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A paddler collects invasive species and places them in a bucket from a kayak in the water

Lesson: Paddling for Preservation: Searching for Aquatic Invasive Species

High School Middle School Nonformal Education
Great Lakes Aquatic Non-indigenous Species Information System (GLANSIS) logo Great Lakes Restoration Initiative (GLRI) logo Michigan Sea Grant logo
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Overview

This activity is designed to be used with learners during kayaking or other paddling activities. It will introduce learners to the concept of aquatic nonindigenous species using paddling vessels as scientific research tools, and teach them how to collect and identify simulated aquatic species. Learners will paddle out into a closed body of water such as a small lake or wetland to collect floating species cards. Once they return to the shore, they will identify the species they were able to collect and learn more about each type of organism.

Lesson Note: Use this lesson with learners who are comfortable paddling. Do not use this lesson as initial paddling experience.

Photo Credit: Michigan Sea Grant

European frog-bit is an aquatic plant with heart-shaped pads (size of a quarter) and white flowers.

Objectives

Learners will be able to:

  • Describe aquatic invasive species
  • Apply their paddling skills to science-based activities
  • Practice identification skills for different species

Abbreviated Procedure

  • Introduce aquatic invasive species and paddling as a scientific research tool.
  • Youth paddle to search for and collect species cards.
  • Youth use identification resources to identify and track findings.
  • Discuss the findings and implications.

Materials

Paddling is both a great recreational activity and an important research tool. Below are the materials you will need for this activity in addition to paddle boats, safety equipment, and nets.

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Time Required

This activity will require 60-90 minutes to complete.

Background

Nonindigenous Species

A Great Lakes nonindigenous (non-native) species is any species that was brought with human assistance, intentionally or unintentionally, from another region of the world to the Great Lakes. The first reported nonindigenous species in the Great Lakes was a centric diatom first reported in 1709. Since then, an additional 192 species have been introduced into the Great Lakes for a total of 193 nonindigenous species as of 2022. The Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) provides more information about these and other non-native species in the Great Lakes region.

The term invasive species is a subcategory of nonindigenous species and refers to species that have a negative environmental, economic, or social impact. Most nonindigenous species (or non-native) do not have any significant negative impacts and are incorporated into the ecosystem without causing a large disruption to the natural balance. Native species in an ecosystem have coevolved over millennia, developing deep interconnections and beneficial partnerships that allow all of them to thrive in a single ecosystem. Native species rely on each other to obtain the food, shelter, and water they need to survive.

In order to learn more about invasive species, we need to be able to find and identify the species and the habitats in which they live. Some invasive species are easy to find and can be spotted along the highway or at a local pond or lake. Other species are hard to find. Perhaps only a few individuals live in a region. Species could live deep underwater, far away from civilization, or in remote or hard-to-reach areas.

Scientists use many tools and forms of transportation to access these tricky locations. Some tools are high-tech, like remotely-operated vehicles, planes, or even a Mars rover! However, low-tech tools can be equally effective. One of these tools is a kayak, canoe, or other paddle-based vessel. These vessels allow scientists to explore shallow water regions not accessible to other boats. Additionally, paddle vehicles are quieter and less disruptive to the ecosystem. This means scientists can enter an ecosystem without disturbing the species that are present and can more accurately observe the natural behaviors of those species.

Paddle-style boats are ideal vessels for exploring the world around us and learning more about the ecosystems and species that exist in these hard-to-reach places.

MI Paddle Stewards

MI Paddle Stewards is a Michigan based program that invites paddlers to protect Michigan’s waters by learning to identify and report invasive species through the Midwest Invasive Species Information Network (MISIN). Learners also explore ways to prevent the spread of aquatic invasive species through boat decontamination. MI Paddle Stewards offers a self-paced online course that walks participants through paddle boat cleaning practices, identifying and reporting invasive species, and additional resources. Anyone is welcome to take the course, but many resources and watchlist species are Michigan-specific.

In addition to the online course, Michigan Sea Grant and partner paddling groups host in-person trainings to give participants hands-on skills.

The activity in this lesson is designed to work in combination with other MI Paddle Stewards resources and can be used during paddling events with youth.

Using the identification guides

If you are new to identifying species using guides, here are a few tricks:

  • Narrow down to a few species: Start by identifying key features and narrowing your search down to just those species (e.g., all species with yellow flowers).
  • Identify the differences: After narrowing down the species, identify the differences between each remaining species and compare them to the sample you found (e.g., amount of visible stem, number of leaf clusters, claw shape, position of fins).
  • Stick with what you know: There are a lot of terms that may not be familiar to you. Stick to the terms and traits you know and can identify, and work from there.

Kayak Safety

Make sure you have the right gear and knowledge for a safe day on the water!

Whether you’re a newer paddler or have many years of experience, some careful preparation can help keep you and other paddlers safe on the water.

Adults leading youth kayak experiences are strongly encouraged to get trained as Community Paddlesport Leaders through the American Canoe Association. This training will help you plan a trip, assess weather conditions, and know how to respond if anything unexpected occurs.

Whether borrowing, renting, or buying, make sure you have the right boat for your needs.

Kayaks can come in youth and adult sizes. If you’re paddling a river or along the shore of an inland lake, opt for a recreation kayak. These are shorter, wider, and more comfortable than kayaks designed to navigate ocean waves or rougher waters. Sit-on-top kayaks are difficult to flip, which can make them a good choice for working with youth. Learn more about types of kayaks.

Safety always comes first!

Don’t just bring your life jacket – wear it, and make sure it’s fastened and snug. In addition to keeping you afloat, life jackets make you easier to rescue. So keep yourself and those around you safe by wearing your life jacket properly at all times.

Explore additional paddle safety resources:

Activity Setup

  • Print, cut, and laminate the species cards. You will want at least one species per student.
    • Alternatively, you can print them on waterproof paper.
  • Use rubber bands to attach the species cards to pieces of pool noodle or other floating objects.
    • You will want one pool noodle piece per youth participating in the activity.
    • Attach 1-3 species to each pool noodle piece.
    • Groups should include 3-6 learners; each group should collect 10-15 species.
    • Optional: Set aside a zebra or quagga mussel card to place in each kayak.
  • Disperse the species cards attached to their pool noodle pieces around the paddling location.
    • Avoid locations with a current (a small lake is ideal).
    • Confirm wind direction before dispersing species cards.
    • Make sure you’ll be able to collect all items after the activity to avoid creating marine debris. A small net can come in handy.
    • Optional: Place a zebra or quagga mussel card into each kayak for learners to find.
  • Set up identification stations on shore, using a table or clipboards.
    • You will need one station per group of youth.
    • Each station should include species tracking worksheets, pens or pencils, clipboards, and identification guides.

Activity Instructions

  1. Ask learners what nonindigenous species are. Explain the concept (see background).
  2. Ask learners how a boat could help us monitor and manage nonindigenous species.
  3. Split learners into groups and explain their task of locating species in the water from paddle boats and identifying them on shore. Share any paddling safety information (see background) before learners launch on the water.
  4. Let learners start searching for species cards. Allow 20-40 minutes depending on the size of the water body and the number of species cards/groups.
  5. After learners return to shore with their species cards, have them identify their species using the identification resources. If needed, provide learners with basic instructions on how to use species identification resources.
    • Groups can track identified species on their species tracking worksheets and, after compiling, share their findings with one another.
  6. As a wrap-up, discuss what types of things scientists might need to plan for when sampling species and how youth can participate in community science (e.g., by reporting species through programs like the Midwest Invasive Species Information Network (MISIN)).

Extension Activity

If you have experience sampling and identifying species or are able find an expert volunteer to participate in your activity, you can extend the activity with a live species sampling and identification. This activity will help learners experience how to sample certain species, identify a live specimen, and weigh the challenges and benefits of this method.

Extension Activity Set Up

  • Scout out your activity area for any aquatic plants that you can collect while paddling.
  • Select an identification guide that includes the species you are collecting.
  • Bring all relevant sampling materials:
    • Rake to collect specimens
    • Bucket or container to hold specimens

Extension Activity Instructions

  1. Give the learners a brief introduction to the activity.
  2. Ask learners what they think are important things to keep in mind when collecting live specimens:
    • Example responses: Not spreading invasive species, not hurting species, protection against potentially harmful species, etc.
  3. Collect the specimens you pre-identified and, if possible, have youth collect their own specimens.
  4. Bring specimens back to shore and begin the identification process.
    • Do not transport specimens to a different location. You can dispose of invasive plants in a trash bag. If you are unsure, contact your local CISMA partner (in Michigan) for guidance.
  5. Hand out the species identification guide and have learners work in groups to try and identify the species.
  6. Reflect on the activity by asking learners:
    • What did you learn?
    • What was hard? What was easy?
    • What could we do differently next time to make it easier?
  7. Wrap-up: Have learners decontaminate boats. Remind them this step is needed if moving boats from one location to another.

Credits

This lesson was developed by Michigan Sea Grant and Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS).

  • AUTHOR: Joris Van Zeghbroeck
  • EDITORS: Erica Anculle, Meaghan Gass, Angela Scapini
  • DESIGNER: Todd Marsee

Michigan Sea Grant helps to foster economic growth and protect Michigan’s coastal, Great Lakes resources through education, research and outreach. A collaborative effort of the University of Michigan and Michigan State University and its MSU Extension, Michigan Sea Grant is part of the NOAA-National Sea Grant network of 34 university-based programs.

This resource was prepared by Michigan Sea Grant under award NA22OAR4170084 from the National Oceanic and Atmospheric Administration, U.S. Department of Commerce through the Regents of the University of Michigan. The statement, findings, conclusions, and recommendations are those of the author(s) and do not necessarily reflect the views of the National Oceanic and Atmospheric Administration, the Department of Commerce, or the Regents of the University of Michigan.

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