Invasive Species
Understanding Ecology
Learning Environment:
 In Classroom, gym or outdoors.
Prep Time: 10 minutes, set up desks for the
students in groups of 5-6. Have laminated
pictures for each group of students to observe
and discuss at desks. Included are 6 of each
different one. Make photocopies of the word
search, enough for each student. Have yarn
ready, from the kit for the class.
(eSchool, 2015)
Description:
In this lesson students will observe, discuss,
answer questions and play a game together,
followed by discussion of the results and potential
issues. Introduction of invasive species can begin
once they are identified as a possible cause of
impairment of ecosystems.
Length of Lesson:




Class discussion 15 minutes
Ecology web activity 20 minutes
Word search 20 minutes
Activity extension, definitions 20 minutes
Key Vocabulary: Ecology, ecosystem, biotic,
abiotic, invading species, biodiversity, aquatic,
alien invasion and invasive species.
Staffing: 1 Educator
Expectations:
Resources: Worksheets, yarn and laminated
diagrams and pictures.
Grade Five Science
Curriculum:
Overall
Expectations
Assess the effects of social and
environmental
factors
on
human health. Propose ways in
which individuals can reduce
the harmful effects of these
factors and take advantage
beneficial
factors
instead.
Assess human impacts on
biodiversity and identify ways of
preserving biodiversity.
Groupings: Whole class, divided into groups
of 5-7.
Teaching/Learning Strategies:
Lesson, observation, game play, word search
and definitions.
1
Background:
Ecology is the study of ecosystems.
What is an ecosystem?
An ecosystem includes all living organisms (plants, animals bacteria, fungus) in a given area, in
conjunction with non-living elements (air, water, sunlight, temperature, and energy - food) and the
systematic interactions of these groups.
Living members (biotic) of an ecosystem, together with non-living (abiotic) factors, depend on
each other for…. the absence or disturbance of one species, or one abiotic factor can affect all
parties of the ecosystem.
Aquatic ecosystems can be disrupted and destroyed by human activities, such as introducing
invasive species and lowering water quality. Pollution created by development is problematic for
waterways, causing poor water quality. The loss of wetlands and riparian zones (ecosystems that
border a water source, healthy riparian zones provide a variety of important ecosystem services
and they are often important habitats for wildlife) has resulted in higher levels of …. Pollution can
flow directly into the lakes without a natural buffer zone, (wetlands and riparian zones) filtering
contaminants.
Pollution from ships, and ships’ ballast (water system allowing a ships to pump water in and out
of very large tanks to compensate for a change in cargo load, shallow draft conditions, or weather)
water depositing invasive species, has also contributed to the disturbance of aquatic ecosystems.
Invasive Species and the Health of an Aquatic Ecosystem:
What Are Invasive Species?
An invasive species is defined
as an organism (plant, animal,
fungus, or bacterium) that is
has been introduced to a new
environment and has a
negative
effect
on
our
economy, our environment, or
human
health.
Not
all
introduced
species
are
invasive,
such
as
….
Because…. Invasive species
can
spread
via
natural
pathways such as wind, water
currents and on animals, or,
more
commonly,
through
human activity, including garden plantings, recreational activities, shipping, etc. Increases in
2
invasive species are a sign of disturbance in terrestrial or aquatic ecosystems. Invasive species
out-compete native species, and interfere with ecosystem processes and functions, such as food
webs and nutrient cycling. This means ecosystems can’t operate normally, a condition that is
termed, ‘ecosystem impairment’. Invasive plants and animals are the second greatest threat to
biodiversity after habitat loss.
(Teacherweb, 2015)
(Hudson River Park, 2015)
References:
Eschool today. (2015). What is an Ecosystem. [Online]. Accessed on March 20, 2015.
Fromhttp://eschooltoday.com/ecosystems/hat-is-an-ecosystem.html
Georgian Bay Biosphere Reserve Inc. (2008). A guide to the Georgian Bay Biosphere Reserve. Accessed on
February 12, 2015, from http://www.gbbr.ca/
Hudson River Park. (2015). Huson River Park Trust. Accessed on February 12, 2015, from
www.hudsonriverpark.org
HWW. (2015). Invasive Species. [Online]. Accessed, March 20, 2015, from
http://www.hww.ca/en/videos/invasivealien-species-60.html
Kirkpatrick, Alison. (2014). Ontario’s Invading Species Awareness Program. [Online]. Accessed March 16, 2015,
from https://fleming.desire2learn.com/d2l/le/content/22346/viewContent/236199/View?ou=22346
NEET Biology, (2015).Neet Biology. [Online]. Accessed April 7 2015, from
http://www.neetbiology.co.in/2013/03/multiple-choice-questions-on-ecology.html
Rapport, D.J., Regier, H.A., and Hutchinson, T.C. (1985). Ecosystem behavior under stress. American Naturalist 125,
617-640.
Rapport, D.J. and Whitford W.G. (1999). How ecosystems respond to stress. BioScience 49 (3), 193-203.
Teacher Web. (2012). NHS. [Online]. Accessed, February 12, 2015., from, http://www.teacherweb.com
/Blog/CA/NogalesHighSchool/mespinoza/5/blog.aspx?Post=f125ef0b1c77-4442-a0c5-12483222b58d
USF. (2015) . Macroinvertebrate Mayhem. [Online]. Accessed. March 16, 2015, from
http://www.seminole.wateratlas.usf.edu/upl ad/documents/macroinvertebrate_mayhem. Df
3
Teaching/Learning: (Classroom, pictures required, 15 minutes)
Ask students to think of what makes up an ecosystem. What is in an ecosystem? Who is in an
ecosystem? What can affect an ecosystem?
Have students at their desks facing each other in groups of 5-7. Have them examine pictures of
ecosystems, ask them to write a list of all the items they observe.
Discuss with students how some of these species and elements (sun, water) might be connected.
Introduce the term ‘ecosystem’ and challenge students to make a definition for this term ~ an
ecosystem is the combination of the living and nonliving components in a given area.
Ecosystems come in all sizes. It can exist in a small area such as underneath a rock, a decaying
tree-trunk, or a pond, or it can exist in large forms, such as an entire lake. Summarize the
composition of an ecosystem, considering both biotic factors and abiotic factors.
We are taking a closer look at lake ecology to see how the students can connect themselves to
lake ecosystems.
After a general understanding of ecosystems is reached, have students thinking about specific
living and non-living components in the lake and wetland system. With their ideas in mind, start
the Ecosystem Web Activity.
Activity #1: Ecosystem Web Activity (Gym or outdoor activity, yarn
required, 20 minutes):
1. Have students gather in a large circle in the classroom, gym or outdoors.
2. Hold the yarn in your hand and say “I am a _______ in the ecosystem.”
3. Throw the yarn to a student across the circle and have them call out another component
of the ecosystem.
4. Without anyone letting go of the yarn, continue until all students are holding a piece of
the yarn connecting them to the web.
*Note – you and the students must hold the yarn with one hand, tossing the ball of yarn with the
opposite hand, to complete the ecology web. Once everyone has had a turn and a piece of yarn
in their hand (completing the web), asks the students what they think about the way they are
connected to each other.
The turtle, bird, worm, logs, water, plants, insects, muskrat, sun, fish and humans, are all
interconnected now to each other by the web. Continue holding the web, discuss disturbances.
Disturbances:
 Thunderstorm where everyone shakes the web, how does is affect the ecosystem?
 Winter where everyone is frozen, how does is affect the ecosystem?
 Drought where everyone shrivels up to each other, how does is affect the ecosystem?
4
Introduce invasive species. Start by being one yourself and move the string in a different way,
pulling on it, jumping with it. Ask other students to do the same.
Have more students become humans and hold their string up high, get closer together, the habitat
is shrinking as there are more people and you are losing biodiversity, as more students hold their
strings high, the ecosystem will experience ‘tension’.
Let go of the web and have two students on either side of you let go as well. Talk about these
disturbances and how a breakdown in the ecosystem web can affect us, as well as the animals
that relay on Georgian Bay as their home.
Guide them in their thinking; is it human activities, such as pollution, development, and/or invasive
species?
Once the students are back at their desks, you can briefly discuss invasive species. Discuss how
some plants and fish from other areas can make life for our native species difficult by, crowding
our plants or by, alien fish eating too much food, making it difficult for our fish to survive.
Activity #2: Word Search - Invasive Species of Georgian Bay (20 minutes):
Have students complete word searches to familiarize themselves with new invasive species’
words.
Activity extension (20 minutes):
Define words in word search, via internet investigation.
Additional Questions:
Who needs whom to live and why?
How do humans play a role in the ecosystem?
5
(eSchool, 2015)
(NEET Biology, 2015)
6
7
8
(eSchool, 2015)
Invasive Species Word Search
Eastern Georgian Bay
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Zebra Mussel
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Alien Invasion
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Invasive Species
Boating
Fishing
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Teacher’s Copy Invasive Species of Georgian Bay
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Find the following words:
Rainbow Smelt
Zebra Mussel
Accidental
Round Goby
Alien Invasion
Recreational
Spiny Water Flea
Invasive Species
Boating
Phragmites
Introduced
Fishing
10
Invasive Species
Eastern Georgian Bay
Learning Environment: Classroom
Prep Time: 5 minutes (setting up
videos), dividing class into two
sections and explain how the game
of Jeopardy is played – Answer in
the form of a question.
Length of Lesson:



(teacherweb, 2015)
Description:
In this lesson students will watch two
short videos about invasive species in
aquatic ecosystems. Students will also
perform and internet search investigation
regarding invasive species in Georgian
Bay.
Students will be divided into two teams to
play Jeopardy, solidifying these concepts.
Discussion after the game will deepen
their understanding of ecology and
aquatic invasive species and how the
students can avoid spreading them.
Videos and Internet research
activity 35 minutes
Jeopardy game 15 minutes
Extension of Jeopardy game
10 minutes
Key Vocabulary: Ecology, invasive
species,
biotic,
abiotic
and
biodiversity.
Staffing: 1 Educator
Resources:
Computer,
internet
access and projection screen.
Materials: Worksheets
Groupings: Whole class, divided
into two teams
Teaching/Learning
Strategies:
Videos, game and discussion.
Expectations:
Grade Five Science Curriculum
Overall Expectations
Assess the effects of social and environmental factors on human
health, and propose ways in which individuals can reduce the harmful
effects of these factors and take advantage of those that are
beneficial. Assess human impacts on biodiversity and identify ways of
preserving biodiversity.
1
Background:
Biotic (living) components of an ecosystem depend on abiotic (non-living) factors. This means
the absence or disturbance of one component, or one abiotic factor can affect all parties of the
ecosystem. Invasive species are one of the greatest threats to the biodiversity of Ontario’s
waters; invasive species disturb the ecosystem balance. Originating from other regions of the
world, and in the absence of their natural predators or controls, invasive species can have
devastating effects on native species, habitats and ecosystems. Invasive species are harmful
alien species whose introduction or spread threatens the environment, the economy, society
and human health. Once they are established, they are extremely difficult and costly to control
and eradicate. The ecological effects are often irreversible.
The introduction and spread of invasive species is a direct consequence of increased
urbanization, movement of people and goods around the globe, global transportation routes,
and recreational activities. Some means of sprading aquatic invasive species include:

Aquarium, water garden and pet trades

Ballast water of ships

Canals and changes to waterways

Gardening and landscaping near water bodies

Release of live fish and bait

Recreational and commercial boating
References:
Eschool today. (2015). What is an Ecosystem.[Online]. Accessed on March 20, 2015. from
http://eschooltoday.com/ecosystems/what-is-an-ecosystem.html
Georgian Bay Biosphere Reserve Inc. (2008). A guide to the Georgian Bay Biosphere Reserve. Access on February
12, 2015, from http://www.gbbr.ca/
Classroom games. (2015). How do you play. [Online]. Accessed on April 6, 2015, from
http://www.howdoyouplay.net/classroom-games/how-to-play-classroom-jeopardy.
html#sthash.MoPwA40Q.dpuf
HWW. (2015). Invasive Species. [Online]. Accessed, March 20, 2015, from
http://www.hww.ca/en/videos/invasivealien-species-60.html
Kirkpatrick, Alison. (2014). Ontario’s Invading Species Awareness Program. [Online].Accessed March 16, 2015,
from https://fleming.desire2learn.com/d2l/le/contnt/22346/viewContent/236199/View?ou=22346
Ontario. (2015). How government combats invasive species. [Online]. Accessed April 4, 2015, from
https://www.ontario.ca/environment-and-energy/how-government-combats-invasive-species
Rapport, D.J., Regier, H.A., and Hutchinson, T.C. (1985). Ecosystem behavior under stress. American Naturalist
125, 617-640.
Rapport, D.J. and Whitford W.G. (1999). How ecosystems respond to stress. BioScience 49 (3), 193-203.
Teacher Web. (2012). NHS. [Online]. Accessed, February 12, 2015., from, http://www.teacherweb.com
/Blog/CA/NogalesHighSchool/mespinoza/5/blog.aspx?Post=f125ef0b1c77-4442-a0c5-12483222b58d
2
Teaching/Learning:
In classroom, view online videos (5 minutes)
Review the basics of ecosystems, refer to ecosystem pictures, (Pre-Ecology Lesson).
Hinterland Who’s Who www.youtube.com/watch?v=1s8jouqY44U
(1 minute)
Federation of Anglers and Hunters www.youtube.com/watch?v=sieCwk-424E
(2.06 minutes)
Activity #1: Investigation Activity, Invasive Species Crime Scene (30 minutes)
The class will research common invasive species in eastern Georgian Bay and provide answers
to the questions, via online websites. See worksheets…
Activity #2: Ecology and Invasive Species - Jeopardy Game (20 minutes)
The game is on the USB stick included in the lesson kit. It is advisable to review the Jeopardy
game alone, to get a sense of the game and style of questions.
1. The class is divided in two teams, standing or sitting on opposite sides of the classroom.
2. Jeopardy is explained, begin the game show. Click the question box to go to the
question slide.
3. Toss a coin to determine which team goes first, allow a student to choose a question.
4. If they answer correctly they collect points and have another turn.
5. When the students don’t answer a question correctly the other team can answer for a
chance to win the points.
6. The scoring team chooses the topic next.
7. Keep score on the blackboard.
Extension Activity (10 minutes):
Additional questions can be added to Jeopardy, students could be asked to make more
questions and an extension of the lesson.
Additional Discussion Questions Post Activities:
1.
2.
3.
4.
How do invasive species affect the health of aquatic ecosystems?
What invasive species are in Georgian Bay?
How can you help to prevent the spread of invasive species?
How can you avoid introducing new invasive species to the region?
3
Invasive Species Crime Scene – Georgian Bay
Use the following websites to research common invasive species in eastern Georgian Bay and
to identify the suspects for each crime of invasion in the crime scene report below.
1. www.invadingspecies.com/invaders/fish/
2. www.invadingspecies.com/invaders/invertebrates/
3. www.invadingspecies.com/invaders/plants-terrestrial/
Who am I?
1.
2.
3.
4.
What do I look like?
How did I
get here?
Where
am I
from
- Grass, up to 5 meters
tall
-Large, dense seed head
-Grows in thick stands
-Stem is tan colour,
leaves blue green
-Not
known
-Eurasia
-Small mussel that
attaches to docks, boats,
break walls and beaches
- Two to four cm long
- Sits flat on its underside
-Triangular in shape.
-Black or brown with white
to yellow zigzagged
patterns.
-Carried in
ballast
water of
ships from
Europe
-Black
Sea
region of
Eurasia
-Carried in
ballast
water from
oceangoing
ships
- Eurasia
-Carried in
ballast
water of
ships from
Europe
- Asia
- Zooplankton – small
animals needing water
currents & wind to move
-Need microscope to see
- Single dark eye, four
pairs of legs and
branched antennae that
are used for swimming
-Small, bottom-dwelling
invasive fish
-Large frog-like eyes on
the top of head
-Black spot on dorsal fin
-Oval -shaped pelvic fin
on its underside
-Brown or olive body with
dark brown spots.
What’s my crime?
-Crowds out native vegetation
-Reduces biodiversity
-Does not provide food or
habitat for wildlife
- Grows quickly, uses up
water & lowers water levels
- Clogs pipes that take in
water for power and water
treatment plants
-Filters plankton from water,
making water too clear
-Increases growth of
vegetation in water
- Causes toxic algae to grow
-Hazard for swimmers, who
cut feet on sharp shell
- Because they eat other
zooplankton, they reduce food
supplies for small fish and
young of larger fish
-Affect recreational and
commercial fishing as their tail
spines catch on fishing
equipment and clog nets
- Reduces number of native
fish by eating their eggs and
young competing with them
for food sources.
-Linked to outbreaks of
harmful bacteria, botulism
type E and spreads this
infection to birds and fish that
eat it, causing them to die.
4
Invasive Species Crime Scene – Georgian Bay (Teacher Answers)
1. Phragmites 2. Zebra Mussel 3. Spiny Water Flea 4. Round Goby
Crime Scene Investigation - Invasive Species Discussion Questions
1. Have you ever seen any of the invasive species of Georgian Bay listed in the crime scene
report? Where did you see them?
2. How do you think these species affect human communities?
3. What can we do to stop invasive species from spreading?
References
Ontario’s Invading Species Awareness Program. (2014). Fish. [Online]. Accessed April 6, 2015, from
http://www.invadingspecies.com/invaders/fish/
Ontario’s Invading Species Awareness Program. (2014).Invertebrates. [Online]. Accessed April 6, 2015,
from http://www.invadingspecies.com/invaders/invertebrates/
Ontario’s Invading Species Awareness Program. (2014). Terrestrial Invasive Plants. [Online]. Accessed
April 6, 2015, from http://www.invadingspecies.com/invaders/plants-terrestrial/
Scissons, C. (May 1, 2014). Georgian Bay fishery changes with invasive species. Parry Sound North
Star. [Online]. Accessed April 4, 2014, from http://www.parrysound.com/opinionstory/4496412-georgian-bay-fishery-changes-with-invasive-species/
5