Invasive Species Project
by Christopher Murray
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The Invasive Species Project will utilize an array of formative
and summative assessments over the duration of the unit, including and in
addition to the assessments outlined in the grading rubric above. An opinion poll will be administered the first day
of the unit, prior to any discussion about invasive species and their
ecological ramifications. While informal, it will allow assessment of
student-held beliefs (if any) with regard to the subject. The students will
be allowed to choose from a continuum of agree/disagree statements. Toward
the end of the unit, students will be given the same opinion poll and results
compared. Five quizzes will be administered over the course
of the unit to determine if they have learned the material covered (through
lecture and labs) during the week. Quiz format will consist of half
conceptual questions and half practical questions. Since the quizzes will be
given on a Thursday, there will time to address misconceptions on Friday
before moving on to the next subject. The focused
listing technique will be used as a means of assessing what they know
about non-native species. Specifically, it will be utilized as an
introduction to the subject, after they have been introduced to some concepts
about habitats, ecosystems, and evolution. Not only would it show me what
they do know about non-native species, more importantly it will illustrate
what they do not know, allowing me to focus my future lessons to address
those needs. A pro/con grid will be due prior to the due date
for the Invasive Species case study rough draft. The grid will serve to focus
the students' thinking with regard to determining if their introduced species
should/can be considered invasive or not. By requiring them to list their
thoughts on paper, I will be able to elucidate their thought processes a
little clearer and help guide them toward answering their particular question
with the framework provided in class. The invasive species paper will be one facet of the
culmination of the unit. Students will receive full credit for turning in the
rough draft as along as all sections are present, with 3 points being
deducted per missing section. The paper should coherently discuss the species
in question, exploring its natural history, historical and current
distribution, and conclude with a supported statement of the species status
(invasive or not). The final paper will be the backbone to the student presentation.
The student presentation will be a distillation of the research detailed in the invasive species paper. While reserving the right to change procedure in future classes depending on success, students will be allowed to present the information in any way they see fit (posters will be subtly encouraged), as long as all key aspects are covered, with the only caveat being no PowerPoint. Aside from a subtle loathing of the program, PowerPoint will not be used for two reasons: 1. Student presentations will be displayed in the school for others to admire and, 2. Students will also present to a community group. During the in-class presentation, students will be evaluating the performance of one another and they will be required to ask two relevant questions to a presenting group. Students will also be expected to time their presentations accordingly, not too short nor too long. |
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