Teaching Sequence

Work through this resource material in the following sequence:

15 minutes – Part A: What are Introduced Species?
30 minutes – Part B: Introduced Species in Australia
40 minutes – Part C: Letter to the Editor
5 minutes – Reflection

Part A: What are Introduced Species?

Step 1.

Watch:

Are Invasive Species Breaking Ecosystems? (https://www.youtube.com/watch?v=xJyS1PZue9Y)

Step 2.

Invite students to independently answer the comprehension questions on the Student Worksheet.

When they have finished, discuss the answers with the class, as well any other wonderings prompted by the video.

What are invasive/introduced species? One definition might be "Species that negatively affect plants and animals in the habitat they were introduced to."
List 3 ways they outcompete native species. Answers might include fast growth, rapid reproduction, high dispersal ability, phenotypic plasticity (allows organisms to develop morphological, physiological, or behavioral traits that are suited to a particular environment that they encounter), tolerate a wide range of environments, eat a wide range of food, associate with humans, prior successful invasions.
Why were cane toads introduced to Australia? To prevent the cane beetle from eating sugar cane crops
What negative impact do cane toads have on native Australian species? They eat a wide variety of food, competing with native species. They are also toxic if consumed by native animals.
How did species like the Asian Tiger Mosquito, Warty Comb Jelly and the Black Rat spread throughout the world? Through cargo shipping.

Part B: Introduced Species in Australia

Step 1.

Independently, students critically evaluate a primary resource about introduced species in Australia from the list of articles below (also available on the Student Worksheet):

Provisions for learning support - Consider directly supporting a group of students who require support in reading comprehension, reading the article for them, facilitating discussions, and working through the questions on the Student Worksheet with them.

Considering assigning students a specific article (perhaps via physical copy) so that all articles are covered by the class as a whole and their knowledge can be disseminated across the group.

Provisions for learning extension - For students who are up for the challenge, recommend they choose one of the articles below (also available on the Student Worksheet.

Invasive Weeds and Fire Intensity
Compassionate Conservation
Public Attitudes towards ‘Cute’ Introduced Species

Step 2.

Instruct students to independently answer the comprehension questions (also available on the Student Worksheet.)

As you read, create a glossary of words you do not understand. Find definitions for them online or ask your teacher for help.
What introduced species does the article cover?
What are the main points the article is trying to convey about these species?
What management or control strategies does the article mention?
What else did you discover from the article that you found interesting?

Step 3.

Invite a student who has read the first article to share a summary of their findings with the class.

Invite other students who have read the same article to add their thoughts.

Continue in this way until all articles have been discussed.

Part C: Letter to the Editor

Step 1.

For this task, students will write a persuasive letter to a news publication or Local MP about what they have learnt from their article and why they believe introduced species must be controlled or eradicated.

The letter must include:

An explanation of how introduced species are a threat to Australian native flora and fauna
Evidence or past examples of how the introduced species has been causing problems in Australia
Recommendations on control measures that should be considered.
Why it is important local communities are involved in the control measures. This might include examples of what has happened when there has been community opposition to control measures or you can propose reasons why you think it would be difficult to undertake measures without the community on board.

Step 2.

Once they have written their letter, encourage them to share it with at least one classmate and ask for feedback on its persuasiveness and clarity.

Reflection

Exit Ticket - Before moving to their next class or an outside break, students purchase their 'exit' with a 'ticket' that demonstrates their understanding of the learning undertaken in this lesson.

You can have students write their responses on a sticky note along with their name, or you can have them line up and verbally communicate their understanding to you at the door as they leave.

Ask students to:

Explain one way introduced species outcompete native species
Explain one fact they learnt from any article from this lesson
Share something they are still wondering after today's lesson that they are interested in exploring further

Taking It Further

Encourage students to find the contact details of a newspaper or MP and send their letters via email.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Lord Howe Island - Introduced Species

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