Pest	
  Background	
  Knowledge

Vin-­‐troductionAttack	
  of	
  the	
  Invasive	
  Species!Invasive	
  Species	
  Executive	
  OrderA	
  Day	
  in	
  Your	
  Life	
  With	
  Invasive	
  Species	
  Exploring	
  the	
  Threat	
  Wrap	
  Up—Why	
  Should	
  I	
  Care?Ext:	
  Vin's	
  VocabularyExt:	
  Protect	
  Your	
  Environment	
  Trek

Ext:	
  Natural	
  Resources	
  Research:	
  Wood	
  Is	
  Wood,	
  Isn't	
  It?

Ext:	
  What’s	
  Up	
  With	
  Wildfires?Ext:	
  Hungry	
  Pests	
  on	
  the	
  Prowl	
  Ext:	
  No	
  Pests	
  Taste	
  Test	
  Ext:	
  #HungryPestsWanted!	
  The	
  Pest	
  Files	
  Hungry	
  Pests	
  Detectives	
  TimelineMap	
  It	
  Out—Invasive	
  Species	
  in	
  the	
  United	
  StatesHungry	
  Pests	
  Re-­‐CapExt:	
  Up	
  Close	
  and	
  PersonalExt:	
  Make	
  Your	
  Own	
  Vin	
  VasiveExt:	
  Who	
  Am	
  I?	
  "Guess	
  the	
  Hungry	
  Pests"	
  GameExt:	
  Be	
  a	
  PestExt:	
  Beetle	
  Busters!Vin	
  Vasive’s	
  “Top	
  8	
  Ways	
  I	
  Spread”	
  Pest	
  Pathway	
  StoryboardsUSDA	
  vs.	
  Invasive	
  Species	
  Breaking	
  News!Wrap	
  Up—3-­‐2-­‐1,	
  Pests!Ext:	
  Hungry	
  Pests	
  TheaterExt:	
  Pathway	
  CharadesExt:	
  Hungry	
  Pests	
  and	
  Pathways	
  Seven	
  Ways	
  to	
  Leave	
  Hungry	
  Pests	
  Behind!	
  "Movers	
  and	
  Shakers"Invasive	
  Species	
  Social	
  Network	
  Taking	
  Action!Message	
  MakingSpreading	
  the	
  Word!Presenting:	
  Hungry	
  Pests!	
  A	
  Community	
  PlanExt:	
  In	
  the	
  NewsExt:	
  Hello	
  My	
  Name	
  is...	
  Ext:	
  Anti-­‐Vin	
  VasiveExt:	
  Hungry	
  Pests	
  HeraldExt:	
  Real-­‐World	
  Research	
  Ext:	
  Hungry	
  Pests	
  JeopardyExt:	
  Plant	
  Health	
  Professionals	
  	
  

MS-­‐LS2-­‐1:	
  Analyze	
  and	
  interpret	
  data	
  to	
  provide	
  evidence	
  for	
  

the	
  effects	
  of	
  resource	
  availability	
  on	
  organisms	
  and	
  populations	
  

of	
  organisms	
  in	
  an	
  ecosystem.

x x x x x x x x x x x x x x x x x x x x x x x x

MS-­‐LS2-­‐2:	
  Construct	
  an	
  explanation	
  that	
  predicts	
  patterns	
  of	
  

interactions	
  among	
  organisms	
  across	
  multiple	
  ecosystems. x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

MS-­‐LS2-­‐4:	
  Construct	
  an	
  argument	
  supported	
  by	
  empirical	
  

evidence	
  that	
  changes	
  to	
  physical	
  or	
  biological	
  components	
  of	
  

an	
  ecosystem	
  affect	
  populations.

x x x x x x x x x x x x x x x x x x x x x x x x x x

MS-­‐LS2-­‐5:	
  Evaluate	
  competing	
  design	
  solutions	
  for	
  maintaining	
  

biodiversity	
  and	
  ecosystem	
  services. x x x x x

MS-­‐ESS3-­‐3:	
  Apply	
  scientific	
  principles	
  to	
  design	
  a	
  method	
  for	
  

monitoring	
  and	
  minimizing	
  a	
  human	
  impact	
  on	
  the	
  environment. x x x x x

R.1:	
  Cite	
  several	
  pieces	
  of	
  textual	
  evidence	
  to	
  support	
  analysis	
  of	
  

what	
  the	
  text	
  says	
  explicitly	
  as	
  well	
  as	
  inferences	
  drawn	
  from	
  

the	
  text.

x x x x x x x x x x

R.2:	
  Determine	
  two	
  or	
  more	
  central	
  ideas	
  in	
  a	
  text	
  and	
  analyze	
  

their	
  development	
  over	
  the	
  course	
  of	
  the	
  text;	
  provide	
  an	
  

objective	
  summary	
  of	
  the	
  text.

x x x x x x x x x x x x x x

R.3:	
  Analyze	
  the	
  interactions	
  between	
  individuals,	
  events,	
  and	
  

ideas	
  in	
  a	
  text	
  (e.g.,	
  how	
  ideas	
  influence	
  individuals	
  or	
  events,	
  or	
  

how	
  individuals	
  influence	
  ideas	
  or	
  events).

x x x x x x x x

R.4	
  :	
  Determine	
  the	
  meaning	
  of	
  words	
  and	
  phrases	
  as	
  they	
  are	
  

used	
  in	
  a	
  text,	
  including	
  figurative,	
  connotative,	
  and	
  technical	
  

meanings;	
  analyze	
  the	
  impact	
  of	
  a	
  specific	
  word	
  choice	
  on	
  

meaning	
  and	
  tone.

x x x x x

R.5:	
  Analyze	
  the	
  structure	
  an	
  author	
  uses	
  to	
  organize	
  a	
  text,	
  

including	
  how	
  the	
  major	
  sections	
  contribute	
  to	
  the	
  whole	
  and	
  to

the	
  development	
  of	
  the	
  ideas.

x x x x

R.6:	
  Determine	
  an	
  author's	
  point	
  of	
  view	
  or	
  purpose	
  in	
  a	
  text	
  

and	
  analyze	
  how	
  the	
  author	
  distinguishes	
  his	
  or	
  her	
  position	
  

from	
  that	
  of	
  others.

x x x x

R.7:	
  Compare	
  and	
  contrast	
  a	
  text	
  to	
  an	
  audio,	
  video,	
  or	
  

multimedia	
  version	
  of	
  the	
  text,	
  analyzing	
  each	
  medium's	
  

portrayal	
  of	
  the	
  subject.

x x x x x x x x x x x x x x

R.10:	
  By	
  the	
  end	
  of	
  the	
  year,	
  read	
  and	
  comprehend	
  literary	
  

nonfiction	
  in	
  the	
  grades	
  6-­‐8	
  text	
  complexity	
  band	
  proficiently,	
  

with	
  scaffolding	
  as	
  needed	
  at	
  the	
  high	
  end	
  of	
  the	
  range.

x x x x x

W.3:	
  Write	
  narratives	
  to	
  develop	
  real	
  or	
  imagined	
  experiences	
  

or	
  events	
  using	
  effective	
  technique,	
  relevant	
  descriptive	
  details,	
  

and	
  well-­‐structured	
  event	
  sequences.

x x x x x

W.4:	
  Produce	
  clear	
  and	
  coherent	
  writing	
  in	
  which	
  the	
  

development,	
  organization,	
  and	
  style	
  are	
  appropriate	
  to	
  task,	
  

purpose,	
  and	
  audience.

x x x x x x x x x x x x x x x x

W.5:	
  With	
  some	
  guidance	
  and	
  support	
  from	
  peers	
  and	
  adults,	
  

develop	
  and	
  strengthen	
  writing	
  as	
  needed	
  by	
  planning,	
  revising,	
  

editing,	
  rewriting,	
  or	
  trying	
  a	
  new	
  approach,	
  focusing	
  on	
  how	
  

well	
  purpose	
  and	
  audience	
  have	
  been	
  addressed.

x x x x

W.6:	
  Use	
  technology,	
  including	
  the	
  Internet,	
  to	
  produce	
  and	
  

publish	
  writing	
  and	
  link	
  to	
  and	
  cite	
  sources	
  as	
  well	
  as	
  to	
  interact	
  

and	
  collaborate	
  with	
  others,	
  including	
  linking	
  to	
  and	
  citing	
  

sources.

x x x x x x

W.7:	
  Conduct	
  short	
  research	
  projects	
  to	
  answer	
  a	
  question,	
  

drawing	
  on	
  several	
  sources	
  and	
  generating	
  additional	
  related,	
  

focused	
  questions	
  for	
  further	
  research	
  and	
  investigation.

x x x x x x x

W.8:	
  Gather	
  relevant	
  information	
  from	
  multiple	
  print	
  and	
  digital	
  

sources,	
  using	
  search	
  terms	
  effectively;	
  assess	
  the	
  credibility	
  and	
  

accuracy	
  of	
  each	
  source;	
  and	
  quote	
  or	
  paraphrase	
  the	
  data	
  and	
  

conclusions	
  of	
  others	
  while	
  avoiding	
  plagiarism	
  and	
  following	
  a	
  

standard	
  format	
  for	
  citation.

x x x x x

W.9:	
  Draw	
  evidence	
  from	
  literary	
  or	
  informational	
  texts	
  to	
  

support	
  analysis,	
  reflection,	
  and	
  research. x x x x x x x x x x x

W.10:	
  Write	
  routinely	
  over	
  extended	
  time	
  frames	
  (time	
  for	
  

research,	
  reflection,	
  and	
  revision)	
  and	
  shorter	
  time	
  frames	
  (a	
  

single	
  sitting	
  or	
  a	
  day	
  or	
  two)	
  for	
  a	
  range	
  of	
  discipline-­‐specific	
  

tasks,	
  purposes,	
  and	
  audiences.

x x x x x x x x x x x x x x x x x

SL.1:	
  Engage	
  effectively	
  in	
  a	
  range	
  of	
  collaborative	
  discussions	
  

(one-­‐on-­‐one,	
  in	
  groups,	
  and	
  teacher-­‐led)	
  with	
  diverse	
  partners	
  

on	
  grade	
  7	
  topics,	
  texts,	
  and	
  issues,	
  building	
  on	
  others'	
  ideas	
  and	
  

expressing	
  their	
  own	
  clearly.

x x x x x x x x x x x x x x

SL.2:	
  Analyze	
  the	
  main	
  ideas	
  and	
  supporting	
  details	
  presented	
  in	
  

diverse	
  media	
  and	
  formats	
  (e.g.,	
  visually,	
  quantitatively,	
  orally)	
  

and	
  explain	
  how	
  the	
  ideas	
  clarify	
  a	
  topic,	
  text,	
  or	
  issue	
  under	
  

study.

x x x x x

SL.4:	
  Present	
  claims	
  and	
  findings,	
  emphasizing	
  salient	
  points	
  in	
  a	
  

focused,	
  coherent	
  manner	
  with	
  pertinent	
  descriptions,	
  facts,	
  

details,	
  and	
  examples;	
  use	
  appropriate	
  eye	
  contact,	
  adequate	
  

volume,	
  and	
  clear	
  pronunciation.

x x x x x x x x

SL.5:	
  Include	
  multimedia	
  components	
  and	
  visual	
  displays	
  in	
  

presentations	
  to	
  clarify	
  claims	
  and	
  findings	
  and	
  emphasize	
  

salient	
  points.

x x x x x x x x x

SL.6:	
  Adapt	
  speech	
  to	
  a	
  variety	
  of	
  contexts	
  and	
  tasks,	
  

demonstrating	
  command	
  of	
  formal	
  English	
  when	
  indicated	
  or	
  

appropriate.	
  

x x x x x x x x x x x x x x x

L.1:	
  Demonstrate	
  command	
  of	
  the	
  conventions	
  of	
  standard	
  

English	
  grammar	
  and	
  usage	
  when	
  writing	
  or	
  speaking. x x x x x x x x x x x x x x x x x x x x x x x

L.2:	
  Demonstrate	
  command	
  of	
  the	
  conventions	
  of	
  standard	
  

English	
  capitalization,	
  punctuation,	
  and	
  spelling	
  when	
  writing. x x x x x x x x x x x x x x x x x x x x

L.4:	
  Determine	
  or	
  clarify	
  the	
  meaning	
  of	
  unknown	
  and	
  multiple-­‐

meaning	
  words	
  and	
  phrases	
  based	
  on	
  grade	
  7	
  reading	
  and	
  

content,	
  choosing	
  flexibly	
  from	
  a	
  range	
  of	
  strategies.

x x x x x x x x x x

L.6:	
  Acquire	
  and	
  use	
  accurately	
  grade-­‐appropriate	
  general	
  

academic	
  and	
  domain-­‐specific	
  words	
  and	
  phrases;	
  gather	
  

vocabulary	
  knowledge	
  when	
  considering	
  a	
  word	
  or	
  phrase	
  

important	
  to	
  comprehension	
  or	
  expression.

x x x x x x x x x x x x x x x x x x x x x x

6.RP.A:	
  Understand	
  ratio	
  concepts	
  and	
  use	
  ratio	
  reasoning	
  to	
  

solve	
  problems. x

6.SP.A:	
  Develop	
  understanding	
  of	
  statistical	
  variability. x

The	
  Next	
  Generation	
  Science	
  Standards:

Education	
  Standards

LESSON	
  1 LESSON	
  2 LESSON	
  3 LESSON	
  4

NATIONAL	
  EDUCATION	
  STANDARDS

The	
  Common	
  Core	
  State	
  Standards	
  for	
  English	
  Language	
  Arts	
  and	
  Literacy:

The	
  Standards	
  for	
  Mathematical	
  Practice:
Pest	
  Background	
  Knowledge

Vin-­‐troductionAttack	
  of	
  the	
  Invasive	
  Species!Invasive	
  Species	
  Executive	
  OrderA	
  Day	
  in	
  Your	
  Life	
  With	
  Invasive	
  Species	
  Exploring	
  the	
  Threat	
  Wrap	
  Up—Why	
  Should	
  I	
  Care?Ext:	
  Vin's	
  VocabularyExt:	
  Protect	
  Your	
  Environment	
  Trek

Ext:	
  Natural	
  Resources	
  Research:	
  Wood	
  Is	
  Wood,	
  Isn't	
  It?

Ext:	
  What’s	
  Up	
  With	
  Wildfires?Ext:	
  Hungry	
  Pests	
  on	
  the	
  Prowl	
  Ext:	
  No	
  Pests	
  Taste	
  Test	
  Ext:	
  #HungryPestsWanted!	
  The	
  Pest	
  Files	
  Hungry	
  Pests	
  Detectives	
  TimelineMap	
  It	
  Out—Invasive	
  Species	
  in	
  the	
  United	
  StatesHungry	
  Pests	
  Re-­‐CapExt:	
  Up	
  Close	
  and	
  PersonalExt:	
  Make	
  Your	
  Own	
  Vin	
  VasiveExt:	
  Who	
  Am	
  I?	
  "Guess	
  the	
  Hungry	
  Pests"	
  GameExt:	
  Be	
  a	
  PestExt:	
  Beetle	
  Busters!Vin	
  Vasive’s	
  “Top	
  8	
  Ways	
  I	
  Spread”	
  Pest	
  Pathway	
  StoryboardsUSDA	
  vs.	
  Invasive	
  Species	
  Breaking	
  News!Wrap	
  Up—3-­‐2-­‐1,	
  Pests!Ext:	
  Hungry	
  Pests	
  TheaterExt:	
  Pathway	
  CharadesExt:	
  Hungry	
  Pests	
  and	
  Pathways	
  Seven	
  Ways	
  to	
  Leave	
  Hungry	
  Pests	
  Behind!	
  "Movers	
  and	
  Shakers"Invasive	
  Species	
  Social	
  Network	
  Taking	
  Action!Message	
  MakingSpreading	
  the	
  Word!Presenting:	
  Hungry	
  Pests!	
  A	
  Community	
  PlanExt:	
  In	
  the	
  NewsExt:	
  Hello	
  My	
  Name	
  is...	
  Ext:	
  Anti-­‐Vin	
  VasiveExt:	
  Hungry	
  Pests	
  HeraldExt:	
  Real-­‐World	
  Research	
  Ext:	
  Hungry	
  Pests	
  JeopardyExt:	
  Plant	
  Health	
  Professionals	
  	
  

Education	
  Standards

LESSON	
  1 LESSON	
  2 LESSON	
  3 LESSON	
  4

7.RP.A:	
  Analyze	
  proportional	
  relationships	
  and	
  use	
  them	
  to	
  solve	
  

real-­‐world	
  and	
  mathematical	
  problems. x

7.SP.B:	
  Draw	
  informal	
  comparative	
  inferences	
  about	
  two	
  

populations. x

Time,	
  Continuity,	
  and	
  Change x x x x x x x x x x x x x x x x x x x x x

People,	
  Places,	
  and	
  Environments x x x x x x x x x x x x

Power,	
  Authority,	
  and	
  Governance x x

Production,	
  Distribution,	
  and	
  Consumption x x x x

Civic	
  Ideals	
  and	
  Practices x x x x x x x x x x x x x

SC.7.L.17.2:	
  Compare	
  and	
  contrast	
  the	
  relationships	
  among	
  

organisms	
  such	
  as	
  mutualism,	
  predation,	
  parasitism,	
  

competition,	
  and	
  commensalism.	
  

x x x x

SC.7.L.17.3:	
  Describe	
  and	
  investigate	
  various	
  limiting	
  factors	
  in	
  

the	
  local	
  ecosystem	
  and	
  their	
  impact	
  on	
  native	
  populations,	
  

including	
  food,	
  shelter,	
  water,	
  space,	
  disease,	
  parasitism,	
  

predation,	
  and	
  nesting	
  sites.	
  

x x x

SC.8.N.4.1:	
  Explain	
  that	
  science	
  is	
  one	
  of	
  the	
  processes	
  that	
  can	
  

be	
  used	
  to	
  inform	
  decision	
  making	
  at	
  the	
  community,	
  state,	
  

national,	
  and	
  international	
  levels.	
  

x x x

4.5.6.D:	
  Identify	
  reasons	
  why	
  organisms	
  become	
  threatened,	
  

endangered,	
  and	
  extinct.	
  	
   x x x

4.1.7.E:	
  Identify	
  factors	
  that	
  contribute	
  to	
  change	
  in	
  natural	
  and	
  

human-­‐made	
  systems.	
   x x x x x

4.3.7.A:	
  Explain	
  how	
  products	
  are	
  derived	
  from	
  natural	
  

resources.	
  Describe	
  the	
  process	
  of	
  converting	
  raw	
  materials	
  to	
  

consumer	
  goods.	
  Differentiate	
  between	
  renewable	
  and	
  

nonrenewable	
  resources.	
  

x x x

4.3.7.B:	
  Explain	
  the	
  distribution	
  and	
  management	
  of	
  natural	
  

resources.	
   x

4.4.7.A:	
  Describe	
  how	
  agricultural	
  practices,	
  the	
  environment,	
  

and	
  the	
  availability	
  of	
  natural	
  resources	
  are	
  related.	
   x x x

4.4.7.C:	
  Investigate	
  resources,	
  their	
  relation	
  to	
  land	
  use,	
  and	
  

their	
  impact	
  on	
  the	
  food	
  and	
  fiber	
  system.	
   x x x x

4.5.7.B:	
  Describe	
  the	
  impact	
  of	
  pests	
  in	
  different	
  geographic	
  

locations	
  and	
  techniques	
  used	
  to	
  manage	
  those	
  pests. x x x x x x x x x x x x x x x x x x x

4.5.7.C:	
  Explain	
  how	
  human	
  actions	
  affect	
  the	
  health	
  of	
  the	
  

environment.	
   x x x x x x x

4.4.7.B:	
  Describe	
  the	
  economic	
  importance	
  of	
  agriculture	
  to	
  

society.	
   x x x x x x x x x

4.4.8.A:	
  Identify	
  and	
  describe	
  how	
  food	
  safety	
  issues	
  have	
  

impacted	
  the	
  food	
  and	
  fiber	
  system. x x x x

6.2.C:	
  The	
  student	
  is	
  expected	
  to	
  analyze	
  and	
  interpret	
  

information	
  to	
  construct	
  reasonable	
  explanations	
  from	
  direct	
  

and	
  indirect	
  evidence.

x x

6.2.E:	
  The	
  student	
  is	
  expected	
  to	
  construct	
  graphs,	
  tables,	
  maps,	
  

and	
  charts	
  using	
  tools	
  including	
  computers	
  to	
  organize,	
  examine,	
  

and	
  evaluate	
  data.	
  

x

6.3.B:	
  The	
  student	
  is	
  expected	
  to	
  draw	
  inferences	
  based	
  on	
  data	
  

related	
  to	
  promotional	
  materials	
  for	
  products	
  and	
  services.	
   x

6.3.D:	
  The	
  student	
  is	
  expected	
  to	
  evaluate	
  the	
  impact	
  of	
  

research	
  on	
  scientific	
  thought,	
  society,	
  and	
  the	
  environment. x x x

6.4.A:	
  The	
  student	
  is	
  expected	
  to	
  collect,	
  analyze,	
  and	
  record	
  

information	
  using	
  tools	
  including	
  beakers,	
  petri	
  dishes,	
  meter	
  

sticks,	
  graduated	
  cylinders,	
  weather	
  instruments,	
  timing	
  devices,	
  

hot	
  plates,	
  test	
  tubes,	
  safety	
  goggles,	
  spring	
  scales,	
  magnets,	
  

balances,	
  microscopes,	
  telescopes,	
  thermometers,	
  calculators,	
  

field	
  equipment,	
  compasses,	
  computers,	
  and	
  computer	
  probes.

x

7.2.C:	
  The	
  student	
  is	
  expected	
  to	
  organize,	
  analyze,	
  make	
  

inferences,	
  and	
  predict	
  tends	
  from	
  direct	
  and	
  indirect	
  evidence. x x

7.2.E:	
  The	
  student	
  is	
  expected	
  to	
  construct	
  graphs,	
  tables,	
  maps,	
  

and	
  charts	
  using	
  tools	
  including	
  computers	
  to	
  organize,	
  examine,	
  

and	
  evaluate	
  data.

x

7.3.B:	
  The	
  student	
  is	
  expected	
  to	
  draw	
  inferences	
  based	
  on	
  data	
  

related	
  to	
  promotional	
  materials	
  for	
  products	
  and	
  services. x

7.3.D:	
  The	
  student	
  is	
  expected	
  to	
  evaluate	
  the	
  impact	
  of	
  

research	
  on	
  scientific	
  thought,	
  society,	
  and	
  the	
  environment. x x x

7.4.A:	
  The	
  student	
  is	
  expected	
  to	
  collect,	
  analyze,	
  and	
  record	
  

information	
  to	
  explain	
  a	
  phenomenon	
  using	
  tools	
  including	
  

beakers,	
  petri	
  dishes,	
  meter	
  sticks,	
  graduated	
  cylinders,	
  weather	
  

instruments,	
  hot	
  plates,	
  dissecting	
  equipment,	
  test	
  tubes,	
  safety	
  

goggles,	
  spring	
  scales,	
  balances,	
  microscopes,	
  telescopes,	
  

thermometers,	
  calculators,	
  field	
  equipment,	
  computers,	
  

computer	
  probes,	
  timing	
  devices,	
  magnets,	
  and	
  compasses.	
  

x

7.10.A:	
  The	
  student	
  is	
  expected	
  to	
  identify	
  that	
  sexual	
  

reproduction	
  results	
  in	
  more	
  diverse	
  offspring	
  and	
  asexual	
  

reproduction	
  results	
  in	
  more	
  uniform	
  offspring.

x

7.11.A:	
  The	
  student	
  is	
  expected	
  to	
  analyze	
  changes	
  in	
  organisms

such	
  as	
  a	
  fever	
  or	
  vomiting	
  that	
  may	
  result	
  from	
  internal	
  stimuli. x x

8.2.C:	
  The	
  student	
  is	
  expected	
  to	
  organize,	
  analyze,	
  evaluate,	
  

make	
  inferences,	
  and	
  predict	
  trends	
  from	
  direct	
  and	
  indirect	
  

evidence.

x x

8.2.E:	
  The	
  student	
  is	
  expected	
  to	
  construct	
  graphs,	
  tables,	
  maps,	
  

and	
  charts	
  using	
  tools	
  including	
  computers	
  to	
  organize,	
  examine,	
  

and	
  evaluate	
  data.

x

8.3.B:	
  The	
  student	
  is	
  expected	
  to	
  draw	
  inferences	
  based	
  on	
  data	
  

related	
  to	
  promotional	
  materials	
  for	
  products	
  and	
  services. x

8.3.D:	
  The	
  student	
  is	
  expected	
  to	
  evaluate	
  the	
  impact	
  of	
  

research	
  on	
  scientific	
  thought,	
  society,	
  and	
  the	
  environment. x x x

National	
  Curriculum	
  Standards	
  for	
  Social	
  Studies:

FLORIDA	
  EDUCATION	
  STANDARDS

Science	
  Standards:

PENNSYLVANIA	
  EDUCATION	
  STANDARDS

Science	
  Standards:

TEXAS	
  EDUCATION	
  STANDARDS

Science	
  Standards:
Pest	
  Background	
  Knowledge

Vin-­‐troductionAttack	
  of	
  the	
  Invasive	
  Species!Invasive	
  Species	
  Executive	
  OrderA	
  Day	
  in	
  Your	
  Life	
  With	
  Invasive	
  Species	
  Exploring	
  the	
  Threat	
  Wrap	
  Up—Why	
  Should	
  I	
  Care?Ext:	
  Vin's	
  VocabularyExt:	
  Protect	
  Your	
  Environment	
  Trek

Ext:	
  Natural	
  Resources	
  Research:	
  Wood	
  Is	
  Wood,	
  Isn't	
  It?

Ext:	
  What’s	
  Up	
  With	
  Wildfires?Ext:	
  Hungry	
  Pests	
  on	
  the	
  Prowl	
  Ext:	
  No	
  Pests	
  Taste	
  Test	
  Ext:	
  #HungryPestsWanted!	
  The	
  Pest	
  Files	
  Hungry	
  Pests	
  Detectives	
  TimelineMap	
  It	
  Out—Invasive	
  Species	
  in	
  the	
  United	
  StatesHungry	
  Pests	
  Re-­‐CapExt:	
  Up	
  Close	
  and	
  PersonalExt:	
  Make	
  Your	
  Own	
  Vin	
  VasiveExt:	
  Who	
  Am	
  I?	
  "Guess	
  the	
  Hungry	
  Pests"	
  GameExt:	
  Be	
  a	
  PestExt:	
  Beetle	
  Busters!Vin	
  Vasive’s	
  “Top	
  8	
  Ways	
  I	
  Spread”	
  Pest	
  Pathway	
  StoryboardsUSDA	
  vs.	
  Invasive	
  Species	
  Breaking	
  News!Wrap	
  Up—3-­‐2-­‐1,	
  Pests!Ext:	
  Hungry	
  Pests	
  TheaterExt:	
  Pathway	
  CharadesExt:	
  Hungry	
  Pests	
  and	
  Pathways	
  Seven	
  Ways	
  to	
  Leave	
  Hungry	
  Pests	
  Behind!	
  "Movers	
  and	
  Shakers"Invasive	
  Species	
  Social	
  Network	
  Taking	
  Action!Message	
  MakingSpreading	
  the	
  Word!Presenting:	
  Hungry	
  Pests!	
  A	
  Community	
  PlanExt:	
  In	
  the	
  NewsExt:	
  Hello	
  My	
  Name	
  is...	
  Ext:	
  Anti-­‐Vin	
  VasiveExt:	
  Hungry	
  Pests	
  HeraldExt:	
  Real-­‐World	
  Research	
  Ext:	
  Hungry	
  Pests	
  JeopardyExt:	
  Plant	
  Health	
  Professionals	
  	
  

Education	
  Standards

LESSON	
  1 LESSON	
  2 LESSON	
  3 LESSON	
  4

8.4.A:	
  The	
  student	
  is	
  expected	
  to	
  collect,	
  record,	
  and	
  analyze	
  

information	
  using	
  tools	
  including	
  beakers,	
  petri	
  dishes,	
  meter	
  

sticks,	
  graduated	
  cylinders,	
  weather	
  instruments,	
  hot	
  plates,	
  

dissecting	
  equipment,	
  test	
  tubes,	
  safety	
  goggles,	
  spring	
  scales,	
  

balances,	
  microscopes,	
  telescopes,	
  thermometers,	
  calculators,	
  

field	
  equipment,	
  computers,	
  computer	
  probes,	
  water	
  test	
  kits,	
  

and	
  timing	
  devices.

x

1.A:	
  The	
  student	
  is	
  expected	
  to	
  compare	
  and	
  order	
  integers	
  and	
  

positive	
  rational	
  numbers. x

1:	
  Reading/Fluency.	
  Students	
  read	
  grade-­‐level	
  text	
  with	
  fluency

and	
  comprehension.	
  Students	
  are	
  expected	
  to	
  adjust	
  fluency	
  

when	
  reading	
  aloud	
  grade-­‐level	
  text	
  based	
  on	
  the	
  reading	
  

purpose	
  and	
  the	
  nature	
  of	
  the	
  text.

x x x x x

2:	
  Reading/Vocabulary	
  Development.	
  Students	
  understand	
  new	
  

vocabulary	
  and	
  use	
  it	
  when	
  reading	
  and	
  writing. x x x x x x x x x x x x x x x

10:	
  Reading/Comprehension	
  of	
  Informational	
  Text/Expository	
  

Text.	
  Students	
  analyze,	
  make	
  inferences	
  and	
  draw	
  conclusions	
  

about	
  expository	
  text	
  and	
  provide	
  evidence	
  from	
  text	
  to	
  support

their	
  understanding.

x x x

13:	
  Reading/Media	
  Literacy.	
  Students	
  use	
  comprehension	
  skills	
  

to	
  analyze	
  how	
  words,	
  images,	
  graphics,	
  and	
  sounds	
  work	
  

together	
  in	
  various	
  forms	
  to	
  impact	
  meaning.	
  Students	
  will	
  

continue	
  to	
  apply	
  earlier	
  standards	
  with	
  greater	
  depth	
  in	
  

increasingly	
  more	
  complex	
  texts.

x

16:	
  Writing.	
  Students	
  write	
  about	
  their	
  own	
  experiences.	
  

Students	
  are	
  expected	
  to	
  write	
  a	
  personal	
  narrative	
  that	
  has	
  a	
  

clearly	
  defined	
  focus	
  and	
  communicates	
  the	
  importance	
  of	
  or	
  

reasons	
  for	
  actions	
  and/or	
  consequences.

x x x

17:	
  Writing/Expository	
  and	
  Procedural	
  Texts.	
  Students	
  write	
  

expository	
  and	
  procedural	
  or	
  work-­‐related	
  texts	
  to	
  

communicate	
  ideas	
  and	
  information	
  to	
  specific	
  audiences	
  for	
  

specific	
  purposes.

x x x

22:	
  Research/Research	
  Plan.	
  Students	
  ask	
  open-­‐ended	
  research	
  

questions	
  and	
  develop	
  a	
  plan	
  for	
  answering	
  them. x x x x x x

23:	
  Research/Gathering	
  Sources.	
  Students	
  determine,	
  locate,	
  

and	
  explore	
  the	
  full	
  range	
  of	
  relevant	
  sources	
  addressing	
  a	
  

research	
  question	
  and	
  systematically	
  record	
  the	
  information	
  

they	
  gather.

x x x x x x

24:	
  Research/Synthesizing	
  Information.	
  Students	
  clarify	
  research	
  

questions	
  and	
  evaluate	
  and	
  synthesize	
  collected	
  information.	
   x x x x x x

25:	
  Research/Organizing	
  and	
  Presenting	
  Ideas.	
  Students	
  

organize	
  and	
  present	
  their	
  ideas	
  and	
  information	
  according	
  to	
  

the	
  purpose	
  of	
  the	
  research	
  and	
  their	
  audience.	
  

x x x x x x

26:	
  Listening	
  and	
  Speaking/Listening.	
  Students	
  will	
  use	
  

comprehension	
  skills	
  to	
  listen	
  attentively	
  to	
  others	
  in	
  formal	
  and	
  

informal	
  settings.

x x x x x x x x x x

27:	
  Listening	
  and	
  Speaking/Speaking.	
  Students	
  speak	
  clearly	
  and

to	
  the	
  point,	
  using	
  the	
  conventions	
  of	
  language.	
  Students	
  will	
  

continue	
  to	
  apply	
  earlier	
  standards	
  with	
  greater	
  complexity.	
  

Students	
  are	
  expected	
  to	
  present	
  a	
  critique	
  of	
  a	
  literary	
  work,	
  

film,	
  or	
  dramatic	
  production,	
  employing	
  eye	
  contact,	
  speaking	
  

rate,	
  volume,	
  enunciation,	
  a	
  variety	
  of	
  natural	
  gestures,	
  and	
  

conventions	
  of	
  language	
  to	
  communicate	
  ideas	
  effectively.

x x x x x x x x x x x

28:	
  Listening	
  and	
  Speaking/Teamwork.	
  Students	
  work	
  

productively	
  with	
  others	
  in	
  teams.	
  Students	
  will	
  continue	
  to	
  

apply	
  earlier	
  standards	
  with	
  greater	
  complexity.	
  Students	
  are	
  

expected	
  to	
  participate	
  productively	
  in	
  discussions,	
  plan	
  agendas	
  

with	
  clear	
  goals	
  and	
  deadlines,	
  set	
  time	
  limits	
  for	
  speakers,	
  take	
  

notes,	
  and	
  vote	
  on	
  key	
  issues.

x x x x x x x x x

6.3:	
  Geography:	
  The	
  student	
  uses	
  maps,	
  globes,	
  graphs,	
  charts,	
  

models,	
  and	
  databases	
  to	
  answer	
  geographic	
  questions. x

6.4:	
  Geography:	
  The	
  student	
  understands	
  the	
  characteristics	
  and

relative	
  locations	
  of	
  major	
  historical	
  and	
  contemporary	
  

societies.

x

6.5:	
  Geography:	
  The	
  student	
  understands	
  how	
  geographic	
  

factors	
  influence	
  the	
  economic	
  development,	
  political	
  

relationships,	
  and	
  policies	
  of	
  societies.

x

6.6:	
  Geography:	
  The	
  student	
  understands	
  the	
  impact	
  of	
  physical	
  

processes	
  on	
  patterns	
  in	
  the	
  environment. x

6.7:	
  Geography:	
  The	
  student	
  understands	
  the	
  impact	
  of	
  

interactions	
  between	
  people	
  and	
  the	
  physical	
  environment	
  on	
  

the	
  development	
  of	
  places	
  and	
  regions.

x

6.8:	
  Economics:	
  The	
  student	
  understands	
  the	
  various	
  ways	
  in	
  

which	
  people	
  organize	
  economic	
  systems. x x

6.10:	
  Economics:	
  The	
  student	
  understands	
  categories	
  of	
  

economic	
  activities	
  and	
  the	
  means	
  used	
  to	
  measure	
  a	
  society's	
  

economic	
  level.

x x

6.13:	
  Citizenship:	
  The	
  student	
  understands	
  that	
  the	
  nature	
  of	
  

citizenship	
  varies	
  among	
  societies. x x x x x x x

6.21:	
  Social	
  Studies	
  Skills:	
  The	
  student	
  applies	
  critical-­‐thinking	
  

skills	
  to	
  organize	
  and	
  use	
  information	
  acquired	
  from	
  a	
  variety	
  of	
  

sources	
  including	
  electronic	
  technology.

x x x x x x x x x x x x x x x x x

6.22:	
  Social	
  Studies	
  Skills:	
  The	
  student	
  communicates	
  in	
  written,	
  

oral,	
  and	
  visual	
  forms. x x x x x x x x x x x x x x x x

6.23:	
  Social	
  Studies	
  Skills:	
  The	
  student	
  uses	
  problem-­‐solving	
  and	
  

decision-­‐making	
  skills,	
  working	
  independently	
  and	
  with	
  others,	
  

in	
  a	
  variety	
  of	
  settings.

x x x x

7.1:	
  Apply	
  absolute	
  and	
  relative	
  chronology	
  through	
  the	
  

sequencing	
  of	
  significant	
  individuals,	
  events,	
  and	
  time	
  periods. x x x x x x

7.8:	
  Create	
  thematic	
  maps,	
  graphs,	
  charts,	
  models,	
  and	
  

databases	
  representing	
  various	
  aspects	
  of	
  Texas	
  during	
  the	
  19th

and	
  20th	
  centuries.

x

7.21:	
  Differentiate	
  between,	
  locate,	
  and	
  use	
  primary	
  and	
  

secondary	
  sources	
  such	
  as	
  computer	
  software,	
  databases,	
  media	
  

and	
  news	
  services,	
  biographies,	
  interviews,	
  and	
  artifacts	
  to	
  

acquire	
  information	
  about	
  Texas.

x x x x x x x x x x x x x x x x x x

7.22:	
  Use	
  social	
  studies	
  terminology	
  correctly. x x x x x x x x x x x x x x x x x

Social	
  Studies	
  Standards:

Math	
  Standards:

English	
  Language	
  Arts	
  Standards:
Pest	
  Background	
  Knowledge

Vin-­‐troductionAttack	
  of	
  the	
  Invasive	
  Species!Invasive	
  Species	
  Executive	
  OrderA	
  Day	
  in	
  Your	
  Life	
  With	
  Invasive	
  Species	
  Exploring	
  the	
  Threat	
  Wrap	
  Up—Why	
  Should	
  I	
  Care?Ext:	
  Vin's	
  VocabularyExt:	
  Protect	
  Your	
  Environment	
  Trek

Ext:	
  Natural	
  Resources	
  Research:	
  Wood	
  Is	
  Wood,	
  Isn't	
  It?

Ext:	
  What’s	
  Up	
  With	
  Wildfires?Ext:	
  Hungry	
  Pests	
  on	
  the	
  Prowl	
  Ext:	
  No	
  Pests	
  Taste	
  Test	
  Ext:	
  #HungryPestsWanted!	
  The	
  Pest	
  Files	
  Hungry	
  Pests	
  Detectives	
  TimelineMap	
  It	
  Out—Invasive	
  Species	
  in	
  the	
  United	
  StatesHungry	
  Pests	
  Re-­‐CapExt:	
  Up	
  Close	
  and	
  PersonalExt:	
  Make	
  Your	
  Own	
  Vin	
  VasiveExt:	
  Who	
  Am	
  I?	
  "Guess	
  the	
  Hungry	
  Pests"	
  GameExt:	
  Be	
  a	
  PestExt:	
  Beetle	
  Busters!Vin	
  Vasive’s	
  “Top	
  8	
  Ways	
  I	
  Spread”	
  Pest	
  Pathway	
  StoryboardsUSDA	
  vs.	
  Invasive	
  Species	
  Breaking	
  News!Wrap	
  Up—3-­‐2-­‐1,	
  Pests!Ext:	
  Hungry	
  Pests	
  TheaterExt:	
  Pathway	
  CharadesExt:	
  Hungry	
  Pests	
  and	
  Pathways	
  Seven	
  Ways	
  to	
  Leave	
  Hungry	
  Pests	
  Behind!	
  "Movers	
  and	
  Shakers"Invasive	
  Species	
  Social	
  Network	
  Taking	
  Action!Message	
  MakingSpreading	
  the	
  Word!Presenting:	
  Hungry	
  Pests!	
  A	
  Community	
  PlanExt:	
  In	
  the	
  NewsExt:	
  Hello	
  My	
  Name	
  is...	
  Ext:	
  Anti-­‐Vin	
  VasiveExt:	
  Hungry	
  Pests	
  HeraldExt:	
  Real-­‐World	
  Research	
  Ext:	
  Hungry	
  Pests	
  JeopardyExt:	
  Plant	
  Health	
  Professionals	
  	
  

Education	
  Standards

LESSON	
  1 LESSON	
  2 LESSON	
  3 LESSON	
  4

7.23:	
  Use	
  a	
  problem-­‐solving	
  process	
  to	
  identify	
  a	
  problem,	
  

gather	
  information,	
  list	
  and	
  consider	
  options,	
  consider	
  

advantages	
  and	
  disadvantages,	
  choose	
  and	
  implement	
  a	
  

solution,	
  and	
  evaluate	
  the	
  effectiveness	
  of	
  the	
  solution.

xxxx

8.10:	
  Geography:	
  The	
  student	
  uses	
  geographic	
  tools	
  to	
  collect,	
  

analyze,	
  and	
  interpret	
  data.

x

8.11:	
  Geography:	
  The	
  student	
  understands	
  the	
  location	
  and	
  

characteristics	
  of	
  places	
  and	
  regions	
  of	
  the	
  United	
  States,	
  past	
  

and	
  present.

x

8.29:	
  Science,	
  Technology,	
  and	
  Society:	
  The	
  student	
  understands	
  

the	
  impact	
  of	
  scientific	
  discoveries	
  and	
  technological	
  

innovations	
  on	
  daily	
  life	
  in	
  the	
  United	
  States.

xxxxxxxxxxxxxxxxx

8.30:	
  Social	
  Studies	
  Skills:	
  The	
  student	
  applies	
  critical-­‐thinking	
  

skills	
  to	
  organize	
  and	
  use	
  information	
  acquired	
  from	
  a	
  variety	
  of	
  

sources	
  including	
  electronic	
  technology.

xxxxxxxxxxxxxxxxxx

8.31:	
  Social	
  Studies	
  Skills:	
  The	
  student	
  communicates	
  in	
  written,	
  

oral,	
  and	
  visual	
  forms.

xxxx