Primary STEM Subject Area: Science

Profile Sheet

PBL Lesson Title: It Takes Two Tegus to Tango! Environmentalists develop an action plan for the invasive Tegus overpopulation in the Miami/Dade area?

Primary STEM subject area: Science

Outside subject area: Language Arts

Teachers: Winifred Tuschen, Kelly Raines, Tracey Trynz, Melissa Knight

Grade level: 5th grade

Description of student roles and problem situation:

Students will act as environmentalists, Miami Dade County Commissioners, and concerned Miami Dade County residents to research the Tegu Lizard, the effects of it rapidly reproducing and the threat it poses to the environment as a result. A comprehensive action plan will need to be created to address the threat. Students will present their possible solutions to members of the Florida Fish and Wildlife Conservation Commission.

Possible Resources:

●Florida Fish and Wildlife Conservation Commission Invasive Species-

●Tegus in Florida-

●Science Warriors: The Battle Against Invasive Species written by Sneed B. Collard. Collard profiles scientists battling two invaders (imported red fire ants in Texas and the Melaleuca tree in Florida) causing ecological devastation.. 48 pages.

Description: a factual book that can be found in the local library or on Amazon.com

● Teacher resource-offers a description

●R.D. Bartlet/Patricia Bartlet. Monitors, Tegus, and Related Lizards. Barron’s Educational Series, Inc. (1996)

Description: Factual book on Tegus Lizards

●Local 10 News Broadcast Video:

●

Standards Addressed

MAFS Mathematics Standard:

MAFS.4.MD.1.3:Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

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.

MAFS.5.NF.2.5

Interpret multiplication as scaling (resizing), by:

a.Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

b.Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/bby 1.

Mathematical Practice:

MAFS.K12.MP.4.1

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

NGSS Science Standards:

SC.5.N.1.1: Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

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.

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.

LAFS English Language Arts Standards:

LAFS.5.W.1.1: Write opinion pieces on topics or texts, supporting a point of view with reason and information

LAFS.5.R.I.3.7Draw on information from multi print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

LAFS.5.W.3.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ISTE Technology Standard:

ISTE 4.b: Plan and manage activities to develop a solution or complete a project

Science and Engineering Practice:

Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Make predictions about what would happen if a variable changes.

STEM Areas: Science, Technology, Engineering, and Mathematics Identified and Lesson Portion Related to Each Area Indicated

Science: Science concepts are incorporated throughout the lesson. In order to solve the problem, students must understand the how certain species are introduced to a specific area, their adaptations and whether or not there are other species in specific area that can directly affect their survival. Students will need to work through the scientific investigation to create and design a plan to deal with the threat of the Tegus lizard.

Technology: Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. (ISTE.2.a)

Engineering: Students will develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Students will make predictions about what would happen if a variable changes.

Mathematics: Students will describe, measure, estimate, and/or graph quantities such as area and line plots to address scientific engineering questions and problems.

Higher Order Learning Outcomes

Learning Outcome aligned to Science NGSSS: After accurately analyzing and synthesizing information from the provided resources, students will select an appropriate solution/plan that addresses the threat of our native wildlife and plants due to the release of the Tegu Lizard in South Florida providing at least 3 accurate scientific facts.

Learning Outcome aligned to Math MAFS: After accurately plotting the coordinates of the twenty sightings of the Tegu Lizard, on a Miami-Dade County grid, students will accurately determine the area of threat.

Learning Outcome aligned to Math MAFS: After accurately analyzing and calculating the area of threat based on the coordinates of Tegu sightings, students will compare their data and predict future areas of concern on a Miami-Dade County grid scoring at least adequate on the persuasive essay rubric.

Learning Outcome aligned to a LAFS: After analyzing and synthesizing information from the provided resources, students will elaborate on their findings by including 4 accurate scientific facts to support their solution & opinion of why their solutions should be chosen.

Learning Outcome aligned to Science & Engineering Practice or Engineering Design: Given the available resources, students will assess current tegus population and the current threat to native species (plants & animals) by including at least 4 accurate scientific facts that will support their findings as to why their proposed solution is adequate and feasible.

Description of Student Roles and Problem Situation

Students will act as environmentalists, Miami Dade County Commissioners, and concerned Miami Dade County residents to research the threat of the Tegus lizard as the Tegus reproduce quickly and eat a wide variety of small animals and eggs of native wildlife species. The Tegus’ impact on the environment, other species, and residents, as well as the criteria needed for an appropriate plan will be part of the research needed. Students will then develop their own evidence-based action plan which includes 3 pieces of supporting scientific evidence to address the threat.

Three student roles authentic to problem: Environmentalists, Miami Dade County Commissioners, and residents of Miami Dade County.

Context explanation: The residents of Miami Dade County, environmentalists, and Miami Dade County Commissioners just received a memorandum from the Florida Fish and Wildlife Conservation Commission describing an invasive species, the Tegus lizard that is threatening native plants and animals. Students will develop an evidence-based action plan after researching the population of tegu, the affected areas of current population, the probable growth rate spread, the native plants and animals threatened, and anything else that can aid in developing a plan to address the threat.

Audience for solution presentation: The students will propose their possible solutions to members of Florida Fish and Wildlife Conservation Commission. All students and invited parents will be present during students’ presentations of solutions. Those in attendance will be allowed to ask questions at the end of the presentation.

Meet the Problem Method:

Students will receive a memorandum from the Florida Fish and Wildlife Conservation Commission in Miami-Dade County, as well as links to websites and videos.

How problem is ill-structured:This is an ill-structured problem because there are multiple possible correct solutions and there is no known answer.

How problem is high impact: This is a high impact problem because it will affect the native plants, animals, and residents of Miami/Dade County.

How problem will promote acquisition of skills/knowledge described in standards and learning outcomes: Problem will encourage students to collaborate while using critical thinking and problem solving skills including math calculation, research, persuasive writing, and conclude with them developing an effective plan to address the threat of the Tegus Lizard to native plants and animal species and residents of Miami/Dade.

Memo and Newspaper Articles are provided below.

FWC

Miami/Dade County

3200 NE 151st St, North Miami, FL 33181

Phone: (305) 956-2500

MEMORANDUM

To: Miami Dade County Commissioners, Miami Dade County residents, designated environmentalists

From: Florida Fish and Wildlife Conservation Commission

Subject: Invasive Species Alert- Tegus Lizard

Date: September 21, 2015

As you can see from the attached FWC pamphlet, newspaper articles from Miami Herald, Naples News, and New York Times, and a Miami Local Ten video, an invasive lizard is threatening native species in Miami Dade County. Tegus reproduce quickly & eat a wide variety of items, including small animals & eggs of many wildlife species. The Florida Fish and Wildlife Conservation Commission (FWC) is currently working to assess the threat of this species and develop management strategies.

Members of each team will assess the threat of the Tegus and develop an evidence-based action plan to deal with the threat of the Tegus.

Each task force will present their effective plan with the intent that it will be ready to implement is no later than 5:00pm, October 19, 2015. Florida Fish and Wildlife Conservation Commission has only $125,000 in its funding to research the best solutions.

Naple Daily NewsAugust 4, 2015

NAPLES, Fla. - Joe Bozzo thought the leathery creature sunning itself on a pile of dirt along a rural road in Golden Gate Estates was an alligator.

That was at first.

“As soon as I passed it, I said, ‘That’s no alligator,’” said Bozzo, senior land manager for the Corkscrew Regional Ecosystem Watershed.

He was sure he recognized it for what it was: an invasive lizard species that has become Florida’s newest nonnative threat.

Bozzo pulled over, jumped out of the driver’s seat of the Ford F250 crew cab and dove into the backseat to dig his camera out of his backpack.

The pictures he snapped of the Argentine black and white tegu lizard crossing Shady Hollow Boulevard back in March have become Exhibit No. 1 in an all-out effort to stop the invasive species’ spread in Collier County before it can start.

Biologists hope it’s not already too late.

Before Bozzo got his photos, the only two known breeding populations of tegu lizards in Florida were in Hillsborough and in Miami-Dade counties, where hundreds of them are pulled out of the wild each year.

Now, invasive species fighters want the public’s help in figuring out whether Collier County is home to another one.

Postcards are popping up in some 7,200 mailboxes in rural Collier County this week to alert neighbors about tegus in their backyards and to encourage people to report sightings to the Florida Fish and Wildlife Conservation Commission and the Southwest Florida Cooperative Invasive Species Management Area.

“It feels like we have a tide coming,” said Conservancy of Southwest Florida wildlife biologist Ian Bartoszek, the CISMA’s invasive animal leader. “We’re not going to throw up our hands. We’re going to try and stay on top of it.”

The CISMA amounts to a network of rapid responders that can confirm an invasive species sighting and then get after the job of tracking it down.

For a lesson in what can happen when an invasive species is left unchecked, look no further than the Burmese pythons that have overrun the Everglades and are blamed for wreaking havoc on native wildlife.

The threat from the tegu is similar: They eat birds and alligators, their eggs, fruits and vegetables — making them a threat to native wildlife and agriculture.

Adding to the concern is an unconfirmed sighting of a tegu by biologists checking out Bozzo’s find and a confirmed tegu sighting in Lehigh Acres in July.

“It just leads us to believe we should be cautious and check into it,” said Jenny KetterlinEckles, a nonnative wildlife biologist with the Conservation Commission.

The tegus atop Florida’s Most Wanted List are ground dwellers (not in trees), have stripy, black-and white hides, grow up to 4 feet long, and lay up to 35 eggs a year.

They are not to be confused with myriad other iguana and lizard species — Nile monitor lizards, green iguanas, spiny-tailed iguanas and the smaller class reptiles like knight anoles and brown basilisk — that already have gained a talon-hold in Southwest Florida.

It’s a tegu the invasion fighters are after.

Hitches in getting the postcards out more quickly mean they are hitting mailboxes just as tegus are preparing to crawl into their burrows to hibernate from about September to February.

The hope is that someone will recognize the tegu with the forked tongue crawling across the front of the postcard and remember seeing one, KetterlinEckles said.

Trappers have failed to catch much more than skunks in pursuit of Bozzo’s find, and tegu reports since then have been unconfirmed.

It could be that the tegu Bozzo spied is a released or escaped pet, just a single, solitary, lonely tegu out in the wilderness on the edge of Bird Rookery Swamp, said Bartoszek, with the CISMA.

Or maybe not.

“It takes two tegus to tango,” he said.

______

Report tegu sightings to the Exotic Species Hotline at 1-888-IveGot1 (1-888-483-4681) or online at Ivegot1.org.

●Take a picture and note location when reporting.

●Download the free Ivegot1 phone app for reporting exotic species.

●If you have a tegu as a pet and no longer want to keep it, call the Florida Fish and Wildlife Conservation Commission or participate in an Exotic Pet Amnesty Day.

Miami Herald

JUNE 27, 2014

Invasive tegu lizards could affect Florida’s environment

A new study indicates the lizards, which can grow to four feet long, are stealing eggs from alligator and turtle nests.

By Janey Fugate

The exotic animal trade has once again brought a potential threat to Florida’s native species. Large, scaly and voracious, the black and white tegu lizards endanger the population of alligators, crocodiles and turtles with their hunger for eggs.

Researchers have now documented these lizards in the act of stealing eggs from the nests of alligators and turtles. In one case, hidden cameras recorded a video of two tegus removing eggs every day until the nest was left vacant.

This evidence of their harmful activity was published as part of a new research study performed by a team of scientists from the University of Florida, the U.S. Geological Survey and the Florida Fish and Wildlife Conservation Commission, published this month.

Since their first documented sighting five years ago, the lizards, which can measure up to four feet in length, have now established themselves in Miami-Dade, Polk and Hillsborough counties. In the Miami area, there are nearly 700 reported cases of tegus, according to data collected by the FWC.