In this article, students learn the difference between native, alien, and invasive species and read about some examples in Connecticut's coastal region.
The article discusses how climate change increases the potential for non-native species to become invasive.
Teaching Tips
Positives
The text provides clear definitions to distinguish between native, alien, and invasive species.
Students learn about some of the methods being used to control invasive species.
Additional Prerequisites
Students should be familiar with ecosystems.
The link in the Grateloupia Turuturu section is broken.
Some students may benefit from having the terms brackish, ballast waters, and others defined before reading the article.
Differentiation
To learn more about how climate change is impacting invasive species, students can check out some of the articles from the Native Invasive Species Information Center, which is linked in the text.
Students can research an invasive species or a native species at risk due to an invasive species and present what they learn with the class. This article can be a starting point to understand the differences and see some examples.
Earth science classes can focus more on the connections with climate change, and life science classes can emphasize the connection to ecosystems and biodiversity.
English language arts classes can use this article to practice reading informational or scientific text.
Students can research and discuss the economic impacts of invasive species.
Scientist Notes
This resource from the University of Connecticut is an introduction to invasive species in Connecticut. The resource defines the topic's introductory terms before turning to examples of invasive species in Connecticut. All text is easy to understand, with colorful images of most species discussed. Several excellent external resources are linked, including one from the USDA National Invasive Species Information Center, featuring a wealth of articles showing how climate change facilitates invasive alien species. This resource is clear, concise, and is recommended for teaching.
Standards
Next Generation Science Standards (NGSS)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
MS-LS2-C.1. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
HS-LS2-C.2. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)
LS2: Ecosystems: Interactions, Energy, and Dynamics
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
LS4.D: Biodiversity and Humans
HS-LS4-D.2. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6)
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Informational Text (K-12)
CCSS.ELA-LITERACY.RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
