Invasive species

Student Teams Self Assessment

Here is an assessment that I used for my classes after they finished their Vital Signs Investigations. They evaluate how well their team cooperated and shared the responsibilities for this project. I also ask them to evaluate the program and to give suggestions to make this better for them.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
Self made assessment.
How should others reference your work?: 
Team work evaluation.
Documents

VS Skils Round Robin

> This is a sheet to record going through the process of rotating through a brief introduction of the skills. It has 8 skills on there; however, we did 2 rounds of 4 and 4. This is a brief summary and insight of what one of the rounds looked like for us.

In essence: in a 2 hour period, we each saw 150-200 students for a skill session. (Guy: GPS, Joan: Quadrat/Species Cards, Sandy: Observation Sketches, Joelle: Camera) Now, it wasn't pretty; but, we did it again the following
Friday, with the other 4 skills! :) And, certainly, armed with more strategies.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
Vital Signs Resources
How should others reference your work?: 
The Cony Team, VS Skills Round Robin, 12/10
Documents

Comic Life Invasive Species Project Rubric

This is a rubric to help guide students when creating a culminating activity for the Vital Signs invasive species Comic Life project and help teachers score it.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
Vital Signs Experience and Comic Life program
How should others reference your work?: 
jdrake, Invasive Species Comic Life Project Rubric, 12/10
Documents

Mystery Graph and Oh Deer followup

This is the ppt presentation I used to outline my ideas after I played Oh Deer (we called it Oh Bluebird!) with my students.

We started class with video highlights from the game we had played last class. Then we discussed the contents of the slideshow slowly - taking breaks on data slides for students to graph the information on mini whiteboards. I walked around directing struggling students how graph it.

We ended with discussion on invasive species and the time lapse video of knotweed growth.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
I used the vital signs notebook, a projector, and mini white boards for students to graph during the slides where data is displayed.
How should others reference your work?: 
Not necessary.
Documents

Oh Deer! (or Oh Bluebird!) outline/data collection template

Teacher short notes for Oh Deer activity.

Data collection template for Oh Deer activity.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
I used the handouts I received in my VS notebook about the Oh Deer game to create materials I could easily bring outside with me to remember key concepts and record the vital information for later classes. The first sheet contains my notes. The second sheet contains my template for collecting data. I brought both outside on a clipboard. Students lined up on the free throw lines of our basketball court (one for resources, one for bluebirds) I later introduced predators and invasives on the halfcourt line.
How should others reference your work?: 
Not necessary.
Documents
Documents: 

Combine with Dichotomous Keys

Use the species cards to translate and bridge the gap between them and the use of dichotomous keys in classification. Have students use the keys and cards to create mini keys that would help to identify the species that they are studying in the field.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
NeoScience Classification of Living Things Lab
How should others reference your work?: 
karenmccormick, Vital Signs Program 11/19/10
Documents
Documents: 

Field investigation

After doing our field investigation, and while still in the field, we did a quick peer review to make sure that data was recorded (lengths, colors, specie characteristics, etc) prior to leaving. This way students didn't rely only on the pictures for their data. It also assured the group that they covered all the areas necessary.

Project Information
Grade Level: 
Middle school (grades 6-8)
How should others reference your work?: 
smoore, Field Investigation, Vital Signs Program, 11/4/10

Invasive passage, Main Idea/Supporting details

This is a quick formative assessment that I'm doing with students that has two objectives: Introducing the concepts and vocabulary of invasive species, and getting a sense of how well they can pull the main idea and supporting details from a passage.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
Resources are cited on the page.
How should others reference your work?: 
Antona Briley, Invasives Main Idea, Vital Signs Program, 10.15.10
Documents
Documents: 

Data collages

I had my groups do a data collage on Pages before we went to the website to upload their data. This way they could practice choosing photos, writing the evidence, double-check the GPS readings, and pass them to another group to critique and comment. Here are two samples of student work.

Project Information
Grade Level: 
Middle school (grades 6-8)
Documents
Documents: 

Mystery Graph Adelgid Redone

This is a revamp of the bar graph for the Adelgid. Line graphs are used to show change over time so the Mystery graph
was converted to a line graph. For students who might be struggling in both math and reading, it is done as a matching activity.
In addition, reference to the storyline, the table, and the graph, were included in this activity.

Project Information
Grade Level: 
Middle school (grades 6-8)
Resources I used: 
The Mystery Graph from VS on the Adelgid.
How should others reference your work?: 
MStafford, Mystery Graph, VS Program, 9-30-10
Documents
Documents: 
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