Partnerships for Reform through Investigative Science and Math

Invasive Animals and their Impact 1

Concepts Invasive animals are animals introduced to a native environment by humans. They negatively affect food chains and skew trophic levels. Invasive animals have defense mechanisms for survival, whereas native and endemic animals do not. HCPS III Benchmarks SC.3.4.1 SC.3.5.1 FA.3.1.3 SS.3.7.4. Duration 2 hours Source Material PRISM Multiplication.com

Invasive Animals and their Impact Summary Students will be introduced to invasive animals and their impact on the native ecosystem. There are many ways that invasive animals invade and skew a healthy ecosystem, but the initial impact always traces back to a human introduction. Students will experience first-hand what it feels like to be invaded in a familiar environment, to emulate an experience that native animals may go through in Hawai‘i. Students will also analyze the structures of invasive animals that allow them to be so devastating to native animals and environments. Objectives

• Students will be able to describe their emotions and feelings toward invasiveness through a real-world experience.

• Students will be able to explain why native and endemic animals are defenseless to invasive animals.

• Students will be able to give examples of invasive animals that are found in Hawai‘i.

• Students will be able to distinguish the structures that allow invasive animals to negatively alter a natural ecosystem.

Materials Activity 1: How Do Invasive Animals Invade? For each student: 1 “Times Table Test” writing utensil Activity 2: Why Invasive Animals are Invasive For each student: 1 “Why Invasive Animals are Invasive” worksheet writing utensil coloring utensils For class: 5 images of Hawai‘i’s invasive animals Making Connections Students will draw upon personal experience and prior lessons on the types of animals in Hawai‘i to fully connect with this lesson. Activity 1 appeals to human emotion to help address the concept of invasiveness and disruption of a normal lifestyle. Students have different levels of experience with invasive animals in Hawai‘i, especially those only found in higher elevations (i.e., mountain sheep, cattle) and it is important to choose invasive animals that are familiar to most students (i.e., mongoose, cat, coqui).

Invasive Animals

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Invasive Animals and their Impact 2

Teacher Prep for Activity Activity 1: Make copies of “Times Table Test” worksheet for students to concentrate on during disturbance activity. Make one copy for each student. Have these worksheets on-hand before the class. Clear enough space in the classroom so when students come through, they will not trip on materials. Help other classrooms by informing neighboring teachers, prior to activity, that there may be loud noises and commotion from the classroom for approximately 15-20 minutes. Activity 2: Print 4 images of invasive animals to display to the class. Make one copy of “Why Invasive Animals are Invasive” worksheet for each student. Background All invasive animals in Hawai‘i were initially introduced by humans, whether Polynesian settlers or White explorers. These animals may not be considered invasive in their home environments, but they all have negatively affected native ecosystems – including native and endemic plants and animals and their habitats. These animals have characteristics that allow them to be more destructive in fragile environments. For example, the pig is able to barge through native plants and kill or injure many in the process. Mongoose have sharp teeth and quick movement that help them take native and endemic bird eggs for food. Cats are able to pounce and kill birds for conquest and food. Native and endemic plants and animals have adapted to the Hawaiian ecosystems to a point where they do not have any defense mechanisms, because for thousands of years there were no mammals or other invasive animals. This type of evolution cannot be reversed in a few decades, and thus native and endemic species will not evolve to have defense mechanisms soon enough to protect against invasive animals. Humans must step in to protect species’ survival and prevent more damage caused by these animals. Procedure Activity 1: How Do Invasive Animals Invade? (1 hour)

1. Without introducing the activity or the rationale, remove one-half of the class from the room.

2. Explain to the students who are still in the classroom that they will be taking a test (for grade). Explain that they must work hard and try their best.

3. Explain to the half of the class that was removed from the classroom that they are to bother the other half of the class as much as they can until the teacher halts the activity.

a. Explain the rules of engagement: i. Students may be loud, obnoxious, but not dangerous.

ii. No physical horseplay. iii. No licking or screaming. iv. Yelling is allowed. v. No running, but walking around the classroom is allowed.

vi. No hitting each other, but hitting the table is allowed. vii. No tripping each other.

viii. Stop activity when teacher says stop. 4. Allow the disturbing section to enter the classroom while students are taking the test.

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Invasive Animals and their Impact 3

5. Allow students to disturb for 5-10 minutes. (Elapsed Time Check: 20 minutes)

6. Halt activity. Ask students who were taking the test to step outside. 7. Explain to initial disturbing section that they will need to take the same test because it

needs to be recorded in the grade book. 8. Explain to the half of the class that had left the classroom that they must reenter the

classroom and do the exact same “annoyance” that was done to them. Explain same rules of engagement.

9. Allow the new disturbing section to enter the classroom while students are taking the test. 10. Allow disturbance for 5-10 minutes. 11. Halt activity. Have all students reconvene in classroom and calm down entire class.

(Elapsed Time Check: 35 minutes) 12. Discuss activity.

a. How did the first group of test takers feel? b. How did the second group of test takers feel? c. Did the first group of students know what was going on? How did they react? d. Did the second group of students know what was going on? Did they react

differently than the first group? e. Were the disturbers “invasive”? How? Why? f. How does this relate to animals in the wild? g. How did the test takers “defend” their daily tasks? Was it difficult? Was is

possible to accomplish the task? 13. Compare this activity to real-world examples.

a. Test taking in a quiet environment would be similar to the native animals in the native forest.

b. How could native animals defend their habitat when they do not know that the invasive animals are coming?

c. How could native animals defend their habitat when they DO know that the invasive animals are coming?

d. Students should come to the conclusion that native animals have no defense to invasive animals.

Activity 2: Why Invasive Animals are Invasive (1 hour)

1. Review previous activity (Activity 1). Have students recall their feelings of intrusiveness and frustration during the disturbance.

2. Post four images of invasive animals on the board (i.e., mongoose, feral pig, mosquito, coqui frog).

3. Review what physical characteristics are. a. Traits that can be seen/heard/smelled, not inferences. b. What is has, not what the characteristics can do for the animal (i.e., feet vs.

running). 4. Go over all the physical characteristics of the four invasive animals.

a. Mongoose i. Brown fur, four legs, long body, sharp teeth

b. Feral pig i. Black hair, big snout, four legs and hooves

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Invasive Animals and their Impact 4

c. Mosquito i. Wings, small body, black, long legs, needle-like mouth

d. Coqui frog i. Reddish body, small body, four legs, co-qui sound

5. Review all characteristics and determine which characteristics aid the invasiveness of an animal.

a. Brown fur or black hair do not aid invasiveness. b. Mongoose sharp teeth help animals attack native birds. c. Coqui sounds are disturbing and thus invasive.

(Elapsed Time Check: 20 minutes) 6. Pass out “Why Invasive Animals are Invasive” worksheets to students. 7. Give students a visual example to use for the worksheet (i.e., feral cat). 8. Allow students time to work on the worksheet.

a. Explain to students to draw the animal (in the box) while highlighting the invasive characteristics.

b. For example, a feral cat should be drawn with sharp teeth and claws, not Hello Kitty.

(Elapsed Time Check: 45 minutes) 9. Review worksheet with students to discuss their ideas and go over the invasive qualities

of invasive animals of Hawai‘i. Assessments Class participation in “Invasion” activity. Thoughtful discussion on “Invasion” activity and “Why Invasive Animals are Invasive” activity. Successful completion of “Why Invasive Animals are Invasive” worksheet. Resources For a description of invasive species in Hawai‘i, visit: http://www.ponopacific.com/conservation1.html. For an extensive listing of invasive species, visit: http://www.ctahr.hawaii.edu/adap/hottopics/invasive_species.htm. Extension Activities If time permits, students may continue a longer discussion of the “Invasion” activity. Many students have high emotions, especially when they are disrupted during testing situations, and a longer discussion of these feelings may aid the connection to future lessons on the impacts of invasive animals on native and endemic animals. Students may appreciate longer discussions about these issues. If time permits during Activity 2, students may choose another animal to analyze – identifying its “invasive” structures and their functions. Social Studies Connections To supplement the “Invasion” activity, students may reflect on human activity in communities and other environments. A discussion on the necessity to not disturb other environments as a visitor or newcomer to a community or environment may be interesting. By discussing these ideas, students may connect the ideas of invasiveness and social awareness in new settings.

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Invasive Animals and their Impact 5

Times Tables Test

1 9 x 9

2 6 x 8

3 7 x 6

4 4 x 9

5 8 x 4

6 3 x 7

7 6 x 3

8 2 x 6

9 5 x 2

10 5 x 1

11 8 x 9

12 9 x 6

13 6 x 6

14 5 x 5

15 4 x 7

16 8 x 3

17 3 x 5

18 7 x 2

19 2 x 4

20 0 x 6

21 8 x 8

22 7 x 7

23 9 x 5

24 5 x 6

25 6 x 4

26 3 x 9

27 4 x 3

28 2 x 8

29 3 x 2

30 7 x 0

31 9 x 7

32 8 x 7

33 5 x 8

34 7 x 5

35 4 x 5

36 4 x 4

37 3 x 3

38 9 x 2

39 2 x 2

40 9 x 1

41 7 x 7

42 6 x 9

43 7 x 4

44 4 x 6

45 8 x 2

46 2 x 7

47 1 x 4

48 3 x 1

49 0 x 1

50 3 x 6

51 7 x 8

52 8 x 6

53 4 x 8

54 5 x 4

55 2 x 9

56 6 x 2

57 5 x 1

58 1 x 2

59 2 x 0

60 7 x 3

61 9 x 7

62 6 x 7

63 9 x 4

64 4 x 4

65 3 x 3

66 2 x 5

67 1 x 6

68 1 x 1

69 0 x 3

70 5 x 7

71 8 x 8

72 6 x 6

73 5 x 5

74 9 x 3

75 3 x 4

76 4 x 2

77 7 x 1

78 0 x 9

79 4 x 0

80 8 x 5

Partnerships for Reform through Investigative Science and Math

Invasive Animals and their Impact 6

Partnerships for Reform through Investigative Science and Math

Invasive Animals and their Impact 7

Mongoose

Feral Pig

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Invasive Animals and their Impact 8

Mosquito

Coqui Frog