
Preventing the Spread of Invasive Species in Michigan
By Shari Fresorger
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By Shari Fresorger
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
5th graders take on invasive species in the Great Lakes. Students examine the zebra mussel to discover the impact that the zebra mussel has on an ecosystem and how they can negatively affect tourism, the fishing industry, water quality, and both public and private waterworks. Students read non-fiction articles about zebra mussels, watch a video, and learn ways that scientist are combating other invasive species. Students will then be asked to save our ecosystem by designing a way to catch and destroy these Great Lakes invaders.
Target Grade/Subject: 5th Grade science and STEM
Time: 10-12 lessons in 45 min. sessions
Sources Consulted
Belle Isle Conservancy. Educating about Invasive Species. (n.d.). Retrieved March 09, 2018, from
http://detroitaquarium.weebly.com/educating-about-invasive-species.html
Aliens Invade. Retrieved March 09,2018, from ReadWorks.org
Great Lakes? Not for Long. Retrieved March 09,2018, from ReadWorks.org
Zebra Mussels and the Hudson River. Retrieved March 09,2018, from ReadWorks.org
An Unwelcome Newcomer. Retrieved March 09,2018, from ReadWorks.org
The Short Term Impact of the Zebra Mussel Invasion. Retrieved March 09,2018, from ReadWorks.org
Long Term Monitoring of the Zebra Mussels. Retrieved March 09,2018, from ReadWorks.org
Driving Away Problem Animals. Retrieved March 09,2018, from NewsELA.com
Bang, M., & Chisholm, P. (2012). Ocean Sunlight How Tiny Plants Feed The Seas. New York, New York. Scholastic.
Learning Objectives
After the lessons, students will be able to:
5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1 MI: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes Basin.
5-ESS3-1: Obtain and combine information about the ways individual communities use science ideas to protect the Earth’s resources and environment.
5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
List Materials & Quantities Needed (per class and per student group)
Per teacher-
Copies of articles or access to computers for students.
Per student group
Supplies for traps: Recyclable materials such as empty containers & cans. PVC piping, fishing line, string, netting.
Paper and pencils for all.
New Vocabulary
Pollution- poisons, waste, or other materials that cause harm to the environment.
Damage- harm or injury that makes something less useful or valuable.
Habitat- the natural environment of a plant or an animal.
Approach-means or method of dealing with something.
Factor- one of the causes of something; something that makes a difference in a result.
Impact- effect or influence.
Filter- to remove dirt or other solids from a liquid by passing it through a device.
Population- the number of inhabitants, human or otherwise, of a particular category in a place.
Decline- to grow smaller gradually.
Rebound- to recover from a loss.
Murky- dark and dirty: not clear.
Colony- a group of animals of the same species living closely together.
Native- having origins in a particular country or area.
Turbidity- cloudiness or haziness or water
Focus Question(s) to kick off the lesson.What is an invasive species?
Why is the zebra mussel harmful to Michigan?
What is currently being done to eradicate the zebra mussel?
Classroom Activities
1. Show the Invasive Species in Michigan presentation by Michelle Selzer Office of the Great Lakes on the Bell Isle Aquarium website. (Note: Both the presentation and notes are on the site.) Approx. 20 min. http://detroitaquarium.weebly.com/invasive-species-presentation.html
2. Read the book Ocean Sunlight How Tiny Plants Feed The Sea by Molly Bang, to explain phytoplankton and zooplankton and how necessary they are prior to the articles. Approx. 25 min. Video version available here: https://www.youtube.com/watch?v=TY9QL7fL45E
3. Students will read the following ReadWorks articles. ReadWorks.org is a free website for educators. The following articles are available there along with vocabulary, question sets, and the ability to make the articles easier to read for lower ability students. Students can access the information online or it can be printed out. Time depends on the student and should take no more than three lessons:
5. Students will read the following NewsELA article: Driving Away Problem Animals and Plants.
6. Students will design (engineer) their own zebra mussel traps using a variety of materials including PVC pipe, netting, string, tape, boxes, cans, etc. following the Engineering Design Process ~2 sessions
7. Students will share the traps that they built with the class by standing in front of the room and sharing with the class or set up like a trade show. Students design a booth with their trap design and have the opportunity to “sell” it to their classmates. A fake currency could be given out prior with students having the opportunity to “buy” or “invest” in the traps they think have the most promise.
5th graders take on invasive species in the Great Lakes. Students examine the zebra mussel to discover the impact that the zebra mussel has on an ecosystem and how they can negatively affect tourism, the fishing industry, water quality, and both public and private waterworks. Students read non-fiction articles about zebra mussels, watch a video, and learn ways that scientist are combating other invasive species. Students will then be asked to save our ecosystem by designing a way to catch and destroy these Great Lakes invaders.
Target Grade/Subject: 5th Grade science and STEM
Time: 10-12 lessons in 45 min. sessions
Sources Consulted
Belle Isle Conservancy. Educating about Invasive Species. (n.d.). Retrieved March 09, 2018, from
http://detroitaquarium.weebly.com/educating-about-invasive-species.html
Aliens Invade. Retrieved March 09,2018, from ReadWorks.org
Great Lakes? Not for Long. Retrieved March 09,2018, from ReadWorks.org
Zebra Mussels and the Hudson River. Retrieved March 09,2018, from ReadWorks.org
An Unwelcome Newcomer. Retrieved March 09,2018, from ReadWorks.org
The Short Term Impact of the Zebra Mussel Invasion. Retrieved March 09,2018, from ReadWorks.org
Long Term Monitoring of the Zebra Mussels. Retrieved March 09,2018, from ReadWorks.org
Driving Away Problem Animals. Retrieved March 09,2018, from NewsELA.com
Bang, M., & Chisholm, P. (2012). Ocean Sunlight How Tiny Plants Feed The Seas. New York, New York. Scholastic.
Learning Objectives
After the lessons, students will be able to:
- Identify why invasive species are harmful to Michigan’s water and land ecosystems.
- Describe the zebra mussel and ways that it is harming our ecosystem.
- Create a model of an invasive species trap.
- Present knowledgeably to their peers.
5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS2-1 MI: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact in Michigan and the Great Lakes Basin.
5-ESS3-1: Obtain and combine information about the ways individual communities use science ideas to protect the Earth’s resources and environment.
5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
List Materials & Quantities Needed (per class and per student group)
Per teacher-
Copies of articles or access to computers for students.
Per student group
Supplies for traps: Recyclable materials such as empty containers & cans. PVC piping, fishing line, string, netting.
Paper and pencils for all.
New Vocabulary
Pollution- poisons, waste, or other materials that cause harm to the environment.
Damage- harm or injury that makes something less useful or valuable.
Habitat- the natural environment of a plant or an animal.
Approach-means or method of dealing with something.
Factor- one of the causes of something; something that makes a difference in a result.
Impact- effect or influence.
Filter- to remove dirt or other solids from a liquid by passing it through a device.
Population- the number of inhabitants, human or otherwise, of a particular category in a place.
Decline- to grow smaller gradually.
Rebound- to recover from a loss.
Murky- dark and dirty: not clear.
Colony- a group of animals of the same species living closely together.
Native- having origins in a particular country or area.
Turbidity- cloudiness or haziness or water
Focus Question(s) to kick off the lesson.What is an invasive species?
Why is the zebra mussel harmful to Michigan?
What is currently being done to eradicate the zebra mussel?
Classroom Activities
1. Show the Invasive Species in Michigan presentation by Michelle Selzer Office of the Great Lakes on the Bell Isle Aquarium website. (Note: Both the presentation and notes are on the site.) Approx. 20 min. http://detroitaquarium.weebly.com/invasive-species-presentation.html
2. Read the book Ocean Sunlight How Tiny Plants Feed The Sea by Molly Bang, to explain phytoplankton and zooplankton and how necessary they are prior to the articles. Approx. 25 min. Video version available here: https://www.youtube.com/watch?v=TY9QL7fL45E
3. Students will read the following ReadWorks articles. ReadWorks.org is a free website for educators. The following articles are available there along with vocabulary, question sets, and the ability to make the articles easier to read for lower ability students. Students can access the information online or it can be printed out. Time depends on the student and should take no more than three lessons:
- Aliens Invade (https://www.readworks.org)
- Great Lakes? Not for Long. (https://www.readworks.org)
- Zebra Mussels and the Hudson River (https://www.readworks.org)
- An Unwelcome Newcomer (https://www.readworks.org)
- The Short Term Impact of the Zebra Mussel Invasion (https://www.readworks.org)
- Long Term Monitoring of the Zebra Mussels. (https://www.readworks.org)
5. Students will read the following NewsELA article: Driving Away Problem Animals and Plants.
6. Students will design (engineer) their own zebra mussel traps using a variety of materials including PVC pipe, netting, string, tape, boxes, cans, etc. following the Engineering Design Process ~2 sessions
- ASK- Prior to building students should brainstorm about the three most important properties they would like their trap to have and why. They should also try to figure out what others have done.
- IMAGINE- What ideas can they come up with for a trap? Why do they think a zebra mussel will fall for it?
- PLAN- Draw it out. What materials are needed?
- CREATE- Build your trap. Test it if you can.
- IMPROVE- How can you make it better?
7. Students will share the traps that they built with the class by standing in front of the room and sharing with the class or set up like a trade show. Students design a booth with their trap design and have the opportunity to “sell” it to their classmates. A fake currency could be given out prior with students having the opportunity to “buy” or “invest” in the traps they think have the most promise.

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.