Lion Fish, Tegus, and Burmese Pythons, Oh My!

Should we eradicate invasive species?

Unit Overview Beginning roughly four billions years ago, Earth’s biota has evolved to virtually establish itself everywhere on the planet. The resultant flora and fauna engaged in the continuing fight for survival that has yielded the magnificent display of every imaginable size, shape, and color that we see today. Millions of years of evolution through natural selection has produced the intricately balanced and vibrant portrait before us and it is up to us to discern our treatment and care of the masterpiece. This unit provides a foundational study of Earth’s biodiversity necessary for students to begin exploring the problem of invasive species. Students acquire understanding via a variety of instructional methods including primary source analysis, hands-on experimentation, collaboration, discourse, and debate. Knowledge is then applied in answering the question, “Should we eradicate invasive species?” Key Science Concepts Invasive Species, Non-native Species, Native Species, Biodiversity, Keystone Species, Indicator Species, Evolution, Natural Selection, Genetic Variability, Speciation, Artificial Selection, Genetic Engineering, Extinction, Impacts of Human Activity on Biodiversity Biodiversity and Evolution

Ethical Issues Eradication of Invasive Species, Environmental Responsibility, Environmental Health, Government Regulation

Science Skills Collaborating, Inferring, Forming Arguments from Text Evidence, Understanding Cause and Effect, Communicating Results

Grade Level High School Environmental Science

Time Required This is a 7–lesson, 14-day unit plan, although it can be adapted for a shorter or longer time period depending on the needs of students. Lesson Sequence  Lesson 1. Initial Position: Friend or Foe?  Lesson 2. Exploring the Biodiversity Index  Lesson 3. Explaining the Role Species Play  Lesson 4. Change in Life over Time  Lesson 5. Factors That Affect Biodiversity  Lesson 6. Socratic Seminar Preparation  Lesson 7. Socratic Seminar

Background on the Issue Invasive Species While invasive species are an immediate threat to ecosystem biodiversity, they also pose an imminent danger to the economy and human health. The focus within this unit will be on the impact of invasive species on ecosystem biodiversity. Subsequent units will broaden the scope, providing a holistic portrayal of human dependence on the maintenance of Earth’s biodiversity. An invasive species can be any form of life that is not native to an ecosystem and that causes harm. Opportunistic species that grow and reproduce quickly are able to spread aggressively with devastating environmental consequences. These non-natives are thus labelled “invasive.”

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Within an established ecosystem, invasive species arrive, primarily as a result of human activities, often unintentionally. Vectors for introduction may be the result of transportation such as through ship ballast water and wood shipping palettes and crates. Ornamental plants and the pet trade also significantly contribute to the introduction of invasive species. Once established, invasive species could deleteriously impact an ecosystem by changing the food web, decreasing biodiversity, and altering ecosystem conditions. With potentially no native competitors, predators, and/or parasites, they are able to outcompete indigenous species, or native species, for both abiotic and biotic resources. Florida Invasive Species According to the Florida Fish and Wildlife Conservation Commission, more than 500 fish and wildlife non-native species, also known as exotic species, have been observed in Florida.[1] Not all of these species present a threat, but some have become invasive by causing harm to native species, as well as to pose a threat to human health and the economy. Ten species that are currently wiping out native populations in the Florida Everglades and beyond and that will be studied in this unit include the Brazilian pepper tree, Australian pine, Asiatic clam, giant African snail, lionfish, Cuban tree frog, Argentine black and white tegu, green iguana, Burmese python, and feral cat. Reference [1] Florida's Exotic Fish and Wildlife. (n.d.). Retrieved May 29, 2017, from http://myfwc.com/wildlifehabitats/nonnatives/

Connecting to NGSS* HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple line of empirical evidence. HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. HS-LS4-3. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

*For connections to Florida’s NGSSS and accompanying Literacy, Mathematics, and English Language Development Standards for Environmental Science, see Appendix A. Accommodations for Students with Disabilities Visual Impairment  Allow for flexible seating to accommodate for lighting needs.  Verbally describe photos and diagrams.  Allow and provide for a combination of devices and materials such as, large print, regular print and magnifiers. Hearing Impairment  Preview necessary vocabulary with student and interpreter (if one is used).  Allow for wait time after asking questions.  Provide written instructions.  Remind teammates and classmates to face student when speaking.  Have students provide a signal (such as a slight wave of the hand) to alert student to the source of sound.  Provide proper seating so hearing impaired student(s) can clearly see presenters. Motor/Orthopedic Impairment  Provide large materials for students with low grip strength.  Allow for alternative note-taking devices including voice-to-text software.  Shorten assignments or extend time limits to accommodate for slower speed.  Allow oral responses.  Reduce demand for copying from the board or overhead by providing the student with notes or outlines. Learning Disabilities  Extend time for completion of assignments or tests.  Allow for wait time after asking questions.  Allow for small group instruction.  Provide graphic organizers to help students keep track of ideas.  Provide highlighters, sticky notes, and other aids for organizing notes.  Model data analysis for students. Emotional Disabilities  Practice cooperative skills such as consents-building, collaboration, compromise, and communication.  Assist students and teammates with strategies to ensure all ideas are heard.  Remind students that there are oftentimes no right answers to scientific dilemmas.  Allow for “time out” if discussions become too heated or behavior becomes inappropriate.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

 Allow students to express frustrations or challenges in appropriate ways such as journaling, drawing, one-on-one conversations.

Resources for Teachers Note to the Teacher: You are not limited to the resources listed below. Other sites and/or sources that provide the most current information are encouraged.  Ferguson, T., Akins, L., & Stone, D. M. (2010). The lionfish cookbook: the Caribbean’s new delicacy. Key Largo (Fla.): Reef Environmental Education Foundation.  Florida Fish and Wildlife Conservation Commission. Invasive Species. http://myfwc.com/wildlifehabitats/nonnatives/invasive-species/  Johnson, S. A. (2014, March 10). The Cuban Treefrog (Osteopilus septentrionalis) in Florida. Retrieved from http://edis.ifas.ufl.edu/uw259  National Invasive Species Information Center. Retrieved from https://www.invasivespeciesinfo.gov/index.shtml  Reef Environmental Education Program (REEF). Retrieved from http://www.reef.org/  Southwest Florida Water Management District. 2017 South Florida Environmental Report. Retrieved from https://www.sfwmd.gov/science-data/sfer

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Lesson 2.1

Initial Vote: Friend or Foe? To the Teacher In this lesson, students express prior knowledge about invasive species and their impact on the environment and take an initial position on the eradication of these harmful non-natives. The lesson also serves to reinforce the skills inherent to learning through SSI as students grapple with the unit question, “Should we eradicate invasive species?” There are no right or wrong answers with regard to the unit question, with emphasis placed on students’ defense of claims through evidence and reasoning. Objectives Students should be able to do the following: 1. Access and explain prior knowledge about invasive species and their impact on the environment. 2. Recognize the strength and usefulness of a scientific claim is evaluated through scientific argumentation. 3. Recognize that a number of shared values and perspective characterize a scientific approach. 4. Take an initial evidence-based position on the issue of the eradication of invasive species.

Time Needed Two 50-minute class periods Materials  Materials per class o Computer with projector, sound and internet access . Access to WGCU podcast, “Biologists Remove Invasive Tegu Lizard, Threatening Florida’s Wildlife” at http://news.wgcu.org/post/biologists-remove-invasive-tegu- lizard-threatening-floridas-wildlife o Class set of Lesson 2.1 Science Notebook Template o Class set of the tegu lizard podcast transcript o Class sets of The Ledger article, “Invasive Species Taking over Resident’s Yard.” o Large piece of bulletin board paper and/or space on the wall

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

 Materials per group o 1 set of invasive species cards in an envelope (plus one set for the teacher)  Materials per student o Science notebook or journal o Sentence Stems for Civil Discourse card from Unit 1 o 1 sticky note

Procedure Advance Preparation 1. Before students arrive, arrange seating for collaborative groups of three to four students. 2. Write the unit essential question on the board, “Should we eradicate invasive species?” 3. Create a continuum poster and post it in front of the class. Initially, students vote on the issue by placing a sticky note on the continuum, somewhere between yes or no, but not directly on the middle line. They must lean one way or another. As the unit proceeds, students are given the opportunity to readjust their vote by moving their sticky.

4. List the terms, eradicate, invasive species, non-native species, and native species on the board along with the definition of each.  Eradicate: to destroy completely  Invasive species: intentionally or accidentally introduced to an area; displaces native species, negatively impacts ecology, economy, human health, or way of life  Non-native species: intentionally or accidentally introduced to area; does not disrupt natural ecosystem processes  Native species: a species that normally lives and thrives in a particular ecosystem; endemic (found only within a particular region) or indigenous (found both within the region and elsewhere) 5. Prepare a class set of the Close Read article, “Cuban Tree Frog: Invasive Species Taking over Resident’s Yard,” placing pages in plastic sleeves. Students will write on the plastic sleeves with the dry erase markers and then erase for the next class. 6. Read the article, in order to identify incidental vocabulary that may impede student reading. Post the terms and their definition for reference during reading. If meaning can be built from the text, do not list it. Engage 1. When students enter, instruct them to write the unit question in their science notebook and then to answer the question. Refer students to the term definitions on the board for initial assistance.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

2. Allow for thinking, writing, and then collaboration before randomly calling on students to respond. Remind students that there are no right or wrong answers and that the importance lies in the explanation of their reasoning. 3. Reemphasize that throughout the school year they will construct scientific understanding through socioscientific issues (SSI). Emphasize the following points, with regard to the unit question, prompting students to take note within their Science Notebooks (see template).  SSI are open-ended questions with no right or wrong answer. What is important is to back all claims with evidence. Examples are, “Is climate changes something of which I should be concerned, should we ban genetically modified foods, or should we exterminate invasive species?”  SSI are real-world problems that tend to be controversial.  SSI will prepare us to participate in current and future societal discourse surrounding the scientifically based problems of the real world. 4. Ask students how learning through SSI is beneficial.

Explore 1. Distribute the class set of the Lesson 2.1 Science Notebook template for reference. 2. Distribute a set of the Florida Invasive Species Cards to each group. 3. Instruct students to answer the unit question again, with regard to each species card. Prompt students to explain their reasoning. 4. Ask the following questions, allowing for think time and randomly calling students.  What reasons do you have for eradicating some species and not others?  Why is the choice difficult? 5. Explain to students that conservation groups and community organizations organize hunting expeditions for invasive species including the following examples. 6. Investigate the following websites as a whole class or within student groups. Cuban tree frog  Department of Wildlife Ecology and Conservation, Institute of Food and Agricultural Sciences, humane method for euthanizing amphibians (http://www.wec.ufl.edu/extension/wildlife_info/frogstoads/osteopilus_septentrionalis.p hp) Lionfish  Reef Environmental Education Foundation (REEF) annual ‘Lionfish Derby,’ (http://www.reef.org/lionfish)  NOAA ‘Eat Lionfish’ campaign. (http://oceanservice.noaa.gov/news/weeklynews/june10/eatlionfish.html) Burmese python  Florida Fish and Wildlife Conservation Commission and Fish and Wildlife Foundation of Florida ‘Python Challenge’ (http://pythonchallenge.org/)

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Explain 1. In reference to the hunting expeditions, ask the following questions.  Are these effective means of invasive species eradication? Explain.  What are the potential consequences of these methods?  How do you feel about hunting expeditions for invasive animal species? Explain. Elaborate – Tegu Lizard 1. Allow for students to listen to the WGCU podcast, “Biologists Remove Invasive Tegu Lizard, Threatening Florida's Wildlife” (5:24). Instruct students to follow along with the podcast transcript as they listen. If internet access is not possible, instruct students to partner read the transcript. 2. Ask the following questions, allowing for thinking, writing and collaboration time. Randomly call students to respond.  Why do you think that Garner says that the tegu population in South Florida feels sort of like a ticking bomb?  Do you agree that euthanizing the caught lizards is “a necessary evil?” Note that the skills inherent to civil discourse must be practiced and that consistent and intentional use of the sentence stems is crucial throughout the year. Elaborate – Cuban Tree Frogs in Polk County 1. Distribute the Cuban tree frog article for close reading. Pre-read: Text Features 2. Distribute the article for close reading, “Cuban Tree Frog: Invasive Species Takes over Resident’s Yard.” 3. Before reading, address incidental vocabulary that may impede the understanding of the key ideas. 4. Prompt students to examine the text features (e.g. title, photographs, captions, headings, and diagrams). Instruct students to briefly explain in writing what they know about the article before they read it, based on the text features alone. 5. Instruct students to share with their partner the answers to the following questions.  What did you learn from previewing the text?  What are possible ideas that may be the focus of the article? 6. Randomly call students to share their findings. First Read: Key Ideas and Details 7. Provide a purpose for the first read by explaining that while students are reading the text, they are to answer the following question.  What are the characteristics of the Cuban tree frog that allow it to be so successful in the Florida ecosystem? o Draw an asterisk in the left margin where you find text that helps you answer the question.  What impact does the Cuban tree frog have on the ecosystem and people of Florida? o Provide at least three examples from the text.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

o Write these examples on individual sticky notes, including the page number where you found each example. 8. Read the first paragraph out loud to students, prompting them to follow along. 9. Instruct student partners to take turns reading the remaining paragraphs to one another. 10. Circulate, facilitating the active reading. 11. Prompt students to engage in partner talk about the answers to the two questions. Explain that if students are not in agreement they need to come to a common understanding and use the text to support their decision. Inferences can be made, but must be justified by the text. 12. Randomly call on students to share their findings. Second Read: Craft and Structure 13. For the second read, ask the following questions. Partners will continue to take turns reading the paragraphs.  What is the purpose of the beginning paragraphs? Reread paragraphs 1 to 4 to find out.  How have the populations of tree frogs fluctuated in Florida since the 1920s? Reread paragraphs 5 to 7 to answer.  What do paragraphs 8 to 11 have in common? Reread to find out.  What is the purpose of the last paragraphs? Reread paragraphs 12 to 16 to answer. 14. Randomly call on students to share findings. Third Read: Integration of Knowledge and Ideas 15. Explain that the information provided by this article suggests that the Cuban tree frog should be humanely euthanized, in order to control population numbers and then ask the following questions.  Do you agree that euthanizing the caught Cuban tree frogs and lizards is “a necessary evil?”  Should other invasive species be euthanized? You may refer to the invasive species cards. Note that the skills inherent to civil discourse must be practiced and that consistent and intentional use of the sentence stems is crucial throughout the year.

Closure Elaborate Initial Vote: Explain to students that over the next several lessons, they will be readdressing the unit essential question and practicing the art of civil discourse. In order to visually track shifting opinions over time, begin by providing the following instructions.  Think about the question, “Should we eradicate invasive species?” Place a sticky note under “Yes” or “No” on the displayed voting poster, not directly on the center line. You must lean one way or another.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Assessment Evaluate Students are monitored and assessed on mastery based on their participation in small group and class discussions. This formative assessment is ongoing in order to continually reveal misconceptions and to appropriately redirect instruction and questioning, so that the misconceptions are confronted in constructive manner. Student accountability is additionally maintained through notebook checks. Note that intentional probing questions throughout the lesson are key not only to formative assessment, but to student’s confrontation of misconceptions.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Florida Invasive Species Cards

Brazilian Pepper Tree Australian Pine

 Scientific name: Schinus terebinthifolius  Scientific name: Casuarina species  Description: shrub or small tree with  Description: tropical evergreen tree that small glossy red fruits borne in clusters, grows up to 150 ft (46 m) tall, shallow shallow root system, aggressive growth root system; aggressive growth rate rate  Native range: Australia, south Pacific  Origin: Brazil, Argentina, Paraguay Islands, Southeast Asia  Florida distribution: widespread  Florida distribution: Central and South  Introduction: mid 1800s for use as an Florida ornamental plant  Introduction: 1890s for windbreaks  Concerns: most aggressive and wide- around canals, agricultural fields, roads, spread of the invasive non-indigenous and houses exotic pest plants in Florida; invades  Concerns: outcompete native vegetation aquatic as well as terrestrial habitats, by producing dense leaf litter beneath; greatly reducing the quality of native can encourage beach erosion by biotic communities (on Florida Prohibited displacing deep-rooted vegetation; dense Aquatic Plants List); can cause skin and shallow root system interferes with respiratory irritation (on Florida Noxious American crocodile and sea turtle nest Weed List) construction; due to shallow root  Note: the threated Florida Scrub Jay has systems, tends to uproot and topple found refuge in the trees where Florida during high winds and posing a structural scrub areas have been cleared for hazard. development Australian Pine

Brazilian Pepper Tree and Florida Scrub Jay

Credits: Forest and Kim Starr, Creative Commons (CC BY 3.0); Jane Schnee (2012), VeroNews.com Credit: Beau Giles, YSSY IMG_0805, Creative Commons (CC BY 2.0)

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Asiatic Clam Giant African Snail

 Scientific name: Corbicula fluminea  Scientific name: Lissachatina fulica  Description: freshwater bivalve mollusk  Description: around 20 centimeters (7.9  Origin: China, North America for decades in) or more in length; conical shell that is  Florida distribution: lakes, especially Lake typically brown and banded Okeechobee  Native range: East Africa  Introduction: around 1930 possibly by  Florida distribution: Miami-Dade and Asian immigrants who used the clams as a possibly elsewhere food source  Introduction: 1966 through pet trade and  Diet: filter feeds on particles from the as educational props water column  Diet: wide range of plant material, fruit,  Concerns: biofouling; causes problems by and vegetables; sometimes small stones, clogging irrigation canals and pipes bones, and even concrete as a calcium source for its shell  Concerns: considered a significant cause in pest issues around the world; most Asiatic Clam frequently occurring type of snail invasive species; feeds voraciously and is a vector for plant pathogens, causing severe damage to agricultural crops and native plants; competes with native snail; spreads human disease

Giant African Snail

Credit: USGS (Public Domain)

Achatina fulica in Ubud, Bali, 2010. Credit: Alexander R. Jenner, Creative Commons (CC BY-SA 3.0)

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09

Biodiversity and Evolution

Lionfish Cuban Tree Frog

 Scientific name: Pterois species  Scientific name: Osteopilus septentrionalis  Description: red, brown, and white zebra-  Description: largest tree frog of North like appearance; 12 to 15 inches in America; range in size from 3 to 5.5 in (76 length; 18 venomous spines to 140 mm); vary in color from olive-  Native range: Indo-Pacific and Red Sea brown and bronze to gray or grayish  Florida distribution: Atlantic and Gulf of white; large toe pads Mexico (see below)  Origin: Cuba, the Bahamas, and the  Introduction: pet trade and accidental Cayman Islands release during Hurricane Andrew (1992)  Florida distribution: established  Diet: fish and crustaceans communities throughout the state  Concerns: voracious eaters; outcompetes  Introduction: 1931 in packing materials; and eats native reef fish common throughout Florida by the 1970s Lionfish  Diet: native frogs lizards, and snakes  Concerns: threat to biodiversity; responsible for decline in numbers of native tree frogs

Cuban Tree Frog

Credit: Erik Sorenson, Creative Commons (CC BY 2.0)

The Spread of Lionfish

Lionfish Distribution Map. Credit USGS Credit: Author, Lakeland, Florida, 2015 Nonindigenous Aquatic Species Database (December, 2010)

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Burmese Python Green Iguana

 Scientific name: Python molurus  Scientific name: Iguana iguana  Description: one of the largest snakes in  Description: large, arboreal lizard; grows the world; largest caught in Florida was 5 to 1.5 m (4.9 ft) in length m (17 ft) in length; reproduce in great  Native range: Central and South America numbers and parts of Caribbean  Native range: India, lower China, the  Florida distribution: expanding, Malay Peninsula, and some islands of the established in Broward, Dade, Lee, East Indies Monroe, and Palm Beach Counties  Florida distribution: mainly within the  Introduction: 1966 through pet trade Florida Everglades  Diet: herbivores  Introduction: beginning in 1979; escaped  Concerns: Uncertain; suburban nuisance; or released pets threatening Miami blue butterfly by  Diet: wide variety of food, ranging from eating nickerbean leaves where the eggs to small deer butterfly lays its eggs  Concerns: outcompete and prey upon Florida’s native wildlife, including some Green Iguana threatened species

Burmese Python

Green Iguana in Terrarium. Credit: Ommnomnomgulp, Creative Commons (CC BY 2.5),

Credit: Ted, Creative Commons (CC BY-SA 2.0),

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Argentine Black and White Tegu Feral Cat

 Scientific name: Tupinambis merianae  Scientific name: Felis silvestris catus  Description: large lizard that can reach up  Description: born from other ferals or to four feet in length; black and white stray cats with banding on the tail  Origin: Egypt  Native Range: South America, specifically  Florida distribution: free-ranging Brazil, Paraguay, Uruguay, and Argentina throughout state  Florida distribution: two known breeding  Introduction: abandoned or lost populations in Hillsborough and Miami- domesticated cats Dade Counties  Diet: scavenged food from garbage and a  Introduction: escaped or released pets wide variety of vertebrates and  Diet: fruits, eggs, insects, and small invertebrates, preferring smaller animals, animals such as lizard and rodents particularly mammals, birds, and lizards.  Concerns: outcompete and prey upon  Concerns: primary cause of bird deaths in Florida’s native wildlife, including some the U.S., responsible for decreasing threatened species numbers of beach mice, cotton mice, the endangered Lower Keys marsh rabbit, Argentine Black and White Tegu scrub jays, ground-nesting birds and sea turtle hatchlings

Feral Cat

Credit: Christoph Anton Mitterer, Creative Commons (CC BY-SA 2.0)

Credit: Brocken Inaglory, Creative Commons (CC BY- SA 3.0)

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09

Biodiversity and Evolution

WGCU Podcast Transcript Biologists Remove Invasive Tegu Lizard, Threatening Florida's Wildlife Topher Forhecz, WGCU October 2, 2015

Listen to the podcast (5:24) at http://news.wgcu.org/post/biologists-remove-invasive-tegu-lizard- threatening-floridas-wildlife

The Argentine black and white tegu is one of the newest, biggest threats to Florida’s natural wildlife. The large, invasive lizard was first noticed in the wild roughly 10 years ago. Now, it has two main breeding populations and biologists are trying to contain them. They want to stop tegus from becoming established throughout the state.

University of Florida wildlife biologists Kyle Allen and Lindsey Garner walked down a small path on state conservation land just south of Florida City in early September. Credit: Topher Forhecz/WGCU It’s basically the southern tip of Florida. Marshes and saw grass surrounded us for miles.

Garner led the line. She headed toward a foot-tall metal cage tucked away in the brush.

“We have a tegu,” she said.

Inside the cage, a two and half foot-long lizard thrashed back and forth.

They’re called black and white tegus, but this one has more yellow in between strips of jet black scales.

Tegus come from South America. They’re popular in the pet trade, which is how biologists think they ended up in the wild. They can get pretty big, up to five feet long - and they’re not picky eaters.

Garner listed some of the tegus’ diet: "Snakes, other lizards, cocoplums, fruit, vegetables, small mammals,” she said. University of Florida biologists Kyle Allen and Garner and Allen are part of a federal, state and Lindsey Garner move a captured tegu into a bag. local effort to control the tegu populations. One is Biologists have captured more than 600 tegus this in Miami-Dade County and the other is in year. Hillsborough County. Credit: Topher Forhecz/WGCU

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Biologists have spent the last few years trying to learn more about this animal.

Especially how tegus live in Florida. Garner said they want to know how fast they grow and how long until they can reproduce.

“We don’t know too much from their native range and we definitely don't know a lot about what's going on here because they have a completely different set of conditions in the environment they have to contend with,” she said.

The team pulls out a bag from the back of the truck. They kneel on each side of the cage. They placed the bag over the opening of the trap.

“These tegus are very powerful creatures so sometimes they do make a straight run to the back of the bag and if the bag isn’t secure on the trap, it’ll just start taking off into the woods and you’ll have a loose bag,” Allen said.

But, this lizard slinks into the bag.

They write down some data, and put the bagged tegu into a bin in the back of the truck. “DANGEROUS REPTILES” is scrawled on the cover.

“We’ll take this animal bag to the lab and we’ll have one less tegu in the Everglades,” Garner said.

It’s just one part of a larger effort to figure out the tegus’ population size and range.

The traps give them some idea. Last year, state and federal partners caught 410 tegus. They stopped trapping this month (October). So far, they have caught more than 600 tegus (by the end of September).

Allen said they plan to increase their trapping efforts next year. Credit: Topher Forhecz/WGCU “If the number of tegus we remove stays the same then we're doing a good job, but if we double the number of tegus then we'll know that it's a bigger problem than we thought,” he said.

Scientists want to avoid what’s happened with Florida’s most famous invasive species: The Burmese python.

They say it will be next to impossible to rid the state of those large snakes.

But, tegus especially worry biologists because they do something pythons don’t. Tegus can do the reptilian version of hibernation, meaning they can survive in colder places.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

“That's really scary because tegus not only have the potential to be a problem in South Florida in our subtropical climate, but they could also spread into temperate climates, much further north than we're seeing with the pythons so far,” she said.

Tegus are all over the state. There have been reported sightings as far North as Nassau County, as far west as Bay County, and across south Florida from the east to west coasts.

Jenny Ketterlin Eckles is a biologist with the Florida Fish and Wildlife Conservation Commission. FWC contracts UF for tegu work and studies.

She said staff catches about 30 each year from the Hillsborough population.

“So, the Hillsborough population is more spread-out among an upland ecosystem as opposed to in the Everglades where they’re concerted in the levees and canals, so it's been a lot harder to get a handle on what's going on with that population,” she said.

Ketterlin Eckles said they hope to do an assessment of that population next year.

Back south of Florida City, UF researchers Kyle Allen and Lindsey Garner are finishing up checking traps around a levee.

Garner worries about native Florida wildlife like the threatened American crocodile that nests at the Turkey Point nuclear power plant to the east. That’s because tegus love to eat eggs.

They euthanize the tegus they’ve captured and perform necropsies to learn more about them.

“The euthanizing part, it's the least favorite part of the job… but it's a necessary evil. There’s absolutely no other viable option,” she said.

Garner says the tegu population in South Florida feels sort of like a bomb. It’s ticking like the bomb that went off with the pythons and they could no longer be contained.

Garner and Allen hope to defuse this bomb before it threatens more of Florida’s wildlife.

Forhecz, T. (2015, Oct 2). Biologists Remove Invasive Tegu Lizard, Threatening Florida's Wildlife. Retrieved from http://news.wgcu.org/post/biologists-remove-invasive-tegu-lizard-threatening-floridas-wildlife.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Cuban Tree Frog: Invasive Species Taking over Resident’s Yard

Cavitt, M. (2015, July 26). Cuban Tree Frog: Invasive Species Taking Over Resident's Yard. Retrieved from http://www.theledger.com/news/20150725/cuban-tree-frog-invasive-species-taking-over-residents-yard

Posted Jul 25, 2015 at 12:01 AM Updated Jul 26, 2015 at 2:36 AM By MARK CAVITT / NEWS CHIEF

Over the past year, Barb Stall has noticed an increase in the frog population at her home on Lake Jessie. But they are not the frogs she usually sees, these guys are whitish in color and something of a pest.

1 WINTER HAVEN | Over the past year, Barb Stall Barb Stall holds a Cuban tree frog at her home has noticed an increase in the frog population at in Winter Haven. It is wreaking havoc to her home on Lake Jessie. But they are not the frogs Florida's ecosystem and the native frog species. she usually sees, these guys are whitish in color and something of a pest. 2 “These frogs have really become an issue over the past year,” said Stall. “I have never noticed them before. The worst problem is when they stick to my windows and create a mess. They have also been killing all of our other frogs. We used to have toads and tree frogs and I haven’t seen any.“ The frogs even get inside her house. “I’ve brought flower pots inside my home and I’ve found them hiding inside. I’ve seen them in my barbecue grill as well and inside my sliding glass door.“ The creature Stall found all over her property is known as the Cuban tree frog and it is wreaking havoc to Florida’s ecosystem and the native frog species. 3 As the name suggests, the amphibian is native to Cuba but is also found in the West Indies, according to Kristen Sommers, who leads the Florida Wildlife Commission’s impact management sectioThe Cuban tree frog is listed as an invasive species, which is a species of animal or plant that is introduced by people outside its native range and has the ability to cause damage ecologically, economically and perhaps to human life, Steven Johnson, an associate professor at the University of Florida said. Johnson also is a researcher at the university’s Department of Wildlife Ecology and Conservation. 4 “Here in Florida, the Cuban tree frog is known to eat native tree frogs, which is the ecological damage,” said Johnson. “They can also cause short circuits in homes by getting into A/C units. These frogs also have a skin secretion that can send people to the hospital.“ 5 The Cuban tree frog is the largest tree frog species located in North America. It was introduced to Florida via cargo shipping crates originating in the Caribbean, Johnson said. The species was first

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution recorded in the Florida Keys during the 1920s and in Miami in 1952. By the mid-1970s, the Cuban tree frog had reached most areas in South Florida and by 2013 they have established breeding areas as far north as Cedar Key on the Gulf Coast and Jacksonville on the Atlantic Coast, Johnson said. 6 Colder temperatures in January 2010 killed many of the Cuban tree frogs, but according to Johnson the population numbers have since rebounded throughout Florida with expansion into isolated spots located in the Panhandle. 7 “Cuban tree frogs have easily spread throughout peninsular Florida by ‘hitchhiking’ on shipments, vehicles and boats,” said Florida Wildlife Commission spokeswoman Lisa Thompson. “They have been successful in expanding their breeding population and they prey upon native Florida tree frogs.“ Native tree frog species being affected by the Cuban tree frog include the Green tree frog, Barking tree frog, Pinewoods tree frog and Squirrel frog. 8 “Cuban tree frogs are an arboreal species, meaning they spend most of their lives in trees, but occasionally are found on the ground,” said Sommers of the Wildlife Commission. “They have much larger toepads and wartier skin than the native Florida tree frogs and can range in color from tan, gray and brown to olive green and white.“ When it comes to size this species can be found ranging anywhere from 11/2 inches to 5 inches in length, according to Johnson. They have large “bug” eyes. 9 The Cuban tree frogs prefer forested, wetland areas, Johnson said. “You won’t see them in open, dry areas. They have become the most dominant tree frog in suburban areas. They prefer structured areas that are moist and damp. Small bodies of water are ideal for breeding such as pools and rain barrels. “The frogs, which are nocturnal, also can be found in large numbers living in human-altered habitats such as nurseries, gardens, citrus groves and manmade structures, according to Sommers. 10 Stall said the frogs can be elusive while hiding in tight and dark places. She came back home one day from vacation only to find one in her home. “They were stuck in one of my flower pots,” said Stall. “I brought my orchids in before we went on vacation. I took it out when we had just gotten back from vacation. It was in our home for two weeks.” 11 Once an egg mass is produced it may only take three to four weeks for the tadpoles to mature into small frogs according to Johnson. The speed of this growth process depends on water temperature in which the eggs were produced. The Cuban tree frog has a varied diet, which includes snails, insects, small lizards, native tree frogs, and other frog species according to the Florida Wildlife Commission. 12 The long-term consequences of this rapid growth in Cuban tree frog population could mean a reduction in available resources for native species, officials said. “Cuban tree frogs may have a negative impact on Florida’s native tree frogs by competing with them for food and habitat and also by eating smaller species of tree frogs,” said Thompson. 13 When it comes to reducing their numbers, there is not too much anyone can do, Johnson said. “One female can lay up to one thousand eggs,” Johnson said. “There is not much we can do at this point from a broad perspective. They hide very well and this particular frog is very difficult to deal with. Once a non-native species is introduced and spreads it becomes difficult to catch and reduce the numbers. There is no hope of eradicating their numbers.“ 14 Johnson recommends that because of the frog’s destructive nature it should be captured and humanely euthanized. Johnson recommends applying a 1-inch strip of benzocaine ointment along the back of the frog. Once the ointment has been applied, place the frog in a plastic grocery bag for 15-20

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution minutes or until it is unconscious. Then place the frog in the freezer overnight to ensure death and dispose of in the trash the next day. 15 Education is playing a big role in helping residents understand the Cuban tree frog and the best ways to remove these animals from around their homes and communities. “Just because we will not eradicate the entire population doesn’t mean we should give up on educating people on how it spreads and how to reduce their numbers,” said Johnson. Sommers said the Wildlife Commission provides educational information on how to deal with these frogs and how to properly remove them from homes. 16 Stall said when she realized what she was seeing near her home were Cuban tree frogs she couldn’t believe it. “I noticed them because I was like ‘oh my God, I read that article in the newspaper’ and I went ‘that is what we have, no wonder we haven’t seen other frogs.’ They are terrible and gross.” [Mark Cavitt can be reached at [email protected] or 863-401-6969. Follow Mark on Twitter @MarkCavitt. ] Florida's Most Invasive Species

1. Burmese pythons 2. Northern African pythons 3. Lionfish 4. Nile monitors 5. Argentine Black and White tegus The Florida Wildlife Commission exotic species has a hotline for anyone who sees any of the top five listed above or any other non-native species. 1-888-IVE-GOT1 (1-888-483-4681) or online IveGot1.org. Lionfish sightings and/or catches can be reported at ReefRangers.com. Source: Florida Wildlife Commission

Note from the Lesson Writer: Below are pictures of the Cuban Tree Frog invasion at my Lakeland home.

Thousands of Cuban tree frog eggs in my pool (and clogging the filter) and Cuban tree frogs taking refuge around light fixtures. Credit: Karrie Wikman, Lakeland, Florida

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

Lesson 2.1 Science Notebook Template

Directions: Record all responses within your Science Notebook. Engage – Initial Vote Should we eradicate invasive species? 1. Write the question above in your science notebook and then answer the question to the best of your abilities. Explore – Invasive Species Cards 1. Answer the question again with regard to each species indicated on the Invasive Species Cards. Explain your reasoning Species Common Name Yes or No Reasoning

Explain – Invasive Species Cards 1. What reasons do you have for allowing the eradication of some species and not others? 2. Why is the choice difficult? 3. How do you feel about hunting expeditions for all invasive animal species? Explain your reasoning.

Elaborate – Tegu Lizards Threatening Florid Wildlife 1. Why do you think that Garner says that the tegu population in South Florida feels sort of like a ticking bomb? 2. Do you agree that euthanizing the caught Cuban tree frogs and lizards is “a necessary evil?”

Elaborate – Cuban Tree Frog: Invasive Species Takin over Resident’s Yard First Read: Key Ideas and Details 1. What are the characteristics of the Cuban tree frog that allow it to be so successful in the Florida ecosystem?  Draw an asterisk in the left margin where you find text that helps you answer the question.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09 Biodiversity and Evolution

2. What impact does the Cuban tree frog have on the ecosystem and people of Florida?  Provide at least three examples from the text.  Write these examples on individual sticky notes, including the page number where you found each example.

Second Read: Craft and Structure 3. What is the purpose of the beginning paragraphs? Reread paragraphs 1 to 4 to find out. 4. How have the populations of tree frogs fluctuated in Florida since the 1920s? Reread paragraphs 5 to 7 to answer. 5. What do paragraphs 8 to 11 have in common? Reread to find out. 6. What is the purpose of the last paragraphs? Reread paragraphs 12 to 16 to answer.

Third Read: Integration of Knowledge and Ideas 7. The information provided by this article suggests that the Cuban tree frog should be humanely euthanized, in order to control population numbers.  Do you agree?  Should other invasive species be euthanized? You may refer to the invasive species cards.

Elaborate - Initial Vote: Think about the question, “Should we eradicate invasive species?” Place a sticky somewhere between “Yes” or “No” on the displayed voting continuum poster, but not directly on the center line. You must lean one way or another.

Karrie Wikman; University of South Florida; SCE6906; 17-05-27; revised 17-07-09