Invasive Species- What's the worst that could happen? – Grades 9-12

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Pre-Visit Lesson: Adaptation Interactive Game Objectives Students will be able to: • Understand the interdependence of species in an ecosystem • Recognize the evolutionary pressures one species can exert on another • Realize how changes in environment will change evolutionary pressures and an organism’s survival rate Materials • Blank paper • Something to write with • A good imagination Procedure Have students imagine that they are each a striped bass living in an undisturbed estuary (no human influences). The “school” will be migrating to the Hudson River Estuary and needs to prepare for any changes they’ll experience in their new home. • Randomly assign each student in a group a different role of the following: Plant 1, Plant 2, Animal 1, Animal 2, Fungus 1. (Note: If there are extra students in a group, assign them a role of Fungus 2, Plant 3, etc.) • Students should choose an organism from their category and clearly write their organism (i.e. Plant 1 decides to be a grassy weed) across the top of their blank paper. Divide the paper into two columns, one labeled Defensive Traits, the other labeled Progressive Adaptations. • Round one will consist of students looking at the organism of the student sitting to their right and deciding on one adaptive trait they could have that would best allow them to take advantage of that other organism. This could mean a predator/prey relationship, or something else (i.e. as a plant I could decide to have sticky seeds that will be spread by the animal to my right). Encourage students to be creative, but specific in response to their ecosystem. Students are to privately write down their adaptive trait in the Progressive Adaptations column and reveal it to each other as a group. • In round two, students will add a trait to their Defensive Trait column to counteract the progressive trait of the organism to their left (i.e. as a plant I am being eaten by the animal to my left, so I might develop a bad taste). 6 Discovery Challenges Invasive Species: Grades 9-12
• Continue alternating between adding progressive adaptations toward the organism to the right and defensive traits against the organism to the left. Each group will develop into specialized ecosystems with organisms well adapted to their neighbors. • When students have a list of several adaptive traits in both columns, choose one student from each group and make them move to a new group. Every “ecosystem” will have one organism removed and transplanted to another group and a new organism from another “ecosystem” added to the group. • Have the groups decide whether the traits of the transplanted organism will allow it to survive or die out in its new home. Students should also discuss what other factors (such as climate) might impact the survival of the transplanted species. If the organism can survive, are there organisms in the new ecosystem that can keep its population in check, or could this become an invasive species that reproduces quickly? Would this introduced species have a harmful impact on the ecosystem? What would happen to the other organisms in the ecosystem? Would they have to adapt to the loss of a species and the introduction of a new one? Extensions • Volunteer as a class to monitor and eradicate invasive species in your area. Often conservation groups will have weekend outings to remove invasive plants from specific ecosystems. To find programs in your area visit http://www.invasivespeciesinfo.gov/news/whatyou.shtml. Be prepared to get dirty! • Research native plant species and encourage your school and public areas to landscape only with native species to provide more habitat for local animals. Write letters to government officials advocating “xeriscaping” and volunteer in planting efforts. • Research invasive species in your area, the ecosystems they came from, the method of their introduction, and the impact on your local environment. • Educate the public! Teach others in your community what invasive species threaten your community. How can people identify the species? What should they do if they find it? How can they help prevent the spread? • Research which species were introduced to environments in the United States from ship ballast water. What measures has the United States enacted to prevent further introductions from occurring? Discovery Challenges Invasive Species: Grades 9-12 7
Page 1 and 2: Liberty Science Center Discovery Ch
Page 3 and 4: Teacher Overview What is a Discover
Page 5: Your Challenge: What’s the Worst
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Page 13 and 14: Notes We Suggest: ✔ Visit at leas
Page 15 and 16: Notes Notes Sketch Pad Sketch Pad 2
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Invasive Species- What's the worst that could happen? – Grades 9-12

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