Invasive species

Research Jigsaw: Japanese knotweed

This is a jigsaw you can do with students to build knowledge and context for a study focused on Japanese knotweed. The research question driving this jigsaw is: Is there more invasive Japanese knotweed in southern or northern parts of Maine? Rest assured, this jigsaw will work incredibly well with other research questions about Japanese knotweed!

In their Jigsaw Teams, students attack these questions, then return to the Fieldwork Teams share what they learned and come up with informed predictions:
1. What's the big deal about knotweed?
2. How do I know it when I see it?
3.

Project Information
Grade Level: 
Middle school (grades 6-8)
High school (grades 9-12)
Resources I used: 
All resources needed/used are listed in the document!
How should others reference your work?: 
Japanese knotweed Research Jigsaw, Vital Signs Team, 2013
Documents

Triumphs, hurdles, and the evolution of Vital Signs in my classroom

Laura Seaver, grade 8 science teacher at Loranger Middle School in Old Orchard Beach, reflects on her Vital Signs experiences to date. This is good stuff, especially for teachers new to Vital Signs.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
me and my experiences
How should others reference your work?: 
Laura Seaver, "Advice and reflections on truimphs, hurdles, and evolution of Vital Signs in my classroom," September 2012
Documents

A Teacher's Reflection on Missions 1 and 2

Tim Hebda, grades 4-5 teacher at Waynflete School, shares the highlights and missteps of his first Vital Signs Missions, and his excitement for getting his 56 students participating in the Vital Signs community.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
me and my experiences
How should others reference your work?: 
Tim Hebda, "A Teacher's Reflection on Missions 1 and 2," September 2012
Documents

Invasive Invertebrates Where are they? Where aren't they?

Eight day starter plan for high school biodiversity and invasive species.

Project Information
Grade Level: 
High school (grades 9-12)
How should others reference your work?: 
ecocare, Invasive Invertebrates, Vital Signs Program, 04-07-2012
Documents

What I Should Have Done The First Time If I Would Have Listened

Suggestions and observations from someone who learns the hard way. What I should have done with my first VS investigation.

Project Information
Grade Level: 
Middle school (grades 6-8)
High school (grades 9-12)
Professional development
Resources I used: 
The school of hard knocks.
How should others reference your work?: 
pparent, What I should have done the first time., Vital Signs, 4/7/12
Documents

A Modified 10-day curriculum: Change over Time

This document was created for a Vital Signs spring institute by a teacher leader. It contains a modified 10 day curriculum for beginning in the program as well as reflections on beginning with the program and a "wish-list" of future projects with the program.

The Original 10-day curriculum:

http://vitalsignsme.org/10-day-curriculum-population-change-over-time

Project Information
Grade Level: 
Middle school (grades 6-8)
How should others reference your work?: 
Mrs. Tate, Modified 10-day Curriculum, Vital Signs Program, 4/02/12
Documents

Invasive species & climate change in one delicious truffle story

(resource from pparent, Massabesic Middle School)

Sunday night (1/8/12) 60 Minutes aired a story on truffles, the most expensive food in the world. http://www.cbsnews.com/video/watch/?id=7394222n

The story connects this lowly fungus to climate change - the harvest is down significantly, so prices are soaring. It also mentions that spores from imported Chinese truffles have infected some of the truffle sites in Europe - invasive species! I showed the clip to my classes with this document of guiding questions (download it below). They put it all together pretty quickly.

Project Information
Grade Level: 
Middle school (grades 6-8)
High school (grades 9-12)
Resources I used: 
60 Minutes: http://www.cbsnews.com/video/watch/?id=7394222n
How should others reference your work?: 
Truffles, climate, and invasive species, Guiding questions, pparent, Vital Signs Program, 2012
Documents

Aquatic Ecosystem Presentation Rubric

Students choose an aquatic ecosystem in the state of Maine. After in depth research into the health of that ecosystem, students share their findings. This rubric and instruction sheet guide students as they work independently on their research.

Project Information
Grade Level: 
Middle school (grades 6-8)
High school (grades 9-12)
How should others reference your work?: 
C. Hotaling, Final Aquatic Ecosystem Presentation Rubric, Vital Signs Program, 1/3/12.
Documents

Fall Webinar 2011 - Vital Signs Refresher

http://vitalsignsme.org/vs-refresher

What : Learn about -

Field Missions
Tools and resources
Data quality
Publishing observations

Project Information
Grade Level: 
Professional development
How should others reference your work?: 
cvoyer, Vital Signs Refresher Webinar, Vital Signs Program, 11/8/11
Documents

Nesting Bird Game

This is a fun game where participants explore habitat and nesting bird sites with regard to invasive species. Specifically, it addresses the competition between native birds and invasive bird species when it comes to habitat resources and predators.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
This is a game I learned from a friend/co worker. I adapted it to make it relevant for exploring invasive species and more. I am not sure of the origins of this game.
How should others reference your work?: 
Ashdog Nesting bird game Vital Signs Program 4/16/11
Documents
Documents: 
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