GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE …nsgl.gso.uri.edu/ohsu/ohsue12002.pdf ·...
Transcript of GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE …nsgl.gso.uri.edu/ohsu/ohsue12002.pdf ·...
©Ohio Sea Grant, The Ohio State University, 2012 1
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
The Nonindigenous Aquatic Nuisance Prevention and Control Act of 1990 defines an aquatic nuisance species (ANS) as a nonindigenous species that “threatens the diversity or abundance of native species or the ecological stability of infested waters, or commercial, agricultural, aquacultural or recreational activities dependent on such waters.” A nonindigenous species is an organism (plant, animal, microbe) found living beyond its historic native range, which is usually taken as the area where it evolved to its present form.
Since the early 1800s, some 184 species of aquatic plants, algae, fish worms, mollusks, and other organisms have invaded the Great Lakes. Likewise, some North American species such as the green sunfish (Lepomis cyanellus Rafinesque) have migrated westward and have become pests in Europe. Biologists worry about these intrusions, because each new species in the Great Lakes alters the region’s ecosystem. Any environment has a fixed amount of energy that must be divided among all the species present. When a nonindigenous species invades an ecosystem, it often has no enemies. This allows the species to increase rapidly, displacing native organisms by filling their niches. This change allows the once biodiversified region to lose some of its genetic diversity.
It is estimated that 24 of the 175 species of fish in the Great Lakes are nonnative species that were introduced accidentally or intentionally. Eighty-six aquatic nuisance species are plants, although plants have received less attention as invaders. How these non-native species get into the region varies, but many have been shipped in unintentionally.
When ships are not loaded with cargo, they take on ballast to balance and stabilize them as they travel. The use of water as a ballast material has replaced the use of sand and stones. Ballast tanks are filled with water from the harbor where ships are loaded and then dumped, along with any aquatic organisms present, when ships reach their destination. It is estimated that in the history of the Great Lakes, 34% of aquatic nuisance species entered in solid ballast and 56% through ballast water. As shipping times between continents becomes shorter, the threat of introducing live aquatic nuisance species becomes greater.
The United States and Canada have requested that all ships entering the Great Lakes discharge their water ballast while still in the ocean, replacing it with salt water in order to reduce the introduction of new aquatic nuisance species. About 90% of the ships currently comply with the request.
Invasive Species in this ActivityAlewife (Alosa pseudoharengus)Asian Carp (Ctenopharyngodon idella or Hypophthalmichthys molitrix or Hypopthalmichthys nobilis)Eurasian Water Milfoil (Myriophyllum spicatum)Purple Loosestrife (Lythrum salicaria)Quagga Mussel (Dreissena rostriformis)Sea Lamprey (Petromyzon marinus)Round Goby (Neogobius melanostomus)White Perch (Monrone americana)
CLIMATE CHANGE AND AQUATIC INVADERSWhat do scientists know about aquatic nuisance species of the Great Lakes and effects that climate change will have on them?(Background and Teacher Guide)
©Ohio Sea Grant, The Ohio State University, 2012 2
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS OHSU –EP-094–©2012
Objectives: Students manipulate cards to identify aquatic nuisance species and explain the effects of global climate change on these species. After completing this investigation, students will be able to: • Name and visually recognize some nonindigenous and invasive species of the Great Lakes. • Locate on a world map the origins of the Great Lakes aquatic nuisance species. • Explain the ways in which aquatic nuisance species are introduced into the Great Lakes. • Explain the impacts of aquatic nuisance species on the Great Lakes ecosystem. • Analyze the effects of global climate change on aquatic nuisance species of the Great Lakes.
Materials, per group:Printed copies (or the accompanying electronic version to be projected) of What’s wrong with this picture? Copies can be requested from Illinois-Indiana Sea Grant at http://www.iisgcp.org/catalog/ed/7way.htm.
Printed copies of or computer access to ANS fact sheets
• Alewife - http://www.in.gov/dnr/files/ALEWIFE.pdf
• Asian Carp - http://seagrant.psu.edu/publications/fs/asiancarp2007.pdf
• Eurasian Watermilfoil - http://www.seagrant.psu.edu/publications/factsheets/EWM2012trialreduced.pdf
• Purple Loosestrife - http://www.seagrant.psu.edu/publications/factsheets/loosestrife2012red.pdf
• Quagga Mussel - http://www.seagrant.psu.edu/publications/factsheets/ZebraQuaggaFactsheet2012reduced.pdf
• Round Goby - http://www.seagrant.psu.edu/publications/factsheets/roundgoby2012reduced.pdf
• Sea Lamprey - http://www.seagrant.umn.edu/downloads/x106.pdf
• White Perch - http://www.iisgcp.org/exoticsp/white_perch.htm (This is a longer document. It is sufficient to print pages 1 - 3 to conserve paper.)
Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) http://www.glerl.noaa.gov/res/Programs/glansis/glansis.htmlThis website allows students to search for all ANS in this activity. Note that information on Asian carp can be accessed though the watch listand not the main search engine.
Printed copies of or computer access to ANS background information sheet Exotic, Invasive, Alien, Nonindigenous or Nuisance Species: NoMatter What You Call Them, They’re a Growing Problem http://www.glerl.noaa.gov/pubs/brochures/invasive/ansprimer.pdf
Copies of the included 32 information cards should be made for each group of students. Each of the four card categories (ANS picture, introduction, ecosystem impact, climate change effects) should be copied onto a different color of paper or cardstock. Cards can be laminated for repeated use.
Time required: 1 class period for reading ANS fact sheets and answering preliminary questions (or this could be done for homework) 1 class period for jigsaw and matching cards
Teacher Activity: What do scientists know about aquatic nuisance species of the Great Lakes and effects that climate change will have on them?
©Ohio Sea Grant, The Ohio State University, 2012 3
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
ALIGNMENTNational Framework for K-12 Science Education:CC 2: Cause and effect: Mechanism and explanationCC 7: Stability and changeCore Idea LS 2: Ecosystems: Interactions, Energy and DynamicsCore Idea LS 4: Biological Evolution: Unity and Diversity
Great Lakes Literacy Principles:#5i: The Great Lakes support a broad diversity of life and ecosystems.#8d: The Great Lakes are socially, economically and environmentally significant to the region, nation and planet.
Climate Literacy Principles:#3a: Life on Earth depends on, is shaped by and affects climate.
ENGAGEShow students the image “What is wrong with this picture?” Have students identify at least seven ways aquatic nuisance species are spread. [The answer key is included below, but all reasonable suggestions should be entertained.]
©Ohio Sea Grant, The Ohio State University, 2012 4
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
©Ohio Sea Grant, The Ohio State University, 2012 5
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
EXPLOREThis lesson begins with a teaching strategy called a jigsaw. In a jigsaw, students are first assigned an expert group (small group) and then reorganized into different groups (larger group) that will contain at least one member from every expert group.
1. Divide the class into eight groups and assign each group an aquatic nuisance species to read about and then answer background questions. The students in each aquatic nuisance species group will become experts on the particular species assigned to them.
Teacher’s Notes:If the class is small (or if you prefer smaller groups than described in step 2 below), divide students into four groups; each group is now responsible for answering background questions and becoming experts on two aquatic nuisance species.
This task could be done by students individually as homework so that they come prepared to class the next day. Alternatively, expert groups could use class time to work together to answer the background questions before reorganizing groups.
Answers to student questions in Part 1:Chart: All nonindigenous species are invasive species. DISAGREE An alien species is the same thing as an exotic species. AGREE A nonindigenous species is native to an area. DISAGREE All nuisance species are invasive species. AGREE All invasive species are nonindigenous. AGREE
1. Answers will vary.2. A nonindigenous species “threatens the diversity or abundance of native species or the ecological
stability of infested waters, or commercial, agricultural, aquacultural or recreational activities dependent on such waters.”3. ballast water of cargo ships; travel through man-made canals as new connecting waterways; unintentional dumping of bait or aquaria organisms;
transfer of ANS on boats between bodies of water; intentional introduction by humans because they wanted a particular organism in the ecosystem4. $1.4 M + $13 M + $1.5 M + $10 M = at $25.9 M
EXPLAIN2. Reorganize students so that each group contains at least one expert on each aquatic nuisance species. These new groups should have at
least eight students in them. Students should have their completed worksheets with them.3. Give each group a complete set of 32 shuffled cards. 4. Beginning with the picture of the aquatic nuisance species, each group should match the cards to determine which introduction, ecosystem
impact and global change card goes with each nonindigenous species. For each picture, there should be one matching card of each other color.
5. When group members agree that they have matched the cards to the best of their ability, they may check their answers on the answer sheet. Answers to card matching: 1BUd, 2HWh, 3CSe, 4AZb, 5GYf, 6DVc, 7FXg, 8ETa
6. Facilitate a whole class discussion where groups share their findings about how aquatic nuisance species may be affected by climate change.
EXTEND1. Have students draw a humorous cartoon or write a song or poem depicting the problem of aquatic nuisance species. (Example: A zebra
mussel looking for a place to attach on an already-overcrowded lake bottom, a white perch nudging out a yellow perch, purple loosestrife choking other plants, etc.)
2. Have students explore Nab the Aquatic Invader (http://www.iisgcp.org/NabInvader/great_lakes.html), an interactive website where students acts as private investigators to help other detectives “book the bad guys.” Students read ANS profile sheets, uncover more clues by solving the case files on each species, and collect evidence and background information to help “book a bad guy.”
ANS Expert Groups
White Perch Watermilfoil Round Goby Purple Loosestrife Asian Carp Alewife Quagga Mussel Sea Lamprey
Card Matching Groups
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GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
EVALUATE1. Why should people be concerned about nonindigenous species? [Non-native species threaten to change present ecosystems, often in
unpredictable ways. Because nonindigenous species frequently do not have predators, they often have the ability to disrupt the existing ecological balance and dominate an area. Consider the effects of European humans after their introduction to North America. Consider other species humans have displaced.]
2. How can the transfer of aquatic nuisance species be controlled or stopped in the Great Lakes or elsewhere in the world? Draft a piece of legislation that could be enacted to stop non-native species from invading the Great Lakes. [Ballast water is critical to the spread of aquatic nuisance species. Rules on ballast dumping are crucial to limit the spread of aquatic nuisance species.]
3. Explain what effects global warming may have on any of the aquatic nuisance species discussed – which species will benefit by the change and which will be negatively impacted? [Most aquatic nuisance species will be able to adapt to warmer water temperatures, higher precipitation and lower lake levels. They will likely outcompete native species as the climate changes.
4. Identify as many Great Lakes jobs as possible that are impacted by aquatic nuisance species. (Some impacts may be positive, that is, new jobs may be created by the newcomers.) [Increased numbers of researchers are needed to study the potential impact and spread of the aquatic nuisance species. There could be new public water systems and industry jobs to keep pipes clean. Fishers will be affected because the type and quality of catch (fish size and health) will be different. Beach cleaners would be needed to get rid of dead fish and boat cleaners will be in great demand to protect boats from aquatic nuisance species (potentially by developing and applying special toxic paints that will prevent quagga mussels in particular from adhering to boat hulls). Recreation facilities will most likely also experience some increased business because of the added water clarity that quagga mussels cause by filtering water, but may also lose some business because of decreased fishing opportunities. Park systems and gardeners must be concerned because aquatic nuisance species will compete with the native vegetation and wildlife.]
ADDITIONAL RESOURCESArchived Webinar - Climate Change & Invaders: Sources of Uncertainty in Managing the Great Lakes Region http://changingclimate.osu.edu/webinars/archives/2012-03-20/
Exotic, Invasive, Alien, Nonindigenous or Nuisance Species: No Matter What You Call Them, They’re a Growing Problem http://www.glerl.noaa.gov/pubs/brochures/invasive/ansprimer.pdf
Ballast Water and Aquatic Nuisance Species Introduction to the Great Lakes http://www.glerl.noaa.gov/pubs/brochures/ballast.pdf
Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS) http://www.glerl.noaa.gov/res/Programs/glansis/glansis.htmlThis website allows students to search for all ANS in this activity. Note that information on Asian carp can be accessed though the watch list and not the main search engine.
Nab the Aquatic Invader interactive student website http://www.iisgcp.org/NabInvader/great_lakes.html
REFERENCESExotic, Invasive, Alien, Nonindigenous or Nuisance Species: No Matter What You Call Them, They’re a Growing Problem.http://www.glerl.noaa.gov/pubs/brochures/invasive/ansprimer.pdf
What’s wrong with this picture? http://www.iisgcp.org/catalog/ed/7way.htm
Updated from the activity in GLIMCES © The Ohio State University, 1995
©Ohio Sea Grant, The Ohio State University, 2012 7
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
Your task is to become an expert on an aquatic nuisance species (ANS). Completing the questions below will prepare you for your next group task.
PART 1Before you go any further, place a check mark in the correct box on the LEFT to show if you agree or disagree with the sentence.
Your teacher will provide background information on aquatic nuisance species, or you can access it electronically at the site listed below:Exotic, Invasive, Alien, Nonindigenous or Nuisance Species: No Matter What You Call Them, They’re a Growing Problemhttp://www.glerl.noaa.gov/pubs/brochures/invasive/ansprimer.pdf
After reading the fact sheet above, place a check mark in the correct box on the right to show if you agree or disagree with the sentence.
1. For how many statements did you change your check marks? _______ / 5
2. Write your own definition for an aquatic nuisance species:
Student Activity: What do scientists know about aquatic nuisance species of the Great Lakes and effects that climate change will have on them?
BEFORE READING STATEMENT AFTER READING
Agree Disagree Agree Disagree
All nonindigenous species are invasive species.
An alien species is the same thing as an exotic species.
A nonindigenous species is native to an area.
All nuisance species are invasive species.
All invasive species are nonindigenous.
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GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
3. Briefly describe four ways in which aquatic nuisance species might enter the Great Lakes watershed. a.
b.
c.
d.
4. Approximately how much money has been spent across the Great Lakes region to control the spread of the sea lamprey, zebra mussels and Asian carp?
PART 2Your teacher will provide a fact sheet on your assigned ANS, or you can access it electronically at the site listed below:
Great Lakes Aquatic Nonindigenous Species Information System (GLANSIS)http://www.glerl.noaa.gov/res/Programs/glansis/glansis.html
1. What is the ANS’s scientific name?
2. Circle any words that describe how the ANS might be classified. vertebrate invertebrate plant animal crustacean mollusk fish
3. Write a brief physical description of the ANS.
Note that information on Asian carp can be accessed though
the watch list and not the main search engine.
©Ohio Sea Grant, The Ohio State University, 2012 9
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
4. Where was the ANS originally found? What is its native range?
5. How was the ANS introduced into the Great Lakes?
6. In which Great Lakes is the ANS currently found? (circle)
Erie Huron Michigan Ontario Superior
7. How is the ANS currently impacting the Great Lakes ecosystem? What specific organisms is it affecting?
8. How might warmer water temperatures in the Great Lakes affect this ANS?
9. How might lower water levels in the Great Lakes affect this ANS?
©Ohio Sea Grant, The Ohio State University, 2012 10
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
INVA
DER
#2
Sea
Lam
prey
(Pet
rom
yzon
mar
inus
)IN
VAD
ER #
1Qu
agga
Mus
sel (
Drei
ssen
a bu
gens
is)
INVA
DER
#4
Asia
n Ca
rpIN
VAD
ER #
3Ro
und
Goby
(Neo
gobi
us m
elan
osto
mus
)
Wendy S. Smith Pennsylvania Sea Grant
©Ohio Sea Grant, The Ohio State University, 2012 11
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
INVA
DER
#6
Whi
te P
erch
(Mon
rone
am
erica
na)
INVA
DER
#5
Alew
ife (A
losa
pse
udoh
aren
gus)
INVA
DER
#8
Eura
sian
Wat
er M
ilfoi
l (M
yrio
phyll
um sp
icatu
m)
INVA
DER
#7
Purp
le L
oose
strif
e (Ly
thru
m sa
licar
ia)
Chesapeake Bay Program
Wisconsin DNR
Brian Zimmerman
©Ohio Sea Grant, The Ohio State University, 2012 12
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
INTR
OD
UCT
ION
Orig
inal
ly it
cam
e fro
m th
e At
lant
ic O
cean
, the
St.
Law
renc
e an
d Hu
dson
Riv
ers,
and
thei
r trib
utar
ies
for s
paw
ning
. It
swam
from
Lak
e On
tario
into
Lak
e Er
ie th
roug
h th
e Er
ie a
nd
Wel
land
Can
als,
gai
ning
ent
ry in
to th
e up
per G
reat
Lak
es b
y at
tach
ing
to b
oat h
ulls
.
H
INTR
OD
UCT
ION
Orig
inal
ly, it
cam
e fro
m th
e Ca
spia
n Se
a re
gion
of e
aste
rn
Euro
pe a
nd w
este
rn A
sia.
Can
als
built
dur
ing
the
early
180
0s
allo
wed
it to
spr
ead
thro
ugho
ut E
urop
e. F
irst i
ntro
duct
ion
into
the
Grea
t Lak
es w
as a
bout
198
9, w
hen
one
or m
ore
trans
ocea
nic
ship
s di
scha
rged
bal
last
wat
er in
to L
ake
St.
Clai
r. Fr
eshw
ater
bal
last
from
a E
urop
ean
port
likel
y co
ntai
ned
larv
ae a
nd p
ossi
ble
year
lings
. Bei
ng a
tem
pera
te, f
resh
wat
er
spec
ies,
it fo
und
the
plan
kton
-rich
Lak
e St
. Cla
ir an
d La
ke E
rie
to it
s lik
ing.
B
INTR
OD
UCT
ION
This
AN
S ac
tual
ly c
onsi
sts
of a
num
ber o
f spe
cies
, col
lect
ivel
y kn
own
by a
com
mon
nam
e. It
was
intro
duce
d to
the
Unite
d St
ates
for a
quac
ultu
re a
nd fi
sh fa
rmin
g, b
ut is
thou
ght t
o ha
ve e
scap
ed fa
rm p
onds
and
ent
ered
the
Mis
siss
ippi
Riv
er
syst
em a
nd it
s tri
buta
ries
as e
arly
as
the
1970
s. T
his
grou
p is
cu
rrent
ly c
onsi
dere
d on
the
cusp
of i
nvad
ing
the
Grea
t Lak
es,
as th
ey h
ave
been
foun
d in
shi
ppin
g ch
anne
ls c
onne
ctin
g La
ke
Mic
higa
n to
the
Mis
siss
ippi
Riv
er w
ater
shed
.
A
INTR
OD
UCT
ION
A na
tive
of n
orth
ern
Euro
pe, i
t mad
e its
way
into
the
Grea
t La
kes
wat
ersh
ed in
199
0. It
is b
elie
ved
to h
ave
been
bro
ught
ov
er in
fres
h w
ater
or m
ud in
bal
last
wat
er o
f Eur
opea
n fre
ight
ers
from
eas
tern
Bal
tic p
orts
. The
y ar
e cu
rrent
ly
spre
adin
g in
land
via
rive
rs a
nd c
anal
s.
C
©Ohio Sea Grant, The Ohio State University, 2012 13
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
INTR
OD
UCT
ION
From
saltw
ater
are
as o
f the
Atla
ntic
coas
t, th
is in
vade
r mov
ed
up th
e Hu
dson
Rive
r and
via
vario
us ca
nal s
yste
ms i
nto
Lake
On
tario
and
Lake
Erie
. Be
caus
e of
inte
ntio
nal s
tock
ing,
it ca
n no
w b
e fo
und
in a
ll fiv
e Gr
eat L
akes
.
D
INTR
OD
UCT
ION
Com
ing
from
the
salty
Atla
ntic
Coas
t, th
is sp
ecie
s mig
rate
d th
roug
h w
ater
rout
es, i
nclu
ding
cana
ls in
New
Yor
k Sta
te a
nd
the
St. L
awre
nce
Rive
r. It
swam
into
the
uppe
r Gre
at La
kes
thro
ugh
the
Wel
land
and
/or E
rie b
arge
cana
l bef
ore
1931
.
G
INTR
ODUC
TION
It ca
me
from
Eur
ope,
Asia
, and
Nor
th A
frica
and
was
intro
duce
d in
to N
orth
Am
erica
as a
n aq
uariu
m p
lant
. It a
lso sp
read
s whe
n it
gets
ent
win
ed o
n bo
ats,
fishi
ng e
quip
men
t or w
ater
fow
l. It
is
now
foun
d in
37
stat
es a
nd 3
Can
adia
n pr
ovin
ces.
E
INTR
OD
UCT
ION
This
spe
cies
was
inte
ntio
nally
impo
rted
from
nor
ther
n Eu
rope
ove
r 100
yea
rs a
go, b
ecau
se it
s ha
rdin
ess
and
beau
tiful
flow
ers
wer
e po
pula
r with
land
scap
ers,
flor
ists
, and
ga
rden
ers.
F
©Ohio Sea Grant, The Ohio State University, 2012 14
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
ECO
SYST
EM IM
PACT
It de
stro
ys v
alua
ble
fish,
esp
ecia
lly la
ke tr
out,
by a
ttach
ing
with
its
suck
er-li
ke m
outh
to s
uck
out b
lood
and
bod
y tis
sues
. It
upse
ts th
e ec
olog
ical
bal
ance
by
rem
ovin
g to
p pr
edat
ors,
al
low
ing
for e
xplo
sion
of p
opul
atio
ns o
f sm
alle
r fish
suc
h as
al
ewiv
es. I
t had
gre
at e
cono
mic
impa
ct o
n th
e co
mm
erci
al
fishi
ng in
dust
ry o
f the
Gre
at L
akes
dur
ing
the
1950
s. C
urre
nt
cont
rol m
easu
res
are
able
to k
eep
popu
latio
ns in
che
ck, b
ut
the
ANS
still
impa
cts
fish
spec
ies
in th
e Gr
eat L
akes
toda
y.
W
ECO
SYST
EM IM
PACT
Like
its
bette
r-kno
wn
cous
in, i
t filte
rs p
lank
ton
from
the
wat
er;
this
allo
ws
sunl
ight
to re
ach
grea
ter d
epth
s re
sulti
ng in
an
over
grow
th o
f aqu
atic
pla
nts.
It a
ccum
ulat
es o
n ob
ject
s su
ch
as b
oat h
ulls
and
und
erw
ater
pip
es, c
logg
ing
valv
es o
f bot
h in
dust
rial a
nd m
unic
ipal
wat
er in
take
sou
rces
.
U
ECO
SYST
EM IM
PACT
This
spe
cies
love
s to
eat
pla
nkto
n, m
usse
ls a
nd s
nails
, and
ca
n co
nsum
e 5-
20%
of i
ts b
ody
wei
ght e
ach
day,
easi
ly
outc
ompe
ting
nativ
e sp
ecie
s in
the
sear
ch fo
r foo
d. T
he fi
sh
is a
lso
less
pop
ular
for r
ecre
atio
nal a
nd s
port
fishi
ng th
an th
e na
tive
spec
ies
it w
ould
repl
ace,
pot
entia
lly d
amag
ing
a Gr
eat
Lake
s fis
hing
indu
stry
val
ued
at $
7 bi
llion
per
yea
r.
Z
ECO
SYST
EM IM
PACT
This
aqu
atic
nui
sanc
e sp
ecie
s sp
awns
from
Apr
il to
Se
ptem
ber,
long
er th
an m
any
othe
r fish
, and
pro
duci
ng a
larg
e nu
mbe
r of o
ffspr
ing
quic
kly.
Mal
es fe
roci
ousl
y de
fend
the
nest
s, re
duci
ng th
e re
prod
uctiv
e su
cces
s of
nat
ive
spec
ies
by d
enyi
ng th
em a
cces
s to
spa
wni
ng h
abita
t. Th
is fi
sh fe
eds
on th
e eg
gs a
nd y
oung
of n
ativ
e sp
ecie
s, in
clud
ing
man
y im
porta
nt s
port
fish
like
yello
w p
erch
, dam
agin
g an
impo
rtant
in
dust
ry fo
r man
y Gr
eat L
akes
sta
tes.
The
spec
ies
has
also
bec
ome
a pr
imar
y fo
od s
ourc
e fo
r the
pr
evio
usly
end
ange
red
Lake
Erie
Wat
ersn
ake,
dem
onst
ratin
g th
at s
ome
inva
sive
spe
cies
can
hav
e a
bene
ficia
l im
pact
on
som
e ar
eas
whi
le a
ctin
g as
a d
amag
ing
influ
ence
in o
ther
s.S
©Ohio Sea Grant, The Ohio State University, 2012 15
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
ECO
SYST
EM IM
PACT
This
aqu
atic
nui
sanc
e sp
ecie
s is
sus
pect
ed to
be
parti
ally
re
spon
sibl
e fo
r the
dec
line
of L
ake
Erie
’s ye
llow
per
ch
beca
use
of c
ompe
titio
n fo
r foo
d re
sour
ces.
It i
s al
so
detri
men
tal t
o w
alle
ye a
nd w
hite
bas
s po
pula
tion
beca
use
thes
e sp
ecie
s’ e
ggs
can
be a
prim
ary
food
sou
rce.
V
ECO
SYST
EM IM
PACT
Feed
ing
prim
arily
on
zoop
lank
ton,
this
ver
tebr
ate
com
pete
s fo
r foo
d w
ith ju
veni
les
of a
lmos
t all
fish
spec
ies.
Lar
ge
num
bers
die
off
in s
prin
g an
d su
mm
er b
ecau
se o
f ele
ctro
lyte
im
bala
nce
from
livi
ng in
fres
h w
ater
. The
se d
ie-o
ffs c
log
mun
icip
al a
nd in
dust
rial i
ntak
e pi
pes
and
foul
bea
ches
. In
1967
bul
ldoz
ers
had
to re
mov
e 50
,000
tons
of t
he ro
tting
fish
fro
m th
e so
uthe
rn s
hore
s of
Lak
e M
ichi
gan.
Y
ECO
SYST
EM IM
PACT
It fo
rms
thic
k m
ats
on th
e w
ater
’s su
rface
that
cho
ke o
ut
nativ
e aq
uatic
veg
etat
ion.
The
mat
s al
ter t
he n
utrie
nt
com
posi
tion
and
flow
of w
ater
, whi
ch in
turn
affe
cts
the
amou
nt o
f oxy
gen
avai
labl
e to
fish
. It
also
dis
rupt
s al
l for
ms
of w
ater
recr
eatio
n—bo
atin
g, s
wim
min
g an
d fis
hing
—be
caus
e pl
ants
get
cau
ght i
n bo
at ro
tors
, and
sw
imm
ers
and
angl
ers
are
bloc
ked
from
acc
ess
to th
e w
ater
.
T
ECO
SYST
EM IM
PACT
It is
cal
led
“the
bea
utifu
l kill
er”
beca
use
its d
ense
root
s ch
oke
wat
erw
ays
as it
com
pete
s w
ith o
ther
veg
etat
ion.
It s
prea
ds
quic
kly,
crow
ding
out
val
uabl
e pl
ants
that
pro
vide
food
for
mig
ratin
g w
ater
fow
l, an
d de
stro
ys h
abita
t for
alm
ost a
ll ot
her
form
s of
wet
land
life
.
X
©Ohio Sea Grant, The Ohio State University, 2012 16
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
EW
arm
er s
tream
tem
pera
ture
s cr
eate
a m
ore
favo
rabl
e en
viro
nmen
t for
this
par
asiti
c or
gani
sm, e
nabl
ing
it to
spa
wn
succ
essf
ully
at m
ore
loca
tions
thro
ugho
ut th
e Gr
eat L
akes
ba
sin.
Thi
s co
uld
resu
lt in
a n
ew in
crea
se in
pop
ulat
ion
that
m
ay fu
rther
ups
et th
e ec
olog
ical
bal
ance
of t
he G
reat
Lak
es.
Thei
r fav
ored
pre
y ar
e co
ld-w
ater
fish
, suc
h as
lake
trou
t, sa
lmon
and
rain
bow
trou
t, th
at m
ay m
igra
te to
regi
ons
whe
re
tem
pera
ture
s re
mai
n co
ld—
both
gre
ater
dep
ths
and
mor
e no
rther
n la
kes.
h
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
EIt
is v
ery
likel
y th
at th
is b
ival
ve w
ill b
e a
perm
anen
t par
t of
the
Grea
t Lak
es e
nviro
nmen
t. It
pref
ers
wat
ers
with
a
tem
pera
ture
bet
wee
n 4°
C an
d 20
°C, b
ut to
lera
tes
tem
pera
ture
s up
to 3
0°C.
As
glob
al w
arm
ing
incr
ease
s th
e te
mpe
ratu
re o
f the
Gre
at L
akes
, it w
ill s
prea
d fa
rther
nor
th
into
war
mer
wat
ers.
Bec
ause
it c
an g
row
on
both
har
d an
d so
ft su
bstra
tes,
this
AN
S is
like
ly s
prea
d de
eper
into
the
lake
s as
wel
l, to
lera
ting
dept
hs o
f up
to 1
30 m
eter
s as
wel
l as
the
low
er o
xyge
n co
nditi
ons
pres
ent t
here
.
d
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
EBe
caus
e cli
mat
e ch
ange
is e
xpec
ted
to in
crea
se p
recip
itatio
n an
d se
vere
wea
ther
in th
e Gr
eat L
akes
regi
on, a
dditi
onal
an
d hi
gher
floo
ding
is li
kely
to a
llow
this
aqua
tic n
uisa
nce
spec
ies t
o cr
oss b
arrie
rs in
to th
e Gr
eat L
akes
. As h
ighe
r wat
er
tem
pera
ture
s are
pre
dict
ed to
dec
reas
e av
aila
ble
plan
kton
, co
mpe
titio
n fo
r foo
d w
ill in
crea
se, p
uttin
g na
tive
fish
at
a di
sadv
anta
ge b
ecau
se th
e sp
ecie
s effe
ctive
ly st
rips t
he
aqua
tic e
nviro
nmen
t of f
ood
sour
ces.
b
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
EIn
crea
sed
sum
mer
wat
er te
mpe
ratu
res
are
likel
y to
allo
w
this
spe
cies
to s
prea
d fa
rther
nor
th in
to th
e Gr
eat L
akes
, and
co
uld
even
hel
p th
e po
pula
tion
grow
mor
e qu
ickl
y. Ho
wev
er,
the
low
er o
xyge
n co
ncen
tratio
ns fo
und
in w
arm
er w
ater
cou
ld
limit
the
fish’s
hab
itat,
pote
ntia
lly s
hifti
ng it
s ra
nge
north
war
d in
stea
d of
spr
eadi
ng o
ut o
ver a
wid
er a
rea.
e
©Ohio Sea Grant, The Ohio State University, 2012 17
GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
EAs
wat
ers
war
m, w
alle
ye a
nd y
ello
w p
erch
may
see
k co
oler
w
ater
s in
the
deep
er a
reas
of t
he G
reat
Lak
es, l
eavi
ng
the
shal
low
er a
reas
to th
is c
ompe
ting
fish.
With
out t
he
com
petit
ion
of th
e ot
her s
peci
es, t
his
ANS
will
be
able
to
repr
oduc
e in
to a
n ev
en la
rger
pop
ulat
ion,
com
petin
g w
ith s
till
mor
e sp
ecie
s.
c
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
ETh
ese
herri
ng-li
ke fi
sh n
eed
deep
wat
er w
ith m
oder
ate
tem
pera
ture
to o
verw
inte
r. A
rise
in w
ater
tem
pera
ture
wou
ld
prob
ably
resu
lt in
few
er d
ie-o
ffs a
nd w
ould
ena
ble
the
fish
to b
e m
ore
abun
dant
in L
ake
Supe
rior,
whe
re th
ey c
urre
ntly
ar
e sc
arce
. Thi
s w
ould
cer
tain
ly a
lter l
ocal
fish
erie
s, b
ut th
e sp
ecifi
c im
pact
s ar
e no
t yet
cle
ar.
f
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
ETh
is p
lant
thriv
es a
s w
ater
s w
arm
eac
h su
mm
er, i
ncre
asin
g in
vol
ume
in re
latio
n to
the
incr
ease
d w
ater
tem
pera
ture
. If
this
is a
ny in
dica
tion
of it
s te
mpe
ratu
re re
quire
men
ts, a
s w
ater
s in
the
Grea
t Lak
es re
gion
war
m, t
his
spec
ies
will
th
rive
in th
e ne
w c
limat
e, s
prea
ding
rapi
dly
to b
ecom
e an
ev
en b
igge
r pro
blem
.
a
EFFE
CT O
F G
LOB
AL
CLIM
ATE
CHA
NG
EAs
wat
er le
vels
dec
reas
e, th
is a
quat
ic n
uisa
nce
spec
ies
will
fin
d ne
w w
etla
nds
in w
hich
to s
prea
d, c
hoki
ng o
ut m
ore
and
mor
e ve
geta
tion
as it
follo
ws
the
rece
ding
wat
erlin
e.
g