Jane Weber
Subject: Science
Lesson: Invasive Species in Lake Superior
Grades: K-3
Objectives: To help students become aware of invasive species in the Lake Superior
Watershed and their effect on native populations.
Standards (Next Generation Science Standards)
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement:
Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different
types of animals; the requirement of plants to have light; and that all living things need water.]
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis
is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific
animal and plant names in specific habitats.]
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and
some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and
habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and
animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land
characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single
environmental change. Assessment does not include the greenhouse effect or climate change.]
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth,
reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary:
Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
Materials Needed: Invasive Species cards (available from Minnesota Sea Grant
(free!)
It’s a Ruffe Life Learning Kit from Great Lakes Aquarium (optional)
Chairs
Music
Outline: This is a very simplified version of the activity in the Aquarium kit. This
version is meant for use with primary students. The kit has great activities with a lot
more in depth information for older students. The students will play a version of
musical chairs, starting out with some students representing native species and having
plenty of chairs (habitat) to sit on as we play musical chairs. Gradually invasive species
(more students with an invasive species card) will be added to the circle so eventually
there won’t be enough chairs (habitat) for the native species to thrive.
Activity: Begin the activity putting out chairs in a circle for about half of your students.
Choose a number of students less than the number of chairs you have out. These
students can be native species. Let them pick a native species to represent if they
have the background knowledge for this. Play a few rounds of musical chairs, making
note that there is plenty of habitat (chairs) for the native species. Add in a few more
native species until the chairs are full. Discuss the effects this may have on the native
species. Then have the students that have an invasive species card enter the game,
just adding one or two students at a time. Note any native species that have been
displaced (no chair). Have them sit out as they lose their habitat (chair). Add in a few
more invasive species students and observe what happens as more and more native
species are displaced.
Evaluation: At the end of the game, discuss what happened, and open up the invasive
species cards and read the section on what they can do to help prevent the spread of
invasive species.
Notes: If you want to go into more detail about each invasive species, you could play
the game featuring one native species and the specific invasive that is dominating it.
(For example, the native crayfish and the invasive species affecting it, the rusty
crayfish.)
Evidence of Student Learning: Students are able to identify pictures of invasive
species and can explain what they are and things they can do to help prevent the
spread of the invasive species.