Seek and Destroy Invasive Plant Lab Activity

Module 3 ~ Why Manage Invasive Plants? (MS/HS)

Seek and Destroy – Invasive Plant Lab Activity

Unless otherwise noted, all material and resources for this activity can be found on this website: http://plants.ifas.ufl.edu/education or contact us for hard copies: [email protected]

of 13

University of Florida © 2012

Recommended Pre-Lab Activity for Students:

Watch Silent Invaders AV presentation, review vocabulary and answer Guiding Questions, available on our website: http://plants.ifas.ufl.edu/education/

Play Lakeville – A Natural Resource Management Activity (Contact: [email protected])

Overview

Essential Questions: 1) How can I identify plants? 2) Where can I find information about invasive plants? 3) How can I tell if a plant is invasive? 4) Why are plants mapped? 5) Why is it important to document the distribution of plants – especially invasive plants? 6) How do I properly dispose of invasive plants?

Subject: Botany, Life Science, Language Arts, Social Studies, Technology, EDDMapS

Grade Level: 6th -12th Grade

Time Estimate: Three 45 minute sessions (Session 2 and 3 are optional)

Learning Styles: Visual, auditory, and kinesthetic

Vocabulary: See definitions on pages 4 and 5

Botanical terminology -- invasive species, leaf arrangement, leaf shape, leaf tip, leaf, leaflet, margin, native plant, natural areas, node, non-native plant, petal, pistil, plant, root, stamen, stem, stigma, stolon, style, tuber [Note: A more complete list of botanical terms and their definitions can be found in the Botany Handbook of Florida and on our website: http://plants.ifas.ufl.edu/education.]

EDDMapS terminology – canopy closure, distribution, drainage ditch, ecological threat, ecosystem, EDDMapS, federal lands, GIS Geographic Information System), GPS (Global Positioning System), gross area, infested area, hectare, latitude, longitude, map, monoculture, right-of-way, species, state lands, upland

Lesson Summary: This hands-on lab brings students full circle from initially learning about invasive plants in the Silent Invader's presentation and role playing as an ecosystem inhabitant in Lakeville. This final step provides an opportunity to do something tangible: identify, map and remove invasive species. It is accomplished in three sessions SESSION 1 ~ SEEK! Identify and tag invasive plants (45 minutes) Students identify and mark the invasive plants on their school campus with orange invasive plant flagging tape (15 min discussion and demonstration; 30 min outside). See page 7 of this teacher guide for details.

SESSION 2 ~ MAP! (45 minutes) Students learn how to map invasive plants using a national invasive species website and/or a smartphone. EDDMapS http://www.eddmaps.org/ . See page 9 of this teacher guide for details.

SESSION 3 ~ DESTROY! (45 minutes) Students work with the teacher (or adult volunteers) to remove and properly dispose of invasive plant material using Best Management Practices. Contact your local CISMA group for potential volunteers http://www.floridainvasives.org/cismas.html Note: This can be done as a 45-minute class activity, after-school (optional/extra credit), or during Spring Clean-up or Earth Day Celebrations. See page 10 of this teacher guide for details.

http://plants.ifas.ufl.edu/education

mailto:[email protected]


http://www.eddmaps.org/

http://www.floridainvasives.org/cismas.html




of 13


Background Information

Silent Invaders Audio-Visual Presentation

Teaching Points -- About non-native invasive plants, and native plants, especially in Florida

Research invasive species in your area – See regional map: http://plants.ifas.ufl.edu/education

Plant Management in Florida Waters http://plants.ifas.ufl.edu/manage/

Handling and Disposal of Non-Native Aquatic Species and Their Packaging (Resource)

EDDMapS -- http://www.eddmaps.org/ (note: EDDMapS has a training powerpoint presentation and video tutorial that explains everything you will need to know to use EDDMapS successfully)

Assessment Suggestions (for Sessions 1, 2 and/or 3):

1) Revisit tagged plant locations verify plants were properly identified.

2) Students research one of the plants they helped identify (at school or home) using at least 3 different websites (documented with a URL) and including any additional information that they may have learned about their plant. For example, how it reproduces and identifying characteristics.

3) Students write a narrative (a news story) explaining how an invasive plant was able to “escape” and reproduce from a compost pile, after being put there from yard waste. The narrative should include information about how the plant reproduces and also identifying characteristics.

4) Students create a short PSA for their school’s morning announcements explaining why the orange invasive plant flagging tape was used and also Best Management Practices for disposal.

Extensions (for Sessions 1, 2 and/or 3):

1) Make a poster using facts students learned and photographs of the invasive plants (taken by students or downloaded from websites).

2) Offer Invasive Plant Walking Tours to parents after school or during “Restoration Day” prior to plant removal.

3) Create an Invasive Plant Walking Tour Guidebook – Put following items in a 3-ring binder:

school campus map where plant locations are marked

downloaded flashcards of campus plants

Illustrated Glossary of Plant Structures

Botany Handbook for Florida

Weed Alerts for campus weeds: http://plants.ifas.ufl.edu/manage/research-and-outreach/publications/fwc-weed-alerts

4) Host a Natural Area Restoration Day: Students and families come together to remove and properly dispose of invasive plants, using invasive plant flash cards.

5) Involve students in a “Word Parts” Language Arts activity: See introduction page from Botany Handbook for Florida. Students look up each scientific name for the plant and identify the Latin root words.

6) While invasive plants are still marked with orange flagging tape (and correct names are written on the tape), have students walk other classes or their parents through the path of plants ask fellow students and/or parents to identify each plant, using the flash cards/ recognition cards as a reference.

7) Students generate satellite image map of the school from Google Earth and identify other Florida landmarks (Cape Canaveral, Everglades and Watersheds). A simple connection “exercise” would be to locate country, then state, then county, then the neighborhood school. http://www.google.com/earth/index.html



http://plants.ifas.ufl.edu/manage/research-and-outreach/teaching-points


http://plants.ifas.ufl.edu/education/regional_map.html

http://plants.ifas.ufl.edu/manage/


http://plants.ifas.ufl.edu/manage/research-and-outreach/publications/fwc-weed-alerts


http://www.google.com/earth/index.html




of 13


Resources – References:

Botany Handbook for Florida (by Suzanne McCullough and Kathleen C. Ruppert)

Cooperative Invasive Species Management Areas (CISMAs) -- http://www.floridainvasives.org/cismas.html

EDDMapS -- http://www.eddmaps.org/ (note: EDDMapS has a training powerpoint presentation and video tutorial that explains everything you will need to know to use EDDMapS successfully)

Florida Exotic Pest Plant County (FLEPPC) -- http://www.fleppc.org/list/list.htm Publishes a list of invasive plant species in Florida (updated every 2 years)

Handling and Disposal of Non-Native Aquatic Species and Their Packaging – Sea Grant / Washington

Invasive Plant Disposal Guide – University of Connecticut

Master Gardeners http://gardeningsolutions.ifas.ufl.edu/mastergardener/

Native Plant Society – http://www.fnps.org/

Plant Management in Florida Waters -- http://plants.ifas.ufl.edu/manage

U.S. Geological Survey (USGS) -- http://ecosystems.usgs.gov/invasive/

UF/IFAS Cooperative Extension -- www.extension.org/invasive_species

UF/IFAS Extension publications -- http://edis.ifas.ufl.edu

USDA Plants Database -- http://www.invasivespeciesinfo.gov/plants/main.shtml

Weed Alerts -- http://plants.ifas.ufl.edu/manage/research-and-outreach/publications/fwc-weed-alerts



http://www.floridainvasives.org/cismas.html


http://www.fleppc.org/list/list.htm

http://gardeningsolutions.ifas.ufl.edu/mastergardener/

http://www.fnps.org/

http://plants.ifas.ufl.edu/manage

http://ecosystems.usgs.gov/invasive/

http://www.extension.org/invasive_species

http://edis.ifas.ufl.edu/

http://www.invasivespeciesinfo.gov/plants/main.shtml





of 13


Vocabulary

1. invasive species – A non-native species (to an ecosystem) that is causing or is likely to cause economic or environmental harm or harm to human health. Example: water hyacinth.

2. leaf – n. part of a plant; an outgrowth from the stem, usually flat in structure and green in color. The part

of the plant where most of the transpiration and photosynthesis processes occur.

3. leaf shape – any of the various shapes that the blades (leaves) of plants can assume.

4. leaf tip – the point on a leaf furthest from the stem.

5. leaflet – n. individual blades found in a compound leaf.

6. margin – n. boundary line; the edge (ex. of a leaf).

7. native plant – a plant species that occurs naturally within a geographic region or area. In Florida, the phrase “native plant” refers to those species that were here prior to European contact (also referred to as an indigenous plant). It has not been introduced by humans, intentionally or unintentionally.

8. natural areas – lands that have not been developed for agriculture, business, or housing; they are

preserved due to unique scenic, historic, geologic or ecological value.

9. non-native plant – a plant species that is present in a region outside its original, historic range due to intentional or unintentional introduction; not necessarily invasive. Also referred to as non-indigenous or exotic. The introduction of the plant to a new area is often the result of human activity.

10. petal – n. the colored parts of the corolla (most of the time), usually arranged in a circle; most visible part

of the flower.

11. pistil – n. the female reproductive organ of a flower; may be comprised of a single carpel (consisting of stigma, style and ovary) or two or more carpels united.

12. plant – n. a major group of living beings that typically lack locomotive movement or obvious sensory

organs, and are generally capable of making their own food. This group includes at least 300,000 species including aquatic macrophytes, some planktonic algae, ferns, flowers, grasses, herbs, trees, etc.

13. root – n. the part of a plant, usually below ground, that holds the plant in position, draws water and

nutrients from the soil, stores food, and is typically non-green, without buds or leaves.

14. stamen – n. the male reproductive organ of a flower; situated within the petals and in most cases is composed of the filament and the anther, that produces pollen.

15. stem – n. the main axis of a plant, typically above the soil surface; generally supports the leaves. See

illustration.

16. stigma – n. the upper tip or part of the pistil of a flower receiving the pollen. It is generally situated at the upper extremity of the style.

17. stolon – n. a slender modified stem growing along the ground, rooting at the nodes and developing a

new plant; horizontally growing stem. Example: strawberry.



http://plants.ifas.ufl.edu/eiccra.html

http://plants.ifas.ufl.edu/guide/evaptran.html

http://plants.ifas.ufl.edu/education/glossary.html#photosynthesis

http://plants.ifas.ufl.edu/education/glossary.html#indigenous

http://plants.ifas.ufl.edu/education/glossary.html#exotic

http://plants.ifas.ufl.edu/education/glossary.html#stigma

http://plants.ifas.ufl.edu/education/glossary.html#style

http://plants.ifas.ufl.edu/education/glossary.html#aquaticmacrophytes

http://plants.ifas.ufl.edu/node/34?categoryId=3




http://plants.ifas.ufl.edu/education/glossary.html#nutrients

http://plants.ifas.ufl.edu/education/glossary.html#petal

http://plants.ifas.ufl.edu/education/glossary.html#filament

http://plants.ifas.ufl.edu/education/glossary.html#anther

http://plants.ifas.ufl.edu/education/glossary.html#pollen

http://plants.ifas.ufl.edu/education/misc_pdfs/a%20glossary%20flower%20parts.pdf#nameddest=axil-stipule

http://plants.ifas.ufl.edu/education/misc_pdfs/a%20glossary%20flower%20parts.pdf#nameddest=axil-stipule

http://plants.ifas.ufl.edu/education/glossary.html#pistil

http://plants.ifas.ufl.edu/education/glossary.html#style

http://plants.ifas.ufl.edu/education/glossary.html#stem




of 13


18. style – n. slender upper part of the pistil, supporting the stigma of a flower.

19. terrestrial (plant) – adj. a plant that is living or grown on land; not aquatic.

20. tuber – n. the short, thickened, fleshy, food-storing portion of an underground stem with many surface

buds; shaped like a tiny potato.

21. weed – n. any plant that crowds out a cultivated and desired plant. EDDMAPS VOCABULARY

1. canopy closure – Estimate of what percent of the ground is covered by the foliage of an invasive species of interest.

2. GIS (Geographic Information System) – A computerized system for the collection, storage,

management, retrieval, changing, modeling, analysis and display of spatial data used to create a representation of the real world.

3. GPS (Global Positioning System) – A global navigation system based on a system of high orbiting

satellites. The GPS receiver uses at least 4 satellites to compute position.

4. gross area – This field is intended to show general location and population information. Like Infested Area it is the area of land occupied by an invasive plant species. Unlike Infested Area, the area is defined by drawing a line around the general perimeter of the infestation not the canopy cover of the plants. The gross area may contain significant parcels of land that are not occupied by invasive plants. Gross area is used in describing large infestations. When a value is entered for gross area, the assumption is that the area within the perimeter of the invasive plants population (area perimeter) is an estimate or the product of calculating the area within a described perimeter. It is not a measured value. If a value for Gross Area is entered a value for Infested Area must still be entered. The value for Infested Area is derived from estimating the actual or percentage of land occupied by invasive plants.

5. infested area – Area of land containing one or more invasive plant species. An infested area of land is

defined by drawing a line around the actual perimeter of the infestation as defined by the canopy cover of the plants, excluding areas not infested. Areas containing only occasional invasive plants per acre do not equal one acre infested. Generally, the smallest area of infestation mapped will be 1/10th (.10) of an acre or 0.04 hectares.

6. Latitude – The angular distance (distance measured in degrees) north or south of the equator. Latitude

is 0 degrees at the equator, 90 degrees at the north pole and -90 degrees at the south pole.

7. Longitude – The angular distance (distance measured in degrees) east or west of the prime meridian. Longitude is 00 at the prime meridian, and is measured +180 going east and -180 going west.

8. Map – A general representation of the real world.



http://plants.ifas.ufl.edu/education/glossary.html#pistil

http://plants.ifas.ufl.edu/education/glossary.html#stigma




of 13


Title Session 1

SEEK Session 2

MAP Session 3 DESTROY

Key Questions

1. How can I identify plants?

2. Where can I find information on invasive plants?

3. How can I tell if a plant is invasive?

1. Why is it important to map invasive plants?

2. Why do you think it is important to see the distribution of invasive plants?

1. Why is it important to correctly dispose of invasive plants?

2. Why is it important to educate people in your community about invasive plants

Next

Generation Sunshine

State Standards “Big Ideas”

See individual activities for

detailed listings

#01 difference between opinion/ observation #02 empirical observations #04 invasive species #14 plant structure

#4 Social/economic concerns effect society #15 Classification #17 Ecosystems, keystone species, food web

#4 Social/economics effects society #17 Ecosystems, food web, disturbed areas, human impact

Materials

1. Plant identification cards 2. EDDMapS collection forms 3. Pre-cut flagging tape (3’) 4. Sharpie 5. Camera or smartphone 6. Small shovel 7. Measuring tape 8. Optional: tweezers,

magnifying glasses 9. Illustrated Glossary of Leaf…

1. Create EDDMapS account online

2. EDDMapS resource document

3. Put EDDMapS data on Webpage OR Use a smartphone with I’ve got one App

1. Small shovel 2. Large capacity plastic trash bag (use 2 bags to prevent escape of any plant material)

Class Activities – Procedure

1. Review invasive plant cards 2. Review Eddmaps Data Form 3. Identify invasive plants on

campus 4. Photograph 5. Mark with flagging tape

1. Computer Room upload

data to EDDMapS

1. Remove plants 2. Save tape 3. Properly dispose of plant 4. Revisit Eddmaps and add

Assessment 1. Correct plant identification

and proper marking.

1. Correct plant identification and mapping of system

1. Correct disposal of invasive plants 2. Verbal PSA for disposal






of 13


SESSION 1 ~ SEEK! Identify and tag invasive plants Student Learning Objectives: The student will be able to identify three to six invasive plants (depending on grade level) on their school campus by observing plant characteristics and using various external sources and marking with orange invasive plant flagging tape. (15 min explain; 30 min outdoor lab)

Discussion Questions: (prior to field activities)

1) Why is it important to know what plants are in your ecosystem? 2) How can I identify the plants? 3) What resources can I use to identify the plants?

Materials — Essential (Teacher) If ordering materials, allow three weeks for delivery: [email protected]

Plant ID Flashcards: “Invasive and Non-native Plants You Should Know” (Download complete set or individual cards.)

At least one digital camera or phone camera for uploading plant images to EDDMapS

1 roll of Invasive plant flagging tape

6 to 8 plastic tubs or boxes for carrying supplies

Garden gloves for holding plants

Resource Materials to have on-hand

Illustrated Glossary of Plant Structures (12 pgs)

Botany Handbook for Florida

Materials — Essential (Students) Place in tub, box or bucket for each team (6 to 8 teams)

1 plant Identification Flash Card set of 3 to 6 pre-identified plant species

3 to 6 EDDMapS Data Collection Forms: http://www.eddmaps.org/tools/ EDDMaps-data_collection_form.pdf

Illustrated Glossary of Plant Structures (12 pgs)

Pre-cut flagging tape (3-foot sections)

1 sharpie marker

1 pencil for record keeper

1 measuring tape (to estimate area)

4 magnifying hand lenses

Advance Preparation (Teacher):

Review background information on page 2; Invasive and Non-Native Plants You Should Know (flash cards) and (optional) Botany Handbook for Florida, for a refresher on botanical terminology, etc.

Survey school campus for plants and identify and/or decide which plants you will feature (recommended 3-6 different species). Prepare, print or gather flashcards to be used during the field activity. To confirm plant identification, contact us: [email protected]

Cut invasive plant flagging tape into 3-foot sections with the words clearly visible on each section

Assemble materials for the lab into tubs or buckets for each team of 4 students.




http://www.eddmaps.org/tools/%20EDDMaps-data_collection_form.pdf

http://www.eddmaps.org/tools/%20EDDMaps-data_collection_form.pdf





of 13


Procedure -- Before Heading Outdoors (Teacher: 15 minutes)

1) Organize students into groups (of 4-6 individuals).

2) Discuss activity (using questions above).

3) Distribute pre-assembled sets of flashcards (of pre-determined plants) to each group, and review information on the cards so students know what to look for in the field. Explain to students: information on the back is written for scientists with technical plant terminology. Discuss briefly and read through a few samples. Most students will identify based on photos.

4) Introduce EDDMapS Data Collection Form. Discuss: We’re going to document each plant we find using this form. Fill out a sample form together to review the information needed and terminology. Be sure to discuss the type of habitat you’ll be visiting on the campus. Ask students to describe the habitat.

5) Teacher assign roles for outdoor activity or let students choose:

1 recorder

1 to 3 students to measure infested area and “gross area”

1 to 3 plant scouts – to observe the plant and make sure the features match the reader’s description

6) Distribute field materials, discuss outdoor procedure and assign sections of the school yard.

Procedure -- Outdoor Activity: (Steps 1 thru 5 ~ 30 minutes)

1) Start tour with entire class; demonstrate with first plant; model each role/task for students.

2) Once a plant has been positively identified as invasive (by the group), the teacher (or student) will take 2 to 5 photos of the plant: one close-up “portrait” photograph and one wide-angle picture showing the surrounding area with the plant in it.

3) Complete EDDMapS Data Collection Form for Plant Sample #1.

4) Mark with orange flagging tape and write plant name on tape with sharpie marker.

5) NEXT: groups head to respective locations and repeat the following steps:

identify invasive plant

photograph (2-5 pictures)

complete EDDMaps Data Collection Form

write name of plant on orange flagging tape

tie tape around the plant

EXTRA: write native plants that were identified on bottom of the data collection forms






of 13


SESSION 2 ~ Map It!

Student Learning Objectives: By participating in a mapping activity, students will also become familiar with multiple resources available for identifying invasive plants and be introduced to mapping systems used to document invasive plant distribution locally, regionally and nationally. Note: This session can be implemented . . . (1) by the teacher and demonstrated for class or (3) done as a lab activity by students. If using a smart phone, it can be done simultaneously with session #1. Discussion and Procedures below are for the class lab. (15-45 minutes) Discussion Questions:

Why do you think it is important to map invasive species?

Why is it important to see the distribution of an invasive plant? Materials:

Computer with web (on-line) capabilities and linked to EDDMapS: http://www.eddmaps.org

LED Projector or Smart Board to project the webpage on classroom screen

Advanced Preparation (Teacher):

Learn how to use EDDMapS (Early Detection and Distribution Mapping System) Watch tutorial -- http://www.eddmaps.org/training/ivegot1.cfm (~15 minute) Or read step by step data entry instructions http://www.eddmaps.org/about/step_by_step.html

Create an account. Go to http://www.eddmaps.com/ or if you have an iphone or android phone, download Ivegot1 phone app http://apps.bugwood.org/

Download plant pictures to your computer

Log on to EDDmaPS

Procedure with Time Estimates:

Teacher demonstrates by projecting EDDMapS and completing one plant entry. (15 min)

Teacher demonstrates in computer lab (15 min)

Students enter data collected from field work (15-45 min)

Assessment Suggestions: See page 2 of this teacher guide.

Extensions: See page 2 of this teacher guide.




http://www.eddmaps.org/training/ivegot1.cfm

http://www.eddmaps.org/about/step_by_step.html

http://www.eddmaps.com/

http://apps.bugwood.org/




of 13


SESSION 3: DESTROY

Student Learning Objectives: Students will accurately identify invasive plants on their campus, harvest them and properly dispose of them using best management practices.

Discussion Questions:

How do I properly dispose of invasive plants?

Why is it important to correctly dispose of invasive plants?

Why is it important to educate other people in your community about invasive plants?

Procedure with Time Estimates (45 minutes):

Revisit each plant the students have marked with the invasive plant flagging tape. Confirm that it is

an invasive plant species.

When you get to the first plant ask students to recall the name of the plant and discuss the plants unique characteristics.

Allow students to mention anything they may have learned about the plant during research. If everyone agrees that the plant is invasive, remove the plant tape and save it for future use.

(Note: A technique for saving tape is to wrap it around an empty cardboard roll or plastic bottle). Students will then pull the weeds out of the ground making sure there are no tubers, runners or

seeds left behind. Students place all invasive plant parts in a 3 mm thick plastic bag, seal and dispose of in household

garbage. For more specific instructions Handling and Disposal of Non-Native Aquatic Species and Their Packaging and Invasive Plant Disposal Guide in the Resources section of our website.

Revisit EDDMapS report and update the data to show the invasive plant was removed.

Assessment Suggestions: See page 2 of this teacher guide. Extensions: See page 2 of this teacher guide.






of 13


The following is a list of suggested standards that pertain to this activity. This list is provided as a reference to incorporate and expand upon as needed. Next Generation Sunshine State Standards (Note: Standards listed are for all three activities.) 7th Grade

SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism,

competition, and commensalism. SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations,

including food, shelter, water, space, disease, parasitism, predation, and nesting sites. . 8th Grade

SC.8.N.4.1: Explain that science is one of the processes that can be used to inform decision making at the community, state,

national and international levels. SC.8.N.4.2: Explain how political, social and economic concerns can affect science and vice versa. SS.8.A.1.2: Analyze charts, graphs, maps, photographs, timelines; analyze political cartoons; determine cause and effect.

9th-12th Grade

SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes,

human activity, and the introduction of invasive, non-native species. SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect

sustainability

Common Core State Standards

6th Grade

Common

Core Code

FL Common Core

Code Common Core Standard

RI.6.7 LAFS.6.RI.3.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as

in words to develop a coherent understanding of a topic or issue.

W.6.2d LAFS.6.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SL.6.1c LAFS.6.SL.1.1c Pose and respond to specific questions with elaboration and detail by making comments that

contribute to the topic, text, or issue under discussion.

SL.6.2 LAFS.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and

explain how it contributes to a topic, text, or issue under study.

L.6.3 LAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.6.3a LAFS.6.L.2.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating

wordiness and redundancy.

RST.6-8.4 LAFS.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they

are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.6-8.7 LAFS.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6-8.9 LAFS.68.RST.3.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia

sources with that gained from reading a text on the same topic.

7th Grade

W.7.2d LAFS.7.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

SL.7.1c LAFS.7.SL.1.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant

observations and ideas that bring the discussion back on topic as needed.

SL.7.1d LAFS.7.SL.1.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

SL.7.2 LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

RST.6-8.1 LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts.






of 13






WHST.6-8.2d LAFS.68.WHST.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

8th Grade

SL.8.1 LAFS.8.SL.1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing

their own clearly.

SL.8.1c LAFS.8.SL.1.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and

comments with relevant evidence, observations, and ideas.

SL.8.1d LAFS.8.SL.1.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own

views in light of the evidence presented.

SL.8.2 LAFS.8.SL.1.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually,

quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its

presentation.

L.8.4 LAFS.8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade

8 reading and content, choosing flexibly from a range of strategies.



RST.6-8.7 LAFS.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).



WHST.6-8.2d LAFS.68.WHST.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

9th – 10th Grade

SL.9-10.1c LAFS.910.SL.1.1c

Propel conversations by posing and responding to questions that relate the current discussion to

broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or

challenge ideas and conclusions.

SL.9-10.2 LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,

quantitatively, orally) evaluating the credibility and accuracy of each source.

RST.9-10.4 LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as

they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

RST.9-10.7 LAFS.910.RST.3.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a

table or chart) and translate information expressed visually or mathematically (e.g., in an equation)

into words.

RST.9-10.9 LAFS.910.RST.3.9 Compare and contrast findings presented in a text to those from other sources (including their own

experiments), noting when the findings support or contradict previous explanations or accounts.

11th – 12th Grade

SL.11-12.1c LAFS.1112.SL.1.1c

Propel conversations by posing and responding to questions that probe reasoning and evidence;

ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas

and conclusions; and promote divergent and creative perspectives.

SL.11-12.1d LAFS.1112.SL.1.1d

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made

on all sides of an issue; resolve contradictions when possible; and determine what additional

information or research is required to deepen the investigation or complete the task.

SL.11-12.2 LAFS.1112.SL.1.2

Integrate multiple sources of information presented in diverse formats and media (e.g., visually,

quantitatively, orally) in order to make informed decisions and solve problems, evaluating the

credibility and accuracy of each source and noting any discrepancies among the data.

L.11-12.4a LAFS.1112.L.3.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase.

RST.11-12.1 LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.






of 13


RST.11-12.4 LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as

they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.



Seek and Destroy Invasive Plant Lab Activity

Documents

Transcript of Seek and Destroy Invasive Plant Lab Activity