Invasive Species Lesson2[1]

[Pages:6]Lesson 2 ? Invasive Species

Jon Way jonway@deerfieldschools.us Deerfield Public Schools 8th Grade General Science

Lesson Overview

This lesson introduces the topic of invasive species to students and will be taught in environmental science. Great Lakes shipping is one way that invasive species have entered the Great Lakes. This lesson fits into environmental problems and solutions. My goal is for students to have an understanding of non-native species, their impact on the Great Lakes and water bodies in the Great Lakes watershed, as well as, potential options for controlling or preventing their entry and movement in the watershed, including some of the new ship designs.

Sources Consulted

This lesson could be addressed in high school biology/environmental science class or a middle school general science class. This lesson builds on the topic of exotic species and the concern shared by the surrounding Great Lake states. The lesson from the institute was nice in that it included sample specimens that could be passed around and visually inspected by the student. The connection to Great Lakes transportation would involve how exactly invasive species entered the Great Lakes through the ballast water. It is important to show the students that some of the species that are now found in this area may have been accidentally transported to this location. Students could examine the cargo that it being transported by ships into the United States and the Great Lakes from other countries. Students could assess problems with ballast water on ships that could be possibly contaminated with exotic species. Finally, students will be encouraged to come up with solutions to help the shipping industry continue to thrive yet not introduce exotic species that could potentially harm a new ecosystem. Sources consulted include Discovery ? United Streaming- , the Michigan Sea Grant pamphlets provided by the University of Michigan and Michigan State and funded by NOAA, and the website-

Learning Objectives - "At the end of this lesson, students will be able to ...."

? Describe the impact of exotic species. ? Identify several exotic species that threaten biodiversity.

State or National Benchmarks Addressed

? L.EC.M.2 Relationships of Organisms- Two types of organisms may interact with one another in several ways: they may be in a producer/consumer, predator/ prey, or parasite/host relationship. Some organisms may scavenge or decompose another. Relationships may be competitive or mutually beneficial. Some species have become so adapted to each other that neither could survive without the other.

? L.EC.M.4 Environmental Impact of Organisms- All organisms (including humans) cause change in the environment where they live. Some of the changes are harmful to the organism or other organisms, whereas others are helpful.

Materials Needed

? Exotic Species Specimen Kit

New Vocabulary

? Native Species ? Introduced/Exotic Species

Focus Question(s)

? What is an invasive species? ? What should be done to control or eliminate invasive species?

Classroom or Field Activities

On day one, students will start this lesson with a preconception survey that addresses one of the focus questions, what is an invasive species? On the preconception survey they will also be asked to sketch out examples and describe their drawings on what they feel an invasive species looks like. Following the preconception survey students will read about exotic species in their text book and define native and exotic species. Day one will be concluded with a seventeen minute video from United Streaming titled - Inventions and Invasions: The Great Lakes Ballast Technology Project.

On day two, the PowerPoint presentation will be displayed to the students. Working with their table partner and a small dry erase board the class will have a friendly competition where they decide which image is the non-native invasive species. At the end of day two students will pass around packaged specimens of non-native invasive species threatening the Great Lakes area.

On day three, students will start with a Golden Line Debate or Search-for-the-Truth Activity. They will work with their table partner and the topic will be what should be done to control or eliminate invasive species? They will be given ten minutes to argue each side. However, they are not allowed to talk during the debate, they must write out their argument on a sheet of paper. When they are finished, they underline the opposing student's best line, or "Golden Line." They read the Golden Line back to the author and explain why they chose that line. Volunteers will then be asked to share their lines. The

Golden Lines will be placed on the Smart Board and further discussed in a student-owned discussion. Day three will conclude with a short quiz on invasive species.

Assessment

Students will start with a pre-assessment or preconception survey on invasive species (Attachment 3). Students will finish with a post-assessment. The quiz will include multiple choice questions and true/false questions on invasive species (Attachment 4). The quiz will also require students to define exotic species and list several species that threaten the Great Lakes region.

What is an Invasive Species?

On the lines provided below, explain in your own words what an invasive species is.

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

In the space below sketch what you think an invasive species looks like.

Invasive Species Quiz

Multiple Choice Questions ? Answer the following question by selecting the best choice.

1. A species that occurs in the region in which it evolved is called:

a. An invasive species

b. A natural species

c. A native species

d. An exotic species

2. Why are non-native plants brought into Michigan?

a. Medical use

b. Erosion control

c. Accident

d. All of the above

3. All non-native, or exotic, plants are invasive.

a. True

b. False

4. Invasive plants are usually characterized by:

a. Fast growth rates

b. High fruit production

c. Rapid spread

d. All of the above

5. All invasive species are plants.

a. True

b. False

6. Zebra mussels, an invasive species that is pushing local species of freshwater shellfish to extinction, were introduced to the Great Lakes by: a. Migrating Native Americans b. Teenagers playing a prank c. Ballast water (sea water that ships carry for stability and then discharge) d. None of the above

7. Purple loosestrife invades approximately how many acres of wetlands each year? Hint: it's an area the size of Rhode Island! a. 500,000 acres b. 1,000,000 acres c. 3,000,000 acres d. 5,000,000 acres

8. Each year, invasive species are estimated to cost the U.S. economy: a. $12 million b. $129 million c. $12 billion d. $129 billion

Short Answer ? Answer the following questions in your own words.

9. What is an invasive species

10. List five invasive species that are threatening the Great Lakes area.

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