Lesson Summary

A man's hand holds a rock with a cluster of invasive quagga mussels
  • Understand and analyze the positive and negative impacts of AIS in the Great Lakes ecosystem.
  • Explain the ways in which AIS are introduced into the Great Lakes.
A stack of books and computer tablet in a classroom.

Materials

  • Invader Species picture cards
  • Introduction cards
  • Ecosystem Impact cards
  • 8 ½” x 11” colored paper
  • Scissors

Time Required


Vocabulary

  • Alewife
  • Ballast water
  • Invasive species
  • Great Lakes
  • Non-native species
  • Pacific salmon
  • Plankton
  • Purple loosestrife
  • Sea lamprey
  • Spiny waterflea
  • Zebra mussel

Helpful Hints

This activity involves a wide range of skills including citizenship, classification, comparison, description, discussion, listening, media construction, problem solving, public speaking, reading, reporting, responsibility, role-playing, small-group dynamics and writing.

Lesson Procedure

  1. Decide how many students you would like to have working together. Prepare a complete set of cards for each group. Copy each of the three types of cards (Ecosystem Impact, Introduction, and Invader picture cards) on different colored paper. Have students cut them apart, or have cards precut before doing the activity. One complete set contains 18 cards.
  2. Introduce the topic of AIS to the class. Explain key points made in the background section and define difficult vocabulary words such as invasive, non-native, invader, ballast, and plankton.
  3. Divide students into cooperative learning groups and distribute the cards.
  4. Have students match each AIS to its corresponding cards.
  5. When group members agree that they have matched the cards to the best of their ability, have them check their answers using the answer sheet.
  6. Each group selects an invader to present to the class. Have students construct a poster or develop a factsheet. They should include the impact of the invader on humans or the ecosystem. Then have them prepare a charade-like presentation that demonstrates how to prevent the spread of their invasive species.
  7. Each group presents its AIS using the poster or factsheet that was developed. The group acts out a way to prevent the spread of AIS and the rest of the class guesses the action they are performing.

After all groups have presented and acted, review the importance of informed decision-making with regard to AIS. Remind them that there are some positive changes as a result of AIS; however, there are often many negative impacts to the Great Lakes ecosystem, and we are all responsible for making good decisions. Help guide students to the conclusion that invading species can harm the ecosystem in sometimes unpredictable ways that may have short-term benefits, but long-term detrimental impacts.

Discussion questions include:

  • Why should people be concerned about AIS?
  • What are some negative impacts of AIS?
  • What are some positive changes that result from introduction of AIS?
  • What actions can you take to prevent the spread of AIS?
  • What are some examples of good and bad decisions people can make with regard to AIS?
  • How do AIS affect ecosystems?

Wrap-Up

  • Observe groups as they discuss and organize their cards.
  • Observe group presentations of invasive species.
  • Collect the groups’ invader posters or factsheets to evaluate according to teacher criteria.
  • Have students describe how to count the number of insects in a square meter area of the playground, using the sampling method.
  • By making calculations, have students compute how many sheets of paper with dots are needed to make 3 million.

Credits

  • Created by: Jim Alvaro, Anchor Bay School District, Clinton Township, MI
  • Modified by: Terri Hallesy, Illinois-Indiana Sea Grant
  • Invader Picture cards, Introduction cards, and Ecosystem Impact cards were included in the student activity of this lesson with permission from Ohio Sea Grant.