STOP THE ZEBRA MUSSEL!
A Data Analysis Activity for Assessing
Zebra Mussel Invasion Risk in Virginia
Grades 8-12
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Vicki P. Clark
Thomas J. Miller
This work is a result of research sponsored by NOAA Office of Sea Grant, U.S. Department of Commerce, under federal Grant No. NA 90AA-D-SG045 to the Virginia Graduate Marine Science Consortium and the Virginia Sea Grant College Program. The U.S. Government is authorized to produce and distribute reprints for governmental purposes notwithstanding any copyright notation that may appear hereon.
The zebra mussel is an exotic freshwater mollusk from Europe which was accidentally introduced into the United States in the Great Lakes area in 1985 or 1986. The mussel larvae were most likely transported in the ballast water of a ship and released into Lake St. Clair. The mussels reproduce rapidly in suitable habitats and have created serious environmental and economic problems in many parts of the country. Zebra mussels are spreading toward the mid-Atlantic states. Where and how will they be most likely to invade Virginia? How can the zebra mussel invasion be controlled?
The activities and resources presented in this lesson will guide students in a study of the zebra mussel and the possibilities of its invasion of Virginia. Actual scientific research data are introduced as a critical part of group problem-solving activities. Students are challenged to use the scientific data and other information to design action plans to help prevent the introduction and spread of zebra mussels into the state. Additional follow-up activities extend the study of zebra mussels and encourage the investigation of the impact of other exotic plants and animals.
Baker, PatRichard L., Shirley Baker, and Roger Mann. 1993. Criteria for predicting zebra mussel invasions in the mid-Atlantic region. Virginia Sea Grant College Program, Virginia Institute of Marine Science, VSG-93-03.
Baker, PatRichard L., Shirley Baker, and Roger Mann. 1993. Potential range of the zebra mussel, Dreissena polymorpha, in and near Virginia. Virginia Sea Grant College Program, Virginia Institute of Marine Science, VSG-93-04.
Supplementary materials provided by:
Time Needed
1 class period (45 - 50 minutes)
Materials Needed (for each group of 4 - 6 students)
From the TEACHER'S GUIDE
Instructions
Activity 1:
Where Will the Zebra Mussels Invade?
OBJECTIVE
Students will work in small groups to communicate and analyze scientific data on
zebra mussels and water quality. Using this information, each group will predict
the likelihood of zebra mussels becoming introduced and established in various
aquatic sites in Virginia.
STUDENT PREPARATION
Students should have a basic understanding of pH, temperature, and calcium
content as measurable characteristics of the water in aquatic habitats. They
should understand that "parts per thousand" and "parts per
million" refer to the concentration of chemical substances present in a
body of water.
Zebra Mussel Biology
Optional: Virginia highway map (one per group) or other state map showing rivers, lakes, towns and cities
Teacher Preparation
1. Read the information in the "Student Activities" section and the supplementary reference materials provided in the packet to familiarize yourself with zebra mussels and their impact.
2. Duplicate the Zebra Mussel Study Site Data Card sheets. (You will need one set of 6 cards for each student group.) Cut the data cards apart and put each set of six in a separate envelope, or paper clip them together. (It's a good idea to duplicate each set of data cards on a different color paper. This makes it easier to sort the cards if they become mixed together.
3. For each group, duplicate one copy of the other four pages ("Zebra Mussel Biology," "Zebra Mussel Critical Habitat Needs," "Zebra Mussel Impacts," and "Zebra Mussel Study Site Report"). If you wish, give the "Biology" sheet to each student to read before class. You may want to make overhead transparencies of the "Critical Habitat Needs" and "Impacts" sheets and display them for reference during the activity.
4. If students are not already familiar with the concept of exotic species, decide how you will relate the zebra mussel issue to other concepts that they have studied, such as animal adaptation, species competition, impact of human activities on ecosystems, etc.
Conducting the Activity
1. Divide the class into groups of four to six students each. Assign roles within the groups as follows:
Materials Manager: Obtains activity materials from teacher, distributes them to group, and returns all materials to teacher in good order after activity is finished.
Recorder: Keeps written notes on group discussions and observations. Records group responses to questions on activity worksheets. Reads written information back to rest of group for their approval.
Reporter: Gives verbal report to the class summarizing the group's conclusions, using the activity worksheets and other notes from the Recorder.
Research Technician(s): Provide(s) additional information to the group during the problem-solving activities by consulting supplementary handouts and reference materials.
2. Introduce students to the information from the "Zebra Mussel Impacts," "Zebra Mussel Biology," and "Critical Habitat Needs" sheets. You may lead a class discussion, or each small group may read and discuss the information and review it with the teacher and the rest of the class. Explain that they will be working in groups to analyze scientific information in order to predict whether or not various places in Virginia are suitable habitat for zebra mussels.
3. Give each Materials Manager a set of Zebra Mussel Study Site data cards and a copy of the Zebra Mussel Study Site Report form. The Materials Manager should distribute the data cards one at a time to all group members (some students may get more than one card if groups have fewer than six students). In turn, the students read aloud the information on their data cards to the other group members. The Recorder reads the Study Site Report form to the group.
4. Based on this information, each group develops a prediction about the likelihood that its study site will be affected by zebra mussels. The questions on the Study Site Report form will guide their discussion. The Recorder writes the predictions and supporting information on this form
5. Once all groups have completed their report forms, each group's Reporter shares the results with the rest of the class. To facilitate discussion as the class compares the sites, the Recorders can post on a chart or the chalkboard the predictions for their sites, along with water quality data and other important facts.
6. If you plan to follow this activity with Developing a Zebra Mussel Action Plan," have the Recorders keep their Site Report forms to use as reference.
Summary and Evaluation
1. Based on the information known about each study site, did each group make a reasonable prediction about the zebra mussel's introduction and establishment? (See chart below for scientists' predictions.) If students disagree, remember that all of the facts are not yet known, and that there is some room for debate.
Study Site Chances for Introduction Chances for Establishment
1. James River high high 2. Potomac River high high 3. Smith Mountain Lake high moderate 4. Rappahannock River moderate moderate 5. Kerr Reservoir and high high Lake Gaston 6. Mattaponi and moderate low Pamunkey Rivers 7. Lake Anna high low 8. Claytor Lake high moderate 9. South Holston Lake high high
2. Rank the study sites from "lowest risk" to "highest risk" for the successful establishment of a zebra mussel population. Which site is closest to your school?
3. Overall, what human activity might be most likely to contribute to the introduction of zebra mussels in Virginia?
4. Locate the study sites on a Virginia highway map. How could the location and geography of each study site contribute to the introduction of zebra mussels? Once the zebra mussel becomes established, how far away from each study site do you think the mussel could spread?
5. At which study site might zebra mussels have the most serious economic impact?
Students work in small groups to design and communicate action plans to help prevent the introduction and spread of zebra mussels in areas which are at risk.
Student Preparation
Students should have already completed the "Where Will the Zebra Mussel Invade?" activity and be divided into small groups.
Time Needed
Two 45-50 class periods or more, depending on number of groups (students may need additional time outside of class to prepare group presentations)
Materials Needed
(See "Resources" section for list of titles. You may duplicate these so that each group has a copy, or groups can share materials.)
Optional: Additional zebra mussel articles
(See "Resources" for bibliography)
Teacher Preparation
1. Read the "Zebra Mussel Action Plan Outline" for information on how the activity is done.
2. For each group, duplicate one copy of the "Zebra Mussel Action Plan Outline" and the supplementary publications. These publications contain background information the students will need to develop their action plans.
3. Divide students into small groups and assign roles, as in the previous activity. Groups may remain the same, or students may rotate into another group. NOTE: You may decide to have the class develop action plans only for those study sites which are at a high or moderate risk. If so, students from "low-risk" groups can be moved into "high-risk" groups.
Conducting the Activity
1. Give each Materials Manager copies of the "Zebra Mussel Action Plan Outline" sheet and the supplementary publications.
2. Briefly introduce the activity, and give students the timeline for the completion of their plans and for their class presentations (5-10 minutes each). Encourage the groups to use charts, posters, and any other creative methods to make their presentations effective.
3. On the day set aside for presentations, assign a timekeeper to help keep the activity on schedule. Each group should allow time for questions and comments from the rest of the class when its presentation is finished.
Summary and Evaluation
1. Have a small group of students serve as an evaluation team, and let them choose which plans are the most creative, comprehensive, practical, effective, etc. Alternatively, have the entire class discuss and evaluate the merits and shortcomings of each plan.
2. How do the groups' action plans compare to the efforts which Virginia and other states are making to control the zebra mussel? Students may want to contact zebra mussel specialists to get their reactions to the student plans. (See "Resources" for contact people.)
1. Baker, PatRichard L., Shirley Baker, and Roger Mann. 1993. Criteria for predicting zebra mussel invasions in the mid-Atlantic region. Virginia Sea Grant Program, Virginia Institute of Marine Science, VSG-93-03.
2. Baker, PatRichard L., Shirley Baker, and Roger Mann. 1993. Potential range of the zebra mussel, Dreissena polymorpha, in and near Virginia. Virginia Sea Grant Program, Virginia Institute of Marine Science, VSG-93-04.
3. Baker, Shirley, PatRichard L. Baker, and Roger Mann. 1993. Zebra mussels in Virginia's future. Virginia Sea Grant Program, Virginia Institute of Marine Science, VSG-93-05.
4. Doll, Barbara. 1993. Mid-Atlantic zebra mussel fact sheet. University of North Carolina Sea Grant, North Carolina State University.
5. Heath, Robert T. 1993. Zebra mussel migration to inland lakes and reservoirs: A guide for lake managers. Ohio Sea Grant College Program, OHSU-FS-058.
6. Kelch, David O. 1994. Boaters: Slow the spread of zebra mussels, and protect your boat too. Ohio Sea Grant College Program, OHSU-FS-054.
7. Ohio Sea Grant College Program. A Great Lakes Sea Grant resource list on zebra mussels and other nonindigenous species. 1993. Ohio Sea Grant College Program, OHSU-FS-052.
8. O'Neill, Charles R. Jr., and David B. MacNeill. 1991. The zebra mussel (Dreissena polymorpha): An unwelcome North American invader. New York Sea Grant.
9. Snyder, Fred L., David W. Garton, and Maran Brainard. 1994. Zebra mussels in NorthAmerica: The invasion and its implications. Ohio Sea Grant College Program, OHSU-FS-045.
10. New York Sea Grant. 1996. North American Range of the Zebra Mussel.(map)
11. University of Wisconsin Sea Grant. 1995. aquatic eXotic: Sea Grant Resources on Zebra Mussels.
12. Dreissema! Zebra Mussel Information Clearinghouse. New York Sea Grant. (newsletter)
Selected Bibliography
For more information on zebra mussels and other exotic species, check local libraries for the following publications:
Bruenderman, Sue, and Lisie Kitchel. 1992. A hitchhiking terror: The zebra mussel. Virginia Wildlife, Vol. 53, No. 4, April 1992, pp. 11-13.
Culotta, elizabeth. 1991. Biological immigrants under fire. Science, Vol. 254, No. 5037, 6 December 1991, pp. 1444-1447.
Doll, Barbara, and Jeannie Farris. 1993. Invasion of the killer mussels. Wildlife in North Carolina, Vol. 57, No. 3, March 1993, pp. 21-23.
Fleming, C.B. 1991. Unwelcome immigrants: Ballast water stowaways. Sea Frontiers, Vol. 37, No. 3, June 1991, pp. 22-25.
Neves, Richard. Brooding over mussels. 1994. Virginia Wildlife, Vol. 55, No. 1, Jan. 1994, pp. 4-9.
Raloff, Janet. 1992. From tough ruffe to quagga. Science News, Vol. 142, No. 4, pp. 56-58.
Ross, John. 1994. An aquatic invader is running amok in U.S. waterways. Smithsonian, Vol. 24, No. 11, Feb. 1994, pp. 40-51.
Stolzenburg, William. 1992. The mussels' message. Nature Conservancy, Vol. 42, No. 6, Nov./Dec. 1992, pp. 16-23.
Virginia Sea Grant. 1992. Dreissena polymorpha, the unwelcome colonizer. Virginia Marine Resource Bulletin, Vol. 24, Nos. 1 and 2, Spring and Summer 1992, pp. 22-23.
Carlton, Reid & vanLeeuwen. 1995. The Role of Shipping in the Introduction of Nonindigenous Aquatic Organisms to the Coastal Waters of the United States (other than the Great Lakes) and an Analysis of Control Options. National Sea Grant College Program /Connecticut Sea Grant Project, Report No: CG-D-11-95.
Additional curriculum materials may be ordered from the following sources:
"Alien Invaders: A Case Study on Zebra Mussels" (curriculum
unit with student activities)
The Rivers Project
Southern Illinois University
Box 2222
Edwardsville, IL 62026
"Saving America's Pearly Mussels" (video, script, and poster)
Virginia Tech Extension Distribution Center
112 Landsdowne St.
Blacksburg, VA 24061-0512