Invading Invasives - Module

 

Lesson Plan

Lesson Goals

Essential Questions

• What are invasive species? 
• What kind of invasive species live in the Great Lakes? 
• How have human changes to the natural world allowed invasive species to enter the Great Lakes? 

Enduring Understanding

• The Great Lakes have many organisms and complex food webs (Native/Non-native/Non-native Invasive Species).
• Sea lamprey in the Great Lakes have hurt native species populations.

Objectives

• Explain one way sea lamprey are bad for the Great Lakes.
• Explain how humans have altered the natural world to allow invasive species in the Great Lakes.
• Identify sea lamprey from native Great Lakes species.

Lesson Planning

Instructional Time

• 30 minutes to 1 hour

*Individual activities can be completed in one sitting or across multiple days, at instructor's pace

Recommended Materials

• Computers
• Printed teaching materials
• Large area for tag game

*Note: Materials depend on chosen activities

Preparation

• Read through background information
• Activity preparation may require printing materials or accessing Keweenaw National Historic Park website

Learning Standards/Assessment

Learning Standards

Michigan K-12 Speaking and Listening Standards

SL 4.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly

Michigan K-12 Language Standards

L 4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Michigan K-12 Geography Standards

4 - G4.0.3 - Describe some of the movements of resources, goods, people and information to, from or within the United States and explain the reasons for the movements. 

Other Standards

S.RS.04.18 - Describe the effect humans and other organisms have on the balance of the natural world. 
L.EC.04.11 - Identify organisms as part of a food chain or food web
L.EC.04.21 - Explain how environmental changes can produce a change in the food web or food chain. 

Assessments

Students will be able to orally explain how humans have changed the environment to allow invasive species into the Great Lakes. Students will also be able to identify and explain why sea lamprey are harmful to the natural Great Lakes environment. 

 

 

An overlook at Porcupine Mountains Wilderness State Park

NPS

Background

In this lesson students will learn about sea lamprey in Lake Superior. Sea lamprey are one example of a non-native invasive species that has negative effects on the Great Lakes ecosystem. Human innovation in transportation has allowed for invasive species to make their way into the Great Lakes.

Not familiar with the Keweenaw Peninsula?
Start here: Keweenaw National Historical Park Website

Learn more about this Keweenaw Heritage Site:
Porcupine Mountains Wilderness State Park Website

Learn more about sea lamprey:
Great Lakes Research and Education Center - Sea Lamprey Article

Oceans contain 96% of all the water on the planet, while surface freshwater makes up less than 1%.The Great Lakes make up 20% of surface freshwater on the planet. Lake Superior alone makes up 10% of all surface freshwater in the world. Because surface freshwater is such a limited resource it is important to protect the Great Lakes and its ecosystem. There are many threats to the Great Lakes that could cause irreversible damage.

One concern are invasive species. Invasive species are non-native plants and animals that have been introduced to an ecosystem, intentionally or not. These invasives can pose threats to native species. Some invasive species outcompete native species for food, act as parasites, or even change the chemical composition of the water.

The water from the Great Lakes flows out to the Atlantic Ocean. Natural barriers, such as Niagara Falls, used to prevent animals from the ocean from coming into the Great Lakes. Shipping and navigation innovation created routes around obstacles like waterfalls. Canals and locks such as the Soo Locks and Welland Canal were built to create connections between the Great Lakes. These shipping routes also allowed for plants, fish, and other creatures to migrate into the ecosystem. These species aren’t always native to the Great Lakes.

One example of a fish that found its way up the canal and into the Great Lakes is the sea lamprey. Sea lamprey are parasites, which means they prey on other fish. As an invasive species, sea lamprey don’t have any natural predators and therefore they were free to prey on native fish species without any worry of being eaten themselves.

When sea lamprey are adults, they use their sharp teeth and suction cup mouths to latch onto fish. They then use their tongue to penetrate the side of the fish and feed on their blood. Sometimes they are called the "vampire fish."

Fish in the ocean are much larger than in the Great Lakes and are therefore able to survive sea lamprey. However, smaller fish in freshwater lakes are easily wiped out by the sea lamprey. It’s estimated that adult sea lamprey kill around 40 pounds of fish in their lifetime. During breeding, sea lamprey can lay anywhere between 80,000 and 100,000 eggs.

Efforts to save Great Lakes fish populations come in many forms. Sea lamprey control focuses on a poison that kills sea lamprey in their larval stage. Other control measures include building barriers along spawning streams that adult sea lamprey are unable to get over.

 

Activities

Introduction Video (Activity #1 - Introduction Video)

 

Duration:

2 minutes, 53 seconds

Intro Video for Porcupine Mountains Wilderness State Park

 

Discussion Questions

1. How were sea lamprey originally kept out of the Great Lakes?
2. Why are sea lamprey a concern in the Great Lakes?

 

Picture Exploration! (Activity #2-Picture Exploration)

Sea Lamprey Photo Gallery

Activity Objective: Understand the physical characteristics and recognize Sea Lamprey in the Great Lakes. This will show students the organism's distinctive features while also teaching how the species impact the Great Lakes environment.

1. In small groups allow students time to explore the photo gallery.
2. Hold a group discussion or have students "turn and talk" and answer the following questions or similar ones:
   1. Why do the sea lamprey have teeth?
   2. What do you think the teeth feel like?
   3. Do you think sea lamprey will latch on to humans?
   4. How long does it take for the larva to become adult lamprey?
   5. How many eggs can a sea lamprey lay at once?

 

These are sea lamprey eggs. A female sea lamprey can lay anywhere between 80,000 to 100,000 eggs at a time.

NPS/Cole Risko

In the larva stage, sea lamprey don't feed on fish. Instead, they filter water and feed on particles until they can grow eyes, teeth and a mouth.

NPS/ Cole Risko

At the end of the larva phase sea lamprey grow eyes.

NPS/ Cole Risko

Sea lamprey have eyes to see and gills to breathe. The line of holes behind the eye are gills.

NPS/ Logan Pickart

The sea lamprey's mouth is as wide as its body.

NPS/ Logan Pickart

Sea lamprey have sharp teeth to help them latch onto fish and a serrated tongue that allows them to puncture their prey.

NPS/ Cole Risko

Sea Lamprey in the Great Lakes are usually one to two feet in length.

NPS/ Logan Pickart

A model of a fish with sea lamprey attached.

NPS/Cole Risko

 

Alternate Activity

Sea Lamprey Freeze Tag

Activity Objective: Interactively learn about how difficult it is to get rid of sea lamprey.

1. This activity needs to take place in a large space, either outside or in a gym or similar space.
2. Depending on group size pick one or more students to be "sea lamprey." This is the tagger role.
3. All other students are "fish" in the lake.
4. Once the "sea lamprey" tags a "fish," the "fish" is frozen.
5. Once all, or most of the fish are frozen, the game ends.
6. Play one more round, but now choose a few students to be "scientists." These players can tag frozen students to bring them back into the game. "Scientists can also tag "sea lamprey" to remove them from the game.
7. Following this game have a short discussion with students on the following or similar questions"
   • Were you surprised with how fast fish were frozen in the first game?
   • How different was the speed of the games? Did the "scientists" make it easier or harder for the "sea lamprey"?
   • Based on this activity, do you think invasive species are hard to stop?

 

Additional Student Learning Opportunities

Field Trip –Porcupine Mountains Wilderness State Park
Learn more at: Porcupine Mountains Wilderness State Park