In order to make iMapInvasives as easy to use for your students as possible, they are only Level 3 users. This means that you, the teacher, are the only one that will be able to log treatments. If you have done a control treatment in addition to your other treatment, you will need to create two treatment polygons. You can choose to have students involved in this process, however they will need to request level 6 user profiles. To do this, you will need to contact Nancy Olmstead and . Make sure you have completed the end of the iMapInvasives (modified) Mechanical Treatment Record (). Follow the instructions for treatment data entry that are outlined in . Have your iMapInvasives (modified) Mechanical Treatment Record in front of you so all the necessary information is at your fingertips. Part IV: Post-Treatment Follow-Up STUDENT ACTIVITY 1: iMap post-treatment observations and assessments In order to visualize how their patches have or have not changed over time, students will head back outside to measure/monitor how their plots have responded to their treatment. They will collect data in the same way they did with the initial observations and assessments and post to the iMapInvasives site. Learning Outcomes for Activity 1: Students will be able to… Make predictions, supported evidence, about how changes in a habitat affect local populations Collect accurate data, following student-created procedures Standards Alignment MLR CCSS NGSS B1 – The Skills and Traits of Scientific Inquiry: Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments. CCSS.MATH.CONTENT.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. NGSS Practice 3: Planning and Carrying Out Investigations
Criteria Management Options Resources/ Cost Do we have the resources that we need? Will we be able to get them? Time Do we have enough time to implement the plan? Impact on the ecosystem Will this plan help to maintain biodiversity in the ecosystem? Impact on the population of target species Will this plan stop the invasive species population from growing? Additional Criteria Add your own criteria here: Totals
Activity 2: Research based on what we know – want to know – and need to learn Key questions: What do I already know about the target species and designing a management project? What do I want to know? Where can I find new information? By the end of this activity I will be able to… MS LS2-5 Level 1 Level 2 Level 3 Level 4 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Use information given to me to answer a question about managing my target species. Conduct independent research to answer a question about managing my target species. Generate questions that I need to answer to create a strong management plan and use multiple credible sources to answer those questions Generate new questions based on the information that I learn from my research KWL: Managing our Target Species What do we think we KNOW about X species and how to manage it? What do we WANT or need to know about X species and how to manage it? What have we LEARNED about in our research about X species and how to manage it? Example: We know that we have a lot of purple loosestrife on our school property. Example: We want to know more about how purple loosestrife spreads. Example: We know that a local group has been managing X species by mowing.
By the end of this activity I will be able to… MS LS 2-4 Level 1 Level 2 Level 3 Level 4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Make a claim about whether our project impacted the abundance of the target species. Support my claim with visual evidence, written explanation, and quantitative data. Determine how sure I can be about my results and identify possible sources of variability or error. Suggest possible next steps that would lead to a more reliable investigation. MS LS 2-5 Level 1 Level 2 Level 3 Level 4 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Make a claim about whether we met the goals of our project. Support my claim with visual evidence, written explanation, and quantitative data. Explain how our results show whether we met the criteria we defined for the project. Suggest possible next steps to improve the management project. Use the data from your pre-treatment and post-treatment observations to answer the questions below with your team. Did the abundance of the target species seem to change? How do you know? What is your evidence? Do your results that meet the goals of your management project? Explain your answer.
MS LS 2-4 Level 1 Level 2 Level 3 Level 4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Show how our species affects ecosystems Show how the changes from our treatment impacted the abundance of our species Use data from our project to convince others to become involved in management of our species. Use data from our project to predict how further management projects might affect the abundance of our species A public service announcement (PSA) is designed to inform the public about an important issue and is meant to influence their behavior in some way. For this project, create a poster, video, or comic strip that will encourage others to get involved in the management of your species. On your diagram, show in pictures and/or words: How your species is connected to other living and non-living factors of the ecosystem. Think about the following questions when creating your diagram: What does your target species need to survive? Where does it get those things? Why does your species need controlling? How does impact over living things in the ecosystem? the control area and the treatment area the treatment that you used on your treatment area results from the pre-treatment and post-treatment areas (show specific data) any factors other than the treatment that might have impacted your area next steps for your management project what you want community members to do to get involved Option 3: Create a formal report. Rubric for Option 2: Through this project, I can…