About this resource
Students will find an invasive species in their community that does not have an eradication solution. Students will develop a Shark Tank-esque approach to their invention. Students or student groups will write a one page pitch of an invention and a sketch, model, or prototype that could eradicate the invasive species.
When preparing your pitch, be sure to outline the following:
Purpose of invention
Cost of invention
Jobs created and who completes each job
Materials needed
Unintended consequences of your invention
Students then present their pitch and sketch, model, or prototype of the invention to their peers. Peers are asked to provide feedback on whether this solution is something that scientists, lawmakers, and other community members would consider funding.
Modifications for all Learners: All learners will be given an open ended challenge that will allow them to use their talents to their ability.
Curriculum & Standards
Related General Curriculum / Common Core Area
Language Arts/Public Speaking/Persuasive Writing
Related Curriculum / Common Core Standard
AASL Main Standard(s): I. INQUIRE Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. A. Think - Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic.
I. INQUIRE Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. B. Create - Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. 2. Devising and implementing a plan to fill knowledge gaps. 3. Generating products that illustrate learning.
Related STEM Area: Science/Engineering
NGSS Main Related Engineering Design Standard:
HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
What students will do
- I will be able to identify an invasive species.
- I will develop a plan to eradicate an invasive species in my community.
- I will collaborate with others.
- I will present an idea, sketch, model, or prototype to my peers to solve a problem.
- I will accept feedback on my model/prototype.
I can identify an invasive species.
I can develop a plan to eradicate an invasive species in my community.
I can collaborate with others.
I can present an idea, sketch, model, or prototype to my peers to solve a problem.
I can accept feedback on my model/prototype.
Resources Needed
Students will need access to the internet, materials to develop a prototype as needed, pencils and paper to create an initial plan.
How learning is assessed
- I identified an invasive species.
- I developed a plan to eradicate an invasive species in my community.
- I collaborated with others.
- I presented an idea, sketch, model, or prototype to my peers to solve a problem.
- I accepted feedback on my model/prototype.