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Problem-Based Learning: Invasive Species {Printable and Digital}

Grade Levels
9th - 12th, Homeschool
Resource Type
Formats Included
  • PDF
  • Google Apps™
  • Compatible with 
12 pages
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Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
Compatible with Easel Activities
This resource is compatible with Easel by TpT, a suite of digital tools you can use to make any lesson interactive and device-ready. Customize this activity and assign it to students, all from Easel. Easel is free to use! Learn more.

Also included in

  1. Resource Description:This bundle includes all of the templates, guiding materials, and planning materials for high school self-directed problem-based learning and community action projects about the topic of invasive species.Each student or small group of students will choose one invasive species th
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Resource Description:

Students will examine invasive species from a problem-based learning approach with this resource. Students will identify invasives species in their home communities and choose one to investigate. They will develop a comprehensive plan to eradicate the species or stop the spread using the tools included in this product.

This resource comes with a printable and digital version (Google Slides). This PDF version is not editable. The digital version offers more flexibility to overlay text, delete or add slides, add images, etc. if needed to better fit your needs.


1. Teacher guide

2. Student guide

  • Research planner
  • Solutions exploration guide
  • Presentation Outline
  • Reflection

3. Rubric

Materials Needed:

  1. Computer and internet access
  2. Student guide for printable option
  3. Google Apps for the digital option

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Total Pages
12 pages
Answer Key
Rubric only
Teaching Duration
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to see state-specific standards (only available in the US).
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and, extreme changes, such as volcanic eruption or sea level rise.
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.


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