A series of activities and understanding of the greenhouse effect and the enhanced greenhouse effect, including the types and sources of greenhouse gases using readings and
diagrams.
Students examine the carbon cycle, and identify sources and sinks within the environment. Students relate this information to greenhouse gas emissions of carbon dioxide
in the context of greenhouse gas emissions in Michigan.
Students identify the factors which can influence climate change and identify reasons for uncertainty.
Students identify the factors which can influence climate change and identify reasons for uncertainty.
Students graph atmospheric carbon dioxide, emissions of carbon dioxide, and temperature throughout the years and compare the trends.
Students explore the basis of models which project climate change.
Students synthesize evidence about climate change, specifically in the Great Lakes region, and explore its potential impacts.
In this two-part lesson, students first explore phenological changes through an analysis of phenological observations. In part two students examine the effects of seasons
with longer degree days and spring freeze, and consider projections into the future, focusing their efforts on tart cherry production in Michigan.
Students will review potential impacts of climate change on Michigan and determine both adaptive and individual mitigation strategies. Through an optional service learning project, they will get the word out about climate change and that actions can be taken to reduce emissions of greenhouse gases.
Students become familiar with threatened and endangered plant and animal species of Michigan. Students learn what it means to be listed as threatened or endangered, common causes for being listed, and the role of government and individuals in protecting biodiversity.
Students first consider what supports all life on Earth
and are then introduced to the levels of environmental
organization (biosphere, biome, ecosystem, community,
population, and organism).
Students work in small groups to research, identify, and label food webs on the Michigan DNR Non-Game Wildlife posters. Students then predict the possible consequences of removing one component of the food web.
Students first consider that there is a finite amount of matter on Earth and that life here is dependent on the continuous recycling and reuse of nutrients found in the planet’s air, water, and soil. Students then focus on how water is cycled within the environment. Students are introduced to the hydrologic cycle and then participate in an investigation related to transpiration. While it is recommended that the investigation in step 3 be completed outdoors, it may alternatively be completed indoors.
An extension lesson, Water Wonders (found on the MEECS Ecosystems & Biodiversity CD) is provided as an additional resource for further exploring the water cycle.
In this activity,students participate in a charades-like activity to learn about some of the secret services provided by ecosystems and the species within them. Later, students apply understanding of the terms ecological, economic, and social to categorize ecosystem benefits. Finally, students review the lesson concepts in a bingo game.
Students are introduced to a series of historical events that
contributed to the development of Michigan’s ecosystems of
today.
Students use a ball of twine to create a forest ecosystem “web of life,” illustrating interdependence within a natural community and the importance of diversity within it.
Students are then introduced to the concept of biodiversity and its importance.
Using events from a timeline of Michigan environmental history (also used in Lesson 5), students identify examples of five main threats to biodiversity, including habitat loss, invasive species, pollution, population growth, and overuse of resources.
Students use a set of Invasive Species Picture Cards to learn about 30 invasive species affecting both aquatic and terrestrial ecosystems in the Great Lakes region. Students
use the cards to classify the organisms according to their habitat type, method of introduction, origin, and date of arrival. Students then identify strategies for preventing the
introduction of new species or the spread of existing ones.
Students use pictures, graphs, and a map to identify the kinds of energy we use in Michigan, differentiate between renewable and non-renewable energy resources, and
identify the sources of Michigan’s energy resources.
Students build a model turbine to observe how different energy resources can be used to turn a turbine, inquire how the interaction between a wire and a magnet generates
electricity, and investigate the different mix of energy resources used to generate electricity in Michigan, the United States, and the world.