the “each one, teach one” activity and on the worksheet we give students. During the discussion we will look for students to provide verbal answers that demonstrate their understanding of the learning targets. On the worksheet, we will be able to assess for student understanding of the learning targets based on the answers they write down. For both assessment tools, we will look to see if students provide answers about what an ecosystem is and how non-native species can negatively affect an ecosystem. **