P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Kudzu, the silent killer Duration: 3 weeks

Subject/Course: Ecology/Biology Teacher(s): Stewart Sackson Grade Level: 9
Other subject areas to be included, if any: Algebra/Statistics to analyze data

Virginia Standards of BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and
Learning (VA SOLs) ecosystems. Key concepts include:

a) interactions within and among populations including carrying capacities, limiting factors, and growth curves;

e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.

Learning Objectives Students will UNDERSTAND that:

(KUDs)  Ecosystems are interconnected and delicately balanced to maintain equilibrium
 Species interactions are not always obvious
Students will KNOW:
 The definitions of abiotic and biotic factors
 Examples of abiotic and biotic factors
 Examples of flora in Virginia and examples of invasive species
Students will be able to DO:
 Identify an invasive species
 Identify and explain biotic and abiotic factors
 Explain exploitative competition
 Calculate a Shannon index

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Success Skills Critical Thinking/Problem Solving: x Self-Management: x
(To be taught & assessed) Analyzing and comparing two local habitats to Ability to accurately assess their own work and their
determine the effect of a invasive species group members work

Progressing appropriately and in a timely manner with

the research
Collaboration: x Other:
Dividing up the work with the group

Presenting their work a s group

Project Summary
(Write a summary of the
project students will do,
include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
Students will be given the task to assess the effect kudzu, an invasive species, has on native plants. In teams of 3 to 4,
students will be take to two local habitats, one that has been infected with kudzu, and one that has not. They will need
to come up with their own research question, and they will need to record data on one aspect of a native plant in both
species, and they will need to compare the data between the two to determine if they can quantify the damage of
kudzu. This project will culminate in a presentation of their results, and a proposed solution to minimize the impact of
kudzu.
Students will have two 25 meter transects one inhabited with kudzu, and one without, and they will measure things like
plant frequency, coverage, and plant density. After compiling data from the two transects, students will be tasked with
comparing the two transects with data like a Shannon index, the coverage of the kudzu plant, and density of other
plants. They will then present their results in a presentation.

Driving Question How do invasive plant species, such as kudzu, alter the equilibrium of local habitats?
(Scientifically
oriented/investigative
question
Entry Event I will show a short video about the effects of the invasive species, the lionfish. I will use this video to transition into a
conversation about other invasive species my students can think of and how they impact habitats. I will expect my
students to mostly suggest other animals, like the lionfish, and then I will pose the question, what about plants? How do
plants interact wit each other? In what ways do plants compete? We will have a discussion on this topic, which will lead
me into introducing the project.

https://www.youtube.com/watch?v=CSd7pgvOV3M

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Products Individual: Students will take identical pre- and post- Specific content and competencies to be assessed:
(State products you want assessments to gauge their progress on the learning  Biotic and abiotic factors
students to produce in objectives.  Exploitative competition
their projects)  Local flora of Virginia
 Invasive species
 Shannon index
Team: Research question and final presentations Specific content and competencies to be assessed:
 Communicating results
 Collaboration with teammates
 Time management

P R O J E C T D E S I G N : O V E R V I E W page 2
Making Products Public As a group, students will present (e.g trifold, short video, PowerPoint) their research on how the kudzu alters the
State how students will equilibrium on the local habitat. These presentations will be made public by inviting the whole school to stop by, listen,
disseminate their and ask questions. In addition, parents will also be invited to come see the presentations.
products (e.g.
presentations, movie,
posters, flyers, etc.) at
the end of project.

Resources Needed On-site people, facilities: Math teacher

Equipment and Materials: Computers, calculators, excel, notebooks to record data

Community Resources: Park or two transect of land

Reflection Methods Journal/Learning Log—students will be asked to x Focus Group

(how individual, team,
and/or whole class will
reflect during/at end of
project)
reflect on their work and the work of the group. They
will be given a peer evaluation.
Whole-Class Discussion—following the presentations, x Fishbowl Discussion
all of the data will be compiled, and students will have
a chance to discuss their research as a class.
Survey Other:

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Notes:

PR OJECT DESIGN: STUDENT LE AR NING GUIDE

Project: Kudzu, the silent killer
Driving Question: How do invasive plant species, such as kudzu, alter the equilibrium of local habitats?

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Research report, knowledge, understanding & success skills needed to check for learning and ensure provided by teacher, other staff, experts; includes
Presentations, by students to successfully complete products students are on track scaffolds, materials, lessons aligned to learning
Performances, Products outcomes and formative assessments
and/or Services
Data Notebook  Ability to clearly and concisely  Notebooks will be checked after  Before going doing the field work,
record data each visit to the transects I will model how I would set up
 Ability to record their data  I will provide feedback in their my notebook
analysis notebooks  I will ask my students to set up
their notebooks in the same
manner
 Ability to formulate a testable  Students will need to propose their  After the discussion following the
Research Question research questions research question to me before video about lionfish, we will
proceeding with their research discuss as a class what makes a
research question testable
 Communication of their results  Students must submit their  As a class, we will look at
Final Presentation  The ability to collaborate with presentations to me before examples of how scientists go
their research groups finalizing them about publishing and presenting
their research

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  Students will reflect on their work  Journals will be checked on the
Reflection Journal with the group first class period of each week
 Students will also reflect on their during the project
group members work and  I will compare the answers of
participation individuals and the group
members, and if their appears to
be a discrepancy, I will first talk
with the individual students
 If the discord persists, I will meet
with the entire group to come up
with ways for them to meet their
goals
 I will explain why these journals
are important for assessing their
own work
 I will remind students during the
last period of the week that I will
be checking their journals next
time we meet
 I will provide feedback in a timely
manner so my students can
address problems if they exist

Resources:
Franklin, W. (2008). Investigating effects of invasive species on plant community structure. The American Biology Teacher, 70(8), 479-482.
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