Download Invasive Species OBJECTIVES Learning Objectives Students will be

 Invasive Species OBJECTIVES Learning Objectives Students will be able to construct an argument supported by evidence that​
changes to biological components of an ecosystem and how it affects populations​
. Students will plan, write, and edit an argument focused on the Lake Michigan food web. Wisconsin State Standards Science F.8.8​
Show through investigations how organisms both depend on and contribute to the balance or imbalance of populations and/or ecosystems, which in turn contribute to the total system of life on the planet. CCSS.ELA­LITERACY.WHST.6­8.1 Write arguments focused on discipline­specific content. BACKGROUND AND VOCABULARY Background Information The creation of the canal to bypass Niagara Falls allowed invasive species to enter the Great Lakes. Water dumped from the ballast water of trans­Atlantic shipping brought even more creatures to the lake system. These organisms impacted all the species in the Great Lakes as they took their place in the ecosystem without natural predators. Prior Knowledge Energy flows through an ecosystem in an interconnected food web, beginning with the sun and moving through producers to consumers. Vocabulary Food Web
A series of organisms related by predator-prey and consumer-resource interactions; the
entirety of interrelated food chains in an ecological community.
Producer
An organism, as a plant, that is able to produce its own food from inorganic substances. Consumer An organism, usually an animal, that feeds on plants or other animals.
Invasive Species A​
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species introduced either accidentally or deliberately by human actions into places beyond
its natural geographical range. Ecosystem A system, or a group of interconnected elements, formed by the interaction of a community
of organisms with their environment. Organism A form of life considered as an entity; an animal, plant, fungus,protistan, or moneran. Population 1. The assemblage of a specific type of organism living in a given area.
2. All the individuals of one species in a given area.
PREPARATION Materials Computer with Internet access and word processing capability. Resources Lake Michigan Food Web Sea Lamprey video ​
( 3 min) Zebra/Quagga Mussel​
( 3 min) Zebra/Quagga information ​
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Look at the FAQ section for basic information. The site contains much more detailed information as well as historical maps of the spread of the mussel​
. Sea Lamprey information​
DNR site DIRECTIONS AND ACTIVITIES Activities Lesson Concept­ Which Invasive species have the potential to impact the Lake Michigan ecosystem the most, the Sea Lamprey or the Zebra/Quagga mussel? Kick off ­ Have the students take the role of a fisherman who are concerned about not being able to catch Lake Trout. It seems like there are far less trout that in previous years. You have heard of two invasive creatures that might be the reason for your poor catch and decide to do some research and write to the DNR about your concerns. Activity 1. Introduce the two creatures through these two short video clips that provide some background about each animal.​
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Have the students predict where each creature might fit into the lake food web. Provide the students with a copy of the Lake Michigan food web. Review the role of the creatures at the different levels of the web, defining producers and the many layers of consumers. Highlight the lamprey and mussel positions on the web. Activity 2. Have the students read the informational excerpt on both creatures using the note catchers.​
(attach note catcher) ​
With small groups, have them share their opinion about which creature impacts the trout the most and why they think that way. Activity 3. Students write their letter to the DNR taking a position against one of the two invasives. The letter should clearly state their argument and include evidence from the resources to support their opinion. Informal Assessment Assignment ­ After looking at how these creatures fit into the food web and the data about the changes in populations of the Lake food web, choose one of the invasive creatures you believe is the biggest threat. Write a persuasive letter to the DNR convincing them to take action.