What is the best method for control of the invasive Round Goby?

Grade Level

Subject Area

Standards

The Interdependence of Organisms

• Organisms both cooperate and compete in ecosystems.  The interrelationships and interdependence of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
• Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite.  This fundamental tension has profound effects on the interactions between organisms.
• Human beings live within the world’s ecosystems.  Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption.  Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

Ohio Standards

Earth and Space Sciences:
Grade 10 Earth Systems
6. Describe ways that human activity can alter biogeochemical cycles, food webs, and energy pyramids.

Grade 11 Earth Systems
12. Explain ways in which humans have had a major effect on other species.
13. Explain how human behavior affects the basic processes of natural ecosystems.

Life Sciences:   
Grade 10 Diversity and Interdependence of Life
15. Explain how living things interact with biotic and abiotic components of the environment.
16. Relate how distribution and abundance of organisms and populations in ecosystems are limited.
18. Describe ways human activities can deliberately or inadvertently alter the equilibrium in ecosystems.

Grade 11 Diversity and Interdependence of Life
6. Predict some possible impacts of an ecosystem with the introduction of a non-native species.
9. Give examples of how human activity can accelerate rates of natural change and can have unforeseen consequences. 

Grade 12 Diversity and Interdependence of Life
8. Based on structure and stability of ecosystems and their nonliving components, predict the biotic and abiotic changes in such systems when disturbed. 

Science and Technology:   
Grade 9 Understanding Technology
1. Describe means of comparing the benefits with the risks of technology and how science can inform public policy. 

Grade 9 Abilities to Do Technological Design
2. Identify a problem or need, propose designs and choose among alternative solutions for the problem. 

Grade 11 Understanding Technology
2. Predict how decisions regarding the implementation of technologies involve the weighing of trade-offs.
3. Explore and explain any given technology may have a different value for different groups of people and at different points in time. 

Scientific Inquiry:  
Grade 9 Doing Scientific Inquiry
5. Develop oral and written presentations using clear language, accurate data, etc.
6. Draw logical conclusions based on scientific knowledge and evidence from investigations.

Grade 10 Doing Scientific Inquiry
2. Present scientific findings using clear language, accurate data, etc.
4. Draw conclusions from inquiries based on scientific knowledge and principles, use of logic and evidence (data) from investigation.

Grade 11 doing Scientific Inquiry
5. Summarize data and construct a reasonable argument based on those data and other known information.

Scientific Ways of Knowing:  
Grade 11 Nature of Science
2. Apply scientific inquiry to evaluate results of scientific investigations.

Grade 11 Science and Society
8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost-benefit considerations. 
10. Describe costs and trade-offs of various hazards.

Grade 12 Science and Society
8. Recognize that individuals and society must decide on proposals involving new research and the introduction of new technologies into society.
9. Recognize appropriateness and value of basic questions “What can happen?” etc.
10. Recognize that social issues and challenges can affect progress in science and technology.

Earth Systems Understandings

Length of Activity

Materials Needed

Prior Knowledge Needed

Objectives

• identify and describe the round goby, and describe its threats to the Great Lakes ecosystem 
• synthesize information about how the round gobies’ invasion of the Great Lakes ecosystem affects and is affected by the Earth system 
• analyze the advantages and disadvantages of different control methods for the species. 
• demonstrate the ability to use the PrOACT method of decision making 

 

Data Sets

One important point to mention to your students is that not as much is known about the round goby as there is about zebra mussels and other exotic species; therefore, they may have to develop their own ideas about how to control the goby.  Encourage creativity in their ideas and arguments.

If your class will not have access to computers while completing the activity, print out student worksheets and supply students with background information (see references and resources section, Background page, Round Goby Fact Sheet, and other information from web pages about round gobies: Exotic Aquatics on the Move, Great Lakes Information Network, Invasivespecies.gov)

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html
 

Introduction

The purpose of this activity is to introduce students to the exotic species, the round goby, and the threat that it poses the ecosystem that it invades.  Within this activity, students will play the roles of groups of stakeholders deciding the best way of controlling the round goby in their region.  Students will gain valuable skills in doing research while learning about the impact that various methods of control of the round goby have on the ecosystem and region as well as the impact of the gobies themselves.  This activity includes class discussion and requires a high level of student participation.
 

Background

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html

Procedure

• Dedicate a class period to exotic species and the round goby.  Teach the students about the round goby and have them consider how the introduction of an exotic species can affect the surrounding environment.  Information about a variety of exotic species is available at the Exotic Aquatics on the Move web page  
Potential Questions for Discussion (Answers are in italics):
    * What is the difference between an exotic and an invasive species?
An exotic species is a species that lives in an area where it is not native.  An invasive species is usually an exotic species that threatens the rapid and/or widespread displacement of a native species.  A species can be exotic without being invasive.

    * Can the students think of any exotic species near their home? 
This will depend on your location in the United States.  Some possible answers include: round goby, zebra mussel, garlic mustard, purple loosestrife, gypsy moth, alewife, house mouse, nutria… and so on.

    * Why might an exotic species be bad?
The introduction of non-native species into an environment can have ecological and economic effects on a community.  Round gobies have not been as economically destructive, but they have displaced native species like the sculpin from their habitat, and they prey on the eggs and young of valuable game fish like the Lake Trout.  They may also be causing biomagnification of toxins like PCBs in the food chain, resulting in the deaths of top predators (large fish and birds).

    * Can an exotic species be good?
Although such a case is rare, sometimes an exotic species fills a missing niche in a food chain, thus enhancing the environment.  Also, some exotic species will prey on other exotic species, becoming a control for a plant or animal that has no natural control in its new environment.


• Divide the class into four groups (more if you have a large number of students).  Each group selects a potential control method to critique using the PrOACT method of decision-making.  Students may critique existing control methods or create their own ? encourage them to be inventive and imaginative, but realistic.  Students are to use the PrOACT method to select (justify their selection) of a particular control for the round goby. Included on the PrOACT method page, there is a link for an example of a simple PrOACT-based decision-making activity. Completing this activity with students before they complete the Round Goby activity will help students to understand each step in the PrOACT decision-making process. 

 
• Students do research on the round goby and potential control methods.  When collecting their information (and identifying the advantages, consequences and tradeoffs) about the round goby control method they have chosen, they should also consider how their method affects other biological, chemical and geological systems in the environment.  For example, will using piscicides have an impact on other fish?  Will it impact the water chemistry?  They should also consider the human impact in relation to the use of the particular control.  For example, if the students choose to erect barriers, how will that affect the shipping industry?  How will the use of human-made barriers affect fish spawning? 

 
• Schedule a day for a class debate on the students’ control method choices.  Inform the students that for the debate, you, the instructor, will act as the moderator and ultimate decision-maker.  Students will be expected to formulate an argument for their chosen method of control.  They must acknowledge all of the components of PrOACT in their argument as well as why their method is the best one out there!  Encourage the students to develop some form of visual aid to enhance their presentation and emphasize the key points of their argument. 

 
• Students should work independently to produce a 3-5 page paper synthesizing what they have learned about the round goby and their particular control method for the species.  In the paper, they should include all of the components of the PrOACT method of decision-making.  That is, they should identify the objective, advantages, consequences, and tradeoffs of the method.  This paper should be turned in prior to the activity discussion day and should be used to help the students organize their thoughts before the class debate.

 
• On debate day, each group of students will appoint one leader to present their control method and the PrOACT components.  Each group will have 5-7 minutes to do so.  Presentations should highlight the advantages, consequences and tradeoffs for all of the earth systems.  Following the presentations, students will have a debate/discussion where they critique the differing control methods.  You, the instructor, will decide which method was argued and defended the most effectively.

 

Conclusion

Ensure that students understand that the systems within the environment are interlinked and dependent upon one another.  When humans change or influence one system (e.g. introducing a new species, or applying a fish toxin to eradicate a species), the other systems are also affected in some way.  Sometimes there is a positive change; sometimes there is a negative change.  However, we need to be aware of how human actions influence the other systems on earth and what consequences we may reap from them.
 

Evaluation

Student participation should be counted as a large part of the assessment.  Here is suggested rubric for grading this assignment.
 

Extension

References and Resources

Web Resources

Round Goby on the Exotic Aquatics on the Move Page
http://www.iisgcp.org/EXOTICSP/roundgoby.htm

Ohio Sea Grant Fact Sheets
http://www.sg.ohio-state.edu/publications/topics/fts-nuisance.html

Sea Grant Non-Indigenous Species Sites
http://www.sgnis.org/
 

Additional Resources

Charlebois, P.M., J.E. Marsden, R.G. Goettel, R.K. Wolfe, D.J. Jude, & S. Rudnika. (1997). The round goby, Neogobius melanostomus (Pallas), a review of European and North American Literature.  Illinois-Indiana Sea Grant Program and Illinois Natural History Survey.  INHS Special Publication NO. 20. 76pp.

Denlinger, L.  (2000).  Can Smallmouth Bass Weather the Storm?  Twine Line, 22(5): 1, 4.

Djuricich, P. & J. Janssen. (2001). Impact of Round Goby Predation on Zebra Mussel Size Distribution at Calumet Harbor, Lake Michigan.  Journal of Great Lakes Research, 27(3): 312-8.

Dubs, D.O.L. & L.D. Corkum. (1996). Behavioral Interactions Between Round Gobies (Neogobius melanostomus) and Mottled Sculpins (Cottus bairdi).  Journal of Great Lakes Research, 22(4): 838-44.

French III, J.R.P. & D.J. Jude. (2001). Diets and Diet Overlap of Nonindigenous Gobies and Small Benthic Native Fishes Co-inhabiting the St. Clair River, Michigan.  Journal of Great Lakes Research, 27(3): 300-11.

Jude, D.J. (1997). Round Gobies: Cyberfish of the Third Millennium. Great Lakes Research Review, 3(1): 27-34.

Jude, D.J., J. Janssen & G. Crawford. (1995). Ecology, distribution, and impact of the newly introduced round tubenose gobies on the biota of the St. Clair and Detroit Rivers.  In The Lake Huron Ecosystem: Ecology, Fisheries and Management, M. Munawar, T. Edsall & J. Leach, ed.  Amsterdam, The Netherlands: SPB Academic Publishing bv.  p. 447-60.

Kavanaugh, M. (2002, Jan. 20).  Round goby suspected in Lake Erie botulism outbreak.  The Plain Dealer.  In Cleveland.com, [Online].  Available: http://www.seagrant.sunysb.edu/botulism/media/CPD-Botulism012002.htm (November 2002).

Kuhns, L.A. & M.B. Berg. (1999). Benthic Invertebrate Community Responses to Round Goby (Neogobius melanstomus) and Zebra Mussel (Dreissena polymorpha) Invasion in Southern Lake Michigan. Journal of Great Lakes Research, 25(4): 910-7.

Marsden, J.E. & D.J. Jude. (1995). Round gobies invade North America. Indiana-Illinois Sea Grant Publication No. IL-IN-SG-95-10.

Niimi, A.J. (2000).  Role of Vessel Transit Patterns on Exotic Species Introductions to the Great Lakes.  Dreissena!, 11(1): 1-10.

Ray, W.J. & L.D. Corkum. (2001). Habitat and Site Affinity of the Round Goby. Journal of Great Lakes Research, 27(3): 329-34.
 

Simonovic, P., M. Paunovic, & S. Popovic.  (2001).  Morphology, Feeding, and Reproduction of the Round Goby, Neogobius melanostomus (Pallas), in the Danube River Basin, Yugoslavia.  Journal of Great Lakes Research, 27(3): 281-9.

Skora, K.E. & J. Rzeznik.  (2001).  Observations on Diet Composition of Neogobius melanostomus Pallas 1811 (Gobiidae, Pisces) in the Gulf of Gdansk (Baltic Sea).  Journal of Great Lakes Research, 27(3): 290-9.

Wickett, R.G. & L.D. Corkum.  (1998).  Nest defense by the non-indigenous fish, the Round Goby, Neogobius melanostomus (Gobiidae), on a shipwreck in western Lake Erie.  Canadian Field-Naturalist, 112(4): 653-6.
 

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