1. Project Based Learning Science Rosie DeStefano Jean Kim

2. Essential Question How do new things and ideas change our lives?

3. Science Standards Standard 4: The Living Environment 1.1f Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant’s life activities. PI 3.2 Describe factors responsible for competition within species and the significance of that competition. 3.2a In all environments, organisms with similar needs may compete with one another resources. 3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past. 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods. Key Idea 6: Plants and animals depend on each other and their physical environment. PI 6.2 Provide evidence that green plants make food and explain the significance of this process to other organisms. Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment. PI 7.1 Describe hoe living things, including humans, depend upon the living and nonliving environment for their survival. PI 7.2 Describe the effects of environmental changes on humans and other populations

4. ELA Standards 1.Students will read, write, listen, and speak for information. 2.Students will read, write, listen, and speak for literary response and expression. 3.Students will read, write, listen, and speak for critical analysis and evaluation. 4.Students will read, write, listen, and speak for social interaction.

5. ESL Standards 1.Students will listen, speak, read and write in English for information and understanding. 2.Students will listen, speak, read and write in English for literary response, enjoyment, and expression. 3.Students will listen, speak, read and write in English for critical analysis and evaluation. 4.Students will listen, speak, read and write in English for classroom and social interaction. 5.Students will demonstrate cross-cultural knowledge and understanding.

6. Social Studies Standards Standard 1 Key Idea2.2 investigate key turning points in New York State and United States history and explain why these events or developments are significant. Key Idea 3.2 gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. Key Idea 3.3 classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious Key Idea 4.1 consider the sources of historic documents, narratives, or artifacts and evaluate their reliability Key Idea 4.2 understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives Key Idea 4.3 compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts

7. What will students learn and be able to do? - Identify the important characteristics of the plants -Comprehend the suitable environment for the plants -Experiment using the Scientific Method to test their hypothesis on the growth of a specific plant species -Compare and contrast the native and invasive species -Experiment using the Scientific Method to observe competition between the native and invasive species -Create an informative presentation to communicate their findings. -Write an informative report/essay explaining the importance of keeping the invasive species out of ecosystem. -Create an artistic presentations to show to the audience.

8. Science Topics and Subtopics -Ecology -Competition -Balance in ecosystem and food chain -Plant and Photosynthesis -Scientific Method -Data, Graph, and Table

9. ELA/ESL Topics and Subtopics

10. Social Studies Topics and Subtopics

11. Final Product Students will be able to create a brochure to explain the threats of the invasive species in the community. Students will be able to create a comprehensive poster or PowerPoint presentation to communicate their findings from the experiment.

12. List of Required Sources Nonfiction books about American native plants and Invasive plants Internet access Video clips about invasive species Experiment materials Sample brochures

13. Science Exit Project Experiment I hypothesize that Kentucky Bluegrass is an invasive species that threatens the growth of the native grass Little Bluetem. I predict that Kentucky Bluegrass will win the competition and overgrow Little Bluestem.

14. Setting Up the Experiment 1.What is your hypothesis? 2.What data do you need to collect in order to test your hypothesis? 3.What are the materials you need? 4.List step-by-step procedure. 5.Draw your experiment station.

15. During Experiment 1.What do you have to document or record during the experiment? Visual record/document Numerical record/document 2.How would you record data? How often? Charts or Tables?

16. After the Experiment 1.What pictures, tables, documents, charts do you have now that the experiment is complete? 2.Organize and analyze your data Graphs, Charts, Tables and Pictures Do you notice any patterns? Note your findings.

17. Draw Conclusion 1.Revisit your hypothesis. 2.Does the support your hypothesis? 3.If yes, explain how. 4.If no, what was the outcome?

18. Reflection 1.Are you satisfied with your experiment and result? If yes, explain especially which part you enjoyed the most. If no, what went wrong and explain what could have improved this experiment. 2.What did you learn from this experience?