1. Introduction.

What makes Michigan a unique place on Earth? Michigan is surrounded by the Great Lakes. Refer to the What Makes Michigan A Special Place to Live? Facts (see page 6 for text, and/or use PowerPoint file on MEECS Ecosystems & Biodiveristy Unit CD) for special features of Michigan and the Great Lakes.

2. Review requirements for life.

What do all living things need to live? Why is there life on Earth and not on other planets (as far as we know)? Review the life requirements of plants, animals, and microorganisms. Students should already know that plants, animals, and microorganisms obtain and use energy (sunlight and food) from their environment (water, air, minerals, space, and habitat) in a variety of ways.

3. Define biosphere, habitat, and biome.

Where is life found on Earth? Life exists only in the biosphere—the thin layer encircling the Earth where air, land, soil, and water exist. Show students the classroom globe and explain that if the earth were the size of the globe, the thickness of the biosphere would be less than a coat of paint on the globe.

Do the same plants and animals live everywhere on Earth? [No.] Why not? [Because of differences in environmental conditions. For example, soil type, rainfall, sunlight, heat, topography, etc. These factors are referred to as non-living, or abiotic.] Explain that the place where an organism (plant, animal, or microorganism) naturally lives or grows is called its habitat, which is defined largely by environmental factors.

Michigan is located in what kind of biome? Show students the world map on the Levels of Interaction transparency. Explain that the Earth’s biosphere can be divided into smaller regions called biomes that support similar climates and types of plants, for example: grasslands, tundra, boreal forest, and desert. The state of Michigan is located within the Temperate Deciduous Forest Biome.

4. Use MDNR posters to develop the concept of a population, community, and ecosystem.

Can the same plants and animals live everywhere within a biome? Or within Michigan? [No, because there can be many differences in soil type, elevation, and weather.] Show students the five MDNR posters (Michigan Forests, Jack Pine Forest, Coastal Dunes, Rivers, and Wetlands), all illustrations of Michigan. Explain that the word population refers to a group of organisms of the same species living in a particular area at a particular time. Ask students to identify examples of populations in each of the posters. Explain that together, all the living things that share the same living area and resources is called a community. (Similar to people all living in a geographic area.)

Use the posters to facilitate a discussion either among the whole class or in small groups. Make two columns to distinguish between living and non- living components of each illustration. Optional: Have students complete Getting to Know Michigan Ecosystems. Make sure students understand that Michigan has many types of forests and that the Jack Pine Forest poster illustrates only one kind.

What do the illustrations have in common with one another? [All of them contain living things: plants, animals, and microorganisms (even though they may be difficult to see), together forming communities. They also have nonliving components such as air, water, sunlight, soil, and rocks.]

Introduce the term ecosystem, meaning a community of organisms interacting with one another, and the nonliving environment. Environmental conditions such as variations in sunlight, air, moisture, heat, topography, and soil type all influence the variety of living things in a given ecosystem.

5. Use Level of Interaction to review terms ecosystem, community, population, organism, and species.

Show students the larger graphic on the Levels of Interaction transparency. Review and/or explain the following terms found on the transparency. Ask students to identify examples of these terms on the MDNR posters.

• Ecosystem - a community of organisms interacting with one another and the nonliving environment. The community of organisms within an ecosystem is determined by the environmental conditions (abiotic factors) of the area.

• Community - a group of living (biotic) organisms (animals, plants, and microbes) that share the same living area and resources.

• Population - a group of individual organisms of the same species living in a particular area. 

• Organism - any form of life.

• Species - a group of similar and related organisms (for example, blue jays and robins are separate species).

Note: Sometimes students get habitat and ecosystem confused. It often helps to explain that the word ecosystem combines two words: ecology and system. Eco means habitat or home; system refers to the interdependent way the living and nonliving parts of a community fit together. Habitat refers to the place where a plant or animal naturally lives or grows—where it finds everything it needs to live.

6. Use the Is That Really an Ecosystem? cards to differentiate between what is and is not an ecosystem.

Give each group of students a set of Is That Realy an Ecosystem? cards. Ask them to use the definition of an ecosystem to sort the cards into those that are ecosystems and those that are not. Ask students to share the justification for their decisions with the class. Students should be able to justify that any ecosystem must be a place that supports a community of living things. Following this, the following items would NOT be considered ecosystems: glass of soda pop, glass of tap water, computer, or jar of pickles. However, the remaining items (fish aquarium, flower garden, potted plant, farm, moldy sandwich, golf course, forest, rotting log, and abandoned lot) would be considered ecosystems.

7. Use the Is That Really an Ecosystem? cards to discuss how humans may alter and/or manage ecosystems.

Explain that sometimes people manage ecosystems in order to allow for people to use natural resources (e.g., wood, fish, and game) in a way that ensures they will continue to be available for future generations. Have students sort the ecosystems cards into ecosystems that are managed by humans and those that are not. Make sure the students have an opportunity to say why they put each card into a specific category. Most students will have direct experience with our more managed habitats, so students may put many of the examples on the managed side, for good reason. It is important to recognize that any ecosystem can be managed by humans.

What are some examples of jobs that involve people in managing ecosystems? [Farmers, foresters, lawn care workers, wildlife and park managers, fisheries biologists, etc.]

8. Use the Michigan Landcover map to identify various types of ecosystems in Michigan, including the surrounding Great Lakes ecosystem.

Explain that this map, showing landcover types for 1997-2001, can give an idea of the major types of ecosystems in Michigan. Using the large poster of the Michigan landcover map (alternatively, have students work in groups with the 11” x 17” versions of the Michigan

Landcover maps), discuss which landcover types are most widely distributed in the state [agriculture, forests, and water] and any other generalizations. For example, notice that the Upper Peninsula and the northern Lower Peninsula are mostly forest, while central and southern Michigan are largely agriculture and urban. Have students list examples of natural ecosystems found within Michigan (rivers, streams, lakes, wetlands, coastal dunes, different types of forests such as northern hardwood forest, and prairies.) What larger ecosystem is Michigan a part of? (the Great Lakes).

9. Tying it all together.

Why are Michigan ecosystems (including the Great Lakes) important to people? [Allow students to share some ideas. (Lesson 4 will focus on this topic in depth.) A few examples are:

• Wood harvested from forests is used for lumber, paper, firewood, etc.

• Some people hunt, fish, or gather wild foods from Michigan forests and waters.

• Crops and livestock are raised on farmland.

• People enjoy hiking, camping, naturewatching, boating, and other forms of recreation in Michigan ecosystems.

• The Great Lakes are one of the most important waterways in the world; materials such as iron ore, coal, steel, and grain are shipped in and out of the Great Lakes.

How might out own activities positively or negatively impact Michigan ecosystems? Students should understand that just about everything that people do affects ecosystems in Michigan (and in other places) in some way. For example, discuss how some of the following activities might affect Michigan ecosystems:

• Using wood products (paper, lumber, firewood, etc.).

• The food eaten for lunch (where and how it was grown, transported, and packaged).

Tell students that, in this unit, they will be learning more about Michigan ecosystems (including the Great Lakes), why they are important to us, and how we can help take care of them. You may wish to have students generate questions they have related to the unit topic. Questions can be posted in the classroom and referred to throughout the unit.