Invasive Species
No, not aliens from outer space!
Next Generation Science Standards • This lesson about invasive species incorporates real data and tools used by Gulf of Mexico scientists and resource managers.
• Next Generation Science Standards addressed include:
– Life Sciences
• LS2A Interdependent relationships in ecosystems
• LS2C Ecosystems: Dynamics, Functioning and Resilience
• Real model data are used to show the spread of lionfish into the Gulf of Mexico; A crosscutting concept includes cause and effect‐‐
the introduction of invasive species can cause observable changes in native habitats.
– Human Impacts on Earth Systems (ESS3C)
• There are precautions humans can take to minimize the transport of exotic species (e.g., in ship ballast, agricultural trade, pet trade) Outline
• What are invasive species and why are they bad?
• Examples of invasive species in Florida and the Gulf of Mexico.
• View the invasion of the red lionfish into the Gulf of Mexico and Caribbean Sea using the GCOOS time series map. • Hands‐on fun creating an ecosystem and subsequent invasion.
A few details
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Appropriate for grades 1‐4.
Duration: approximately 60 minutes for overview and activity
Supplies (per student or team)
– A flat piece of Styrofoam, approximately 6” x 8”. Size is not critical.
– Pipe cleaners –at least six colors. Each student or team will need:
• 10 each of five, bright colors (each pipe cleaner can be cut into 3‐4 pieces to economize)
• About 30 of one dark color (I use red or black; cut into pieces to economize) – Craft pompoms • 12 each of five bright colors corresponding to colors of pipe cleaners above. These can also be cut to economize.
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Each brightly colored pipe cleaner represents an animal native to the Gulf region. The corresponding color pompom represents that animal’s food. Alternate approach: instead of creating individual habitats, you might consider using a ‘watershed approach’ and use one large Styrofoam board and have groups of students ‘build’ different areas (e.g., upstream forest, coastal dune, estuary, coastal waters, open ocean, etc.) In this case, each of the five color pipe cleaners would correspond to species in different habitats. The last color (I prefer red or black for emphasis) would be reserved for the invasive species. Examples of Gulf habitats and some of the Gulf’s threatened and endangered species can be found on the last few slides of this PowerPoint presentation. March 1‐9, 2014
Invasive species are plants and animals that do not naturally occur in an area.
They are also called NON‐NATIVE or EXOTIC species.
Invasive Species in Florida
• More than 500 non‐native animals • More than 1,180 non‐native plants Why are they bad?
Out‐compete native species
Destroy habitat
Carry diseases
Some of Florida’s Invasive Animals
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Wild Boar‐‐Europe
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Cuban Tree Frog
Monk or Quaker Parakeet
(South America)
Iguanas
Central and South America
Red‐eared slider
Mississippi River Area
27
HomeBud
Fire ants
Native to Central and South America
Giant African Land Snail
Water Hyacinth
(South America)
Kudzu
You are
here!
Air Potato
Skunk Vine
All originated in Asia
Brazilian Pepper
How has the red lionfish spread throughout the Gulf of Mexico? • The Gulf of Mexico Coastal Ocean Observing System created a time series map to show how lionfish are invading the Gulf of Mexico and Caribbean Sea. • http://gcoos.org/products/maps/lionfish/
What will we do?
• Build an ecosystem
• Introduce an invasive species
• Obliterate your ecosystem!
Build your ecosystem
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Use 10 each of five different color pipe cleaners to make a healthy ecosystem on your Styrofoam board. Each color represents a species in your system. Place 12 each of five different color pompoms (same colors as your pipe cleaners) on the board. Each pompom represents food for the species that has the same pipe cleaner color. For example, if you use a blue pipe cleaner to represent a bottlenose dolphin, than a blue pompom might be a favorite fish (e.g., sardines, anchovy, mullet). Note: a colorful ecosystem
has a lot of biodiversity
(variety of life). It is a good sign of a healthy environment! Introduce your invasive species
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Teacher: Tell students what color pipe cleaner represents the invasive species (I used red or black) and what it represents (I used lionfish).
Explain that there will be several ‘rounds of play’ where you tell them how many of the invasive species pipe cleaners to add. You should start with 1‐2, then increase each round (e.g., 4‐8 in round 2; 10‐16 in round 3…) until all the ‘invasive’ pipe cleaners are used. The concept of exponential growth can be introduced if desired. For each round you add X number of invasive species, you must REMOVE at least that many pompoms of whatever color(s) your teacher says. It can be more than one pompom for one invasive pipe cleaner because they often have voracious appetites! Also, the invasive species can directly ‘eat’ a pipe cleaner of another color! (Teachers, you can add an element of competition by making them guess who might be ‘the last native pipe cleaner standing!’ When ALL the pompoms of a particular color are ‘eaten’ by the invasive species, students must remove that color pipe cleaner from the Styrofoam board. Play will continue until the only pipe cleaners on the Styrofoam boards
are those of the invasive species (there will likely still be pompoms). Ecosystem Obliterated!
• As the game progresses, biodiversity will eventually disappear and you will be left with only invasive species. Examples of Gulf Habitats
Visit: http://gulfallianceeducation.org/edl_conservation_gulf_habitat.php
Some of the Gulf’s threatened and endangered species
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Invertebrates
– Coral: Acropora cervicornis, Acropora palmata
Birds
– Bald eagle, Mississippi sandhill crane, whooping crane, piping plover, brown pelican
Sea turtles
– Kemp’s Ridley, Green, Hawksbill, Leatherback and Loggerhead turtles Mammals
– Marine: Blue , Fin, Humpback, Minke, Sperm, Sei, and Right whales; West Indian Manatee – Terrestrial: AL beach mouse, FL panther, FL salt marsh vole, LA black bear, Perdido Key beach mouse, puma
Fish
– Black grouper, red grouper, smalltooth sawfish
A pre‐activity assignment can be for students to identify native Gulf animals and one or two items in their diets. If working in teams and taking a watershed approach, different habitats can be assigned and students working in those groups tasked with identifying appropriate species. Discuss ways to minimize the unintentional introduction of invasive species.
• Maritime Industry
– Ballast water
– Transport on the hulls of ships
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Escape from fish farms
Opening of canals and waterways
Use of live bait
Release from aquariums/homes
Release from fish trade/fish stocking Recreational boating
Transport of agricultural products
Exotic pet trade industry
Questions or Comments?
Contact
Chris Simoniello, Ph.D.
GCOOS Outreach and Education Lead
[email protected]