RAVINE RA Aquatic INE Life in Streams and Nearshore Education Education Program Program A Ravine’s Web of Life RA INE Education TIMERA: VINE40-60 minutes Program Education Program

GRADES: 5-8 Freeman © Carol

LOCATION: Indoors or outdoors

Ebony jewelwing damselfly SAFETY: When outside, stay in groups SUMMARY KEYWORDS: Students learn about food chains and food webs in the context of their local community. After discussing the different aspects of a Food chain, food web, food web, students model the food web of a Highland Park ravine producer, primary and learn how the food web changes following a disruption. consumer, secondary consumer, decomposer, herbivore, omnivore, OBJECTIVES carnivore, biotic, abiotic, Students are able to: trophic level 1. Explain how energy and matter move through a food web; 2. Describe how a change in one section of a food web affects MATERIALS: the rest of the web; and ‰‰ Printed Food Web 3. Identify examples of producers, consumers, and decomposers in a ravine ecosystem. Cards ‰‰ Ball of yarn ‰‰ Permanent markers BACKGROUND ‰‰ Hole punch Energy and matter naturally cycle through the biotic (living) and ‰‰ 4x6 note cards abiotic (non-living) parts of every ecosystem; this cycle is called a food web. Food webs can be divided into simple individual food chains, like the chain below. This example demonstrates four different feeding levels, also known as trophic levels, in the food GREEN TIP chain. Laminate Food Web cards for future reuse. DAMSELFLY FROG SNAKE HAWK

RAVINE EDUCATION PROGRAM 59 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore A Ravine’s Web of Life

PREPARATION PRIMARY SUNLIGHT CONSUMER There are two sets of Food Web Cards for this lesson. Set A includes the basic SECONDARY categories of a food web. PRODUCER CONSUMER Set B includes organisms that have been observed in the ravine ecosystems. SOIL DECOMPOSER Select a set to print for this activity. Be sure to print In nature, many food chains fit The chart above illustrates a cards double-sided. together to create a complex simple food web. Food webs food web. Producers (plants) are important because plants Print enough cards so that use the energy and nutrients and animals cannot create (or each student receives one. from sunlight and soil to destroy) extra energy. They If you print duplicate cards, create their own food. Primary can only change energy from be sure there is only one consumers (also called one form to another. sunlight card per group. herbivores) eat these plants (or particles of organic matter Every ecosystem has its own Punch holes in the top left or detritus). unique set of producers, and right corners of the primary consumers, secondary cards. Weave a piece of yarn Secondary consumers consumers, and decomposers. through the holes in each (carnivores – flesh eaters) Below is a list of energy card to make a necklace. eat the primary consumers, or sources, organisms and groups other secondary consumers. of organisms that may inhabit Note: Illustrations on food Some secondary consumers ravines in Highland Park. web cards are not to scale. are omnivores, so they eat both producers and Using this list and the consumers. Decomposers procedure below, students will break down dead plant and create a food web exclusive to animal matter. this ecosystem.

Primary Secondary Consumers Energy Source Producers Consumers (omnivores and Decomposers (herbivores) carnivores) Sunlight Leaf litter Zooplankton (scuds Water strider Bacteria Organic matter Phytoplankton daphnia, copepods) Dragonfly (suspended in water) Algae Bloodworm/Midge Broadwing damselfly Blue-green algae Mayfly Rainbow trout (cyanobacteria) Riffle beetle Lake chub Longnose dace White sucker Mosquito Great blue heron

RAVINE EDUCATION PROGRAM 60 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore A Ravine’s Web of Life

PROCEDURE INTRODUCTION 1. Ask students: • What do they know about food chains? [who eats who, energy transfer from one organism to another] • What are the levels of a food chain called? [trophic levels] • What do we call an animal that eats another animal? [predator] • An animal that is eaten? White suckers in ravine stream [prey] • How does a plant get 3. Introduce the idea of a 6. Sit or stand in a circle (or its food? [they create food web, where each living multiple circles based on their own food through organism links to several food groups if using Set A). photosynthesis] chains. Explain that while food chains may appear simple, in 7. Instruct students to hold 2. As a class, define the nature the transfer of energy their cards facing outward and following science words, and between organisms is more visible to the group. Hand the ask students for examples of complicated. Each plant or ball of yarn to the students these: animal eats or is eaten by with the Sunlight Card. Producer: an organism that several others. creates its own food 8. Direct students to hold 4. Define food web: many onto the yarn with one hand Consumer: an organism that food chains linked together. eats other living things and toss the ball of yarn to whomever they think is the Carnivore: an organism that FOOD WEB next step of the food web. For eats animals (secondary MODELING example, the student with the consumer) sunlight card should pass the Note to instructors: If using Omnivore: an organism that yarn to a producer, showing eats both plants and animals Set A, divide class into groups the transfer of energy (secondary consumer) of 10-12 students. If using Set between them. If the group B, do not split the class into disagrees with their selection Herbivore: an organism that groups. eats only plants/producers then the person should try (primary consumer) 5. Give each student a Food again. Students should not Web Card. After they receive toss the ball of yarn to the Decomposer: an organism a card, they “become” that same person every time. that eats dead things and organism or ecosystem breaks them down into component. They may be nutrients biotic or abiotic.

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9. After five minutes, ask 15. Consider the following PRESENTING student to count how many questions as a class: FOOD WEBS other organisms they are • How did the web differ Students create a short skit connected to (i.e., their food after one person stepped or multimedia presentation web connections). Some out of the group? Was that reenacts an aquatic students may not receive the the food web more or less food web. The story should ball of yarn. complicated? include producers, primary • Is it healthier to have a consumers (herbivores), 10. Ask a student to roll complicated or a simple secondary consumers up the yarn, hand it to the food web? [Complicated (carnivores and omnivores), student with The Sun, and food webs are stronger] and decomposers. start again. After a couple minutes, remove a primary • If using Set B of the Food Web Cards, ask students Students should include a consumer from the food situation where their food web by asking him or her to if they thought their food webs included every species web goes out of balance. step out of the circle. Before Encourage students to be they step out have them tug in their ecosystem? [No, because land plants and creative and have fun with on their part of the yarn. this activity! Anyone else who feels the animals, as well as species tug should step out as well. that live only in Lake Michigan, are not included] VOCABULARY QUIZ 11. Explain that this is an • What are some of the exaggerated model of the limitations of this model? Quiz students on the ripple effect of changes made • How might matter or energy meaning and spelling of to an ecosystem. Changes leave the ravine ecosystem? vocabulary words, in the food web could be caused by numerous factors, ASSESSMENT EXENSIONS including changes in weather TROPHIC PYRAMIDS or climate, disease, pollution, FOOD WEB (Grades 6-8) overharvesting by people, FLIP BOOKS and introduction of exotic Using 4”x6” note cards, Explore an alternative species. students create small books visualization of a food web: explaining the different the trophic pyramid. 12. Repeat Step 9. elements of a food web - producers, primary consumers 13. The person with the (herbivores), secondary HAWK Decomposer Card should consumers (carnivores and SNAKE wrap up the yarn. The class omnivores), and decomposers. can return inside. FROG After the definitions are DISCUSSION written, encourage students to DAMSELFLY draw examples on each card. 14. Have a representative Students should label the from each group explain the drawings and list the plants yarn’s journey through their and animals that eat or are food web. eaten by this organism.

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TERRESTRIAL FOOD WEBS Encourage students to create a terrestrial food web which occures on land. Compare the similarities and differences between the aquatic and terrestrial food webs.

To learn more, visit:

Food Chain Game (4th and Adult Mayfly found in Highland Park 5th grade) www.sheppardsoftware.com/ content/animals/kidscorner/ D.S. White and W.U. Brigham. 1996. White sucker life history: www.dnr. games/foodchaingame.htm Aquatic Coleoptera. pp 399-473 state.oh.us/portals/9/pdf/pub172.pdf in An Introduction to the Aquatic Great blue heron life history: http:// Food Web (6-8th grade) – Invertebrates of North America. animaldiversity.ummz.umich.edu/ when all arrows are clicked Eds. R.W. Merritt and K.W. accounts/Ardea_herodias/ Cummins. Kendall/Hunt Publishing Midge life history: http:// into place the activity is Company, Dubuque, Iowa. completed. animaldiversity.ummz.umich.edu/ accounts/Chironomidae/ http://teacher.scholastic. Diana, J. S. 1995. Biology and com/activities/explorer/ ecology of fishes. BIOLOGICAL Mayfly life history: https://insects. tamu.edu/fieldguide/aimg3.html ecosystems/be_an_explorer/ SCIENCES PRESS, CARMEL, IN(USA). Riffle beetle: http://animaldiversity. map/foodweb_play.htm ummz.umich.edu/accounts/Elmidae/ Diet and predation information was Mosquito: https://insects.tamu.edu/ RESOURCES gathered from the following sources: fieldguide/bimg220.html (accessed April, 2013) Fisheries Learning on the Water strider life history: https:// Web (FLOW): Food Web insects.tamu.edu/fieldguide/aimg41. STANDARDS This set of five lesson plans html SCIENCE (NGSS) explores food chains and Dragonfly life history: https:// 4-LS1-1, 5-PS3-1, 5-LS1-1, 5-LS2- insects.tamu.edu/fieldguide/aimg5. 1, 5-ESS2-1, MS-LS1-4, MS-LS1-5, food webs of a freshwater html MS-LS1-6, MS-LS2-1, MS-LS2-2, ecosystem, and the impacts Broad-winged damselfly life history: MS-LS2-3, MS-LS2-4, MS-ESS2-1 of invasive species on these https://insects.tamu.edu/fieldguide/ ENGLISH LANGUAGE ARTS food webs. www.miseagrant. aimg7.html (CCSs) umich.edu/flow/unit1.html Rainbow trout life history: http:// CCRA.W.3, RST.6-8.4, WHST.6- animaldiversity.ummz.umich.edu/ 8.2d accounts/Oncorhynchus_mykiss/ SOURCES Lake chub life history: www.mass. gov/dfwele/dfw/nhesp/species_info/ Background information adapted from nhfacts/couesius_plumbeus.pdf Michigan Sea Grant Fisheries Learning Longnose dace life history: http:// on the Web (FLOW), Lesson 1: Make animaldiversity.ummz.umich.edu/ the Connection. www.miseagrant. accounts/Rhinichthys_cataractae/ umich.edu/flow/U1/U1-L1.html

RAVINE EDUCATION PROGRAM 63 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET A (Front)

Organic Sunlight Matter

Primary Producer Consumer

Secondary Decomposer Consumer

RAVINE EDUCATION PROGRAM 64 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET A (Back)

Organic Matter Sunlight

I get my energy and My energy and I get my energy and My energy and matter from: matter flows to: matter from: matter flows to:

ƒƒ Decomposers ƒƒ Producers ƒƒ Self-produced ƒƒ Producers

Primary Consumer Producer

I get my energy and My energy and I get my energy and My energy and matter from eating: matter flows to: matter from: matter flows to:

ƒƒ Producers ƒƒ Secondary ƒƒ Sunlight ƒƒ Primary consumers ƒƒ Organic matter consumers ƒƒ Decomposers ƒƒ Secondary consumers ƒƒ Decomposers

Decomposer Secondary Consumer

I get my energy and My energy and I get my energy and My energy and matter from eating matter flows to: matter from eating: matter flows to: dead: ƒƒ Organic matter ƒƒ Producers ƒƒ Decomposers ƒƒ Producers ƒƒ Primary consumers ƒƒ Other secondary ƒƒ Primary consumers consumers ƒƒ Secondary consumers

RAVINE EDUCATION PROGRAM 65 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET B (Front)

Sunlight Organic Matter Energy Source Energy Source

Algae and Phytoplankton Leaf Litter

Producer Producer

Zooplankton Bloodworm (Larva) (Scuds, Daphnia, Copepods) Midge Primary Consumer Primary Consumer (Adult)

RAVINE EDUCATION PROGRAM 66 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET B (Back)

Organic Matter Sunlight

I get my energy and My energy and I get my energy and My energy and matter from: matter flows to: matter from: matter flows to:

ƒƒ Dead plants and ƒƒ Zooplankton ƒƒ Self-produced ƒƒ Plants animals ƒƒ Bloodworms ƒƒ Phytoplankton ƒƒ Mayfly nymphs ƒƒ Algae ƒƒ Riffle beetles ƒƒ Mosquito larvae ƒƒ White suckers

Leaf Litter Algae and Phytoplankton

I get my energy and My energy and I get my energy and My energy and matter from: matter flows to: matter from: matter flows to:

ƒƒ Producers ƒƒ Secondary ƒƒ Sunlight (and ƒƒ Zooplankton consumers nutrients) ƒƒ Mayfly nymph ƒƒ Decomposers ƒƒ Riffle beetle ƒƒ Rainbow trout ƒƒ Longnose dace ƒƒ White sucker ƒƒ Mosquito larvae

Bloodworm Zooplankton

I get my energy and My energy and I get my energy and My energy and matter from eating: matter flows to: matter from eating: matter flows to:

ƒƒ Leaf litter ƒƒ Mayfly nymph ƒƒ Phytoplankton ƒƒ Rainbow trout ƒ ƒ ƒ Water strider ƒ ƒ ƒ Organic matter ƒƒ Dragonfly nymph ƒ Leaf litter ƒ Lake chub ƒƒ Broad-winged ƒƒ Organic matter ƒƒ White sucker damselfly ƒƒ Rainbow trout ƒƒ Lake chub ƒƒ Longnose dace ƒƒ White sucker

RAVINE EDUCATION PROGRAM 67 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET B (Front)

Mayfly Riffle Beetle (Nymph) (Larva) Mayfly Riffle Beetle Primary Consumer (Adult) Primary Consumer (Adult)

Mosquito (Larva) Mosquito Water Strider Secondary Consumer (Adult) Secondary Consumer

Dragonfly Broad-winged (Nymph) Damselfly

Secondary Consumer Dragonfly (Nymph) Broad-winged (Adult) Secondary Consumer Damselfly (Adult)

RAVINE EDUCATION PROGRAM 68 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET B (Back)

Riffle Beetle Larva Mayfly Nymph

I get my energy and My energy and I get my energy and My energy and matter matter from eating: matter flows to: matter from eating: flows to:

ƒƒ Leaf litter ƒƒ Small Fish (like ƒƒ Algae ƒƒ Water strider ƒƒ Organic matter Longnose dace or ƒƒ Organic matter ƒƒ Dragonfly nymph ƒƒ Algae Lake chub) ƒƒ Broad-winged Damselfly nymph ƒƒ Lake chub ƒƒ Rainbow trout

Water Strider Mosquito Larva

I get my energy and My energy and I get my energy and My energy and matter from eating: matter flows to: matter from eating: matter flows to:

ƒƒ Insects (which may ƒƒ Rainbow trout ƒƒ Bacteria ƒƒ Water strider include Midge, ƒƒ Lake chub ƒƒ Organic matter ƒƒ Dragonfly Mosquito, Mayfly, ƒƒ Phytoplankton ƒƒ Broad-winged Dragonfly, and damselfly Broad-winged ƒƒ Mosquito damselfly) ƒƒ Lake chub ƒƒ Rainbow trout

Broad-winged Damselfly Nymph Dragonfly Nymph

I get my energy and My energy and I get my energy and My energy and matter from eating: matter flows to: matter from eating: matter flows to:

ƒƒ Mosquitoes ƒƒ Rainbow trout ƒƒ Mosquitoes ƒƒ Rainbow trout ƒƒ Midges ƒƒ Lake chub ƒƒ Midges ƒƒ Lake chub ƒƒ Other aquatic ƒƒ White sucker ƒƒ Other aquatic ƒƒ White sucker insects (which may ƒƒ Great Blue Heron insects (which may ƒƒ Great Blue Heron include Mayfly include Mayfly nymphs) nymphs)

RAVINE EDUCATION PROGRAM 69 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET B (Front)

Lake Chub Rainbow Trout Secondary Consumer Secondary Consumer

Longnose Dace Secondary Consumer White Sucker Secondary Consumer

Great Blue Heron Bacteria Decomposer Secondary Consumer

RAVINE EDUCATION PROGRAM 70 www.pdhp.org/hpravines LESSON A Ravine’s Web of Life MATERIALS FOOD WEB CARDS: SET B (Back)

Lake Chub Rainbow Trout

I get my energy and My energy and I get my energy and My energy and matter from eating: matter flows to: matter from eating: matter flows to: ƒƒ Algae ƒƒ Zooplankton ƒƒ Great Blue ƒƒ Rainbow trout ƒƒ Zooplankton ƒƒ Aquatic insects (may ƒƒ Longnose dace ƒƒ Insect larvae (may include Heron (consumes include Mayfly nymph, (consumes eggs) Midge, Mayfly nymphs, juvenile Rainbow Dragonfly, Midge, Dragonfly nymphs, Damselfly Damselfly) nymphs, Riffle beetle,osquito M trout) ƒƒ Smaller fish (may larvae, and Water strider) include Longnose dace) ƒƒ White sucker eggs ƒƒ Smaller fish (may include Longnose dace and Lake chub)

White Sucker Longnose Dace

I get my energy and My energy and I get my energy and My energy and matter from eating: matter flows to: matter from eating: matter flows to: ƒƒ Organic matter ƒ ƒƒ Algae and phytoplankton ƒƒ Algae ƒ Great Blue ƒƒ Rainbow trout (consumed by juveniles) ƒƒ Phytoplankton Heron (consumes ƒƒ Lake chub ƒƒ Midges ƒƒ Zooplankton juveniles) (consumes ƒƒ Mayflies ƒƒ Aquatic insects (may ƒƒ Rainbow trout juveniles) ƒƒ Eggs from other minnows include Midge, Mosquito, (consumes eggs) (which may include Lake Dragonfly nymph, and chub) Damselfly nymph)

Bacteria Great Blue Heron

I get my energy and My energy and I get my energy and My energy and matter from: matter flows to: matter from eating: matter flows to:

ƒ ƒƒ All dead plants and ƒƒ Organic matter ƒ Dragonfly and ƒƒ Gulls (consume Damselfly nymphs animals ƒƒ Minnows (Longnose eggs) dace and Lake chub) ƒƒ Juvenile White sucker ƒƒ Rainbow trout ƒƒ Frogs

RAVINE EDUCATION PROGRAM 71 www.pdhp.org/hpravines RAVINE RA Aquatic INE Life in Streams and Nearshore Education Education Program Program Go Fish! RA INE Education Electrofishing in Ravine 7L to collect samples TIMERA: VINE30-45 minutes Program Education Program

GRADES: 4-6

LOCATION: Large indoor or outdoor space

SAFETY: Consider playing “Go Fish!” on grass or other soft surfaces to avoid injury SUMMARY As a class, students create a habitat model and explore the KEYWORDS: concept of carrying capacity as it relates to the number of habitat Habitat, population, components available in an ecosystem. carrying capacity, limiting factors OBJECTIVES Students are able to: MATERIALS: 1. Create a habitat model that reflects changes over time; ‰‰ Flip chart or blank 2. Construct an argument that changes to a species’ habitat poster affects the population of that species; and ‰‰ Student sheets 3. Create a species of fish that would camouflage in a local ‰‰ Watercolor materials stream. ‰‰ Markers ‰‰ Chalk BACKGROUND This activity models a habitat, an organism’s home where it can find the four essential components for survival: food, water, shelter, and space (or territory). Every habitat has a carrying capacity, which is the balance between the availability of habitat components and the number of organisms that habitat can support. Carry capacity determines the maximum population (number of organisms of the same species) that a habitat can support.

RAVINE EDUCATION PROGRAM 72 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore Go Fish!

In addition to the PREPARATION else remains on the line. Ones accessibility of food, water, are the fish, and the rest of For “Go Fish,” find a flat space shelter and space, there the students are fish habitat at least 20’x40,’ either indoors are limiting factors that components. Twos are food, or outdoors. To minimize risk prevent a population from threes are water, fours are of injury, use a gymnasium or exceeding carrying capacity. shelter, and fives are space. a grassy area outside. Clearly Disease, predator and mark two parallel lines about prey relationships, variable 5. Explain that in each round, 40 feet apart and large enough weather (e.g., early freezing, habitat components will run for the whole class to stand on. heavy snows, flooding, from one line to the other. The drought), pollution, and fish will try to tag one person, habitat destruction are PROCEDURE depending on what they are among these factors. When INVESTIGATE: WHAT IS A looking for. there are many of these HABITAT? limiting factors in a habitat 6. Students will use hand the population can be 1. Ask students: What is a signals to communicate what threatened, endangered, and habitat? [Natural environment habitat component they even eliminated. in which an organism lives] represent or need. Explain the Brainstorm the major parts of hand signals: Key points for this activity: a habitat with students. [food, water, shelter, space] • Food: rub stomach • Wildlife need quality • Water: hold hands in cup habitat in order to survive 2. Compare habitats of shape and succeed. different animals. What are • Shelter: make triangle over • Populations will grow the habitat needs for humans? head with arms unless there are limiting Do all animals have the same • Space: stretch arms straight factors. habitat needs? What about out • Even with limiting factors, animals that live under water? • Fish: make a fishy face fluctuations occur. [some aquatic animals need fast-moving water, other need 7. The first round begins with Wildlife populations calm, slow water] fish turning away from the continuously change other students and picking in response to limiting GO FISH! their choice of signs. When factors and the availability the instructor says “Go Fish!” components. 3. Explain to students that the fish turn around and try to in this game they will create catch one of their matching The above information a model of a fish habitat. It components before they reach and procedure steps three represents any fish that lives the other line. through eleven of this lesson in the Great Lakes or another were adapted from “Oh freshwater system. 8. If a fish catches what they Deer!,” a popular lesson from need, they “multiply” – the the curriculum guide Project 4. All students should line up person they tag becomes a fish Wild. To view the lesson plan on one of the lines while the as well. If a fish does not catch for “Oh Deer!” visit: www. instructor explains the game. what they need, they go “belly projectwild.org/documents/ Students number off in fives. up” and join the other habitat ohdeer.pdf. All the ones stand between components. the two lines, while everyone

RAVINE EDUCATION PROGRAM 73 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore Go Fish!

9. Select a student or a group • How and why did these RESEARCH PROJECT of students to graph each factors limit the number of Study the habitat requirements round’s the fish population fish in the habitat? of a local plant or animal changes. X axis should read • How is this model realistic species. How does that animal “Year,” and Y axis should read and unrealistic? or plant obtain food, water, “Number of fish.” Plot the • What are some other shelter and space? How do number of fish before each limiting factors in a habitat? humans impact this species’ round. ability to meet these needs? • Think about the factors Write a one page paper in humans can help control. 10. Play 10-15 rounds, each response to these questions. representing one year, and If we wanted to increase a ask students to observe how habitat’s carrying capacity the fish population changes. for a certain species, what RESOURCES actions might we take? National Geographic’s 11. To simulate predation Geography Action: from other animals including EXTENSIONS Habitat Home Sweet humans, remove several Home habitat components from the STEALTHY FISH This page offers a variety of game for 3-4 rounds, or until Ask students what lesson plans related to habitats the fish population drops characteristics freshwater around the world, as well noticeably. stream fish have that allow as the relationship between them to hide more easily. Are humans and natural habitats. they colorful? [not really] DISCUSSION & www.nationalgeographic.com/ geography-action/habitats.html ASSESSMENT Visit the www.pdhp.org/hpravines and show students pictures of 12. At the end of the activity, the ravines. ask students what happened SOURCES to the population of fish Provide students with water Oh Deer. Project Wild. www. as the years went on. Did colors, colored pencils, or projectwild.org/documents/ohdeer. it change, or did it remain markers, and ask them to color pdf. Accessed April, 2013. constant? Refer to the chart the fish in a way that they to help students visualize would easily camouflage in the STANDARDS these changes. Highland Park ravine streams. SCIENCE (NGSS) 4-LS1-1, 4-LS1-2, 5-LS2-1, MS- 13. Introduce the idea of Explain that some fish (such LS1-4, MS-LS1-5, MS-LS2-1, carrying capacity, where a as Rainbow trout) can change MS-LS2-2, MS-LS2-3, MS-LS2-4, habitat can only support a colors depending on the MS-ESS2-1 certain number of species, coloring of their habitat and ENGLISH LANGUAGE ARTS because of limiting factors. the clarity of the water. Also, (CCSs) trout change as they grow and RST.6-8.4, WHST.6-8.2d 14. Discuss the following enter new life stages. Young questions: trout (parr) have distinct dark • What factors limited the marks on their sides. population of fish?

RAVINE EDUCATION PROGRAM 74 www.pdhp.org/hpravines Student Page Go Fish: Stealthy Fish

NAME: DIRECTIONS

Using the images provided by your instructor, color or paint this fish with colors that would help it camouflage in its habitat. Aquatic Life in Streams and Nearshore RAVINE RA INE Education Education Program Program Head to Tail RA INE Education TIMERA: VINE35-40 minutes Program Education Program GRADES: 4-8

LOCATION: Indoors or outdoors

KEYWORDS: Rainbow trout (Oncorhynchus mykiss) Operculum, lateral line, dorsal fin, adipose fin, tail SUMMARY fin (caudal fin), anal fin, vent, pelvic fin, scales, In this activity students learn about the external structures of two pectoral fin, terminal freshwater fish found in the Great Lakes, and which are known mouth, ventral mouth, to use the ravines of Highland Park at certain times of the year. adaptation Students learn about the function of these structures along with their similarities and differences from the human body.

MATERIALS: OBJECTIVES ‰‰ “Fish Fins” and/or Students are able to: “Fish Adaptations” 1. Identify similarities and differences between human anatomy student pages and fish anatomy; 2. Identify structural adaptations of fish that function to support their survival, growth, behavior, and reproduction; and 3. Describe the functions of these structures.

BACKGROUND This activity compares the anatomy of two fish found in Lake Michigan – the White sucker (Catostomus commersonii) and the Rainbow trout (Oncorhynchus mykiss). White suckers are in the Catostomidae family and Rainbow trout are in the Salmonidae family.

RAVINE EDUCATION PROGRAM 76 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore From Head to Tail

For background on fish PREPARATION 2. Review with students anatomy, please see the “Fins Print student pages and that different species have Table” and Adaptations Table” teacher pages in advance. different features that allow later in this lesson which Read content in the “Fins them to live in a certain explain the functions of the Table” and “Adaptations environment. For example, structures discussed in this Table” before discussing fish have gills, which allow lesson. with students. Also consider them to breathe underwater. This is an adaptation. Technology Connections: printing factsheets for White sucker and Rainbow trout. Students may be asked to • Download Trout Unlimited’s brainstorm other examples of “Introduction to Trout adaptations found in different for Smartboards:” www. PROCEDURE species. troutintheclassroom.org/ INTRODUCTION teachers/library/smart- 3. Tell students that they will 1. Begin by asking students board-presentation be labeling the external parts to brainstorm as many parts • Use the below web pages and structures of two fish that of a fish as possible. [answers to compare life histories of have been spotted spending will vary] Also brainstorm these two fish: time in the ravines of similarities and differences Highland Park – the Rainbow Rainbow trout: www. between human parts and fish trout and the White sucker. biokids.umich.edu/ parts. [Important similarities Pass out “Fish Fins” and “Fish critters/Oncorhynchus_ are (1) both species are Adaptations” student pages. mykiss/ animals, thus bodies are Together the class will label White sucker: www. made up of animal cells with fish parts and discuss their dnr.state.mn.us/fish/ different functions, (2) both functions. whitesucker.html species are vertebrates, so they each have backbones.]

FINS TABLE # Name Human Connection 1T, 1S Dorsal fin “Dorsal” means the backside of an organism. In humans, the backbone is in the dorsal region. Individual organs also have dorsal areas (e.g., the back of the brain is referred to as the brain’s dorsal region). 2T Adipose fin (AD-uh-pohs) Adipose cells in humans are the cells that store body fat. Rainbow trout only, not White sucker 3T, 2S Tail fin, or caudal fin (KAWD-l) Tail and caudal both refer to the posterior end of a body. Humans have a tailbone (called coccyx) located at the base of the spinal column. 4T, 3S Anal fin Anal fin is located behind the vent, which is an opening where waste is expelled. In many animals, including humans, this opening is called the anus. 5T, 4S Pelvic fins (2) Pelvic fins are related to the human pelvis structure. Legs are connected to the pelvis and are thought to have evolved from pelvic fins. 6T, 5S Pectoral fins (2) (PEK-ter-uhl) Humans have pectoral muscles, which are located in the chest region. Arms are thought to have evolved from pectoral fins of a species that lived in water over 300 million years ago.

RAVINE EDUCATION PROGRAM 77 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore From Head to Tail

ADAPTATIONS TABLE # Name What does it do? 1T, 1S Operculum (oh-PUR-kya-lum) This is the gill cover, which protects gills from damage. 2T Lateral line This line of special scales with pore-like openings is a sensory organ that Rainbow trout image only detects disturbances (pressure and sound) in the water. It helps fish identify movement of predators and prey. 2S Scales Scales provide protection for the fish. Rainbow trout have very small scales Sucker image only compared to the White sucker. 3T, 3S Dorsal fin Provides stability and some maneuverability. Prevent the fish from rolling over. Some fish have two dorsal fins (example is the Yellow perch, another fish found in the Great Lakes). 4T Adipose fin (AD-uh-pohs) We don’t know! But some fish species like the Rainbow trout have this fin, Rainbow trout only, not White while others like the White sucker do not. This fin is fleshy and has no rays sucker or spines. Thus, this fin is often clipped by scientists at fish hatcheries to mark the fish so they know which fish are born in a hatchery and which are born in nature. 5T, 4S Tail fin, or caudal fin Provides propulsion through the water. Rainbow trout and White suckers (KAWD-l) both have forked tail fins, so they can swim faster than fish with rounded tail fins. 6T, 5S Anal fin Helps keep the fish stable in the water. Also used by female Rainbow trout to clear away sand or silt to build a nest. 7T, 6S Vent Solid and liquid waste disposal 8T, 7S Pelvic fins(2) Provides stability, helps fish swim upwards or downwards through the water column. These fins are in pairs. 9T, 8S Pectoral fins (2) Provides stability, helps fish turning directions, helps fish swim slowly. (PEK-ter-uhl) These fins are in pairs. 10T Terminal mouth Enables fish to feed on other fish that are swimming near them. This would Rainbow trout only, not White be harder to do with a mouth pointing up or down. sucker 9S Ventral mouth This downward pointing mouth is common on bottom feeders like the White sucker only, not Rainbow White sucker. The White sucker will use its ventral mouth to eat insects, trout algae, plankton, and other organisms at the bottom of a stream. Note that some fish have superior mouths, where the mouth opens closer to the top of the head. Fish with these types of mouths eat insects or other organisms at the surface of the water.

Spiny fins provide protection: Fins on both fish are supported by soft rays, which are very flexible. Other fish like bass and bluegill have spines in their fins. These spiny fins are not flexible, but are very sharp, and protect the fish. Picking up a fish with spiny fins is difficult because their spines can poke you.

RAVINE EDUCATION PROGRAM 78 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore From Head to Tail

ANATOMY ASSESSMENT The lungfish is another fossil WORKSHEETS fish, with separate species Review students pages for found on several continents 4. Using a projector, fill in completion. the worksheet as a class, throughout the world. To discussing the functions see Australian lungfish, visit EXTENSIONS of each structure. Stop to The Shedd Aquarium, in pronounce difficult words TROUT IN THE Chicago. To learn about the together, and encourage CLASSROOM ACTIVITIES lungfish visit this website: www.sheddaquarium.org/ students to ask questions (see Explore Internal Anatomy “Fins Table”). australianlungfish.html. To expose students to internal anatomy of fish, consider the Note the similarities and Part 1: Fins Worksheet following lesson plan: www. difference between the 5. Students write each term troutintheclassroom.org/ Rainbow trout and these for both fish. For each fin, teachers/library/trout-guts- living fossils. Do they look ask students why they think collage similar? Do they act similar? scientists gave it the name Why do you think this is? Paper Bag Fish Models they did. Instructor should Also, which species is more in emphasize the connection Using what students have danger of extinction? between fins and human parts. learned about fish anatomy, create models of a fish RESOURCES Part 2: Adaptation using paper bags. Trout in Worksheet the Classroom’s website TEXAS PARKS AND provides directions for WILDLIFE FISH SCHOOL 6. Students should label the building these models: www. This user-friendly website structures for both fish. For troutintheclassroom.org/ provides information on fish each structure, ask students to teachers/library/paper-bag- anatomy. Users can also learn guess the function. Emphasize trout how fish swim, breathe, see, that they are all adaptations smell, taste, sense, hear, and that the species has evolved in reproduce. RESEARCH “LIVING order to survive in its habitat. www.tpwd.state.tx.us/kids/ FOSSILS” Students should also take wild_things/fish/fishparts. notes about the function of The coelacanth (SEEL-uh- phtml each structure discussed. canth) is a fish that scientists describe as a “Living Fossil” FISHERIES LEARNING ON DISCUSSION because the species has been THE WEB (FLOW) LESSON 7. Consider the following: around for about 400 million Fins, Tails and Scales - years. Visit this website for • How are the White sucker Identifying Great Lakes Fish more information: http:// and Rainbow trout different This activity, designed for animals.nationalgeographic.com/ in appearance? grades 4-8, teaches students animals/fish/coelacanth/. To see how to identify the families • What are the reasons a preserved coelacanth, visit of fish species based on their this might this be? Use The Field Museum of Natural external features. life history factsheets to History, in Chicago. www.miseagrant.umich.edu/ compare (see background). flow/pdf/U3/FLOW-U3-L1- • How are they the same? MICHU-08-403.pdf

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FISH-SPECIFIC RESOURCES Rainbow trout information: www.biokids.umich.edu/ critters/Oncorhynchus_ mykiss/ White sucker information: www.dnr.state.mn.us/fish/ whitesucker.html

SOURCES http://aquaticpath.phhp.ufl.edu/ lesionguide/. Accessed May, 2013. http://www.ncbi.nlm.nih.gov/ pubmed/22913749. Accessed May, 2013. http://evolution.berkeley.edu/ evolibrary/article/evograms_04. Accessed May, 2013. http://www.miseagrant.umich. edu/flow/pdf/U3/FLOW-U3-L1- MICHU-08-403.pdf. Accessed May, 2013. http://animaldiversity.ummz.umich. edu/accounts/Oncorhynchus_ mykiss/. Accessed May, 2013.

STANDARDS SCIENCE (NGSS) 4-LS1-1, 4-LS1-2, MS-LS1-2, MS-LS1-3, MS-LS1-4, MS- LS1-8, MS-LS4-1, MS-LS4-2 ENGLISH LANGUAGE ARTS (CCSs) RST.6-8.4, WHST.6-8.2d

RAVINE EDUCATION PROGRAM 80 www.pdhp.org/hpravines Teacher From Head to Tail Page Fish Anatomy Key for Student Pages

FINS PAGE

2. Tail fin, or 3. Tail fin, or 2. Adipose fin 1. Dorsal fin caudal fin 1. Dorsal fin caudal fin

6. Pectoral fins 5. Pectoral fins 3. Anal fin 5. Pelvic fins 4. Anal fin 4. Pelvic fins

Rainbow trout White sucker

ADAPTATIONS PAGE

2. Lateral line 5. Tail fin, or 3. Dorsal fin 3. Dorsal fin 4. Tail fin, or 1. Operculum caudal fin 2. Scales caudal fin 4. Adipose fin 1. Operculum

10. Terminal 9. Ventral 6. Anal fin mouth mouth 9. Pectoral fins 5. Anal fin 8. Pectoral fins 7. Vent 6. Vent 8. Pelvic fins 7. Pelvic fins

Rainbow trout White sucker

RAVINE EDUCATION PROGRAM 81 www.pdhp.org/hpravines From Head to Tail: Student Page Fish Fins NAME:

DIRECTIONS

Label each fish’s fins by completing the blank.

RAINBOW TROUT

1. ______3. ______

2. ______

6. ______4. ______5. ______

WHITE SUCKER

1. ______2. ______

3. ______5. ______4. ______

RAVINE EDUCATION PROGRAM 82 www.pdhp.org/hpravines From Head to Tail: Student Page Fish Adaptations NAME:

DIRECTIONS

Label each fish’s adaptations by completing the blank.

RAINBOW TROUT 3. ______5. ______2. ______

1. ______4. ______

10. ______

9. ______6. ______8. ______7. ______

WHITE SUCKER 3. ______2. ______

1. ______4. ______

9. ______6. ______5. ______8. ______7. ______

RAVINE EDUCATION PROGRAM 83 www.pdhp.org/hpravines RAVINE RA Aquatic INE Life in Streams and Nearshore Education Education Program Program How Healthy is the Habitat? RA INE Education TIMERA: VINE60-90 minutes Program atEducat the ravineion Pr andogra m15-30 minutes indoors

GRADES: 6-8

LOCATION: Ravine (in fall or spring) and indoors

SAFETY: When exploring the ravine, step Note: This field trip should be facilitated by the Park District of very carefully. Rocks may Highland Park. be unstable to stand on. SUMMARY KEYWORDS: In this guided field trip to a ravine stream, students evaluate the Ecosystem, biotic, habitat quality of the ecosystem. Visiting students are broken up abiotic, habitat, turbidity, into three groups to test the availability of food, healthy water, transparent, translucent, shelter, and physical habitat for Rainbow trout. opaque, dissolved oxygen, pH, salinity, nearshore OBJECTIVES ecosystem, stream pools, riffles, substrate, indicator Students are able to: 1. Provide and interpret empirical evidence about the health of a habitat for a specific species; MATERIALS: 2. Consider actions that would increase or decrease the health of ‰‰ All water quality that habitat; and testing materials 3. Demonstrate the ability to describe the difference between an ecosystem and a habitat. ‰‰ Four flags ‰‰ Stuffed animal trout ‰‰ Trout visual aid BACKGROUND and PREPARATION ‰‰ Clipboards Teachers: Before visiting the ravine, review proper field trip ‰‰ Student sheets behavior with students. Divide students into three groups for the field trip and show them the habitat components worksheet they will complete on-site.

RAVINE EDUCATION PROGRAM 84 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore How Healthy is the Habitat?

If necessary, introduce the concept of a habitat RAINBOW TROUT: AN INDICATOR [the environment in which Did you know that rainbow trout are actually not native to an animal lives and a the Great Lakes or the Midwest? place where a species has everything it needs to Humans brought the Rainbow trout from the western survive], and the four major United States and have maintained populations by stocking habitat components, (1) the fish. Rainbow trout are a highly sought after sport fish, food, (2) water, (3) shelter, and when they are found in streams it is a good indication and (4) space. Note that a that the stream is a high quality cold or cool water stream. habitat can be any size and You may have a very healthy warm water stream with vary by species. Habitat no trout – does that mean the water is unhealthy? No! needs also change as individuals of a species grow Hopefully there are other organisms living in the water that and experience different prefer the temperature in the stream. parts of their life cycle.

The Rainbow trout is a trout that have stayed over On the field trip, students good example—a native of summer in the ravine stream, will observe the Rainbow the Pacific Ocean, it was but conditions are hard as the trout’s habitat components in introduced to the Great streams get very dry in the hot a stream. Students will also Lakes for recreational months. That is why they have have an opportunity to study fishing in the late 1800s. In created pools and shelters habitat in a Great Lake. Lake Michigan, Rainbows to try to make it better for (sometimes called Steelhead) them and other fish using the Facilitators: Before students spend most of their time in stream. arrive, plant the four flags deep cold waters, but when along the ravine (at 50 foot they mature, they move Another large fish, the White intervals) to mark study sites. into adjacent (tributary) sucker, which is native to the streams to spawn in gravel Great Lakes, uses tributary PROCEDURE found on the streambeds. streams in the same way. When conditions are right, However the White sucker is INTRODUCTION young Rainbow trout may more tolerant of degraded 1. Educators welcome students stay a year or two in these conditions such as turbidity to the ravine ecosystem. sheltered streams until they (suspended sediments in Explain to students that they grow big enough to go out to the water) and warmer will be exploring this restored the lake. Here in the ravines, temperatures. Here in the ravine ecosystem and decide young Rainbows have been ravines, the White suckers how well it can serve as a observed at the mouths of come to the streams in April habitat for Oncorhynchus the streams in early summer to spawn. Their eggs hatch mykiss, or the Rainbow trout coming to fill up on aquatic and baby fish (fry) can be seen [hold up picture of trout]. insects that are plentiful swimming the the streams. By during that time. The Park July, they are usually gone, 2. Ice breaker: Play “Pass the District of Highland Park pushed out to the lake by Trout” using the stuffed animal has released some Rainbow summer storms. trout. Explain that there is no talking until you receive the

RAVINE EDUCATION PROGRAM 85 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore How Healthy is the Habitat?

trout. When a student has of conditions such as warmer STATIONS the trout, they should say temperatures and turbidity Station 1: Water (2-3 instructors) their name and something (suspended bits of soil which about themselves (facilitator make the water cloudy). • Remind students to walk VERY decides the topic). They have been successful in cautiously on the rocks. Also, hatching eggs in the ravine equipment is expensive. It 3. Ask students if they can streams. So far, Rainbow trout should be handled with great care. explain what an ecosystem have not been seen doing this. is. [a place where living and • Conduct water quality tests non-living things interact] There are some important at one of the study sites Scientists call the living little fish (commonly called to determine the habitat things biotic, and the minnows) that live mostly in suitability of water. Students non-living abiotic. Ask the nearshore waters of the should complete results for students to look around Lake. These fish may come turbidity, temperature, and brainstorm biotic and up the streams to lay eggs, dissolved oxygen (DO), pH, abiotic components that seek shelter or find food. and salinity. they observe in the ravine Lake chub and Longnose dace ƒƒ Note on turbidity: For ecosystem. have both been spotted in the younger audiences, ravine streams. These fish identifying whether the water 4. Explain that one of the vary in their tolerances for is turbid, translucent, or biotic parts of this ravine water quality. transparent is sufficient. ecosystem is the fish, which 6-8th graders should record is the focus of this field trip. 5. Before splitting into groups numerical turbidity data. One of the reasons we are to start filling out the “Ravine ƒ focusing on fish is because Habitats” student page, ask ƒ Note on salinity: Explain some of the fish found in students to define habitat. [A that 1000 mg/L over a whole this ravine ecosystem, such place where an organism has week is lethal to Rainbow as the Longnose dace, are everything it needs to survive.] trout. Ask students, what rarely found in any other Ask them to name the four might cause salinity, or the area in our state. habitat components that all amount of salt, to increase in species need to survive? [food, the stream? The Rainbow trout is another water, shelter, space] Ask if all • If time remains, show students species of interest because it species have the same habitat other tests as well (flow rate, is particular about the quality needs. [No – example: A conductivity). of the water it lives in. Its penguin must live in a very • Explain how all of these tests presence is an indicator of different habitat from a zebra. help us to determine whether relatively cool and clean A clownfish lives in a different or not Rainbow trout can water. If conditions are habitat than a bass] tolerate this ecosystem. right, Rainbow trout will use streams adjacent to Lake 6. Break into three rotating Michigan to spawn or to find groups. Explain the three food to grow. stations and who will lead students through each station. White suckers use the Based on time constraints, streams in the same way spend between 10-20 minutes but they are more tolerant at each station. The water sample from Ravine 10L (left) is darker than Ravine 7L (right) because it has a higher turbidity level.

RAVINE EDUCATION PROGRAM 86 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore How Healthy is the Habitat?

Station 2: Food, Shelter, • Instructor should point out ASSESSMENT and Space at Beach (1-2 the stream pools, riffles, 1. Check student page for instructors) cover, and substrate and completion and accuracy. • Instructor should explain explain their functions. that the fish come up the • This is a good location for 2. Discuss the below questions, stream against the current students to create their and have students write their after rainstorms. Also, sketches for question #4. own answers independently or discuss the importance in groups: of nearshore and coastal WRAP-UP • What is the difference habitats in the Great between an ecosystem and a Lakes, where many small 7. Ask students about the habitat? fish and several larger preliminary results of their fish, like yellow perch, go assessment. Does this • Which of the habitat to find food. Also, this is ecosystem have the habitat components are biotic an area of Lake Michigan components to support factors? where humans can have a population of rainbow • What of the habitat the most impact. trout? What other tests components are abiotic • Point out areas of shelter or observations could we factors? and places where the fish conduct? Do you think results • How do human actions can swim into the ravines might change if we were here affect this ecosystem? (mouth or outfall of during another season? How stream). would they be different and why? SOURCES • Remind students to wait to Staley, Kathryn. Mueller, John. complete their assessment 8. How do human actions Rainbow Trout (Oncorhynchus of the habitat components affect this ecosystem? mykiss), Fish and Wildlife Habitat until they have finished [1) physical destruction Management Leaflet: Number ALL stations. of habitat, 2) decreasing 13. May 2000. United States • If time remains, introduce the water quality, and Department of Agriculture. Natural Resources Conservation the game “Go Fish”. oxygen availability, and 3) Instructions can be found Service. Wildlife Habitat introducing invasive species] Management Institute. in the earlier lesson plan Explain what the Park titled “Go Fish.” District of Highland Park STANDARDS is doing to prevent these human impacts to this SCIENCE (NGSS) Station 3: Food, Shelter, ecosystem and other natural 5-LS2-1, 5-ESS2-1, MS-LS1-5, and Space in Ravine (1-2 MS-LS1-6, MS-LS2-1, MS-LS2-2, instructors) areas in Highland Park. MS-LS2-3, MS-LS2-4, MS-LS2-5, MS-ESS3-3 • Guide students on a hike 9. If field trip was 60 minutes, ENGLISH LANGUAGE ARTS upstream, stopping at take 15-30 minutes in class to (CCSs) each of the four study ensure that all students have CCRA.W.2, CCRA.W.4, RH.6-8.7, sites to look for sources of recorded data from the site RST.6-8.3, RST.6-8.4, WHST.6- food (look under rocks for visit. 8.1, WHST.6-8.2, WHST.6-8.2a, invertebrates) and shelter. WHST.6-8.2b, WHST.6-8.2d, WHST.6-8.4, WHST.6-8.7 MathEMATICS (CCSS) 4.MD.A.1, 4.MD.A.2, 5.MD.A.1, 6.EE.C.9, 7. EE.B.3, 6.SP.B.5, 6.NS.B.3, 6.NS.C.5 RAVINE EDUCATION PROGRAM 87 www.pdhp.org/hpravines Student Page Ravine Habitats

NAME: DIRECTIONS

In your groups, complete this table to determine how well this ravine stream ecosystem could support a population of Rainbow trout. Add up your numbers in the assessment column to calculate your habitat assessment score.

HABITAT WHAT TO LOOK FOR ASSESSMENT COMPONENT

Insect larvae, macroinvertebrates How many of the four sites have food present? (Circle your answer) FOOD What do you see? 0 1 2 3 4

Circle your answer: Turbidity: Transparent Yes or No How many “yeses”? Temperature: 12-18°C Yes or No WATER DO: >5mg/L Yes or No pH: 6-8.5 Yes or No 0 1 2 3 4 5 Salinity: <1,000 mg/L Yes or No

Overhanging rocks and tree roots How much of the four sites have shelter Shade from trees present? SHELTER What do you see? 0 1 2 3 4

Pools, riffles, water level/flow How many of the four sites have physical habitat for the rainbow trout? SPACE What do you see? 0 1 2 3 4

Trout-O-Meter 0-7 Unhealthy habitat My trout habitat assessment score: 8-10 Moderately healthy habitat 11-17 Healthy habitat

RAVINE EDUCATION PROGRAM 88 www.pdhp.org/hpravines Student Page Ravine Habitats (Continued)

1. Based on your assessment could this stream ecosystem provide healthy habitat for Rainbow trout? How might we help to make this stream healthier?

______

______

2. What other aspects of this ecosystem do you think could harm or support a population of Rainbow trout?

______

______

3. Do you think results would be different during another season? How would results differ?

______

______

4. In the box below, sketch a habitat components you observed today.

Staley, Kathryn. Mueller, John. Rainbow Trout (Oncorhynchus mykiss), Fish and Wildlife Habitat Management Leaflet: Number 13. May 2000. United States Department of Agriculture. Natural Resources Conservation Service. Wildlife Habitat Management Institute.

RAVINE EDUCATION PROGRAM 89 www.pdhp.org/hpravines RAVINE RA Aquatic INE Life in Streams and Nearshore Education Education Program Program To Invade or Not to Invade RA INE Education TIMERA: VINE40-60 minutes Program Education Program

GRADES: 6-8

LOCATION: Indoors

KEYWORDS: Species, native species, non-native species, invasive species, Round goby naturalized species, Photo credit: Stock photo terrestrial, ballast water SUMMARY In this lesson students learn about the idea of invasive species. MATERIALS: They compare characteristics of three Great Lakes fish and then play a board game modeling terrestrial invasive species in an Print enough of the Illinois forest. following printouts for each pair of students: ‰‰ Fish Stories OBJECTIVES ‰‰ To Invade or Not to Students are able to: Invade (Directions, 1. Differentiate between native species and non-native or exotic species and identify whether or not a species is invasive; Gameboard, 2. Identify characteristics that make a species invasive; Ecosystem situation 3. Explore the social, ecological, and economic impacts of cards) invasive species; and 4. Identify and critique solutions to control the spread of invasive species.

BACKGROUND Since the late 19th century, humans have introduced approximately 180 non-native species to the Great Lakes region. About 10% of these are categorized as invasive species because of the harmful impacts they can have on their new ecosystems or on human activity.

RAVINE EDUCATION PROGRAM 90 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore To Invade or Not to Invade

PREPARATION VOCABULARY Print “Fish Stories from Lake Species: a group of organisms with common attributes and the Michigan” student pages. ability to reproduce fertile offspring together. Read and print directions for Native species: a species that lives in a region or place without the invasive species modeling intervention from people. game. Become familiar with the invasive species Non-native species: a species (not in captivity) introduced by information resources listed humans to a place outside of its historical native range. for student use. Prepare game Invasive species: a species that can be native or non-native to materials by cutting out the an ecosystem, and whose introduction can cause harm to the Ecosystem Situation Cards. environment, native species, the economy, or human health. They usually have no natural predators in their new environment PROCEDURE and reproduce rapidly. INTRODUCTION: Naturalized species: a non-native species that brings minimal COMPARING THE IMPACTS negative impacts to a new ecosystem OF SPECIES 1. Introduce the concept of an invasive species and Invasive species can impact native species by spawning review habitats and food new areas by: multiple times each year webs. Students should have a • outcompeting native species (about six times depending foundational understanding for resources (food, habitat, on temperatures) from April of these concepts before spawning areas); to September. Additionally, participating in this exercise. • changing the characteristics its advanced sensory system of natural areas; allows it to feed in the dark at 2. Introduce vocabulary terms: • spreading diseases and nighttime, when other bottom native species, non-native parasites; dwelling fish like sculpins and species, invasive species, • damaging human equipment darters are unable to locate and naturalized species (see and infrastructure; and food. “Vocabulary” box above). • consuming native species. Round gobies are thought 3. Explore the differences and ACCIDENTAL to have drastically reduced brainstorm examples of each INTRODUCTIONS numbers of native Mottled of the above with students. One of the more recent sculpins through competition invasive species in Lake for food and breeding habitat. EXPLORATION: IS IT Michigan is the Round goby, Round goby also eat the eggs INVASIVE? a bottom dwelling fish. In of some native fish species. 4. Instructor hands out “Fish Illinois, the Round goby was The Round goby is one Stories from Lake Michigan” first observed in the Grand example of a long history of student pages. Students work Calumet River in 1993 and was accidental non-native species in pairs to read about each then found in Lake Michigan introductions in the Great of the three species (White near Chicago two years Lakes that caused permanent sucker, Rainbow trout, Round later. The goby outcompetes changes to the ecosystem. goby) and complete reading comprehension questions.

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RECALL: RECAP FISH STORIES WHAT IS BALLAST WATER? is water held in a ship to increase its stability while 5. After everyone has read Ballast water floating. Ballast water is pumped into the ballast tank (at the “Fish Stories,” ask students: bottom of the ship) from the surrounding the body of water. • Which of the three Ballast water is exchanged as a ship loads or empties cargo. species are invasive? For example, a freighter may fill its tank with ballast water at [Round goby] one port, and then release it in another port. Since that ballast • Where did this species water is used only for balance, most living organisms survive in come from? [ballast water the ballast tank and may also survive when the ballast water is from ships] released. • Why is it invasive? [It Demonstrate how ballast water keeps a ship from “keeling over” outcompetes other by taping the bottom of a funnel closed and placing it in a bowl species of fish by being of water. The funnel will tip over or sink unless the bottom of the aggressive and feeding at funnel is partially filled with water. night; it can also consume zebra mussels, unlike many native fish, taking TO INVADE OR 3. Round goby is invasive. It advantage of an additional NOT TO INVADE disrupts the ecosystem by out- food resource.] 8. Pass out board game competing native species and materials to each pair of reproducing rapidly. 6. Ask students if they students, including directions, think the White sucker and game board, game pieces, 4. Rainbow trout is naturalized. Rainbow trout are invasive and ecosystem situation It has adjusted to living in the in the Great Lakes [answers cards. Great Lakes region with little may vary]. impact on the ecosystem. 9. Game play should last 7. Explain that while the approximately 15-20 minutes. Instructor may also Rainbow trout was brought test students on their into the Great Lakes and 10. As students finish understanding of key terms its streams by people, the they should consider (species, native species, Rainbow trout generally the discussion questions non-native species, invasive has minimal impact on its independently. species, naturalized species). ecosystem. The Rainbow trout is an example of a EXTENSIONS species that has become ASSESSMENT naturalized, or has adapted Check student page for INVASIVE SPECIES to an ecosystem without accuracy. Student page REMOVAL IN YOUR causing major disruptions. answers: NEIGHBORHOOD Generally, naturalized 1. The White sucker is native. Every community is subject species like the Rainbow It has been in the Great Lakes to invaders by land and water. trout aren’t described as for thousands of years. Garlic Mustard, Buckthorn, invasive species. 2. Rainbow trout and Round Japanese Knotweed, and gobies are non-native. They Goutweed are among the were introduced by humans. invasive plants commonly

RAVINE EDUCATION PROGRAM 92 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore To Invade or Not to Invade

FLOW LESSON 3: GREAT Round Goby. Illinois Department of LAKES MOST UNWANTED Natural Resources. www.in.gov/dnr/ files/ROUND_GOBY.pdf. Accessed This lesson, designed for July, 2013. grades 4-8, provides fact cards, pictures, and other resources on many aquatic invasive STANDARDS species in the Great Lakes SCIENCE (NGSS) Region, and their impacts. 4-ESS3-2, 5-LS2-1, MS-LS1-4, www.miseagrant.umich.edu/ MS-LS1-6, MS-LS2-1, MS-LS2-2, MS-LS2-4, MS-LS2-5, MS-ESS3-3 flow/pdf/U1/FLOW-U1-L3- ENGLISH LANGUAGE ARTS MICHU-08-401.pdf (CCSs) CCRA.R.6, CCRA.R.9, CCRA. SL.3, RH.6-8.5, RH.6-8.8, RST.6- SOURCES 8.2, RST.6-8.4, WHST.6-8.2d Becker, G. C. (1983). Fishes of Wisconsin. found in or near Highland Park. See if any of these City of Chicago Invasive Species plants are growing at or Ordinance Brochure: www. near your school. To identify cityofchicago.org/content/dam/city/ common woodland invasive depts/bacp/environmentdocs/ landbasedinvasiveplantbrochure2011. species, visit: www.inhs.illinois. pdf. Accessed July, 2013. edu/research/CAPS/docs/ WoodlandWeedsfinal.pdf. Mills, E. L., Leach, J. H., Carlton, J. T., & Secor, C. L. (1993). Exotic Want to work with the experts? species in the Great Lakes: a history of biotic crises and anthropogenic The Park District of Highland introductions. Journal of Great Park has educated individuals Lakes Research, 19(1), 1-54. specializing in natural area restoration and the removal Rainbow Trout and Steelheads. of invasive species. If you are Wisconsin Department of Natural Resources. Environmental Education interested in setting up a work for Kids! http://dnr.wi.gov/org/caer/ day for your student group, ce/eek/critter/fish/rainbowTrout. visit www.pdhp.org/hpravines. htm. Accessed July, 2013.

INVASIVE SPECIES Steelhead. Michigan Department of Natural Resources. www.michigan. OUTREACH PROJECT gov/dnr/0,1607,7-153-10364_18958- Students use what they have 45692--,00.html. Accessed July, 2013. learned to create a product to educate the community about Common White Sucker. Ohio invasive species in Highland Department of Natural Resources. Park or in the Great Lakes. Division of Wildlife. http://www.dnr. state.oh.us/portals/9/pdf/pub172.pdf. Accessed July, 2013.

RAVINE EDUCATION PROGRAM 93 www.pdhp.org/hpravines To Invade or Not to Invade: Student Page Fish Stories from Lake Michigan

NAME: DIRECTIONS

Read about three fish found in Lake Michigan and answer the following questions:

RAINBOW TROUT WE first arrived in the Great Lakes in 1876, when humans brought a group of our ancestors from our native streams in the Western United States. We are often categorized in two groups – Rainbow trout (“landlocked”) and Steelhead. If we spend our adult lives in streams, people call us Rainbow trout for our pretty colors. We tend to stay smaller (8 – 22 inches, up to 4 pounds) because we eat mostly insects and sometimes small fish. Others of us, the Steelhead, live in the Great Lakes. We are born in streams, but live our adult lives in the Great Lakes where prey fish are more abundant. As Steelhead, we swim up streams to spawn, or reproduce. Because we eat mostly fish when we live in the Great Lakes, we can grow larger (20 – 36”, average 8-10 pounds, but can grow up to 20 pounds). The Illinois state record for steelhead from Lake Michigan is 31 pounds.

Both Rainbow trout and Steelhead usually spawn during the spring and fall. Fishermen really enjoy catching us, so scientists raise baby trout in a place called a hatchery, and then release us into the wild when we are big enough to find our own food. If hatcheries didn’t do this, we probably wouldn’t be able to sustain a population on our own. These Midwest streams are great, but they’re not quite the same as the streams we are used to out west!

WHITE SUCKER WE are suckers for Lake Michigan. Having lived here for thousands of years, this is our home. We are bottom feeders with a diversified diet, so we will eat almost anything on the bottom of the Lake Michigan, including algae, insect larvae, and crustaceans. Until we are about 8 inches in length, we can be eaten by walleye, bass, burbot, salmon and trout, and northern pike, as well as birds such as the Great Blue Heron. When we are adults, we weigh about two pounds and are 12- 16”, which is too large for most fish eating predators. The record White sucker caught in Michigan was 28 inches long and weighed 7 pounds.

In April and May we swim up streams to spawn. After our eggs hatch, baby suckers live in the stream for about one to two months until they are large enough to survive in the near shore habitat of Lake Michigan, which spans about 3/4 of a mile. We are generally more tolerant of a wide range of environmental conditions than other fish in the Great Lakes region.

RAVINE EDUCATION PROGRAM 94 www.pdhp.org/hpravines To Invade or Not to Invade: Student Page Fish Stories from Lake Michigan

NAME: ROUND GOBY WE are from the other side of the world. Our ancestors came from Europe, possibly the Black Sea or the Caspian Sea. In Illinois, we were first noticed in the Grand Calumet River in 1993. Scientists think we hitched a ride in the ballast water of a freighter that travelled to the Great Lakes and then dumped its ballast water. We are only about six inches long, but we have made Lake Michigan our home. You might even say we have taken over. Unlike almost all native fish in Lake Michigan, which spawn only once a year, we spawn multiple times between April and September. We will aggressively defend our nests from any intruder and scare native sculpins away from their preferred habitat, which is the same as ours.

A lot of people don’t like us. Because we are so good at reproducing, we outcompete other bottom-dwelling fish for food. Additionally, we can feed at night and sometimes eat eggs of native fish. One of our favorite foods, both here and in our native countries, is the zebra mussel, which filters pollution (mercury, PCBs) out of the water. When a larger fish eats us, it also consumes all the pollution in our systems from dining on zebra mussels. This makes people that eat fish like trout and walleye from Lake Michigan nervous.

WHICH IS WHICH?

1. Which, if any, of these species are native to Lake Michigan? How do you know?

______

2. Which, if any, of these species are non-native to Lake Michigan? How do you know?

______

3. Which, if any, of these species are invasive in Lake Michigan? How do you know?

______

4. Which, if any, of these species are naturalized to life in Lake Michigan? How do you know?

______

RAVINE EDUCATION PROGRAM 95 www.pdhp.org/hpravines LESSON To Invade or Not to Invade MATERIALS Invasive Species Modeling for 4-8th Graders

BACKGROUND

This is a learning game! By playing this game, students create a model that demonstrates the impact of invasive species in a fictitious forest in their community.

SUPPLIES ‰‰ Game board ‰‰ Dice (one per student group) ‰‰ Invasive species game pieces (suggestions include: beans, tokens, paper squares, etc.) ‰‰ Native species game pieces (should be different in color or shape from invasive pieces) ‰‰ Cut out game cards ‰‰ Cut out X-pieces

DIRECTIONS

Object of the game: to have as many pieces on the board at the end of the round

SET UP

• Students should work in groups of two. In each group, one student is an invasive species and one is a native species. • In this game, a native and a non-native invasive plant species are competing in a Highland Park forest. • Players take turns putting pieces down. For each turn, a player will roll the die. If they roll an odd number they place one piece on the space of their choice. If they roll an even they place two pieces. • After each person takes two turns, draw one Ecosystem Situation Card and follow the directions on that card. • After the board is filled, count your pieces and consider the discussion questions.

DISCUSSION QUESTIONS

1. What were the major ways that the invasive was able to succeed?

2. What were the main ways the invasive species was controlled?

3. What are the limitations of this game? How is it different in the real word?

4. How might this game be different if we were talking about aquatic invasive species?

RAVINE EDUCATION PROGRAM 96 www.pdhp.org/hpravines LESSON To Invade or Not to Invade MATERIALS Invasive Species Modeling: Game Cards (Front)

BIRD CONSUMES BERRIES VOLUNTEER VOLUNTEER FROM INVASIVES WORK DAY! They spread seeds around the forest. PLANTING DAY! Place 3 Native Pieces in any Remove 4 Invasive Pieces. Place 1 Invasive Piece in an available space in 5 columns of your choice. available spaces.

FIRE! VOLUNTEER A large controlled burn in DROUGHT rows 9 and 10 destroys half of Plants struggle to grow. WORK DAY! the Invasive species. Remove 2 Invasive Pieces. Each player removes 3 Pieces. Remove half of the Invasive Pieces in rows 9 and 10.

BIRDS CONSUME BERRIES BIRDS CONSUME BERRIES HEALTHY GROWING FROM INVASIVES FROM INVASIVES SEASON The temperature and amount of They spread seeds around the forest. They spread seeds around the forest. precipitation are just right.

Place 1 Invasive Piece on an Place 1 Invasive Piece in an available Each player places 3 Pieces on the available space in every column. space in 5 columns of your choice. board (Invasive goes first).

NEW INVASIVE ARRIVES! HEALTHY GROWING This plant releases a toxin into the SEASON soil, so nothing else can grow where This plant releases a toxin into the soil, INVASIVE SPECIES it grows. so nothing else can grow where it grows. REMOVAL FESTIVAL!

Remove all Pieces from H7, H8, H9, Place 2 Natives Pieces on available Remove 9 Invasive Pieces. P7, P8, P9, I7, I8 and I9. Replace with spaces. Then place 3 Invasive Pieces Xs. Remove Xs after three turns. on any available space. FOREST STEWARD A caring individual adopts a small NEW INVADER ARRIVES section of the forest. This plant brings a disease that X X X affects the native species. Remove all Invasive Pieces from R1, R2, S1, and S2. For the rest of the Remove all Native Pieces in N5, A5, X X X game Invasive Pieces may not be V5, N6, A6, V6, N7, A7, and V7. placed on these squares X X X

RAVINE EDUCATION PROGRAM 97 www.pdhp.org/hpravines LESSON To Invade or Not to Invade MATERIALS Invasive Species Modeling: Game Cards (Back)

ECOSYSTEM ECOSYSTEM ECOSYSTEM SITUATION SITUATION SITUATION CARD CARD CARD

ECOSYSTEM ECOSYSTEM ECOSYSTEM SITUATION SITUATION SITUATION CARD CARD CARD

ECOSYSTEM ECOSYSTEM ECOSYSTEM SITUATION SITUATION SITUATION CARD CARD CARD

ECOSYSTEM ECOSYSTEM ECOSYSTEM SITUATION SITUATION SITUATION CARD CARD CARD

ECOSYSTEM ECOSYSTEM Cut out X pieces on other side SITUATION SITUATION CARD CARD

RAVINE EDUCATION PROGRAM 98 www.pdhp.org/hpravines LESSON To Invade or Not to Invade MATERIALS Invasive Species Modeling: Game Board

H P I N V A D E R S 1 2 3 4 5 6 7 8 9 10

RAVINE EDUCATION PROGRAM 99 www.pdhp.org/hpravines RAVINE RA Aquatic INE Life in Streams and Nearshore Education Education Program Program Invasive Species Reports RA INE Education TIMERA: VINETwo to three 45 Program minuteEducat classion Pr periodsogram

GRADES: 6-8

LOCATION: Indoors

KEYWORDS: Species, native species, non-native species, invasive species, naturalized species, SUMMARY terrestrial, ballast water In this activity, designed for a middle school grade level, students research, report, and present to their class on an invasive species MATERIALS: found in the Great Lakes region. ‰‰ Resources ‰‰ “Invasive Species OBJECTIVES Report” student page Students are able to: 1. Research and present information on an invasive species in the Midwest; 2. Explore the social, ecological, and economic impacts of invasive species; and 3. Identify and critique solutions to control the spread of invasive species.

BACKGROUND Refer to the Background section in the previous lesson, “To Invade or Not to Invade.”

PREPARATION Gather resources for student research. Consider reserving a library or computer lab for students to complete their research project.

RAVINE EDUCATION PROGRAM 100 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore Invasive Species Reports

PROCEDURE Terrestrial (Land-dwelling) Aquatic Invasive Species INVASIVE SPECIES Invasive Species REPORT RESEARCH Garlic Mustard Sea lamprey 1. Break students into groups Common Buckthorn Spiny water flea of 3-4 for this activity, and provide students with student Emerald ash borer Zebra mussels and quagga mussels page. Groups should select Japanese beetle Asian carp (Silver carp, big head carp) one invader to research, Teasel and create a 2-3 minute Purple Loosestrife presentation or video for Kudzu the class with the following Eurasian Milfoil information: • Common name Use the “Resources” section at the end of this lesson plan to guide students toward useful information. • How was it introduced to this area? • What does it eat? Does it 3. Students should answer Consider these questions: have predators? the research questions using • Which of these invaders are • What makes this invader so the resources, and any other the most important for us to successful? information sources they can be thinking about, and why? locate with the instructor’s • What are some of the most • How does the invader affect guidance. For each answer promising solutions to the other plants and animals students should document the controlling these invaders? in its community? How source. might it affect people? • Are there any species that • How can we keep this 4. Students should prepare a we should be working harder invader from spreading? 3-5 minute presentation for the to prevent from spreading? • Encourage students to class answering the research • How can we help teach create their own innovative questions about their invasive people about the solutions to prevent their species. Additionally, each importance of controlling species from spreading. group must turn in written our invaders? Instructor should ask students answers to their instructor for to add an element of creativity assessment. ASSESSMENT to their presentations by Collect written invasive creating a multimedia PRESENTATIONS & species reports. Grade for STEWARDSHIP presentation (i.e., PowerPoint completion and accuracy with or Prezi), song, skit, narrative, 5. Students should present the understanding that many or video. their findings to the class. invaders will have incomplete Presentations should not information because of the 2. Student groups (or exceed five minutes. varying levels of scientific instructor) determine which knowledge of a specific invasive species they will 6. As a class discuss the species. research. The side table implications of these invasive contains a potential list of species. Provide students with feedback species for research. on their presentations.

RAVINE EDUCATION PROGRAM 101 www.pdhp.org/hpravines Aquatic Life in Streams and Nearshore Invasive Species Reports

EXTENSIONS United States Geological SOURCES Survey: http://nas.er.usgs.gov/ INVASIVE SPECIES Becker, G. C. (1983). Fishes of queries/greatlakes/SpeciesList. OUTREACH PROJECT Wisconsin. aspx?Group=Fishes&HUC Students use what they have Number=DGreatLakes& learned to create a product to Genus=&Species=&Com STANDARDS educate the community about Name=&status=0&pathway= SCIENCE (NGSS) invasive species in Highland 0&Sortb=1&SpeciesCategory=1 4-ESS3-2, MS-LS1-4, MS-LS2-1, Park or in the Great Lakes. MS-LS2-2, MS-LS2-4, MS-LS2-5, MS-ESS3-3 City of Chicago Invasive Species Ordinance Brochure: ENGLISH LANGUAGE ARTS RESOURCES (CCSs) http://www.cityofchicago.org/ These government agencies CCRA.R.7, CCRA.W.6, content/dam/city/depts/bacp/ CCRA.W.7, CCRA.W.8, and programs provide access environmentdocs/landbased CCRA.W.9, CCRA.SL.1, CCRA. to information on aquatic invasiveplantbrochure2011.pdf SL.2, CCRA.SL.3, CCRA.SL.4, invasive species: CCRA.SL.5, RH.6-8.1, RST.6- 8.1, RST.6-8.4, WHST.6-8.2d, Below are terrestrial invasive WHST.6-8.7, WHST.6-8.9 U.S. Environmental Protection species factsheets from the Agency: www.epa.gov/glnpo/ Illinois Natural History Survey: invasive/ Grasslands: www.inhs.illinois. Great Lakes Nonindigenous edu/research/CAPS/docs/ Species Information System: GrasslandWeedsfinal.pdf www.glerl.noaa.gov/res/ Programs/glansis/glansis.html Woodlands: www.inhs.illinois. edu/research/CAPS/docs/ Illinois-Indiana Seagrant: www. WoodlandWeedsfinal.pdf iiseagrant.org/nabinvader/ Lakes/admin/factsheets.html Wetlands: www.inhs.illinois. edu/research/CAPS/docs/ Northeastern Illinois Invasive WetlandWeedsfinal.pdf Plants Partnership: http:// niipp.net/?page_id=1016

RAVINE EDUCATION PROGRAM 102 www.pdhp.org/hpravines Student Page Invasive Species Report

NAME: GROUP MEMBERS:

1. What is the common name of your invasive species? ______

2. How was it introduced to this area? ______

______

3. What does it eat? ______

______

4. Does it have predators? If so, what are they? ______

______

5. What makes this invader so successful? ______

______

______

6. How does the invader affect the other plants and animals in its community? How might it affect people?

______

______

7. How can we keep this invader from spreading? ______

______

______

RAVINE EDUCATION PROGRAM 103 www.pdhp.org/hpravines