Invasive Species Ecosystems Project

Rated 4.85 out of 5, based on 27 reviews
27 Ratings
Laney Lee
Grade Levels
6th - 8th
Resource Type
Formats Included
  • PDF
  • Google Apps™
15 pages
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Laney Lee
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device.  Easel by TPT is free to use! Learn more.

What educators are saying

I managed to use this for my grade 6 and grade 7 (Ontario) curriculum expectations. I've never seen my students so excited about a project! Thank you so much!
My students really enjoyed doing something different in class. My 7th graders can be a crazy bunch, but they were really engaged and had a lot of fun!
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Introduce ecosystems, or wrap up a unit with this fun project based learning activity!

This assessment ties together several ecology topics such as:

  • resource availability
  • interactions of organisms
  • cycling of matter and energy
  • competition
  • populations are affected by various physical and biological components of ecosystems.

Students will investigate how an invasive species of their choice has impacted its non-native ecosystem as well as describing planned solutions for maintaining biodiversity.

After students have completed their research, they will film a segment of an imaginary television show called Ecology’s Most Wanted. In the video they will act as a news anchor and cover all the major information about their species and its impact on the ecosystem.

A lot of the submissions I've received from my own students for this project have been super impressive as far as creativity and general hilarity. You won't want to miss this!

Who is this resource for?

This resource can be used by classroom teachers, tutors, and parents of students in grades 6-9.

How Can I Use this Resource?

  • Formative or Summative Assessment
  • Inquiry based instruction
  • Creation of Independent Work Packet for students who are not able to be present for direct instruction.
  • Extension activity for early finishers or for students who show a special interest in the topic

What's Included?

  • Link to digital version of all student pages
  • A short Introduction Activity covering honey bees and stink bugs. A short reading plus student comprehension questions are included. I highly recommend completing this activity prior to beginning the project to clarify what an invasive species is.
  • Project Description sheets, both expanded and specific, outlining the projects requirements with spaces to fill in due dates.
  • Invasive species list and student signup sheet
  • 3 pages designed to Guide Research for students
  • Source Organizer pages to support good research and citation skills
  • Project Rubric

Purchase includes a printable PDF file in color. On page 2 of this resource you will find a link to a student friendly Google Slide version of this file. You will be able to copy this file and use it with Google Classroom or any other paperless initiative.

Please take a look at the preview file & video to see more of this resource.

More questions?

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Total Pages
15 pages
Answer Key
Teaching Duration
1 Week
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to see state-specific standards (only available in the US).
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.


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