PBL Title: Lionfish Advisory Committee Investigates Lionfish Invasion

Profile Sheet:

PBL Title: Lionfish Advisory Committee Investigates Lionfish Invasion

PBL Problem Statement: The Lionfish Advisory Committee has been asked to provide solutions to invasive lionfish that are damaging local ecosystems and affecting fishermen’s livelihood.

Primary STEM Subject Area: Science and Math

Outside Subject Area: Language Arts

Student Roles: Students’ roles will be as a marine biologist, Florida Fish and Wildlife Officer, National Wildlife Representative and a Department of Natural Resources Representative. Students will work in groups of four to design and investigate solutions for the lionfish that are affecting the ecosystem and fishing.

Teachers: Alicia Foy, Maureen Mitchell, Rebecca Blucher, Vanessa Geppert, Mara Mallek

Grade Level: 5

Class Level: Regular

Amount of Class time: 10 days of 45 minutes each

Resources:

Websites:

Site fidelity and movement patterns of invasive lionfish, Pterois , in a Florida estuary Zachary R. Jud, Craig A. Layman

Invasive Lionfish Drive Atlantic Coral Reef Fish Declines

Stephanie J. Green ,John L. Akins,Aleksandra Maljković,Isabelle M. Côte

Published: March 7, 2012 DOI: 10.1371/journal.pone.0032596

Grouper as a Natural Biocontrol of Invasive Lionfish

Peter J. Mumby , Alastair R. Harborne, Daniel R. Brumbaugh

Published: June 23, 2011 DOI: 10.1371/journal.pone.0021510

www.audubonguides.com/field-guides/fishes-north-america.html

ocean.nationalgeographic.com/

Books:

Lionfish / by Colleen Sexton.

ISBN: 9781600142505

Publisher: Bellwether Media

Publication Information: Minneapolis, MN : Bellwether Media, 2009.

Publication Date: 2009

Invasive species: What everyone needs to know / Daniel Simberloff.

Author: Simberloff, Daniel.

ISBN: 9780199922031

Author:Simberloff, Daniel.

Publication Date:2013

Production Note: Oxford : Oxford University Press, [2013]

Encyclopedia/Almanac:

Florida Standards and Learning Outcomes:

Science Standards and Learning Outcomes:

SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

LO #1: After researching, students will explain 3 accurate effects of lionfish on the underwater environment.

LO #2: After researching the features of a lionfish at the website students will explain how at least 3 features of the lionfish enable it to thrive in the Florida waters scoring at least satisfactory on the Written Report Rubric.

SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

LO #3: After reading the article at the website students will compare, using aFrayer Model (attached), the environment of lionfish in the Indian Ocean with the environment of lionfish in the Florida waters scoring at least satisfactory on the Written Report Rubric.

Math Standards and Learning Outcomes:

MAFS 5.OA.2.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

MAFS.5.G.1.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Math Practice 4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.

LO#4: After analyzing data at the website students will create a function table thatcontains 1 state identified with lionfish in each of the years 2000-2009 scoring at least satisfactory on the Written Report Rubric.

LO#5: Using the information from the function table, students willgraph the ordered pairs on a coordinate planeto illustrate the locations of lionfish scoring at least satisfactory on the Written Report Rubric.

Science and Engineering Standards:

Analyze and interpret data.

Construct explanations and design solutions.

Engage in argument from evidence.

LO#6: After researching, students will generate an argument that explainswhy lionfish are becoming prolific in the Atlantic Ocean citing at least 3 accurate scientific facts.

Language Arts Standards and Learning Outcomes:

LAFS.5.RI.3.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a problem efficiently.

LAFS.5.RI.3.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

LAFS 5.W. 1.2 Write/informative/explanatory texts to examine a topic and convey ideas and information clearly.

LAFS 5.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LAFS 5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print or digital sources, summarizes or paraphrases information in notes and finished work, and provide a list of sources.

LO #7: After researching, students will justify their solutions to address the lionfish invasion citing at least 4 accurate scientific facts.

LAFS 5.SL.2.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LAFS 5.SL.2.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

LO#8: After researching, each student will propose possible solutions to address the problem scoring at least satisfactory on the Oral Presentation Rubric.

ISTE Standards:

ISTE 1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

ISTE 2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

ISTE 3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.

ISTE 4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

LO# 9: Following the oral presentations, students will justify their responses to audience members’ questions with at least 2 accurate scientific facts for each response.

Stem Areas:

Science: Students will research lionfish and the oceanic conditions of a local area. They will use the information that they gather to formulate solutions to the specified lionfish problem. Students will use a variety of resources to gather this information such as the internet, books, and articles. Students will share this knowledge through a written report and an oral presentation.

Technology: Students will use laptops, iPads and other devices to research lionfish behaviors, adaptations and problems they are causing in the local ocean waters. Students will create a presentation using technology programs such as PowerPoint, Prezzi, or YouTube.

Engineering: Students will design solutions with pros and cons for each solution supported by the research and math.

Math: Students will create a function chart relating different locations of lionfish density. Students will also create a coordinate grid defining where the lionfish live to discover where they are mostly located.

Description of Student Roles & Problem Situation:

Student Roles: Students roles will be as a marine biologist, Florida Fish and Wildlife Officer, National Wildlife Representative and a Department of Natural Resources Representative. Students will work in groups of four as the Lionfish Advisory Committee to design and investigate solutions for the lionfish that are affecting the ecosystem and fishing.

Problem Situation:The Lionfish Advisory Committee will receive a letter (attached) from the Mayor of Pompano Beach and her Leadership Board describing concerns from fishermen and local residents regarding the invasive lionfish that are damaging the local fishing ecosystem. Fishermen and residents are fearful of the lionfish, concerned for local, native fishing sustainability and the safety of the marine life and humans. The Pompano Beach Mayor needs your committee to come up with a presentation that discusses possible solutions for our concerns. The Mayor and the Mayor’s Leadership Board would like to meet with you on September 17, 2015 to review your suggestions. All members in the meeting will vote on the best solution to the problem. If a workable and solution is selected, a budget of $5,000 will be provided to carry out the recommendation.

Meet the Problem:

Meet the Problem Method: The lionfish problem is authentic, ill-defined and affects a community of more than 50 people. Students will “become” scientists, engineers and Florida Fish and Wildlife officers during the problem based lesson. There is no known solution for the problem. Science, math, engineering and technological learning objectives will be acquired during the solution of the problem. Students will work collaboratively to solve the problem, but also have autonomy in that they will each provide 2 solutions and justifications in a written report that supports their final choice of solution.

Sample Problem Statement:

Problem Statement: How can we as the Lionfish Advisory Committee design a solution to the invasive lionfish problem in Pompano Beach, Florida in such a way that we

●Are ready to present possible solutions on September 17 at 6:30 PM to the Mayor and herLeadership Board

●Identify locations of the lionfish in the Atlantic Ocean

●Explain the effects of the lionfish in local waters

●Reduce the number of lionfish in local waters

●Assure the sustainability of the local fish

Know/Need to Know Boards:

Students will document what they know and need to know on the “Know/Need to Know” document (attached).

Know Board: (7)

1. Mayor of Pompano Beach is asking for a solution for the invasive lionfish problem in the local waters.
2. There has been an increase in the lionfish population in our local waters.
3. Fishermen are concerned with native fish sustainability and their livelihoods.
4. A meeting will be held with the Mayor and the Leadership Board on September 17, 2015, at 6:30 PM.
5. A budget of $5000.00 will be given to implement the best solution.
6. Lionfish are invasive.
7. Lionfish are having a great impact on the coastal communities.

Need to Know Board: (10)

1. Are there other groups working on this problem? Who are they and what are they finding out?
2. How fast do lionfish move?
3. Can fishermen and other divers and snorkelers catch them legally?
4. Are lionfish edible to other species and/or humans? What is the predator/prey relationship?
5. If other species of fish eat the lionfish, do these fish have the poison in their tissues?
6. What temperatures can lionfish live and reproduce at?
7. What kind of poison do lionfish possess? What are the symptoms of a sting?
8. Are there animal species that aren’t affected by the sting?
9. Where are lionfish native to?
10. How did lionfish get to our local waters?
11. How are the lionfish affecting our ocean ecosystems and food webs?
12. How to compute population density of lionfish off Pompano Beach.
13. How are the lionfish affecting our economy?
14. Can lionfish help our economy?
15. What are the locations of the lionfish in the Atlantic Ocean during 2000-2009?

Capstone Performance Description:

Curriculum Alignment: The capstone performance is authentic to the problem. Students must demonstrate mastery of more than 3 of the learning objectives in Math, Science, Engineering and Technology.

Capstone Performance Solution Sharing and Student Motivation:

The Capstone Performance for the problem includes two parts. Students will be required to produce a written report and participate in an oral presentation to the Mayor of Pompano Beach and her Leadership Board. Individual students will be assessed on both of these parts using two different rubrics: a written report rubric and an oral presentation rubric.

The initial capstone performance assignment is the writing composition. After the student has researched possible solutions to the invasive lionfish and how they are affecting our local fishermen and ecosystem, the student will write a report that addresses all of the scientific and mathematical concepts of the problem. In addition, the student will provide two possible solutions to the invasive lionfish and include at least four justifications for why she/he is recommending one solution over the other.

In their groups, students will share their individual reports with each other. As a group, they will either pick the best proposed solution or design or come up with a new solution using a combination of ideas from the other members’ individual reports. Each member must give at least one justification for why they believe their group’s overall best solution is the best.

In an oral presentation to the Mayor and her Leadership Board on September 17, 2015, each student in the group will provide one of his/her possible solutions to the lionfish problem. One member of the group will then present the group’s best solution or design that will be justified by each member of the group providing at least 1 accurate justification for their group’s choice.

Each group will be given up to 15 minutes to present their possible solutions. Following the oral presentation, the Mayor or members of the Leadership Board will ask each student one question related to the solution/design of the problem. An additional 5 minutes will be provided if needed for each question/answer session with each student.

Students will have 2 days of 45 minute lesson timeto prepare for their Capstone Performances.

The Mayor and Leadership Board members will be composed of a determined member of the Pompano fishing community, the school’s principal, the media specialist, and two parents. The audience will be composed of all classmates and will be conducted in the classroom. The teacher will provide the invited guests with specific questions to ask the students.

The room will be arranged with the invited guests sitting at a table on the left side of the room. This is to ensure that all of the students can see the presenters at the front of the room. Each student will be able to use the podium, the Smartboard, the Whiteboard, or other technology which will be located at the front of the classroom. All other students will be seated at desks, and the teacher will be seated at the back of the classroom. Any other visitors, including parents or other concerned citizens, will be in chairs lining the perimeter of the room.

Student autonomy is encouraged as each student can decide which of his/her own two individual solutions will be presented during the oral presentation to the Mayor. In addition, each student will determine the type of technology that will be used during the oral presentations.

Metacognition is encouraged as each student will complete each question of the reflection questionnaire after all of the groups have presented.

Reflection questions that will be used on the reflection questionnaire:

1. What was one obstacle that you faced during this lesson?

2. Were there any concepts from this lesson that you found confusing? If so, describe one.

3. What kinds of resources were most useful to you during this lesson?

4. What types of problem solving strategies did you use during this lesson?

5. Why do you think that it is important to have documentation of the lionfish invasion?

Written Report Rubric

Scoring Guide: