great lakes climate change curriculum climate … · 2013-05-07 · ©ohio sea grant, the ohio...

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©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 Activity Alewife (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 INVADERS What do scientists know about aquatic nuisance species of the Great Lakes and effects that climate change will have on them? (Background and Teacher Guide)

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Page 1: GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE … · 2013-05-07 · ©Ohio Sea Grant, The Ohio State University, 2012 1 GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC

©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)

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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://www.paseagrant.org/wp-content/uploads/2012/07/Asiancarp2012reduced-1.pdf

• Eurasian Watermilfoil - http://www.paseagrant.org/wp-content/uploads/2012/09/EWM2012trialreduced.pdf

• Purple Loosestrife - http://www.paseagrant.org/wp-content/uploads/2012/09/loosestrife2012red.pdf

• Quagga Mussel - http://www.paseagrant.org/wp-content/uploads/2012/09/ZebraQuaggaFactsheet2012reduced.pdf

• Round Goby - http://www.paseagrant.org/wp-content/uploads/2012/09/roundgoby2012reduced.pdf

• Sea Lamprey - http://www.seagrant.umn.edu/downloads/x106.pdf

• White Perch - http://www.in.gov/dnr/files/WHITE_PERCH.pdf (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 NOAA research targets Aquatic Nuisance Species in the Great Lakeshttp://www.glerl.noaa.gov/pubs/brochures/ANS.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?

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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.]

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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. Dreissenids filter the water and can decimate the spring phytoplankton bloom making less food available to organisms at higher levels in a food

web. The filtering increases water clarity and alters nutrient cycling.

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, 8ETa6. 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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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/

NOAA research targets Aquatic Nuisance Species in the Great Lakes http://www.glerl.noaa.gov/pubs/brochures/ANS.pdf

Ballast Water and Aquatic Nuisance Species Introduction to the Great Lakes (no longer available online)

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

REFERENCESNOAA research targets Aquatic Nuisance Species in the Great Lakes.http://www.glerl.noaa.gov/pubs/brochures/ANS.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

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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:NOAA research targets Aquatic Nuisance Species in the Great Lakeshttp://www.glerl.noaa.gov/pubs/brochures/ANS.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. Describe how zebra and quagga mussels have impacted lake food webs and ecology.

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.

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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?

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GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS

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GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS

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GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS

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GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC INVADERS

INTR

OD

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ION

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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

Page 14: GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE … · 2013-05-07 · ©Ohio Sea Grant, The Ohio State University, 2012 1 GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC

©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

Page 15: GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE … · 2013-05-07 · ©Ohio Sea Grant, The Ohio State University, 2012 1 GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC

©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

Page 16: GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE … · 2013-05-07 · ©Ohio Sea Grant, The Ohio State University, 2012 1 GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC

©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

Page 17: GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE … · 2013-05-07 · ©Ohio Sea Grant, The Ohio State University, 2012 1 GREAT LAKES CLIMATE CHANGE CURRICULUM CLIMATE CHANGE AND AQUATIC

©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