1

Inquiry Unit Portfolio

Summer Reynolds
INQUIRY QUESTION
RED 4333
University of South Florida

Table of Contents
Task 1: Equity and Inclusion Commitments……………………………………………………………………….…..
Task 2: Inquiry Rationale and Unit of Study Overview…………………………………………………………..……
Task 3: Text Set & Vocabulary Glossary…………………………….………………………………………………….
Task 4: Writing for Inquiry…………………..…………………………………………………………………………...
Task 5: Applied Writing…………….…………………………………………………………… ……………………...
Lesson Plans…………….…………………………………………………………… ……………………...…………..
References………………………………………………………………………………
Appendix…………………………………………………………………….…………
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Task 1: Equity and Inclusion Commitments

We have talked about how language and action matter to enacting equity and inclusion practices in your classroom in ways that support all children.
Here, please describe in clear and scholarly writing (meaning including references where appropriate):
1) Your personal positionality in terms of supporting all students: what assets can you draw on from your own background as a person and learner
and what further work do you need to do to establish yourself as an assets-based, anti-racist, equity-focused educator
2) the specific responsibilities of educators in your discipline to creating inclusive and equitable spaces
3) draw on materials shared in class including UDL, ESOL, and anti-racist perspectives to describe the specific kinds of classroom and school-
based practices you will need to plan for and enact to be inclusive for all children, with particular focus on children for whom classroom spaces
have not been traditionally safe or inclusive such as:
a) Children/youth with differing abilities
b) English learners
c) BIPOC children/youth

My goal as an educator is to teach children of all backgrounds and create a safe, equitable environment that will do its best to meet

the needs of all learners. As an older student, I have an extensive background of life skills dealing with diverse situations. I was born into a

low socioeconomic family of farmers in the Appalachian area of Southern Ohio. We moved to Florida in 1980 due to my brother’s

disabilities and there were better resources and educational opportunities here in the Sarasota County School District. My sister and I were

in the gifted program throughout school and I have a learning disability as well. My son is a person with Autism and my daughter has a

severe type of arthritis that is physically limiting.

I consider myself assets-based, anti-racist, and equity-focused. I have always considered myself an assets-based parent. I believe in

focusing on what my children can do rather than what holds them back. As a white woman in a predominantly white community, I hadn’t

experienced much racism until my sister fell in love with a man who is African-American. They have been together for over 20 years and

have two lovely daughters. They are well loved in their community in Tampa but sadly, we have experienced racism as a family and they
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don’t feel comfortable coming to our area often. My niece is in high school and is experiencing racism frequently.This experience alone

doesn’t make me anti-racist, but it has caused me to educate myself on understanding the history of racism in this country. I think it is

important to understand institutional and structural racism, and to understand the lack of equity in our current system. Growing up and

struggling with a learning disability has helped me to explore the different modalities of learning and breaking down information. I think

that struggle will help me to understand my students’ different needs and be willing to try different approaches to presenting material and

offering a variety of assessment strategies. I am looking forward to learning more about applying assets-based, anti-racist, and equity-

focused strategies to my future classroom.

My discipline is science, and I believe we have a responsibility to students to know that science is about finding the truth. The

language of science can be intimidating especially to English learners, but it is important to teach students strategies to learning this new

“language.” Students of differing abilities may not think they need to learn science if they aren’t planning on becoming a scientist

themselves, but if we look at the world today we can see how important it is to understand how the scientific process works to make the

best decisions for ourselves and our families. As stated in the article Social Justice in the Science Classroom, “All students have a right and

a responsibility to learn how science has been implicated in creating many social inequities over time and how diverse scientific

knowledge and practices can promote justice” (Bell & Morrison, 2020). We can teach our students about the history of science and how we

can use science to make the world a better place.

In order to break down scientific language and information into digestible bits for children of differing abilities including ESOL

and BIPOC, we need to use strategies such as Universal Design for Learning, graphic organizers, and sources of representation for these

learners. Universal Design for Learning advocates diversifying the way we present students with material, the way in which they interact
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and assess, and how we can help encourage engagement (Morin, 2019). In an assets-based classroom, using UDL is ideal for working

towards the strengths of each student. For ESOL learners I will provide translation dictionaries highlighting the translation of key

vocabulary words prior to presenting the lesson. Information will be presented in multi-modal formats including videos, podcasts, a novel,

comic strips, art, and more to include diversified learners. Graphic organizers are helpful to me as someone with a learning disability, and I

think they are ideally suited to science learning. I will also have individual check-ins to address any possible confusion or incorrect

assumptions. It is important to address incorrect assumptions without shame in an environment of trust. This can be very common in many

cultures when “old wives tales” and science become intertwined. It is also important to show diverse learners representations in the

classroom by studying scientists who “look like them.” It was always important for me to hear of a successful person who overcame their

learning disability to succeed, and representation is important. I will provide a welcoming, inclusive environment with a strict no bullying

policy. I will offer multiple modalities of assessment to accommodate all learners. By taking these steps, we can help to encourage a new

and diverse generation of scientists and science-lovers.

Task 2: Inquiry Rationale and Unit of Study Overview

Task 2 is composed of TWO parts:
● For part one, you will provide a paragraph-long scholarly rationale for your unit of study that includes a guiding inquiry question
for your unit.
● For part two, you will draft your Unit Overview Chart (below) which is a high-level overview of your unit of study. You will
modify this chart as your ideas develop.

Part One: Rationale and Guiding Question

Here you should, in a scholarly paragraph, describe the rationale for your inquiry unit and provide an overarching guiding question.
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Expectations Your Work

Your Rationale Paragraph should establish:
● Why your inquiry topic is a broad
issue/concern that will matter to
students/the world
● How your inquiry topic will help support
students in developing specific disciplinary
literacies
● How inquiring into this topic will connect
to other disciplines
Florida is a unique and fragile ecosystem. It is important to educate the community on the
effects of invasive species. Preservation of our environment is important to everyone and many
students and their families do recreational activities outside such as hunting, camping, and
fishing that will help students to relate and connect to the topic. Conservation projects help to
connect learners to the world around them and allow them to question laws and policies
regarding their environment. This inquiry topic will help students in many disciplinary
literacies. Math will be used for statistical analysis of populations; English will be used in
writing persuasive PSAs and letters to politicians; art will be used in creating and discussing
designs for websites and PSAs; social studies literacy will be used to evaluate and research
historical attempts of dealing with invasive species; and culinary could be used to develop and
present recipes to create a need for using the invasive species for consumption.

Your Guiding Question should: How can we help with invasive species issues in Florida?
● Serve as an overarching question that
propels the inquiry unit of study
● Be answerable through your disciplinary
knowledge base
● Be compelling and exciting for students
● Sub-questions might offer more specificity

Part Two: Inquiry Unit Overview Chart

Adapted from Spires (2016)
Learning Outcomes Inquiry Unit Disciplinary Literacy Learning Scaffolds Student Products
(include CPALMS Timeline Practices What will your students do to What will your students create
standards for your What skills & strategies in your develop these disciplinary to demonstrate their learning?
discipline and ELA) discipline are necessary to think skills, and how will you support
like an expert to complete this them?
inquiry phase?

Build Background Introduce students to Introduce documentaries and Students will fill in a graphic
SS.912.G.5.4
Knowledge invasive species in the state multimodal education about organizer including facts and
Bio-diversity and of Florida and how that Florida’s invasive species. ideas about invasive species
Non-native Species. affects the environment. populations
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Ask a Compelling Have each student group ask Explain what makes a Have one person from each
Question a compelling question about question compelling. group write their question on
SC.912.N.2.1
their species and their effect Give leading ideas on what the board for the class to
Identify sources of on the Florida ecosystem and they might ask. discuss.
information and what might be done to help.
assess their reliability
according to the strict Gather & Analyze Have the class research past Help to evaluate initiatives Students will find reputable
standards of scientific Sources initiatives on helping with and leading questions about websites to use on their
investigation. invasive species. why an initiative might have Mind Map to refer to in the
worked or did not work. final PSA project.
SC.912.N.1.7 Help to identify quality
Recognize the role of scientific resources.
creativity in
constructing scientific Creatively Organize all the information Give leading advice on Present options and have
questions, methods Synthesize Claims learned to prepare a plan that realistic and attainable goals. class and educator discuss
and explanations. & Evidence the class can execute as a and vote on which
community project. community building project
is the most feasible and
LAFS.1112.W.2.6 potentially effective.
Use technology,
including the Internet, Critically Evaluate Reflect on project and Peer and educator Class will submit and choose
to produce, publish, & Revise designated responsibilities. evaluation, review, and the best products and PSA
and update individual Teach effective PSA design revision of PSA. proposals and choose task
or shared writing and the importance of forces to work on different
products in response to multimodal education for the portions of the project.
ongoing feedback, community.
including new
arguments or Share, Publish, Act Implement the plan. Assist with technology Each student has a role in the
information. where necessary. implementation of the class
plan.

ELA.10.C.2.1
Present information
orally, with a logical
organization and
coherent focus, with
credible evidence,
creating clear
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perspective.
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Task 3: Text Set and Vocabulary Glossary

Text Analysis Chart

*Feel free to include more than 10 texts
Text Genre/ Key Claims and Evidence for Inquiry Disciplinary Practices to Scaffold and/or
Name/Title Describe Work on Learning Activity

1 The Threat of TedTalk Video ● Limiting factors. Identify and understand Small group
Invasive ● Examples of Invasive Species- what makes a species discussion answering
Species Burmese Python, European Rabbit, and invasive. questions about the
the Kudzu vine. video. Fill in the
● Effects of invasive species on native graphic organizer.
species.

APA Citation:
Klos, J. (Director). (2016, May 03). The threat of invasive species [Video file]. Retrieved March 29, 2021, from
https://www.youtube.com/watch?v=spTWwqVP_2s&t=285s

Short Summary/Description:
A short TedTalk Video explaining what makes a species invasive giving examples and using colorful drawings. The video introduces
the idea of limiting factors and human introduction of non-native species.

Rationale for inclusion:

2 Ep. 219 Podcast ● There is no real answer to how the Analyzes what Use a graphic
Snake Oil - Burmese Python came to inhabit characteristics allow the organizer to have
The Florida, only theories. animal to survive in its students fill in
Meateater ● There is no human threat from the non-native habitat information learned
Podcast Burmese Pythons. including- food, weather, from the podcast.
● There is a market for their skin. reproduction, and
● Burmese Pythons are prolific and can predators.
exist densely populated.
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● Extremely difficult to locate.
● Consumes a wide variety of prey
animals.
● Specifics on how the Burmese Pythons
hunt.
● Everglades have a high level of
Mercury which inhibits human
consumption of the snakes.
● The impacts of the snakes on the
Florida habitat. Areas with Burmese
Pythons have eliminated entire
populations of animals from the
Everglades National Park.

APA Citation:
Rinella, S. (Director). (2020, May 04). Ep. 219: Snake oil [Audio file]. Retrieved March 15, 2021, from
https://www.themeateater.com/listen/meateater/ep-219-snake-oil

Short Summary/Description:
Interview with Dr. Robert Reed who is a scientist that studies invasive species in the state of Florida and specifically the Burmese
Python.

Rationale for inclusion:

Podcast host asks questions that students may have regarding the Burmese Pythons and how they became an invasive species, what
that means for the Florida Everglades, and ideas of how to help. It is a fun and interesting format that makes the role of a scientist
relatable and accessible.

3 Stopping the Website Lists some of Florida’s invasive species and Create a list of invasive Use the website as a
Spread of their action plan to help. species and action plans reference to create a
Invasive on how to help. Mind Map and PSA
Species in TNC’s Strategy Is Straightforward: art project about an
Florida Florida Invasive
● Prevent future invasions of non-
Species.
native species.
● Quickly detect and respond to an
invasion when it occurs.
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● Protect native habitats by

minimizing the damage caused by
invasive species that are challenging
or impossible to eradicate.

APA Citation:
The Nature Conservancy. (2018, September 11). Stopping the spread of invasive species in Florida. Retrieved March 15, 2021, from
https://www.nature.org/en-us/about-us/where-we-work/united-states/florida/stories-in-florida/combating-invasive-species-in-florida/

Short Summary/Description:
The Nature Conservancy is an organization that helps manage invasive species and other environmental concerns.
Rationale for inclusion:
This page links to many organizations that are involved in helping to manage invasive species. It also gives links to ways to spread
awareness.

4 Kickstarter Website Kickstarter for a cookbook that shows how to Allow students to make Ask students if they
for The Hog (eventually prepare and cook wild hog, an invasive species. connections with understand where
Book will be a book) creating sustainable food their food comes from
resources out of invasive and the sustainability
species. of the commercial
farming industry and
the effects on the
environment. Allow
students to create a
recipe using an
invasive species as
their PSA summative
assessment.

APA Citation:

Griffiths, J. (2021, February 03). The hog book by JESSE GRIFFITHS. Retrieved March 16, 2021, from
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https://www.kickstarter.com/projects/jessegriffiths/the-hog-book-by-jesse-griffiths

Short Summary/Description: A kickstarter page for an artistic cookbook that includes the history of the hog as an invasive species in
the United States.
Rationale for inclusion: This is a cookbook, a history of hogs as an invasive species, and an art book. This book will differentiate
instruction and allow for more creativity. Using the kickstarter website the creators of this book are assisting with helping the
environment by creating a resource that shows how to access a sustainable food source.

5 MyFWC Website Facts about policy and laws in the state of Understanding the laws Help students
Twitter Florida and interesting animal info to attract of interacting with understand the FWC
Account followers and to involve the public. nature. and their role in
making laws and
regulating the public’s
interaction with
nature. Use this
website as a reference
for their Mind Map
and PSA art
assessment.

APA Citation:
MyFWC. (2021, February 25). Twitter. Retrieved March 16, 2021, from https://twitter.com/myfwc/status/1365081335749050371?
s=10

Short Summary/Description: The twitter account for the Florida Fish and Wildlife Conservation Commission.
Rationale for inclusion: Includes updated laws and information for the public. It also includes interesting wildlife facts and ways for
students to be involved with conservation efforts. Will help students to think of applications to include social media to help with their
project.

6 Invasive Documentary Discusses the invasive population of the Evaluate the impact of Help students to
Species of Peafowl, the Tegu lizard, and the Lionfish. Pet an invasive species and evaluate the
Florida Amnesty Day is mentioned which is held by the understand that the environmental
FWC to surrender non-native pets. impact isn’t always damage of different
severe, such as the invasive species.
Peafowl. Answer questions and
fill in graphic
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organizer.

APA Citation:

Enzi, M. (Director). (2018, November 24). Invasive species of florida - documentary [hd] [Video file]. Retrieved March 16, 2021,
from https://www.youtube.com/watch?v=0OBUtM10Wo0

Short Summary/Description: Documentary video about the invasive species in the Miami area including Peafowl, Tegu lizards, and
Lionfish. They also include Pet Amnesty Day where the FWC allows the public to surrender exotic pets without consequence. This
event helps to prevent the public from releasing their unwanted pets to the wild.
Rationale for inclusion: This video shows that all invasive species don’t have an equal impact on the environment and that some
people enjoy their presence and advocate for their right to exist in their non-native location.

7 Stone Soup Comic Strip Illustrates how easily humans can be a vector to Discuss the themes and Whole class
invasive species populations and can help lessons from this comic discussion on how
control populations. strip. humans can
accidentally become
vectors, if this is or is
not an effective PSA,
and the topic of using
invasive species as a
sustainable food
resource.

APA Citation:

Eliot, J. (2013, July 31). Stone soup. Retrieved March 30, 2021, from https://www.gocomics.com/stonesoup/2021/03/28

07/31-8/03/2013 and 09/04-09/14/2013

Short Summary/Description: A comic strip where a little girl catches a crawfish in one lake and releases it in a different lake.
Rationale for inclusion: To show how humans can inadvertently become vectors for invasive species and how art can be used to
increase awareness.
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8 Squeeze Me Fictional Novel A Burmese Python kills a human in a humorous Predict the future of the Use creative writing
fictional novel. Burmese Python to bring attention to
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affecting more people as Florida’s ecosystem.
their populations grow.
Judge effectiveness of
using creative writing to
increase awareness of
ecological issues.

APA Citation:
Hiaasen, C. (2020). Squeeze me. New York, New York: Alfred A. Knopf.

Short Summary/Description: A fictional novel about a murdered woman who was eaten by a Burmese Python in South Florida. It’s
main character is a wildlife wrangler and there is political humor.
Rationale for inclusion: To show that you can use creative writing and humor to draw attention to environmental issues.

9 Florida’s Newspaper 10-ft long Arapaima was found in Florida Formulate a prediction of Give students
New Invasive article waters but hasn’t been shown to be able to the Arapaima’s ability to information about the
Species is a reproduce. establish a population in Arapaima and
10-Foot Long Florida. evaluate if they could
River become an invasive
Monster species in Florida in a
whole class
discussion.

APA Citation:

Team, C. (2021, March 15). Florida's new invasive species is a 10-FOOT long RIVER MONSTER. Retrieved March 16, 2021,
from https://miami.cbslocal.com/2021/03/15/florida-new-invasive-species-fish-arapaima-river-monster/

Short Summary/Description: Newspaper article announcing the discovery of a large Arapaima which is a non-native freshwater fish.
Rationale for inclusion: To pose the inquiry about future invasive species.

10 SILENT Children’s List of invasive plants and how they were Connect what has been Use a reference to the
TAKEOVER! book brought to Florida. learned about invasive Mind Map and PSA
Invasive animals to plants in the art project if the
Plants in ecosystem. subject is a plant
Florida species.

APA Citation:
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Harris, K., Walters, L., & Yuan, S. (2019). SILENT TAKEOVER! Invasive Plants in Florida. Orlando, FL: CEELAB Children's
Books. doi:https://stars.library.ucf.edu/ceelabbooks/9

Short Summary/Description: A children’s book highlighting invasive plant species in the state of Florida.

Rationale for inclusion: To help students identify non-native plant species in Florida that they may want to focus their PSA on
increasing community awareness of invasive plants.

11 2021 Lionfish Contest A contest held by the FWC to catch as many Develop a community Explore other
Challenge invasive Lionfish as possible. project to increase potential community
awareness of invasive projects to think about
species. your PSA summative
assessment.

APA Citation:

FWC. (2021). 2021 Lionfish challenge. Retrieved March 15, 2021, from https://fwcreefrangers.com/lionfish-challenge/

Short Summary/Description:
A contest is held each year by the FWC to compete for the most lionfish caught.
Rationale for inclusion:
Example of a community project to increase awareness of lionfish and using social media for environmental activism.
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Vocabulary Glossary
[List terms with student friendly definitions here. The terms will come from your texts/chart and big ideas from your unit of study. Create a
chart, table, or other visual for students to replicate]

Word Tier Associated with what text Student Friendly Definition (in your own words or Nonlinguistic Representation for
cited) Tier 3 Words
(link or image)

Native species 2 MyFWC Twitter Species found within its natural range.
Invasive 2 Lionfish Challenge An alien species whose introduction may cause
economic or environmental harm.
Vector 3 The Meateater Podcast Mode of invasion, how an invasive species is
spread.
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Non-indigenous 3 Florida’s New Invasive A species living outside its native range which
Species is a 10-Foot Long has arrived there by human activity.
River Monster

Limiting Factor 3 The Meateater Podcast A resource that is needed by a species to survive
in its habitat. Can limit a species’ population.

Sustainable 2 The Hog Book To be able to maintain a resource without a

negative environment effect.
Eradicate 3 Stopping the Spread of To completely remove.
Invasive Species in Florida

Population 2 A Song for the Horse Group of a species living and breeding in an
Nation: Horses in Native area.
American Cultures
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Biodiversity 3 Squeeze Me Variety of life in a particular habitat.

Coevolution 3 The Threat of Invasive When two or more species influence each
Species. other’s evolutionary development.

Resource Manager 2 SILENT TAKEOVER!

Invasive Plants in Florida. A person who maintains environmental
resources and manages the impact that
people have on the environment.

Adaptable 2 Stone Soup

To be able to change and fit new conditions.

Ecosystem 2 MyFWC Twitter

An area where organisms, weather, and
landscape work together to form a bubble of
life.
https://www.nationalgeographic.org/encyclo
pedia/ecosystem/
 19
Task 4: Writing Task Descriptions & Rubrics
Task 4 is composed of describing three writing tasks that will take place over the course of your inquiry unit. Writing MUST include
opportunities for multimodality. You should write the descriptions of each writing task as if you are sharing the expectations of the
assignment with your students (for a student audience).

Ongoing Writing Task: You will use the graphic organizer to fill in definitions of vocabulary and answer key questions from the
podcast, the TedTalk video, and the documentary that will help you make connections for the summative writing assignment.

Formative Writing Task: You will choose a Florida Invasive Species and by working in partners you will create a mind map about the
species. Each partnership must have a different species. A list will be made, and partners will submit which species they would like to
research- first come, first serve. Mind Maps must include links and images showing what limiting factors are not available in Florida to
control population growth, what environmental resources are allowing the species to flourish (food, climate, habitat, etc.), who brought the
species to Florida and why, what strategies have been used to attempt to control the species population growth, and ideas to how we could
help control the spread of these invasive populations. Mind map must also include links to resource websites that you will use in the
summative assessment to enhance community involvement. Use SILENT TAKEOVER! Invasive Plants in Florida as a jumping off point if you
have a plant species. Also use the FWC twitter account, and Stopping the Spread of Invasive Species in Florida website to help start your search.

Summative Writing Task: writing that sums up, draws conclusions about, and shares with an outside audience about their learning
from the inquiry
Create a PSA that will be a persuasive call to action for this community. Think about The Hog Book, The LionFish Challenge, and the comic strip as
examples. Your PSA can be a piece of art, a powerpoint, a video, an infographic, a song, a recipe, a drama piece, a comic strip, a dance…The PSA
must convey what the invasive species is, why it is a problem, and what can be done to help. If you create a painting, song, or drama piece- there must
be an attached information page including links to reputable websites for the community to learn more about your invasive species. You can choose to
do your project individually, in a partnership, or small group. Use Mind-Maps for a reference point. Each person must show what they contributed to
the project when presenting to the class. The class will then critique the projects and revisions can be made. Then the class will vote on which project
they would like to represent the entire class to post on social media.

Summative Writing Task RAFT Rubric: Using the RAFT model, you will design a rubric for your Summative Writing Task to help guide
student work

Criteria 4 3 2 1 Score

Role You were very confident presenting
your PSA and you clearly articulated
the need and call to action to the class.
Your involvement in a group or
partnership project was clear.
Audience You actively engaged the audience in
your need and call to action. They were
inspired to help. All public speaking
criteria were present (eye contact,
voice, posture).
Format All aspects of your chosen form of
PSA art were present. You conveyed
all of the included required
information- what the invasive species
is, why it is a problem, and what can be
done to help.
Topic You were very knowledgeable and
confident in your topic. At least one
reputable website was mentioned to
share.
Notes:
You were comfortable giving
your presentation to the class
and you were able to
articulate the need and call to
action. You were less
involved than your partner(s).
You engaged and addressed
your audience most of the
time. Most public speaking
criteria were present (eye
contact, voice, posture).
Most of the aspects of your
chosen form of PSA art were
present. Some of the required
information was included.
You were somewhat
knowledgeable in your topic.
At least one reputable website
was mentioned.
You were not comfortable
presenting and the need and
call to action were not
clearly stated. Your role in
your group or partnership
was not clear.
There was little attempt to
engage and address your
audience. Some or none of
the public speaking criteria
was present (eye, contact,
voice, posture).
Your project was missing
most of the aspects of your
form of PSA art. You were
missing most of the required
information.
You knew little of your
topic. The website that was
mentioned was not a
reputable website.
20
You did not present or you
did not show a need and/or
call to action. You did not
contribute to your group or
partnership in a meaningful
way.
Did not attempt to engage
and address your audience
or did not present.
Project was mostly
incomplete and very little
information was given.
You knew nothing about
your topic. No website was
mentioned.
Total
Score :
21
 22

Task 5: Applied Writing

Dear Florida Fish and Wildlife Conservation Commission,

I am a 9th grade Biology teacher in Venice, Florida. My students have been working on an inquiry unit learning about invasive species in

their home state. At the end of the unit, they will be creating a PSA that will be posted on social media to engage our community to help

stop invasive species in our area. They have some wonderful ideas on how to capture the attention of the public and would love your help

creating an action plan. Many of my students are from marginalized communities and, due to their socio-economic status, have not been

afforded the exposure to Florida’s natural spaces. I believe the knowledge that could be provided by your Commission would greatly

benefit my students and provide a foundation for the cultural heritage of the Florida landscape. The inquiry unit they have been

participating in has included lessons regarding invasive species such as feral hogs, bermese pythons, non-native flora, and the history of

equine introduction to America.

My intent in writing this letter is to extend an invitation to visit our classroom, share the knowledge and experiences of the Commission,

and foster the imagination for the next generation of conservationists. I’ve attached a copy of some PSA units the students have completed

to highlight their interest in this subject. Please respond to the media listed below with any questions, comments, or special scheduling

requests you may have. Thank you for your time and consideration. My students look forward to hearing from you.

Respectfully,
 23
Summer Reynolds

Venice High School Biology

 24

Lesson Plans

Learning Activity Step Description

Day of Unit/Inquiry Day 1: Building Background Knowledge
Phase
Learning Standards and Objectives: Students will be introduced to vocabulary for the unit and will understand
Objectives what makes a species invasive.

SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.2.1 Identify sources of information and assess their reliability according to the
strict standards of scientific investigation.

Student Outcomes and Students will fill in a graphic organizer including facts and ideas about invasive species
Products populations using reliable sources.
Learning Plan Sequence 1. Teacher will introduce the unit and the goal of the summative assessment of
creating a PSA about an invasive species that affects the Florida community.
2. Students will watch the video.
3. Teacher will review information about using reliable websites to conduct research
and remind students that they will be assessed on the accuracy of the information
they find.
4. Teacher will also ask leading questions to further the inquiry process of how the
students will be able to help with invasive species in their community.
5. While in groups teacher will provide scaffolding to be sure students are using
 25
reliable websites and are
6. Students will form groups and be given a laptop to conduct research to complete the
graphic organizer.
Text List for this lesson The threat of invasive species TedTalk Video https://www.youtube.com/watch?
v=spTWwqVP_2s&t=285s

Learning Activity Step Description

Day of Unit/Inquiry Day 2: Ask a Compelling Question
Phase
Learning Standards and Objectives: At the end of this lesson students will be introduced to more information about
Objectives the severity of the Burmese Python situation in the Everglades and about different
management techniques.

SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.

Student Outcomes and Students will work in groups asking questions about invasive species management
Products techniques for the Burmese Python.
Learning Plan Sequence 1. Review the previously learned information about invasive species.
2. Introduce a map of the Everglades from the graphic organizer and give background
to its unique ecosystem.
3. Introduce the podcast and listen to the podcast.
 26
4. Have students get into their groups and assign roles of timekeeper, and reporter.
5. Have groups discuss the podcast and what was the point of view of the creators of
the podcast. Then have them create compelling questions about invasive species in
Florida and how they can help.
6. Have each group write their compelling questions on the board and have class
discussion about the inquiry.
Text List for this lesson https://www.themeateater.com/listen/meateater/ep-219-snake-oil

Learning Activity Step Description

Day of Unit/Inquiry Day 3: Gather & Analyze Sources
Phase
Learning Standards and Outcomes: Students will begin to research and understand their invasive species and
Objectives create a mind map to enhance their understanding.

SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.2.1 Identify sources of information and assess their reliability according to the
strict standards of scientific investigation.
Student Outcomes and Students will create a mind map using Coggle.
Products
Learning Plan Sequence
1. You will choose a Florida Invasive Species and by working in partners you will
create a mind map about the species. Each partnership must have a different
species. A list will be made and partners will submit which species they would like
 27

to research- first come, first serve.

2. Mind Maps must include links and images showing what limiting factors are not
available in Florida to control population growth, what environmental resources are
allowing the species to flourish (food, climate, habitat, etc.), who brought the
species to Florida and why, what strategies have been used to attempt to control the
species population growth, and ideas to how we could help control the spread of
these invasive populations. Mind map must also include links to resource websites
that you will use in the summative assessment to enhance community involvement.
3. Use SILENT TAKEOVER! Invasive Plants in Florida as a jumping off point if you
have a plant species. Also use the FWC twitter account, and Stopping the Spread of
Invasive Species in Florida website to help start your search.

Text List for this lesson

Book: SILENT TAKEOVER! Invasive Plants in Florida
Website: Stopping the Spread of Invasive Species in Florida
Website: FWC Twitter Account

Learning Activity Step Description

Day of Unit/Inquiry Day 5: Gather & Analyze Sources
Phase
Learning Standards and Objective: Students will continue their inquiry into their chosen species and will look at
Objectives how art is used to create awareness.

SS.912.G.5.4 Bio-diversity and Non-native Species

 28

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.
Student Outcomes and Students will add to their mind map to include creative ideas about how to raise awareness
Products about their invasive species.
Learning Plan Sequence 1. Teacher will discuss how art can be used to create awareness.
2. Teacher will put the comic strip Stone Soup on the active board and the class will
read the comic together and discuss how effective, or not effective, the comic is as a
PSA.
3. Watch the documentary Invasive Species of Florida.
4. Have a class discussion about how effective the documentary is or isn’t as a PSA.
Including how it references the “Surrender your pet day” by the FWC at the end.
Which gives the viewer an actionable plan to help. Ask if the class felt the peafowl
in the video were considered invasive?
5. Read the newspaper article about Florida’s New Invasive Species and have students
make connections to the Stone Soup comic and the documentary. Have them
formulate questions about the Arapaima and predicting if it will become invasive.
6. Allow students time to add any ideas they might have to their mind-maps.
Text List for this lesson Comic Strip: Stone Soup
Documentary: Invasive Species of Florida
Newspaper article: Florida’s New Invasive Species

Learning Activity Step Description

Day of Unit/Inquiry Day 6: Gather and Analyze Sources
Phase
 29
Learning Standards and Objective: Students will continue their inquiry into their chosen species and will look at
Objectives how art is used to create awareness.

SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.

Student Outcomes and Continue to add ideas to mindmap.

Products
Learning Plan Sequence 1. Continue to discuss how different texts and art forms can be used to create
awareness around environmental issues.
2. Talk about sustainability and how creating a recipe could help create a need for
consumption of certain invasive species. Look at the kickstarter page for The Hog
Book and discuss the feral pig and its wide devastating effects on native
ecosystems.
3. Look at the children’s book SILENT TAKEOVER! Invasive Plants in Florida and
discuss how introducing children to an important environmental concern will create
importance and awareness.
4. Read portions of the book Squeeze Me together and discuss the ability of fictional
writings to spread important environmental concerns.
5. Have students add to their mind maps possible ideas for their PSAs.
Text List for this lesson Fictional Novel: Squeeze Me
Cookbook kickstarter: The Hog Book
Website: https://fwcreefrangers.com/lionfish-challenge/
Children’s book: SILENT TAKEOVER! Invasive Plants in Florida
 30

Learning Activity Step Description

Day of Unit/Inquiry Day 7: Creatively Synthesize Claims
Phase
Learning Standards and Objective: At the end of this lesson students will have created their first draft of their PSA.
Objectives
SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.

LAFS.1112.W.2.6 Use technology, including the Internet to produce, publish, and update
individual or shared writing products in response to ongoing feedback, include new
arguments or information.

Student Outcomes and PSA

Products
Learning Plan Sequence 1. Tell students they will create a PSA that will be a persuasive call to action for this
community. Think about The Hog Book, The LionFish Challenge, and the comic
strip as examples.
2. Allow students to work on their PSAs providing many sources of materials
including technology and art products.
Text List for this lesson Fictional Novel: Squeeze Me
Cookbook kickstarter: The Hog Book
Website: https://fwcreefrangers.com/lionfish-challenge/
Children’s book: SILENT TAKEOVER! Invasive Plants in Florida
 31
Comic Strip: Stone Soup
Documentary: Invasive Species of Florida
Website: Stopping the Spread of Invasive Species in Florida
Website: FWC Twitter Account

Learning Activity Step Description

Day of Unit/Inquiry Day 8:Creatively Synthesize Claims
Phase
Learning Standards and Objective: To present PSA to the class and the class will provide feedback.
Objectives
SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.

LAFS.1112.W.2.6 Use technology, including the Internet to produce, publish, and update
individual or shared writing products in response to ongoing feedback, include new
arguments or information.

ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus,
with credible evidence, creating clear perspective.
Student Outcomes and Students will present PSA and provide feedback to classmates using “I like, I wish, I
Products wonder.”
Learning Plan Sequence 1. Presentations.
2. Classmates will provide feedback through “I like, I wish, I wonder” format. If the
 32
class is large you could break everyone up for time.

Text List for this lesson

Learning Activity Step Description

Day of Unit/Inquiry Day 9: Critically Evaluate & Revise
Phase
Learning Standards and Objectives: Students will use feedback from peers to revise PSAs.
Objectives
LAFS.1112.W.2.6 Use technology, including the Internet to produce, publish, and update
individual or shared writing products in response to ongoing feedback, include new
arguments or information.
SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.

Student Outcomes and Revised PSA.

Products
Learning Plan Sequence
Text List for this lesson
1. Allow students time to make changes with their PSAs.
2. Set up stations around the classroom with each PSA.
3. Give each student a token and allow them time to interact with each PSA and then
vote on the one they would like to continue to develop as the class project.
 33

Learning Activity Step Description

Day of Unit/Inquiry Day 10:Share, Publish, Act
Phase
Learning Standards and Objective: To develop the PSA into a group project and use social media to create an
Objectives awareness campaign. Students will be assessed on their participation.

LAFS.1112.W.2.6 Use technology, including the Internet to produce, publish, and update
individual or shared writing products in response to ongoing feedback, include new
arguments or information.

SS.912.G.5.4 Bio-diversity and Non-native Species

SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions,

methods, and explanations.

SC.912.N.2.1 Identify sources of information and assess their reliability according to the
strict standards of scientific investigation.

Student Outcomes and Product could be a website, art piece, acting scene, song, recipe, dance…. That will be
Products shared on social media.
Learning Plan Sequence 1. Students will assign roles and work together to develop the final product with the
creator of the winning idea getting a final say in any changes.
Text List for this lesson Fictional Novel: Squeeze Me
 34
Cookbook kickstarter: The Hog Book
Website: https://fwcreefrangers.com/lionfish-challenge/
Children’s book: SILENT TAKEOVER! Invasive Plants in Florida
Comic Strip: Stone Soup
Documentary: Invasive Species of Florida
Website: Stopping the Spread of Invasive Species in Florida
Website: FWC Twitter Account

References
Bell, P., & Morrison, D. (2020, May 26). Social justice in the science classroom. Retrieved February 09, 2021, from
https://www.nsta.org/blog/social-justice-science-classroom

Morin, A. (2019, October 16). Universal design for Learning (UDL): What you need to know. Retrieved February 09, 2021, from
https://www.readingrockets.org/article/universal-design-learning-udl-what-you-need-know
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Appendix
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