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© 2019 AIS Unit created by the Flathead Lake Biological Station and the Flathead Lakers. Funded by the Montana Department of Natural Resources and Conservation, FLBS, and Flathead Lakers. Be AIS Aware Unit Managing AIS Do you ever wonder how local community members are impacted by AIS? ¿ Grade Level Middle School ¿ Subject Areas Environmental Science, Economics and Human Impacts ¿ Key Topics Aquatic invasive species, economic impact, societal impact ¿ Duration Preparation Time: 5 min Activity Time: 30 min (50 minutes w/economics extension) ¿ Setting Classroom (groups) ¿ Skills Reading and sharing information Overview 1 Article read by each group 2 Minutes to share what they learned 3 People per group Each small group will have 15-20 minutes to read one fact sheet and watch one short video about the impacts of Aquatic Invasive Species (AIS) on various stakeholders in Montana. They will prepare and give a short presentation to share with the class about their stakeholder. Objectives Students will be able to: • synthesize an article about AIS and economy and society. • share information orally about the impacts of AIS on a variety of stakeholder communities. • Learn about trade-offs to policy from a variety of perspectives. Materials Activity • Six readings about the impacts of AIS on various stakeholders in the community. Advanced Preparation • Copy the student readings or use the provided laminate copies • Copy the student worksheets #1-2 (double-sided) • Assign students to groups of three (or whatever is appropriate) Background This is a short lesson providing students with the opportunity to learn about the impacts of AIS on a variety of stakeholders in Montana. The lesson challenges students to quickly read and synthesize this information into a short presentation to share with their classmates. There is an extension included to engage students with thinking about trade-offs (important in economics and sustainability science) for any particular action that impacts stakeholders. Vocabulary: Stakeholder: a customer, employee, or community member who may be affected by or affects a local problem or issues. Tradeoff: a balancing of factors all of which are not attainable at the same time. ² Standards Common Core: WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.SL 6-9 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. MT Social Science Standard Content Standard 1 Students access, synthesize, and evaluation information to communicate social studies knowledge to real world situations.

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Page 1: AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

BeAISAwareUnit

Managing AIS DoyoueverwonderhowlocalcommunitymembersareimpactedbyAIS?

¿ GradeLevelMiddleSchool

¿ SubjectAreasEnvironmentalScience,EconomicsandHumanImpacts

¿ KeyTopicsAquaticinvasivespecies,economicimpact,societalimpact

¿ DurationPreparationTime:5minActivityTime:30min(50minutesw/economicsextension)

¿ SettingClassroom(groups)

¿ SkillsReadingandsharinginformation

Overview1Articlereadbyeachgroup2Minutestosharewhattheylearned3Peoplepergroup

Eachsmallgroupwillhave15-20minutestoreadonefactsheetandwatchoneshortvideoabouttheimpactsofAquaticInvasiveSpecies(AIS)onvariousstakeholdersinMontana.Theywillprepareandgiveashortpresentationtosharewiththeclassabouttheirstakeholder.

ObjectivesStudentswillbeableto:• synthesizeanarticleaboutAISandeconomyandsociety.• shareinformationorallyabouttheimpactsofAISonavarietyofstakeholdercommunities.

• Learnabouttrade-offstopolicyfromavarietyofperspectives.

MaterialsActivity• SixreadingsabouttheimpactsofAISonvariousstakeholdersinthecommunity.

AdvancedPreparation• Copythestudentreadingsorusetheprovidedlaminatecopies• Copythestudentworksheets#1-2(double-sided)• Assignstudentstogroupsofthree(orwhateverisappropriate)

BackgroundThisisashortlessonprovidingstudentswiththeopportunitytolearnabouttheimpactsofAISonavarietyofstakeholdersinMontana.Thelessonchallengesstudentstoquicklyreadandsynthesizethisinformationintoashortpresentationtosharewiththeirclassmates.Thereisanextensionincludedtoengagestudentswiththinkingabouttrade-offs(importantineconomicsandsustainabilityscience)foranyparticularactionthatimpactsstakeholders.

Vocabulary:Stakeholder:acustomer,employee,orcommunitymemberwhomaybeaffectedbyoraffectsalocalproblemorissues.Tradeoff:abalancingoffactorsallofwhicharenotattainableatthesametime.

² StandardsCommonCore:WHST.6-8.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.CCSS.ELA-Literacy.SL6-9Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.MTSocialScienceStandardContentStandard1Studentsaccess,synthesize,andevaluationinformationtocommunicatesocialstudiesknowledgetorealworldsituations.

Page 2: AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

Procedure¿ TheActivity(25minutes)

• Placestudentsingroupsofthree(ormoredependingonclasssize).• ExplainthateachgroupwillreadandsummarizeonearticleabouttheimpactsofAISonvarious

communitymembers(stakeholders).Then,thegroupswillpresenttwo-minutesummariestotheclass.

• Assignorallowthestudentstoselectwhicharticletheywillread.Passoutthestudentworksheets(#1-2).

• Allowstudents15-20minutestoreadthearticleandpreparetheirpresentation.Thepresentationshould:1)summarizethearticle/videoandpresentkeypoints;2)discusstheeconomicorothersocietalimpactofAIS;3)provideoneexampleofhowthisstakeholderrelatestotheirlife.

• Asthepresentationsarebeingmade,havetheotherstudentswritedownoneortwothingstheylearnedabouteachstakeholder.

¿ WrapUp(5minutes)• HavestudentsshareoneortwothingstheylearnedabouttheimpactsofAISonvariousstakeholders,

orcontinuewiththeeconomicsactivity.¿ Economics/SustainabilityExtension(20minutes)

• Engagestudentswiththisscenario:• Becauseoftheecologicalandeconomicdamagesconnectedwithzebraandquaggamussels,

managersdecidetocloseFlatheadLaketoallmotorizedboatstopreventtheirintroduction.Byadoptingthispolicy,managershavereducedtheriskofmusselintroductiontoFlatheadLaketonearlyzero.Managersunderstandthatsomegroupswillbehappywiththisnewpolicywhileothergroupswillbeveryunhappy.Pleasediscusswhichgroupswillbebetteroff(happy)becauseofthenewpolicyandwhichgroupswillbeworseoff(unhappy)andwhy.

• POSSIBLEANSWERSAREPROVIDEDBELOW,butyourstudentsmaythinkofothergroups/stakeholdersaffectedbythispolicy.Themainteachingemphasisshouldbethatalldecisionshaveconsequencesforavarietyofstakeholdersandmanagersaretaskedwithweighingthebenefitsvs.costsofanydecision.

• GroupsthatwillbebetteroffifzebraandquaggamusselsarekeptoutofFlatheadLakebecausemotorizedboatsarenolongerallowedonthelake:o SKQDamoperators–thehydroelectricfacilitywillnothavetoshutdowntheirfacilitytoclean

infrastructureofmussels.Operatorslosemoneywhentheyshutdownthedambecausetheyarenotgeneratingelectricitytosell.

o Irrigators–farmerswillnothavetospendextratimeandmoneycleaningandrepairinggateheads,pumps,screens,andirrigationpipes.

o Countygovernment–propertyvalueswillnotbenegativelyimpacted,sorevenuegenerationwillremainsteady.Servicesprovided–fireandpoliceprotection,roadandsewermaintenance,andpubliceducation–canbemaintainedatcurrentlevels.

o Lakeshorehomeowners–beacheswillremainmussel-free,thusnofoulodorsorcutsfromsharpshells,andpropertyvalueswillbeprotected.

o Near-shorerecreationistssuchasswimmers,beachgoers,andnon-motorizedboatowners(ex.kayaks,canoes,andstanduppaddleboards)–mussel-freebeachesmeannofoulodorsorcutsfromsharpshells.

o Anglerswhodon’tusemotorizedboatsorfishfromshore–theseanglerscanexpecttofishforthesamefishthathavebeeninthelakesincethemid1990s(postMysisshrimpintroduction).

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ManagingAIS

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

• GroupsthatwillbeworseoffifmotorizedboatsarenolongerallowedonFlatheadLaketopreventtheintroductionofzebraandquaggamussels:o Motorizedboatowners–thesefolkswillnolongerbeabletoenjoythelake;instead,theymust

trailertheirboatstoanotherlaketousethem.Thiswillcosttheboatownersadditionalgasmoneytogettothenewlake.

o Fishingguidecompanies–theguideswillnolongertaketheirclientstoFlatheadLaketocatchlaketrout.Guidescantaketheirclientstootherlakesbutitwillcostadditionalgasmoney,andtheclientsmightnotliketheotherlakesasmuchasFlatheadLake.

o Anglerswhousemotorizedboats–thesefishermenwillneedtotrailertheirboatstoanotherlaketofish.Thiswillcostextragasmoneytogotoanotherlake,andthisotherlakemaybeinferiortoFlatheadLakeintermsofsceneryandfishingexperience.

TeacherResourcesAssessmentOptionsHavestudents:• completetheManagingAISactivityasdescribed.• createa30-secondvideosummarizingtheirunderstandingofAISimpactstostakeholdersintheir

community.Modifications• Studentsmaydressupfortheirpresentationsand/orcreateaskittoplaytherolesofthestakeholder

duringtheirpresentation.• Theworksheetscanbeenlargedforstudentsinneedoflargertext.ExtensionsStudentscan:• createanactionplanfortheproposedFlatheadLakeclosurepolicyonmotorizedboats.• conductadebateortownhallmeetingtodiscusstheproposedclosureofFlatheadLaketoall

motorizedboats.StudentstaketherolesofstakeholdersandFlatheadLakemanagersinthediscussion.• interviewstakeholdersintheircommunitytolearnhowinvasivemusselscouldfurtherimpactthe

region.OnlineResourcesDNRCEstimatedEconomicDamagesofInvasiveMusselstoMontanaFactSheet:http://dnrc.mt.gov/divisions/cardd/docs/misac-docs/dnrc_econ_one_pager_final_0119.pdfDNRCEnumerationofPotentialEconomicCostsofDreissenidMusselsInfestationinMontanaReport:http://dnrc.mt.gov/divisions/cardd/docs/misac-docs/dnrc_economic_cost_dreisseid_mussels_0119.pdfAcknowledgementsManythankstoNanetteNelson,JeddTougas,BriannaHarris,MikeDurglo,GailCrawford,NathanDepoeforcontributionstoandcommentsonthislesson.

Page 4: AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

ManagingAIS

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

Thispageintentionallyleftblank.

Page 5: AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

ManagingAIS

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

Name PresentationWorksheet StudentWorksheet(1of2)

Asyoureadyourassignedarticleandviewtheshortvideo,takenotestoanswerthefollowingquestionsforyourgroup’stwo-minutepresentation:Article:_____________________________________________________________1)Summarizethearticle/videoandpresentkeypoints:2)DiscusstheeconomicorotherimpactsofAISonthisgroupofpeople:3)Provideoneexampleofhowthisstakeholder(communitymembers)relatestoyourlife.

Page 6: AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

ManagingAIS

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

WrapUp StudentWorksheet(2of2)

Asyoulistentothepresentations,listoneortwothingsyoulearnedabouteachstakeholder:AISImpactsonFishingAISImpactsonInfrastructure:ElectricityGenerationAISImpactsonAgricultureAISImpactsonAmericanIndianCommunitiesAISImpactsonHomeownersAISImpactsonWatercraftUsers


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