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Invasion of the Zebra Mussels

Secondary

Description

Students examine real data describing zebra mussel densities collected from the Rideau River Canal System, graph and analyze the data and consider the importance of proper sampling techniques.

Students then estimate population sizes of zebra mussels in Lake Erie, how long it will them to filter all of the water in Lake Ontario, and predict the population size in just five years.

Students finish by investigating possible zebra mussel control methods and vote on which methods are most and least effective.

General Assessment

What skills does this resource explicitly teach?

Students will learn to graph data, analyze data and evaluate different sampling techniques. 

Strengths

  • Background information as well as supplementary resources are included.
  • The lesson is easy to follow.
  • An assessment option is provided.
  • Students will be using real world data from the Rideau Canal System. 
  • Ample opportunities are provided for students to share their values and opinions.

Weaknesses

  • This resource does not include adaptations for students with learning difficulties. 
  • There is no action plan included in this resource.

Recommendation of how and where to use it

This is a great resource to use in Biology classes when discussing population dynamics.  Specific topics supported include the growth of populations of various species in an ecosystem, factors such as carrying capacity, fecundity, density, and predation and fluctuation in the population of a species of plant, wild animal, or microorganism. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • British Columbia
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
    • Grade 12
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      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
  • Manitoba
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
  • New Brunswick
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: An Overview of Environmental Science
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
        • Environmental Science 3205: Water Use & the Environment
  • Northwest Territories
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
      • Science
        • Step 4Relevant matches
        • Experiential Science 30, Freshwater Systems:Freshwater Ecology
        • Experiential Science 30, Freshwater Systems:Freshwater Resource Management
  • Nova Scotia
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
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      • Biology
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        • Biology 11: Interactions among Living Things
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • AP Biology: Ecology
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        • AP Environmental Science: Aquatic and Terrestrial Pollution
        • AP Environmental Science: The Living World: Biodiversity
        • AP Environmental Science: The Living World: Ecosystems
  • Nunavut
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biologie 30 :Population and Community Dynamics
      • Science
        • Step 4Relevant matches
        • Experiential Science 30, Freshwater Systems:Freshwater Ecology
        • Experiential Science 30, Freshwater Systems:Freshwater Resource Management
        • Science 30: Population and Community Dynamics
  • Ontario
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    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 11(Univer.Prep.) Diversity of Living Things
      • Environmental Science
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        • Environmental Science (Workplace Prep.) Human Impact on the Environment
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      • Biology
        • Step 4Relevant matches
        • Biology 12 (Univ. Prep.): Population Dynamics
  • Prince Edward Island
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      • Biology
        • Step 4Relevant matches
        • Biology 521A: Interaction Among Living Things
  • Saskatchewan
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Aquatic Systems
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors

Themes Addressed

Ecosystems (3)

  • Carrying Capacity
  • Habitat Loss
  • Invasive Species

Land Use & Natural Resources (1)

  • Fisheries

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Students will look at data from the river canal on zebra mussels. They will then calculate the hypothetical population size of zebra mussels in Lake Erie and their hypothetical population size in just five years. They will then research zebra mussels control methods and vote on which methods are least and most effective. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Environmental and economical barriers are identified, and students have a chance to reflect on the outcome of these barriers and how it can create different problems. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory

Through the questioning process, the complexity of the problem is respected. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

There are no action opportunities included in this resource. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Every part of this lesson has the opportunity for students to identify, clarify and express their own beliefs through discussion points. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not a focus of this resource. 

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

Students have a chance to reflect on the environmental implications of the zebra mussels in Canadian bodies of water. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students will examine a real data set of zebra mussel densities collected from the Rideau River Canal System and therefore provide a local focus for Canadian students. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

Students will look at how the zebra mussels came to Canada, where we are right now, and discuss how they will affect us in the future. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

There is an extensive list of discussion questions through which students can clarify and express their own point of view. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource would address some Math outcomes (graphing), and some Science outcomes (biodiversity).

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Students will vote on hypothetical solutions to control the population of zebra mussels. However, they will only research them not come up with new ideas. 

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

This resource has a variety of instructional approaches, but it does not include strategies for learners with difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Students will be graphing real-word data.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students will work in groups to come up with ideas on how to look at the positives and negatives of control methods. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

Activity four could be assessed and would fall under the communication assessment.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students will present negatives and positives of their control method to their peers. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

These activities were designed to give students a chance to analyze real data relating to population dynamics.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered

Students will get a chance to dig deeper into one of the control methods. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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