Profiling the Enemy Using the Internet to Identify Great Lake Invasive Species

Transcription

1 Profiling the Enemy Using the Internet to Identify Great Lake Invasive Species William Hodges, Holt High School Target Grade: 10 th grade biology Lesson Overview: In this lesson, students will receive pre-made dossiers for 6 varied invasive species in the Great Lakes. They will then need to use the internet to discover useful information about each species, including hypothesized method of invasion, trophic level of the food chain that is immediately affected, ecological damage, and methods of control. This lesson ties into the unit on food webs that is taught during the 3 rd trimester of 10 th grade biology. Invasive species are a great subject to address food webs, because they show how changes in the biotic environment can ripple through the entire ecosystem. Therefore, this lesson will be taught after examining a Lake Michigan food web, and will be used to emphasize how one trophic level depends on the rest. Sources Consulted: Michigan Sea Grant Website: Michigan Department of Natural Resources and Environment Website: GLIN (Great Lakes Information Network) network website: All of these sites provide balanced information about Great Lake Aquatic Species, and are good to round out the instructor s knowledge as well as being useful for when students do their research. Some of these were discussed by presenters at the Maritime institute, but these sites have more details. Learning Objectives: Students will be able to identify 6 invasive species of our Great Lakes. Students will be able to predict how the food chain will be affected by these invasives. Students will be able to explain why the Great Lakes are prone to invasive species, especially the role of ballast water. Students will be able to use the internet to find pertinent information on invasive species. Michigan State Benchmarks Biology: B3.2C Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms is removed. B3.4C Examine the negative impact of human activties B3.5C Predict the consequences of an invading organism on the survival of other organisms.

2 Social Science: CG2 Resources. Explain the changes over the past 50 years in the use, distribution, and importance of natural resources (including land, water, energy, food, renewable, nonrenewable, and flow resources) on human life, settlement, and interactions by describing and evaluating P2.3 Know how to find and organize information from a variety of sources; analyze, interpret, support interpretations with evidence critically evaluate, and present the information orally and in writing; report investigation results effectively. List of Materials Needed: Computers with internet (1/kid best, at least 1/pair), Handout (dossiers). New Vocabulary: Ballast water, pheromone, biological control, herbicide, invasive species Focus Questions: How do new species get to the Great Lakes? What happens when they get here? Classroom Activities: Students will get asked the focus questions, and thoughts will be generated. Then, students will take invasive species dossiers for the 6 invasive species and use them as a template to find out about where they come from, what they do, and what (if anything) we are doing to combat them. They will be encouraged to use reputable sources, but as high school students, they will be expected to find relevant sites on their own. Dossier Templates:

3 Native to: Native to:

4 Native to: Native to:

5 Native to: Scientific Name: Immediate Affect on Food Chain (circle part of food chain affected): Native to:

6 Assessment: Embedded Assessment: Walk around computer lab, asking students questions and assessing their progress. Work Assessment: Students will be assessed on their finished dossiers. These will be graded on accuracy and completeness Quiz questions at end of unit including o What is the role of ballast water in Great Lake Invasive Species o Name an invasive species of the Great Lakes that is not being controlled. o Name an invasive species of the Great Lakes that is being controlled, and explain how it is being controlled. o Describe what will happen to an aquatic food chain if an invasive species shows up that destroys the zooplankton. Explain what happens to each level. o Why are invasive species so destructive to a food chain?