Materials: • students’ smart devices • case studies (Silver Wattle, Grey Squirrel, and 9/11 Sur- vivor Tree)
• Invasive Species Conflict
Directions: 1. Separate students into groups of three/four. 2. Assign each group one of the three case studies (Sil- ver Wattle, Grey Squirrel, or 9/11 Survivor Tree).
3. Pass out the Invasive Species Conflict Worksheet and explain to students that they should read their assigned case study and fill out the worksheet as a group.
4. Once all of the groups have completed the worksheet, ask the students to share out with the class what they learned from reading their case studies. Focus on the stakeholders, benefits, negative effects, and social values surrounding the invasive species. Check for similarities and differences among groups with the same case study.
Management Plan (90–120 minutes) Purpose: Within groups, students research management strategies to help them develop a management plan that protects biodiversity and prevents social conflict.
Materials: • students’ smart devices • Management Plan Guide • Management Plan Presentation Rubric
Scaffolding Scenario (30 minutes) Purpose: Review invasive species and introduce the impor- tance of stakeholders, management plans, and the social val- ues placed on invasive species.
Materials: • computer and projector • students’ smart devices • Invasive Species Slideshow • Invasive Species Guided Notes
Directions: 1. Go over the Invasive Species Slideshow (Google Slides), which covers invasive species, examples of invasive spe- cies, benefits and negative effects of invasive species, stakeholders, social values, and management plans.
2. As you go over the notes, have students fill out the Inva- sive Species Guided Notes.
3. When you get to the scaffolding scenario (real-life exam- ple of Prickly Pear cactus management in South Africa) within the Google Slides presentation, use the prompts embedded into the slides to help students practice identi- fying stakeholders, benefits of invasive species, negatives of invasive species, and social values tied to invasive species. Explore the management strategies utilized in this scenario.
Identifying Conflict (25 minutes) Purpose: Students collaborate to identify stakeholders, ben- efits, negative effects, and social values surrounding a real- life invasive species.
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Directions: 1. Have students sit with their case study groups. 2. Pass out the Management Plan Guide and the Manage- ment Plan Rubric. Go over the directions for the Man- agement Plan Presentation Guide and explain to students that within their groups, they will develop a management plan for the invasive species in their case study. Their management plan should protect biodiversity and prevent social conflict. Students will present their management plans to their classmates through a presentation.
3. Explain to students that by using the tables on the front of the Management Plan Guide, they will research appro- priate management actions that could help eliminate or manage the spread of the invasive species in their respec- tive case studies. They will also use their notes and research to record a minimum of two possible actions they could use in their management plans to mitigate social conflict over the invasive species.
4. After their research, students will discuss with their group members the possible combinations of ecological and social actions that will make their management plans successful. Students will record their conclusions on the back of the Management Plan Guide.
5. Using their Management Plan Guide, students should create a presentation (Google Slides, Prezi, Padlet, art, poem, commercial, etc.) to share with their classmates. Students should follow the guidelines within the Man- agement Plan Rubric and can complete this part of the lesson in class or outside of class.
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