Integrating Technology Into Math and Science
Inquiry-based Learning Unit: Students Learning By Doing

Endangered/Threatened Species or Invading Alien Species




Purpose: to investigate a local endangered/threatened species or invading species, present and debate various points of view, and suggest action steps to mitigate the problem.

Investigation and Experimentation
1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other four strands, students should develop their own questions and perform investigations. Students will:

a. select and use appropriate tools and technology (such as computer-linked probes,
spreadsheets, and graphing calculators) to perform tests, collect data, analyze
relationships, and display data.
m. investigate a science-based societal issue by researching the literature, analyzing data,
and communicating the findings. Examples include irradiation of food, cloning of
animals by somatic cell nuclear transfer, choice of energy sources, and land and
water use decisions in California.

Suggested Topics: Each group of 2-3 students should choose one of the following.
1. Invasion of an alien or exotic species- killer bees, Argentine ant, West Nile virus, Caulerpa taxiflora (an exotic sea weed), etc.

2. Local endangered or threatened species (California gnatcatcher, sea lion, California Live oak, Palos Verdes or El Segundo Blue Butterfly, California Condor, etc.)

Basic questions to address:
1. What is the issue? (identify it)

2. Where is the location of the issue or problem in Los Angeles?

3. What is the source of the issue or problem?

4. What population data supports that there is a problem? (present data in graphs and charts using a spreadsheet program such as Excel)

5. Analyze the data. Is the problem getting better or worse over time?

6. What do you believe should be done about this issue?

7. What are various points of view on this issue? For example on the issue of whether or not to build a housing development on natural coastal sage, the habitat of the endangered California Gnatcatcher, consider the positions of homeowners, developers, environmentalists. What are the merits of each point of view? What are the opinions of your group members?

References:
1. web sites
2. Los Angeles Times (www.latimes.com)
3. scientific journals and magazines
4. interviews with experts by email or telephone (bonus points for this)
5. government reports
6. books

Suggestion: You may find it useful to take notes on each of the references using the following format:

Type of reference:

Title:

Page(s) and volume/ web address:

Date:

Pertinent notes related to topic: (use as much space as needed)

 

 

 

 

California Science Content Standards:
Grade 04 Life Sciences
3. Living organisms depend on one another and on their environment for survival.
3b For any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
Grade 07 Life Sciences
3. Biological evolution accounts for the diversity of species developed through gradual
processes over many generations.
3a Both genetic variation and environmental factors are causes of evolution and diversity of organisms.
3e Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival.
Grades 9-12 Life Sciences
Ecology
6. Stability in an ecosystem is a balance between competing effects.
6b How to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of non-native species, or changes in population size.