Ecosystems and Biodiversity Lesson 8 : Threats and Protections for Michigan Biodiversity

1. Use the Michigan Environmental Timeline to find examples of five main threats to Michigan’s environment.

What are some examples of ways that people have harmed Michigan’s environment? Using the Michigan Environmental Timeline (and personal experiences of students), have students identify examples of environmental problems caused by people in Michigan’s past and present. List student ideas on the board as you go. [Refer to first paragraph of the Background Information for ideas.] To guide students in identifying problems, introduce the term sustainability, which means meeting the needs of the present generation without compromising the ability of future generations to meet their own needs.

Next, use the Threats to Michigan Biodiversity student resource to introduce students to the idea that the various threats to the environment can be grouped into the following five categories (which can be remembered by the acronym H-I-P-P-O):

• Habitat loss

• Invasive species

• Pollution

• Population growth

• Overuse of resources

Have students use the Michigan Environmental Timeline to identify some examples of each of these five threats. Next, discuss examples of various timeline events that could be considered protections for Michigan biodiversity. [Examples are passing environmental protection laws or establishing protected areas.]

2. Apply knowledge of cause-and-effect relationships to specific threats to Michigan’s environment.

Provide each pair of students with a copy of the Problems and Protections Cards and a copy of the Problems and Protections Table student activity page. Have students cut the cards apart and then place them on the worksheet, matching them with the correct threat on the table. Refer to the Background Information in this lesson for the correct answers. Review and discuss answers as a class.

Next, have students examine the Michigan Environmental Timeline and identify one additional problem-threat-protection relationship for each of the five categories. Students should write their ideas in the boxes provided on the Problems and Protections student activity page.

3. Tying it all together.

Have students share some of their examples of problems and protections dealing with each threat. Identify examples of protections related to each of the five threats, and discuss the role of individuals, organizations, and the government in protecting Michigan’s environment. Consider the disadvantages and advantages of protecting Michigan’s environment. [Disadvantages may include short-term economic costs or inconvenience to some individuals, while advantages may include long-term economic benefits and the well-being of people and wildlife.]