in the trade and pathways for invasive species: turning a dilemma - - PowerPoint PPT Presentation

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in the trade and pathways for invasive species: turning a dilemma - - PowerPoint PPT Presentation

Jan 26, 2024 181 likes •551 views

Classroom activities as consumers of organisms in the trade and pathways for invasive species: turning a dilemma into solutions Sam Chan,Tania Siemens and Jennifer Lam * Sea Grant College Program Oregon State University

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Classroom activities as consumers of organisms in the trade and pathways for invasive species: turning a dilemma into solutions

Artwork by Shannon Ritter, 12th Grade, Glencoe HS, Hillsboro, Oregon, USA

Sam Chan,Tania Siemens and Jennifer Lam * Sea Grant College Program Oregon State University samuel.chan@oregonstate.edu

Great Lakes Biotics 2014: Organisms Traded in Commerce, Milwaukie, WI

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Thanks to our Partners Survey in 6 States, 2 Canadian Provinces

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Come join us for the “Spring release party” 4th grade teacher

Photo Courtesy: Tania Siemens

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Schools and science curricula as potential aquatic invasive species pathways

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PRIMARY Biological Suppliers to Schools: Alden Forbes Laboratories Baltimore Biological Lab., Inc. Bio Corporation Berkshire Biological Supply Company Blue Spruce Scientific Supply Carolina Biological Supply Co. Connecticut Valley Biological Supply Fisher Scientific Company Gulf Specimen Marine Lab Marine Biological Laboratory Gulf of Maine, Marine Life Supply Company Marinus Scientific Mountain Home Biological Narco Bio-Systems, Inc. Niles Biological, Inc. Ward's Natural Science Establishment, Inc.

(~$400 million in sales)

Sargent-Welch Scientific SECONDARY: Delta Education Fisher Science Education (same as Fisher?) Flinn Scientific Frey Scientific Nebraska Scientific

Mountain Home Biological

Science Education Suppliers are a $6 Billion Business

https://www.wardsci.com/store/catalog/searchCategory.jsp?id=PSSC10366931&searc hUrl=/search?isSciedProductListingPage=true&pimId=PSSC10366931&navAction=po p&navCount=9

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Curriculum Kits (example) often Shipped Without Scientific Names and Source

*Note: Other popular science curriculum also use crayfish

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Red swamp crayfish (P. Clarkii) shipped from Biological Supply House

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Top three crayfish for science education

Orconectes rusticus (Rusty) Procambaris clarkii (Red swamp) Orconectes neglectus (Northern ringed)

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Summary of species list, the legal statuses, invasive/native/non-native statuses, and establishment statuses of aquatic plant/animal and land plant/animal species used in US and Canadian classrooms.

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200 400 600 800 1000 1200

Important Somwhat important Neither important or unimportnat Somewhat unimportant Unimportant

(N=1728)

How important are live animals and plants important in the classroom?

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200 400 600 800 1000 1200

Sources of Classroom Organisms (N=1944 Teachers

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Sample responses from teacher’s survey. What plants or animals have you used in your classroom?

Ball Python Ferrets Ferns Mosses/Lichens Beans Ferrets goats llamas pigs donkey spider plant pathos plant vegetables trees douglas fir moths tadpoles butterflys snails sea water plants fish gerbils turtles geraniums ferns Elodea - aquatic plant Swedish Ivy - houseplant terrestrial snails (class pets) fish hamster turtle spider plants violets elodeo tropical fish earthworm brine shrimp green anole fish snakes turtles cockatiles frogs Black Labrador Retriever Banana Plant caterpillars/Butterflies meal worm tadpoles/fish frogs clown fish brittle star freshwater plants fish guppies crickets crabs various flowers snake mice various aquatic plants Aquarium with plants and crawdads frog eggs butterflies (painted ladies) house plants

  • utside insects

we've collected moths (luna moths) earth worms Sculpins Crabs Shrimp Mussles Barnacles flowers birds small rodents dog seedlings plants butterflies hamster fish rabbit frogs flowers Peas Daffodils Radishes Petunias Dog finches goldfish red eared slider turtles-until I was told they're not allowed green foliage

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212 456 387 266 261 260 206 187 175 160 148 139 132 127 120 119 100 100 200 136 133 135 50 100 150 200 250 300 350 400 450 500 goldfish fish hamsters acorns

Invader Potential Unknown Not

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616 82 64 63 5 44 36 3 32 100 200 300 400 500 600 700

General Habitat of Species n=945

  • Approx. 32% of species used in

the classroom are aquatic

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Invader n= 76, 8% Potential n= 397, 41% Unknown n= 381, 39% Not n= 126, 13%

Single Species Reported by 1944 Teachers

Invader Potential Unknown Not

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37% 7% 18% 38%

Ontario Classroom Species Native or Invasive Status within the Province

Don't Know Invasive Native Non native, not invasive

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10 20 30 40 50 60 70

Percentage of respondents

What Happens to Classroom Plant and Animals?

( N=1979 teachers)

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Teacher’s agreement on Euthanizing Animals Used in Classrooms (n=1944)

50 100

Disagree Neutral Agree Euthanasia

Percent affirmatives Group 1 Group 2

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Communicate findings through paper at high profile conferences ESA –Ecological Society of America and NSTA

http://www.pbs.org/newshour/bb/science-jan-june11-pledge_03-10/

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Solutions Suggested by Teachers

  • Lists of invasive/prohibited species for each region
  • Use only native species, or ban invasives from the classroom
  • List of BSH’s that specialize in native or non-invasive species
  • List of alternatives to species in kits
  • Guidelines on catch/release
  • Guidelines on care/disposal of organisms, and alternatives to

euthanasia

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Not that simple to “use natives”

  • Not available for much of the school year.
  • State regulations only permit harvest between May and Sept
  • Still need to emphasize “Don’t let it loose”
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Solutions from a 4th grade class on live crayfish in the classroom

  • Do not release them!
  • Return them or set up aquariums at school to

raise them

  • Crayfish in their natural habitat are predated

upon: cook, study and eat them

  • Freeze them
  • Study crayfish in-stream
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Photo Credit: Julian Olden

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ANSTF Classroom Guidelines for Preventing the Introduction and Spread of Aquatic Invasive Species (AIS)

  • When obtaining a live study specimen for your classroom:
  • Research and select species that comply with laws and regulations2.
  • Confirm the scientific name of plants or animals that come in a science learning kit

with the vendor to ensure you have the correct species information and details about their care.

  • Inspect the contents and packaging that arrives with your organism. Remove any

unwanted seeds, plants, and animals and dispose according to the guidelines below.

  • Report to your state/provincial wildlife or agriculture agency if you observed or

suspect that an organism may have escaped from the package in which it was shipped.

  • Dispose of packaging materials in a sealed plastic bag in the trash.
  • Sterilize discarded water and dispose sterilized water down the toilet or sink—

never down a storm

  • What to do with unwanted plants and animals:
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Classroom Guidelines in Preventing the Introduction and Spread of Aquatic Invasive Species

  • Sam Chan, Jennifer Lam, Tania Siemens, Tim Miler-Morgan, DVM and Danielle Goodrich, Oregon

Sea Grant

  • Linda Chilton, USC Sea Grant
  • Marsha Gear, California Sea Grant
  • Jeff Adams, Washington Sea Grant, Julian Olden, University of Washington
  • Robin Goettel, Pat Charlebois, Danielle Hildrich , Illinois/Indian Sea Grant
  • Doug Jensen, Minnesota Sea Grant
  • Erika Jensen, Great Lakes Panel
  • Thea Hayes, Portland Public Schools, Oregon Invasive Species Council, Education consultant
  • Jeff Brinsmead, Ontario Ministry of Natural Resources, Canada
  • Robyn Draheim, USFWS
  • Chuck Jacoby, University of Florida, St. Johns River Water Management District, Palatka, FL & Indian

River Lagoon National Estuary Program

  • Wei-Ying Wong, Philadelphia Zoo
  • Helen Domske, New York Sea Grant
  • Rochelle Sturtevant, NOAA GLERL
  • Susan Pasko, NOAA
  • Laura Norcutt , USFWS consolidated reviews from the ANSTF Spring Meeting
  • Isabelle Desjardins, Quebec Ministère du Développement durable, de l'Environnement, de la Faune

et des Parcs

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Stone Soup by Jan Eliot 7/31-8/2; 9/3-9/14/2013

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What influences people’s behavior?

Human Capacity to Act (HCAM)

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Classroom Culprits? Invasive Crayfish Threaten Western Waterways

  • http://www.pbs.org/newshour/bb/science/ja

n-june11/pledge_03-10.html

  • http://wardsci.com/article.asp?ai=1346
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Goldfish n= 212, 41% Radish n= 75, 14% Red worms n= 48, 9% Ball pythons n= 17, 3%

Pothos Plant

n= 12, 2%

Red Ear Slider Turtles

n= 11, 2%

Wandering Jews Plant

n= 8, 2%

Zebra Fish

n= 8, 2%

Brassica Rapa

n= 7, 1%

Bullfrogs

n= 5, 1%

English

Ivy n= 5, 1%

Night

Crawlers n= 5, 1%

Dandelions

n= 4, 1%

Gambusia

n= 4, 1%

Mother-in-Law's

Tongue n=4, 1%

Poinsettias

n= 4, 1%

Sugar Gliders

n= 4, 1% Other n= 86, 17%

goldfish radish red worms ball pythons pothos red ear slider turtles wandering jews zebra fish brassica rapa bullfrogs english ivy night crawlers dandelions gambusia mother-in-law's tongue poinsettias sugar gliders

  • ther (below)