Dave Williams Liz Schultheis Jen Lau
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1 Dave Williams Liz Schultheis Jen Lau
2 Goals for today: Discuss invasive species of Michigan, and one of the major hypotheses on their success ERH Provide resources for the classroom that can be used to address Next Generation Science Standards Discuss ways to use this activity in your own classroom/schoolyard Introduce Data Nuggets and other teaching materials available on MSU s GK-12 website
3 What is an invasive species? Introduced from another area by people Aggressively grow and take over Harm native species, reduce biodiversity Cost people time and money
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5 To combat Asian carp other invasive species, which could threaten the Great Lakes ecosystem and its $7 billion fishing industries, the resources defense council has proposed physical barriers to separate Chicago waterways and Lake Michigan from the Mississippi. - NY Times, November 2011
6 The insects and fungi that feed on Garlic Mustard in its native habitat are not present in NA, increasing its seed productivity and allowing it to out-compete native plants. Additionally, because white-tailed deer rarely feed on Garlic Mustard, large deer populations may help to increase its population densities by consuming competing native plants.
7 Introduced in 1800s in ship ballast. Infestations result in dramatic disruption to water flow and sharp declines in biodiversity as purple loosestrife crowds out native plant species. Biocontrol is currently reducing loosetrife invasions K-12 classes raised and released beetles.
8 ERH: Enemy Release Hypothesis When a species is moved to a new area, 1. Invasive species escape enemies from it escapes their native the range natural 2. Results in reduced enemies that once damage controlled it, resulting 3. And increased invasiveness in increases in growth and spread. Keane & Crawley 2002, Hallett 2006
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11 Terminology you should know! Native Species: an organism that is living in an area for entirely natural reasons, with no human intervention involved. Invasive species: an organism that usurps the habitat of other species, causing the decline and disappearance of the native species Natural Enemy: a biological interaction where a predator feeds on (or a disease infects) its prey.
12 Scenario 1 On your daily walk outside in the forest you spot some plants; the Idyllic isabellium, the Phylogenic phineas, and the Ferb fernius. The Phylogenic phineas is a new plant that is really spreading across the forest floor. Looking upon the leaves you see very little leaf damage. The Ferb fernius on the other-hand was a well established plant for many generations, but has multiple holes and cuts all over the leaves and seem to be decreasing its appearance in the forest. Finally the Idyllic Isabellium is a brand new plant that you have never seen. The leaves seem to be in great condition, but there is only a small amount on the forest floor. Does this scenario support the Enemy Release Hypothesis? Why or why not?
13 How can we test the ERH? MEASURE HERBIVORY!!! Herbivory is the state or condition of feeding on plants. What causes herbivory? Insects Mammals, birds, and reptiles What does herbivory look like on a plant?
14 Examples of different types of herbivory on a leaf. Leaf tissue removed Damage from leaf miner
15 Close In-Counters How is herbivory calculated? Can you just count the number of holes in each leaf? Why or why not? What may be a better way to calculate herbivory? 1. Lay the leaf on a piece of graph paper. 2. Make an estimation of area of the plant, each square on standard graph paper is 1 cm Now estimate the area of herbivory of the plant using the same grid system. 4. Calculate the percent of herbivory. (Area Damaged/Leaf Area) x 100
16 Experimental Design Sampling techniques Randomization Consistent between species and groups Things to measure Herbivory Growth
17 Go into the field!
18 The Three Oaks Problem The English, Red, and White Oak are a population of trees found in Michigan. The Red and White Oak are native species to the area while the English is nonnative. Calculate the herbivory of the following leaves to see if the ERH is supported or rejected. White English Red
19 Enemy Release Prediction: Amount of Herbivory Native Invasive
20 English Oak
21 Red Oak
22 White Oak
23 Data Using the class data graph the mean area of each leaf, area of herbivory, and percentage of herbivory. Which leaf had the highest herbivory? Do the three oaks support or reject the Enemy Release Hypothesis? How?
24 Investigate the Enemy Release Hypothesis! Norway Maple (I) Sugar Maple (N)
25 Norway Maple
26 Sugar Maple
27 Garlic Mustard (I) vs InvasiveSpecies/garlicmustard/index.html
28 Golden Ragwort (N)
29 Garlic Mustard
30 Honeysuckle (I) vs
31 Red Honeysuckle (N)
32 Honeysuckle
33 Red Honeysuckle
34 Asian Bittersweet (I) vs
35 American Bittersweet (N)
36 Asian Bittersweet
37 American Bittersweet
38 Dame s Rocket (I) vs
39 Dame s Rocket
40 Multiflora Rosa (I) vs
41 Prairie Rose (N)
42 Multiflora Rose
43 Prairie Rose
44 Purple Loosestrife (I) vs
45 Blue Vervain (N)
46 Purple Loosestrife
47 Blue Vervain
48 Canadian Thistle (I) vs
49 Tall Thistle Tall Thistle (N)
50 Canadian Thistle
51 Tall Thistle
52 Summary Did the different species reject or support the Enemy Release Hypothesis? How close were you predicted results to the actual observe data? Looking at the data from other groups, were your results similar or different? If there were different results come up with reason why that happened.
53 A KBS K-12 Partnership Activity Do Herbivores Prefer Local or Exotic Foods? Testing the Enemy Release Hypothesis Marcia Angle & Liz Schultheis OVERVIEW OBJECTIVES LENGTH OF LESSON Students will examine herbivory on exotic vs. native tree species planted into plantations in the Kellogg Forest. We will use our data to test the Enemy Release Hypothesis, which posits that exotic species escape from specialized natural enemies in their invaded range, contributing to their success. Students will develop predictions, design experimental sampling methods, collect data, and create graphs to summarize data. At the conclusion of the lesson, students will be able to: Give reasons why invasive species are so successful in their introduced range and can displace native species Compare ecosystem processes acting on native and exotic species Identify new plants species and different types of herbivore damage Present data in visual format for interpretation To complete the lesson would take two class sessions. The first session would be used to identify the questions of the study and provide relevant background information. Teachers will present the species to be used in the study and describe the Enemy Release Hypothesis and the success of invasive species. Students would practice identifying the species and the types of herbivore damage, without being told which species were exotic or native. At the end of
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57 Lau Lab: Jen Lau Mark Hammond Tyler Basset Tomomi Suwa GK-12: Tom Getty CEU Code 162 Lawton W.K. Kellogg Biological Station
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CH.16 practice TEST -6th grade Multiple Choice Identify the choice that best completes the statement or answers the question. 1) Which of the following describes the mammals, fish, birds, and plants that