Educational Level:

Roadmap Objectives:

• • Article: http://www.publicaffairs.noaa.gov/pr96/mar96/noaa96-11.html (NOAA news release on Zebra Mussels)
  • Content area/major concepts: This article relates to ecosystem concepts learned in previous lessons (such as food chain, food web, and nutrient cycling).
    Provides additional content by taking it one step further and describes how one organism can negatively change the ecosystem.
    
    food chains, herbivores, carnivores, producers, consumers, food web, nutrient cycling, energy flow, zebra mussels (biology, arrival in US), Great lakes, change, phytoplankton(microscopic producer); zooplankton(microscopic consumer)
  • Methods or technology used to obtain data: observed change in zooplankton and phytoplankton communities and their effect on larger herbivores, water quality features
  • How the CREATE strategy was used: Read Title (Provide background info) Introduce zebra mussel (basic biology, role in food chain, how it came to US, and why it is in Great lakes), Read rest of article (May need to read this one paragraph at a time, and you could have, Underline glossary words in text, Rewrite sentences that contain those words into sentences made of own words, Read outloud together and clarify any questions), Create concept map from different paragraphs in article (Link new concepts to previous concepts, Brainstorm familiar concepts and add new ones), Cartoon what happens to phytoplankton when you add zebra mussels into lake, Imagine and Create a figure to show relationship of zebra mussels to phytoplankton (Annotate figure of data), Draw two food chains, one without and with zebra mussel (Decomposer, phytoplankton, zooplankton, fish, pelican, zebra mussel, Discuss differences, How could you change?).
  • Biggest teaching challenge: Reading level of news release. Requires some background info and introduction to new vocabulary.
• • Article: Oneda Lake: Undergoing Ecological Change; Clearwaters; Winter 2001 — Vol. 31, No. 4; Edward L. Mills and Kristen T Holeck
  • Content area/major concepts: This article has the figures that can be used in class to identify patterns that can be discussed and useful to “see” relationships between zebra mussels, phytoplankton and water clarity. Two figures and associated text were used from this article
    
    zebra mussels, phytoplankton, Great Lakes, chlorophyll, non-native, water clarity, biomass, ecologial
  • Methods or technology used to obtain data: observed change in zoo plankton and phytoplankton communities and their effect on larger herbivores, water quality features
  • How the CREATE strategy was used: Pass out first paragraph and figure 6 (Read together, Cartoon “biological pollution”, Come up with another word or sets of words for “biological pollution”, Share Discuss), Annotate figure 6, Translate first sentence of 2nd paragraph, PREDICT:What will happen to water if particles are removed?, What will it look like?, Observe figure 7 (provide background on how to measure clarity), Interpret and Annotate (what is measured?, Why?, What did you find out?), REWRITE TITLE of Paper 1; being more complete about “CHANGE”, Brainstorm ways to change or solve the problem (Who to contact? What to say?).
  • Biggest teaching challenge: Reading level of news release. Requires some background info and introduction to new vocabulary. How do you measure water clarity?

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