Invasive species in the Hudson

zebra mussels

Ysraelina Paula


Reserved: Introduction

Define the problem

Zebra mussels invaded the Hudson river in May 1991. Since its invasion, scientists have observed the ecosystem of the Hudson closely to determine the impact of the zebra mussels on the other population of species in the Hudson River.

ebra Mussels: Before Invasion | Cary Institute of Ecosystem Studies

Reserved: TASK

Students will analyze the effects of the zebra mussels on Hudsonís ecosystem. Students will be able to learn the different organisms that form part of the Hudsonís ecosystem. Once students have prior knowledge, they will explore the changes that occurred after the presence of the zebra mussels. students will make predictions of the impact of this invasive species. Students will create a google slide presentation with the information gathered. Students will include data from before and after the zebra mussels invaded the Hudson. Additionally, students will be responsible for inserting graphs and diagrams that support the written and oral information presented. 


Reserved: PROCESS

In order to complete the tasks listed above, you will use the steps of the Public Policy Analyst:

1.      Define the Problem

2.      Gather the Evidence

3.      Identify the Causes

4.      Evaluate an Existing Policy

5.      Develop Solutions

6.       Select the Best Solution  


Do Now

What types of organisms live in the Hudson river? What determines the existence of these organisms in the Hudson ecosystem?

Reserved: Evidence

Gather the evidence

         What evidence do we need to collect to analyze the impact caused by the invasion of the zebra mussels on the different populations in the Hudson River. We will use the following website to analyze the data provided by scientists.


         curricular materials

         graph data

Reserved: Evidence

Gather evidence 2

Explore the following elements in the ecosystem

  • ph
  • turbidity
  • # of populations (before and after invasion)
  • water temperature
  • dissolved oxygen 
  • suspended solids

ebra Mussels and the Hudson River Passage Questions


Reserved: Causes

Identify the causes

         We want to know; how did the zebra mussels arrive at the Hudson? 

         Read the following article and make predictions on how the invaders got to the Hudson and the impact of their arrival on the Hudsonís ecosystem 

         As a class, we will watch the following clip.

Reserved: Evaluate a Policy

Evaluate a policy 

         What policies are in place to deal with invasive species and their negative effect? 

         Go to the following website and explore the existing policies on the management of invasive species. 

Reserved: Develop solutions

Develop solutions

How can we prevent the negative effects of the zebra mussels on the Hudson riverís ecosystem?

         in your groups, you will come up with 2 solutions to prevent the spread and negative effects of the invading mussels. 


Reserved: Select the best solution

Select best solutions

To select the best possible solution please explore the different proposed solutions. when selecting the best choice reflect on the following




         time frame

         who benefits the most?


Reserved: Resources


The students will utilize a rubric and a checklist to ensure that they are following the instructions and including all the important information. 


Reserved: Rubric


Students will learn about the impact of the zebra mussels on Hudsonís ecosystem. Students will get an opportunity to explore the different organisms and elements that were affected by the invasion of this species into the Hudson River. Students will also learn the impact of this invasion from an economical stance. students will learn the human impact on the invasion of these species and will also explore solutions to alleviate this issue. 


  • Science Standard: 7.2b When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area. 
  • 6.1d: The number of organisms any habitat can support (carrying capacity) is limited by the available energy, water, oxygen, and minerals, and by the ability of ecosystems to recycle the residue of dead organisms through the activities of bacteria and fungi.
  •  6.1e: In any particular environment, the growth and survival of organisms depend on the physical conditions including light intensity, temperature range, mineral availability, soil/rock type, and relative acidity (pH)

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.