Are Mussels on a Zebra Dangerous?
By Tina Williams
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By Tina Williams
Click on image to download a printable version of this lesson plan
We would greatly appreciate your feedback! Click here to complete a short survey telling us about your experience with this lesson plan.
Lesson Overview
When it comes to invasive species, what role do the zebra mussels play in the aquatic ecosystem of the Great Lakes? If it is a negative effect, then what can we do to combat the problem? If it is a positive effect, then what can we do to assist in encouraging the positive effects?
Introduction/Teacher Background Knowledge
I work as a special education teacher for grades 6th-8th all subjects. I just found out last year how fun Science can be! Students actually like Math and Science! In my next career, I would love to be the Math or Science teacher for elementary or middle school.
Target Grade & Subject: 5th-6th grade/Science
Duration: one class period session (50 min)
Instructional Setting: classroom
Advance Preparation: Preview videos, save video links, picture saved, copy worksheet for video w/ key, staple packets.
Packets to Include
Teacher-created worksheet (to make sure students are comprehending the video/direct instruction)
Map of zebra mussel infestation in the United States (to allow students to see that Michigan has a very dense population of the zebra mussel) Zebra Mussel coloring sheet vocabulary terms teacher-generated timeline writing and construction materials teacher-made exit tickets.
Learning Objectives
By the end of the lesson the students should be able to: a) Distinguish what an invasive species is,
Performance Expectations Addressed (http://ngss.nsta.org/Professional-Learning.aspx )
WHST.6-8.2-write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes (MS-LS-1-5)
SL.8.5-integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest (MS-LS3-1),(MS-LS3)
RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1), (5-PS3-1)
MS-LS2-1- Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Materials & Quantities Needed (~25 students)
Computer/projector
construction paper/fabric scraps
writing materials
teacher-generated invasive species zebra mussels worksheet to go with the video: The Spread and Impact of
Zebra Mussels https://youtu.be/PhPvAblvpXs
Map of zebra mussels infestation in the United States,
Teacher generated copies of timeline,
Vocabulary terms, coloring sheet, exit tickets
Guiding Question(s): Are Zebra Mussels an invasive species? If so, how does this invasive species impact humans and the aquatic’s ecosystem (negatives and positives)? What can we do to assist in getting the message out about the zebra mussel?
5E Model
ENGAGE:
Teacher will engage students by having a big picture of a zebra mussel on the overhead projector and ask the students, ”Raise your hand if you know what this is, or its name?”
Teacher will pick a handful of students for their answer (answers will vary; Answer: Zebra Mussel). Teacher will praise students for answers and give the correct answer if it was not given.
Teacher will then asks, “Where do you think the zebra mussel lives?” (answers will vary; most will say water).
If noone says correct answer (praise those that tried) and, if need be,
Teacher then asks, “What body of water do you think the zebra mussel lives in, do you think we can find zebra mussels in our swimming pools?” (answers may vary but, someone should guess the right answer; Answer:
lakes/rivers/freshwater).
Teacher asks, ”Do you think zebra mussels live in Michigan?” (answers vary/thumbs up yes/thumbs down no;
Answer: Yes)
Teacher asks, “Do you think zebra mussels live in Detroit?” (answers very/thumbs up yes/thumbs down no;
Answer: Yes)
Teacher responds, “Those of you that said yes, you are correct, Zebra Mussels do live in Detroit. I can say that I went to a professional development at Belle Isle over the summer and scraped zebra mussels right out of the
Detroit River!”
Teacher asks, “Do you think zebra mussels are good for the water’s ecosystem?”
Teacher will take 2 opposing responses; have student who says no, explain why they think no and the student that says yes, explain why they think yes.
Teacher responds, “Unfortunately the answer is yes and no, but more no than yes.” “Let me explain…” teacher will then introduce the term invasive species and that the zebra mussel is considered to be an invasive species. Teacher then directs students to turn to vocabulary sheet and tell them that there is some vocabulary they need to be introduced to for the video lesson.
Teacher begins to read vocabulary terms as s/he gets video clip ready to play.
Teacher will then put on the 15m video, The Spread and Impact of Zebra Mussels.
Teacher tells students to hold questions until the end of the video, the video may answer some of your questions (duration: 20-25)
Expected prior knowledge: Students should have a novice foundation of what an ecosystem is. Ecosystem: a biological community
of interacting organisms and their physical environment.
EXPLORE:
Teacher will use small group work, video, presentation, illustrations, comprehensive worksheets, student generated questions, maps, community stewardship,
Supporting students during exploration:
Please see attached Zebra Mussel Comprehension Worksheet. This will be directly guided by teacher while students watch video. Teacher will quietly “work the room” to make sure students stay on task and answer the questions that are in the video. The questions are in order of the video.
EXPLAIN:
Students will have the opportunity to create a slogan, pictorial illustrations on promoting knowledge about the zebra mussels and how to minimize their spread, or brief historical timeline of the zebra mussels in United States.
ELABORATE:
Teacher will pick 2 students from each group to speak in front of the classroom about how to prevent the spreading of zebra mussels, the slogan or illustration that they created, and/or the timeline they created (~1min each). Although all students may not get to report out in the same day, to further facilitate sharing, students’ works will be posted in or outside of the classroom. To further elaborate, students will have an Exit Ticket:
please see attached supported materials for exit tickets
Supporting students during elaboration:
Supported Inquiries will vary and be based on student statement and responses during elaboration. This will also be used as an opportunity for the students’ peers and teacher to ask questions that allows for the students to elaborate on their findings.
EVALUATE:
In addition to the teacher guided worksheet and video, students will be divided into 3 groups of 6. Within each group the student will have a partner and will work on the objective according to what group they are in.
The three groups consist of:
Gr1: History- (differentiated instruction) timeline of zebra mussels in the US; students cut out and paste the timeline in order (Info taken from video). (teacher/aide guided)
Gr:2 Prevention/Cure- draw three ways that zebra mussels can be transported and write one way to prevent/slow down each.
Gr3: The Message- create a slogan discouraging the population growth of zebra mussels in Michigan.
Exit Tickets- before students leave, they have to answer and turn in exit ticket on their way out the door. Teacher will stand at door and collect to ensure compliance.
Supporting students during evaluation:
New Vocabulary
ecosystem- community of interacting organisms and their environment
invasive species- non-native species, that when introduced into the ecosystem, may cause environmental harm and/or harm to humans
ballast water- water carried in ships to improve stability and balance in the water
natural dispersal- when mussel larvae are carried by water currents or when adult mussels detach and move, assisted dispersal- when people transport the mussel larvae and adults from one body of water to another primary settlement- when the mussels attaches to hard objects
secondary settlement- detaches from hard object and then reattaches to a new hard object, zebra mussel- a small, striped freshwater mussel
Safety Considerations:
students will be responsible for adhering to the student code of conduct for safety.
Sources
Illinois-Indiana Sea Grant. 7/26/13. “The Spread and Impact of Zebra Mussels .” https://youtu.be/PhPvAblvpXs 12/15/17
US Department of Agriculture. 5/24/16. “What is an Invasive Species.” invasivespeciesinfo.gov
Proceedings of The Fourth International Zebra Mussel Conference, Madison, Wisconsin, March 1994 The Introduction and Spread of the Zebra Mussel in North America. Charles R. O’Neill, Jr., New York Sea Grant and Alan Dextrase, Ontario Ministry of Natural Resources.
Keith Waag. Spring 2014. “The Distribution, Density, and Hot Spot Analysis of Zebra Mussels (Dreissena polymorpha) in the US.”
https://sites.google.com/site/kwaaggis1/home/the-distribution-density-and-hot-spot-analysis-of-zebra-musselsdreissena-polymorpha-in-the-us
When it comes to invasive species, what role do the zebra mussels play in the aquatic ecosystem of the Great Lakes? If it is a negative effect, then what can we do to combat the problem? If it is a positive effect, then what can we do to assist in encouraging the positive effects?
Introduction/Teacher Background Knowledge
I work as a special education teacher for grades 6th-8th all subjects. I just found out last year how fun Science can be! Students actually like Math and Science! In my next career, I would love to be the Math or Science teacher for elementary or middle school.
Target Grade & Subject: 5th-6th grade/Science
Duration: one class period session (50 min)
Instructional Setting: classroom
Advance Preparation: Preview videos, save video links, picture saved, copy worksheet for video w/ key, staple packets.
Packets to Include
Teacher-created worksheet (to make sure students are comprehending the video/direct instruction)
Map of zebra mussel infestation in the United States (to allow students to see that Michigan has a very dense population of the zebra mussel) Zebra Mussel coloring sheet vocabulary terms teacher-generated timeline writing and construction materials teacher-made exit tickets.
Learning Objectives
By the end of the lesson the students should be able to: a) Distinguish what an invasive species is,
- Interpret the effects of zebra mussels in our ecosystem,
- Communicate findings to an audience by: i) creating a slogan discouraging the growth of zebra mussels, ii) drawing three ways that zebra mussels can be transported; iii) write one way to prevent each, or (differentiated instruction) assemble a timeline explaining the brief history of zebra mussels in the United States.
Performance Expectations Addressed (http://ngss.nsta.org/Professional-Learning.aspx )
WHST.6-8.2-write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes (MS-LS-1-5)
SL.8.5-integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest (MS-LS3-1),(MS-LS3)
RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-LS2-1), (5-PS3-1)
MS-LS2-1- Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Materials & Quantities Needed (~25 students)
Computer/projector
construction paper/fabric scraps
writing materials
teacher-generated invasive species zebra mussels worksheet to go with the video: The Spread and Impact of
Zebra Mussels https://youtu.be/PhPvAblvpXs
Map of zebra mussels infestation in the United States,
Teacher generated copies of timeline,
Vocabulary terms, coloring sheet, exit tickets
Guiding Question(s): Are Zebra Mussels an invasive species? If so, how does this invasive species impact humans and the aquatic’s ecosystem (negatives and positives)? What can we do to assist in getting the message out about the zebra mussel?
5E Model
ENGAGE:
Teacher will engage students by having a big picture of a zebra mussel on the overhead projector and ask the students, ”Raise your hand if you know what this is, or its name?”
Teacher will pick a handful of students for their answer (answers will vary; Answer: Zebra Mussel). Teacher will praise students for answers and give the correct answer if it was not given.
Teacher will then asks, “Where do you think the zebra mussel lives?” (answers will vary; most will say water).
If noone says correct answer (praise those that tried) and, if need be,
Teacher then asks, “What body of water do you think the zebra mussel lives in, do you think we can find zebra mussels in our swimming pools?” (answers may vary but, someone should guess the right answer; Answer:
lakes/rivers/freshwater).
Teacher asks, ”Do you think zebra mussels live in Michigan?” (answers vary/thumbs up yes/thumbs down no;
Answer: Yes)
Teacher asks, “Do you think zebra mussels live in Detroit?” (answers very/thumbs up yes/thumbs down no;
Answer: Yes)
Teacher responds, “Those of you that said yes, you are correct, Zebra Mussels do live in Detroit. I can say that I went to a professional development at Belle Isle over the summer and scraped zebra mussels right out of the
Detroit River!”
Teacher asks, “Do you think zebra mussels are good for the water’s ecosystem?”
Teacher will take 2 opposing responses; have student who says no, explain why they think no and the student that says yes, explain why they think yes.
Teacher responds, “Unfortunately the answer is yes and no, but more no than yes.” “Let me explain…” teacher will then introduce the term invasive species and that the zebra mussel is considered to be an invasive species. Teacher then directs students to turn to vocabulary sheet and tell them that there is some vocabulary they need to be introduced to for the video lesson.
Teacher begins to read vocabulary terms as s/he gets video clip ready to play.
Teacher will then put on the 15m video, The Spread and Impact of Zebra Mussels.
Teacher tells students to hold questions until the end of the video, the video may answer some of your questions (duration: 20-25)
Expected prior knowledge: Students should have a novice foundation of what an ecosystem is. Ecosystem: a biological community
of interacting organisms and their physical environment.
EXPLORE:
Teacher will use small group work, video, presentation, illustrations, comprehensive worksheets, student generated questions, maps, community stewardship,
Supporting students during exploration:
Please see attached Zebra Mussel Comprehension Worksheet. This will be directly guided by teacher while students watch video. Teacher will quietly “work the room” to make sure students stay on task and answer the questions that are in the video. The questions are in order of the video.
EXPLAIN:
Students will have the opportunity to create a slogan, pictorial illustrations on promoting knowledge about the zebra mussels and how to minimize their spread, or brief historical timeline of the zebra mussels in United States.
ELABORATE:
Teacher will pick 2 students from each group to speak in front of the classroom about how to prevent the spreading of zebra mussels, the slogan or illustration that they created, and/or the timeline they created (~1min each). Although all students may not get to report out in the same day, to further facilitate sharing, students’ works will be posted in or outside of the classroom. To further elaborate, students will have an Exit Ticket:
please see attached supported materials for exit tickets
Supporting students during elaboration:
Supported Inquiries will vary and be based on student statement and responses during elaboration. This will also be used as an opportunity for the students’ peers and teacher to ask questions that allows for the students to elaborate on their findings.
EVALUATE:
In addition to the teacher guided worksheet and video, students will be divided into 3 groups of 6. Within each group the student will have a partner and will work on the objective according to what group they are in.
The three groups consist of:
Gr1: History- (differentiated instruction) timeline of zebra mussels in the US; students cut out and paste the timeline in order (Info taken from video). (teacher/aide guided)
Gr:2 Prevention/Cure- draw three ways that zebra mussels can be transported and write one way to prevent/slow down each.
Gr3: The Message- create a slogan discouraging the population growth of zebra mussels in Michigan.
Exit Tickets- before students leave, they have to answer and turn in exit ticket on their way out the door. Teacher will stand at door and collect to ensure compliance.
Supporting students during evaluation:
- “Are Zebra Mussels an invasive species, why?”
- “Do Zebra Mussels have a mostly positive or negative effect on the aquatic’s ecosystem, how?”
- “How do Zebra Mussels negatively effect humans?”
New Vocabulary
ecosystem- community of interacting organisms and their environment
invasive species- non-native species, that when introduced into the ecosystem, may cause environmental harm and/or harm to humans
ballast water- water carried in ships to improve stability and balance in the water
natural dispersal- when mussel larvae are carried by water currents or when adult mussels detach and move, assisted dispersal- when people transport the mussel larvae and adults from one body of water to another primary settlement- when the mussels attaches to hard objects
secondary settlement- detaches from hard object and then reattaches to a new hard object, zebra mussel- a small, striped freshwater mussel
Safety Considerations:
students will be responsible for adhering to the student code of conduct for safety.
Sources
Illinois-Indiana Sea Grant. 7/26/13. “The Spread and Impact of Zebra Mussels .” https://youtu.be/PhPvAblvpXs 12/15/17
US Department of Agriculture. 5/24/16. “What is an Invasive Species.” invasivespeciesinfo.gov
Proceedings of The Fourth International Zebra Mussel Conference, Madison, Wisconsin, March 1994 The Introduction and Spread of the Zebra Mussel in North America. Charles R. O’Neill, Jr., New York Sea Grant and Alan Dextrase, Ontario Ministry of Natural Resources.
Keith Waag. Spring 2014. “The Distribution, Density, and Hot Spot Analysis of Zebra Mussels (Dreissena polymorpha) in the US.”
https://sites.google.com/site/kwaaggis1/home/the-distribution-density-and-hot-spot-analysis-of-zebra-musselsdreissena-polymorpha-in-the-us
New lesson plan ideas are welcome and will be uploaded as they are received and approved.
Instructions for submitting lesson plans for:
About invasive species,
About science and science careers
For information about submitting new lesson plans, please contact jchadde(at)mtu.edu
Lesson plan ideas from other web sites:
From Pennsylvania Sea Grant: 10 lesson plans about interactions of invasive species, biodiversity, and climate change
Creation of the above page of educational resources was funded in part by the Michigan Invasive Species Grant Program through the Departments of Natural Resources, Environmental Quality, and Agricultural and Rural Development.
This material is also based upon work supported by the National Science Foundation under Grant No. 1614187.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.