Students will investigate how human choices spread invasive species, alter native habitats, and affect biodiversity through online research and safe observations at home or in neighborhood parks. The only on-campus field experience will be a one-hour master gardener presentation on Day 4; all other work, expert connections, peer collaboration, feedback, and weekly reflections will occur remotely or locally. Students will evaluate competing solutions, design a monitoring or harm-reduction method, and revise an evidence-based PSA with a companion reflection, interactive slideshow or infographic, and before-and-after CER poster or digital report. They will share their work with families and community partners through a digital gallery walk or virtual premiere and explain how their understanding and choices changed.

Students will explain how human choices spread invasive species and use reliable online sources, photos, maps, and safe observations from home or neighborhood parks to analyze effects on biodiversity and ecosystem services. During the only campus field experience—Day 4’s one-hour master gardener presentation—students will gather expert evidence, ask questions, and compare strategies for monitoring and reducing environmental impacts. Students will evaluate competing solutions and communicate their findings through a short PSA with a companion reflection, supported by an interactive slideshow, infographic, or before-and-after CER report. Students will use weekly reflection and teacher, family, peer, and expert feedback to revise their evidence, action steps, and communication before sharing their work in a digital gallery and virtual premiere.

Students will create a short PSA explaining how a chosen invasive species spreads, damages ecosystems, and can be addressed through community action. They will also produce either an interactive slideshow or infographic, plus a before-and-after CER poster or one-page digital report with a PSA message for families and community partners. Research, observations, weekly reflections, and project creation will occur at home, online, or in the neighborhood, with notes from the one-hour Day 4 master gardener presentation serving as additional evidence. The final portfolio will include revised products and a companion reflection explaining how the student’s understanding, habits, and choices changed.

Students begin at home with an “Invasive Species Detective” challenge, examining local photos, distribution maps, and online evidence to identify how human choices spread invasive species and alter native habitats. They safely document clues in their yard or neighborhood park without touching, collecting, or disturbing organisms, then discuss their findings with a family member or peer. On Day 4, the project’s only campus field day, students attend a one-hour master gardener presentation, compare their observations with expert examples, and ask questions about habitat protection. Students then create and share with their teacher an initial CER claim connecting one human choice to biodiversity loss and a possible action people can take.

Students curate a digital Native Habitat Awareness Gallery featuring their PSAs, before-and-after CER products, and reflection slides for families, conservation nonprofit staff, park rangers, and master gardener volunteers. From home, students host a virtual “Choices Leave a Footprint” premiere, introduce their chosen species or habitat event, present one evidence-based action, and answer audience questions. Guests explore the gallery remotely and provide feedback on scientific accuracy, message clarity, and practical solutions. Students conclude by explaining how their thinking changed and naming one choice their household or community can make to support native habitats.