Resolving the Invasion of the Giant African Snail Species

Profile Sheet

PBL Lesson Title: Resolving the Invasion of the Giant African Snail Species

Primary STEM subject area: Science

Outside subject area: Math, Language Arts, Writing

Description of student roles and problem situation: Students will assume the following roles: Environmental Scientist, Engineer, Building Contractor, and Botanist. The Homeowners Association of Nautica Isles needs to solve the issue of the Giant African Snails inhabiting their neighborhood can causing damage. Students will then present their best solution to the audience of the Homeowners Association of Nautica Isles.

All Teachers’ names: Pam Carpenter, Ashley James, Elizabeth Sheppard, Brittany Starr

Grade level:4th Grade

3 Resources with sufficient bibliographic information that the reader could easily locate/order these resources

Article: Food and Agriculture Organization of the United Nations “Giant African Snail” http://www.fao.org/forestry/22071-0a714b2449327eb9db0f552d36311fdd7.pdf

Websites: Bio Kids http://www.biokids.umich.edu/critters/Achatina_fulica/

National Geographic: “Why the 67 Giant Snails Seized in L.A. Are Harmful” http://news.nationalgeographic.com/news/2014/07/140715-giant-african-land-snails-invasive- species-animals-science-nation-los-angeles/

Huffington Post: “Giant African Land SNail Invasion Sniffed Out by Dogs in Florida” http://www.huffingtonpost.com/2013/08/30/giant-african-land-snails-florida_n_3839787.html

Monterey Bay Aquarium www.montereybayaquarium.org Books: Gray, Susan (2013). Giant African Snail (21st Century Skills Library: Animal Invaders). Cherry Lake Publishing

Identifying Information

Teachers: Pam Carpenter, Ashley James, Elizabeth Sheppard, Brittany Starr

Primary STEM subject area: Science

Outside subject area: Math, Language Arts, Writing

Class: Science

Grade Level: 4th Grade

Primary Next Generation Sunshine State Standards with Learning Outcomes:

SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment. (High)

LO#1: After learning about how plants and animals can impact the environment students will synthesize an accurate list of ways one particular animal (the Giant African Snail) can impact the environment.

Outside Subject Area Mathematics Florida Standards (MAFS) with Learning Outcomes:

Mathematical Practices: CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

LO#2: After completing the math problem, students will justify the answers to their problems by providing 2 accurate facts or details.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

LO#3: After completing the math problem, students will justify the answers to their problems by providing 2 accurate facts or details.

MAFS.4.NF.3.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

LO#4: After learning about decimal notation, students will generate, read, and interpret decimal notation 80 percent of the time.

MAFS.4.NBT.2.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

LO#5: After justifying at least 2 strategies for addition and subtraction, students will use the standard algorithm to accurately add and subtract multi-digit whole numbers. LO#6: After justifying at least 2 strategies for addition and subtraction, students will use the standard algorithm to fluently (meaning each problem will be solved on 2 minutes or less) add and subtract multi-digit whole numbers.

Outside Subject Area Language Arts Florida Standards (LAFS) with Learning Outcomes:

LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCL2)

LO#7: After learning about the ways Giant African Snails can damage the environment, each student will explain 3 details to draw inferences to how the GAS cause damage.

LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCL2)

LO#8 After learning about the ways Giant African Snails can damage the environment, each student will justify the main idea by providing 3 accurate details.

LAFS.4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

LO#9: After completing the research, students will design a PowerPoint presentation or poster and receive no less than 89 points.

LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LO#10: After completing their projects, students will orally present and summarize their findings using a PowerPoint presentation or poster, and receive no less than 89 points.

Technology Standards (ISTE Standards) Addressed: ISTE.4 - Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Identify and define authentic problems and significant questions for investigations. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. LO#11: Students will examine research on solutions for dealing with the invasive species. Students will then create a PowerPoint presentation to share their best solution scoring no less than 89 points.

Engineering Practices (NGSS@NSTA) Addressed:

3-5-ETSI-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problems.

LO#12: After investigating different solutions for dealing with the invasive species, student will accurately justify their best solutions to the problem by providing 2 accurate, relevant facts, thereby earning a score of 89 or higher on the rubric,

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

Science: The students are learning about habitats and how plants and animals, humans included, impact the environment. This lesson focuses on how sometimes animals can have a negative impact on the environment.

Technology: Students will use computer to research and create a PowerPoint presentation of their best solution.

Engineering: Students create possible solutions to a problem.

Mathematics: Students will need to understand place value to correctly read the data from the research. Description of Student Roles and Problem Situation

Students will assume the following roles: Environmental Scientist, Engineer, Building Contractor, and Botanist. The Homeowners Association of Nautica Isles needs to solve the issue of the Giant African Snails inhabiting their neighborhood can causing damage. Students will then present their best solution to the audience of the Homeowners Association of Nautica Isles.

Meet the Problem Method

September 7, 2015

Florida Fish and Wildlife Conservation Commission Farris Bryant Building 620 S. Meridian St. Tallahassee, FL

Dear Giant African Snail Committee Members,

Thank you for volunteering to form the Giant African Snail Committee for the Florida Fish and Wildlife Conservation Commission. We have heard multiple complaints from homeowners in Nautica Isles about Giant African Snails. These snails are an invasive species and have been known to eat houses and spread disease. How are they able to survive so well in South Florida? We need to solve this problem immediately. We would like for your committee to develop a solution to dealing with the Giant African Snail population.

I have been asked to present a solution to the Homeowners Association of Nautica Isles on September 17, 2015 at 5:00pm. In this meeting, I must explain how we will deal with the Giant African Snail invasion in the neighborhood and address safety concerns.

I need your help in making this presentation. I have provided you with a Time video clip (http://time.com/2970094/florida-worst-invasive-species/) and a National Geographic Article titled, “ Giant Snails Invading Florida, "Major Threat” to Crops”. Could you please share your recommendations with me on Wednesday, September 16, 2015 at 11:00am? I have provided $2,000 for you to use in your investigation. Please be prepared to account for any funds used. Again, thank you for your assistance,

Ron Bergeron Ron Bergeron, Director Florida Fish and Wildlife Conservation Commission

Summary of Video Clip (http://time.com/2970094/florida-worst-invasive-species/)

A most wanted list for alien pests in the Sunshine State includes the African snail. This video clip discusses invasive species in Florida “We are ground zero for the impacts of invasive species,” says Doria Gordon, director of conservation science for the Florida chapter of the Nature Conservancy (TNC) . “And our invaders are very good at finding new habitats.” Often those habitats are in or around the Everglades, that vast “river of grass” that covers much of South Florida. Half of the original Everglades has been developed for farming or housing, and the sprawling wetland has been carved up by more than 1,400 miles (2,250 km) of canals and levees that divert water for South Florida’s 5.8 million people. That mix of suburbs and wilderness makes the Everglades an invasive free-for- all. African snails can grow to about 7 inches in length. They have 500 host plants and could devastate Florida’s agriculture. They also eat stucco off houses for the calcium. The calcium makes the snail’s shell hard. African snails can lay up to 1200 eggs per year. This invasive species can also cause a disease called meningitis. Giant Snails Invading Florida, “Major Threat” to Crops It could take years to fully rid the state of the species, officials say.

By Ker Than, for National Geographic News. Published April 18, 2013

A person holds giant African snails in Miami, Florida, on September 15.

A new outbreak of giant, disease-carrying snails is threatening Florida's crops, experts say.

The giant African land snail is finding itself right at home in the Sunshine State, whose hot and humid climate resembles the species' tropical Nigerian habitat.

Now found throughout the world, including the contiguous United States and Hawaii, these invasive plant-eaters pose a particular danger in Florida because of its vibrant agricultural industry.

"We're producing food that the nation depends on ... [and this snail] eats 500 different plants, including pretty much everything that grows in Florida," said Mark Fagan, a spokesperson for the Florida Department of Agriculture. "This is not something we can walk away from. These snails are a major threat to Florida's agriculture."

Some snails are smuggled into the U.S. as pets or for religious practices and, once here, get transported around the country in plants or cargo by unwitting people, experts say.

"These snails have been intercepted by customs and border patrols at airports. There was one woman who was flying back from Nigeria [who] was intercepted, and she had hidden some snails under her skirt," Fagan said.

The exact reasons for smuggling the snails is unknown, he added, "but we are aware that these snails are used in certain religious practices. Some people also like to keep these snails as pets because they're exotic."

Hardy Pest

There have been outbreaks of the snails in Florida and other parts of the country before, but Florida's latest boom began a year and a half ago in Miami-Dade County.

"They're very prolific," said Awinash Bhatkar, a snail expert with the Texas Department of Agriculture.

After reaching adulthood at about six months of age, the snails can produce up to a hundred eggs per month and live more than eight years.

Whereas most snails feed on decaying organic material or on leaf molds, the giant African land snail is one of the few snails that actually feed on plant parts themselves, Bhatkar said. In addition to plants, young snails are known to munch on house stucco and even cement as they seek out calcium to strengthen their growing shells.

The snails also pose a human and animal health threat because they can eat rat feces and contract rat lungworm, which can cause a rare form of meningitis.

"The parasitic nematode that causes rat lungworm can be present in the slime of the snail," Fagan explained. "So if a person comes in contact with the snail, the nematode present can then enter the person's body, eventually making its way into the brain."

He added, "We have confirmation from the [U.S. Centers for Disease Control and Prevention] that rat lungworm disease is present in some snail samples that we sent up to them." Because of this risk, the Department of Agriculture's Fagan said anyone who thinks they have a giant African land snail infestation should call the department immediately at 888-397-1517, rather than try to kill the snails themselves.

"We'd rather go out and tell you, 'Nope, that's not a giant African land snail,' than you not call us ... We don't want to endanger anyone's health. We have protective gear, and we know how to pick them up."

Long Battle Ahead

Fagan is confident that his department has the outbreak in Miami-Dade County under control since switching to a much more aggressive form of bait that's more lethal to the giant African land snail.

The bait contains a bittering agent that makes it unpalatable to domestic animals and wildlife.

"It's truly a challenge, but it's not a challenge that we can't overcome," he said. "We feel very confident that we will be able to reach eradication."

If past experience is any guide, however, achieving that goal in Miami-Dade County could take years. In 1966, an outbreak occurred in North Miami after snails smuggled by a 10-year-old boy from Hawaii were released by his grandmother. Nine years, and about 18,000 dead snails later, the snail pest was finally removed.

But the Miami-Dade outbreak is much bigger, and as a result could take much longer to contain.

"We've collected 120,000 snails in just the past 18 months," Fagan said.

Resource:http://news.nationalgeographic.com/news/2013/13/130417-giant-african-land-snail- florida-invasive-science-animals/ Sample Problem Statement: How can we, as the Giant African Snail Committee (Environmental Scientist, Engineer, Building Contractor, and Botanist), solve the increased population of the Giant African Snails in such a way that: 1) Create a solution to deal with the G.A.S 2) Address the safety concerns of the neighbors 3) Present on September 16, 2015 at 11:00am 4) Use a $2,000 budget

Know/Need to Know Boards

Know Board: 1) The Giant African Snails are an invasive species (video) 2) The G.A.S are eating and destroying parts of houses because they eat the calcium in concrete. (video) 3) The H.O.A of Nautica Isles needs to solve this problem. (letter) 4) The G.A.S can eat 500 different plants found in Florida (video) 5) The G.A.S are secretly brought into the U.S. (article) 6) The G.A.S the disease meningitis that impact humans and animals. (article) 7) Have a $2,000 budget to use. Must account for money spent. (letter) 8) Presentation due September 16, 2015 at 11:00am (letter)

Need to Knows: 1) What is an invasive species? 2) What are the complaints of homeowners in neighborhood? 3) What amount of damage have the G.A.S caused? 4) What is the current methods for dealing with or removing G.A.S? 5) What to do with the G.A.S (remove, kill…)? 6) Can bug spray kill? 7) How did the Giant African Snail arrive in the United States? 8) What type of habitat do the snails thrive in? 9) Where have the G.A.S been located? 10) At what rate do they populate? Capstone Performance

Capstone Performance Description The capstone performance for the problem contains two parts: an oral presentation and a group report. Individual students will be assessed on both of these parts via two different rubrics - an oral presentation rubric and a report rubric. Preparation will take 20 minutes to run copies of Meet the Problem documents, and 10 minutes to watch the video with students. The students will be given 1 hour every day for five consecutive days for preparation. The students will have 1 hour every day for two consecutive days to prepare for the performance.

In the report, the student will present his Giant African Snail solution to the team. Each student will present the two feasible solutions and then provide at least four justifications for recommending that solution. Students will have 30-45 minutes to create the PowerPoint.

The team (group of four) will listen to each other’s reports and then either pick one of the solutions as the overall best or create a “best” solution using pieces of several reported solutions.

In the oral presentation, each student in the team of four will present his/her own “best” solution from the two he/she wrote in the report. Then, one student will represent the team and present the team’s overall “Best Solution.” Each member of the team must provide one justification for why the team picked that solution. Students will have 10 minutes to present their PowerPoint and justification.

A group of teachers, parents, and/or school administrators will play the part of the Homeowners Association Members of Nautica Isles. The Homeowners Association will be prepared to ask members of the group questions. The room will be arranged such that the Association members will be seated at a table in the front of the classroom. Each student may use a table or desk, LCD projector, Document Camera, the screen, the easel, or other media sources. The remainder of the class sits behind the presenters facing the Homeowners Association Members.

Student understanding is incorporated as the individual student can decide which solution to present during the group presentation. Meta-cognition (awareness and understanding of one’s own thought processes) is encouraged as each student will complete a reflection questionnaire after the group presentation.

Capstone Performance Rubrics:

Oral Presentation Rubric Criteria Superior Adequate Poor Delivery 35 points 20 points 10 points Speaker maintains good Speaker maintains eye Eye contact is less than eye contact with audience contact with audience at 80%; speakers voice is at least 90% of the time; least 80% of the time; low; incorrectly uses clear audible voice; uses clear audible voice; pronounces terms; rates of speech are rates of speech are audience members have appropriate; uses precise appropriate; uses precise difficulty hearing pronunciation at least pronunciation at least presentation in back of 90% of the time; volume 80% of the time; volume room more than 35% of is loud enough to be heard is loud enough to be heard the time. in back of the room 90% in back of the room 80% or more of the time. or more of the time. Comprehension and 25 points 15 points 5 points Accuracy Students answer questions Students answer questions Student fails to answer from local citizens and from local citizens and questions or provides no 4th graders’ correctly, 4th graders’ correctly, accurate facts to support providing at least 2 providing at least 1 answers. accurate supporting facts. accurate supporting facts. Quality of Individual 20 points 12 points 5 points Solution Explanation Individual solution aligns Individual solution aligns Individual solution fails to with all conditions in the with all but one condition align with 3 of the group problem statement. in the group problem conditions. statement. Quality of Individual 20 points 10 points 2 points Justification Reasons given for Reason given for Reason given for Explanation supporting the group’s supporting the group’s supporting the group’s ”best solution” is ”best solution” is ”best solution” does not accurate and feasible. accurate but not feasible. seem clear or feasible. Reflection 15 points 8 points 3 points Student answers all 5 Student answers 4 of the 5 Student answers less than reflection questions. reflection questions. 4 reflection questions.

Scoring Conversation Chart (Grading is based off of Standards Based Report Card) Proficient 89-100 (Target) Approaching 74-88 Needs Development 73 or less

Scoring Conversation Chart (Letter Grade Report Card) A 89-100 B 74-88 C 73 or less Report Rubric Criteria Superior Adequate Poor Content 35 Points 25 points 10 Points Accuracy All information and facts about Information and facts about Information and facts Giant African Snails are 100% Giant African Snails are about Giant African Snails accurate. accurate 90 - 99% of the time. are less than 90% accurate. Alignment to 25 Points 10 Points 5 Points Problem Each Solution aligns with all At least one solution aligns No solution aligns with all Statement conditions in the problem with all conditions in the conditions stated in the statement. problem statement. problem. Required 50 Points 40 Points 10 Points Components The report contains: The report contains: The report contains: 1) The group’s problem statement 1) The group’s problem 1) The group’s problem 2) An explanation of the effect of statement. statement. Giant African Snail effect on the2) An explanation of the effect of2) It identifies and explains environment in South Florida the Giant African Snail on the only 1 possible solution to including at least 2 accurate environment in South Florida. the problem. scientific facts. 3) A description of 1 type of 3) Provides only 2 3) 3) A description of 2 types of problem caused by the Great justifications for problems caused by the Giant African Snail including at recommending one African Snail including at least 2 least 1 accurate scientific fact. solution over the other. Scientific Facts 4) It identifies and explains only 4) It identifies and explains 2 1 possible solution to the possible solutions to the problem problem. 5) Provides at least 4 justifications 5) Provides at least 3 for recommending one solution justifications for over the other. recommending one solution over the other. Mechanics 10 points 7 Points 3 Points Report contains no grammatical Report contains 1 - 2 Report contains more than errors (spelling, capitalization, grammatical errors. 3 grammatical errors. punctuation, subject/verb agreement)

Scoring Conversation Chart (Grading is based off of Standards Based Report Card) Proficient 89-100 (Target) Approaching 74-88 Needs Development 73 or less

Scoring Conversation Chart (Letter Grade Report Card) A 89-100 B 74-88 C 73 or less Two Alternative Solutions: Two sample teacher-created solutions are present and described.

Solution #1

Use pesticides/molluscicides to kill snails. Molluscicides have been designated as one of the most effective means to eradicate the Giant African Snail. The most widely used active ingredient is the metaldehyde.

Pros Cons Iron phosphate is becoming more popular in Molluscicides negatively impact soil. the use for killing snails. There are less negative consequences to other Molluscicides negatively impact plants. beneficial organisms. Multiple forms of molluscicides (granule, Molluscicides negatively impact other Coated Granule, Pellet, Paste, and Liquid) beneficial organisms such as ground beetles and earthworms. 20 Snails can be killed in 8 days. Pesticides/molluscicides can be expensive. Rain and other weather conditions could affect the potency of the molluscicide.

Consequences: 1. The use of pesticides could impact that natural ecosystem and habitat.

2. The use of the pesticide, molluscicides can be highly toxic to other animals and humans.

Solution #2

Predators of the Giant African Snail could be introduced into the habitat. Hermit crabs eat Giant African Snails. Gonaxis quadrilateralis, a terrestrial snail, eats the Giant African Snails and their eggs. Other predators include caterpillars, ground beetles, other snails, and many vertebrates In Africa, people cook and eat them as a delicacy.

Pros Cons Environmental friendly Carry several parasites/ diseases. Provides food for other animals. Can be poisonous and harmful to humans. Provides shelter for other animals. Could disturb the ecosystem. Eaten as a delicacy in Africa. Cannot collect hermit crabs- illegal in some states.

Consequences: 1. Removing predators from their natural habitat can have an adverse effect of that habitat and can compromise the environment for other species of that habitat.

2. The removal of a species can affect the population of both environments.

Justification for Best Solution:

Solution #1 is the best solution to the problem. The Giant African Snail problem will be solved using pesticides. According to the Snail World article titled” Giant African Land Snail”, many plant pesticides have been known to kill the Giant African Snail. The article goes on to say how these Giant African Snails are such pests, that it requires “drastic measures” to prevent them from being so destructive. Using pesticide is that drastic measure we must take. First, through personal experience, spraying pesticides would be a simple task that either the homeowner or the Nautica Isles maintenance staff could do. Usually people spray around their homes for bugs, therefore one extra spray of pesticides could assist in eliminating the Giant African Snail population. Secondly, in the 1950s, predators of the Giant African Snail were released in Hawaii in an attempt to eliminate the Giant African Snail infestation. According to the article, “Introduced Enemies of the Giant African Snail, Achatina fulica Bowdich, in Hawaii”, the Gonaxis quadrilateralis, a terrestrial snail, did eat the Giant African Snails and it’s eggs. As mentioned in the observation, it was noted that it took three and a half hours to damage the Giant African Snail enough to cause death. At that rate, it would take a large amount of time, possibly weeks to eliminate the Giant African Snail population. Furthermore, the Giant African Snail population can reproduce at an alarming rate. In one session a Giant African Snail could lay between 100 and 400 eggs, up to 1,200 eggs per year. It would take the Gonaxis quadrilateralis too long to have an affect if ever on the Giant African Snail population. Third, according to the African Journal of Environmental Science and Technology, in the research paper titled, “Impact of the insecticide endosulfan on growth of the African giant snail Achatina achatina”, approximately 20 snails could be killed within 8 days of using the pesticide. The rate is more reassuring than the rate of possibly every 4 hours depending on if the predator species damages the Giant African Snail enough to cause death. There is no guarantee that the predator species will consistently eat the Giant African Snails and their eggs at an effective way.

Counter-argument: Solution #2 could be a good solution to a certain degree. However, releasing another species into a new ecosystem could cause problems than good. The Giant African Snails have already had a huge impact on the ecosystem in Nautica Isles. In the 1950s, predators of the Giant African Snail were released in Hawaii in an attempt to eliminate the Giant African Snail infestation. According to the article, “Introduced Enemies of the Giant African Snail, Achatina fulica Bowdich, in Hawaii”, the Gonaxis quadrilateralis, a terrestrial snail, did eat the Giant African Snails and it’s eggs. As mentioned in the observation, it was noted that it took three and a half hours to damage the Giant African Snail enough to cause death. At that rate, it would take a large amount of time, possibly weeks to eliminate the Giant African Snail population. Furthermore, the Giant African Snail population can reproduce at an alarming rate. In one session a Giant African Snail could lay between 100 and 400 eggs, up to 1,200 eggs per year. It would take the Gonaxis quadrilateralis too long to have an affect if ever on the Giant African Snail population. In another observation, the Gonaxis quadrilateralis went to attack the Giant African Snail but after an hour of fighting both species refused to continue fighting and went on their way. This is an example of the predator species not working. Pesticides would be a more timely and efficient way to eliminate the Giant African Snail population.

Debriefing

Each Giant African Snail Committee Member will present their solutions to the Florida Fish and Wildlife Conservation Commission, the Homeowners Association of Nautica Isles, teachers, and other fourth grade students to ensure that all solutions from all groups will be heard by all students. The teacher will act as the facilitator to record details of each proposed “best solution.” Students will be given a handout listing all details from each solution the day following the presentation. Then the Fish and Wildlife Conservation Commission will rate each “best solution” providing a list of solutions they believe is the “best one” on the list as shown below. The best solution will be determined by the following 6 criteria, see student scoring guide below. Places will be awarded from the highest to the lowest (example highest points is first place).

Best Solution Scoring Guide Does not cause harm to humans 1 2 3 4 5 Least amount of impact on other 1 2 3 4 5 animals Least amount of impact on plants 1 2 3 4 5 Removes more than half the snail 1 2 3 4 5 population Least expensive solution 1 2 3 4 5 Stays within budget 1 2 3 4 5

If there are two solutions with the same amount of points, they will be reviewed in the next class period. The teacher will encourage students to see if there is a way to create a single solution while combining ideas from both of these solutions to come up with the “very best” and final solution. Then the teacher will discuss the reasons for choosing the final solution and will provide details on the whiteboard for the whole class to see.

Essential Concepts:

The “best” solution must utilize accurate scientific concepts. This includes explaining the following concepts: 1) Invasive Species 2) Positive environmental impact of animals and plants 3) Negative environmental impact of animals and plants 4) Suitable habitats 5) Scientific Method

In the course of the problem based learning lesson, the teacher will be rotating between the committees, making sure that they are focused on the essential concepts. The teacher will provide the “Giant African Snail Committee” with questions for the committees that will guarantee eliciting responses to the essential concepts. In the event that the concept does not get addressed or the response is “off the mark”, the teacher will step in and ask a prompting question.

Differentiation

ESOL/ESE: Pictures with words, pre-teach content vocabulary. ESOL/ESE: Provide Place value charts to assist with adding and subtracting mutli-digit whole numbers and decimals. Teacher assigns ESOL/ESE students with a peer mentor to work with. ESOL/ESE: Teacher will provide graphic organizer to assist in the completion of the report.

ESE student - sight impaired Teacher will have materials in Braille for the student and a peer mentor will be assigned to help the student. The student and the peer mentor can read together and discuss the text. The student’s aid will also assist the student by talking and describing all visuals that need to be clarified. The student will use the Braille machine to prepare the report. The peer mentor, student’s aid, and/or teacher will assist with the printing of any visual aids that are needed for the presentation. The teacher will follow the IEP of the student.

ESOL student Teacher will pre-teach content vocabulary using pictures and/or real world examples when possible. Teacher can also use the computer or iPad to find pictures to match words for students. The student will have a peer mentor and a graphic organizer will be given to the student to assist in the completion of the report.

(Please see the graphic organizer below.)

Report Organizer Facts: ______

Solution: 1. Problem Statement: ______

2. Effect of Giant African Snail: a. Fact 1______b. Fact 2______c. Fact 3______

3. Describe 2 Problems a. Problem 1: 1.) Fact ______2.) Fact ______

b. Problem 2: 1.) Fact ______2.) Fact ______

4. Solution 1 ______Solution 2 ______

5. Justify Solution a. ______b. ______c. ______d. ______e. ______

Safety

Safety Rules ● Students will work cooperatively with their group members. ● Students will stay in assigned area at all times. ● Students will remain on task. ● Students will conduct themselves appropriately using the computer. ● Students will uses district appropriate websites for research.

Teacher will explain these safety rules prior to the start of the lesson (each day if applicable). Safety concerns will be written on the board and students will be reminded of these rules throughout the activity if rules are not being followed. Teacher will use their classroom management plan to deal with those who do not act appropriately.