The math learning center is an app and online platform that allows students to use manipulatives virtually. In this activity, students will use virtual manipulatives to add fractions with unlike denominators
In this lesson, students are introduced to global climate change. They explore the ramifications of global climate change for Michigan, as well as individual actions that
can decrease greenhouse gas (GHG) emissions.
This lesson looks at the sources of air pollutants. Students examine the sources of air pollutants (point, mobile, area, and natural) using charts of actual data for Michigan. The
concept of an airshed and its importance for understanding air pollution is developed.
Students learn about the gases and particles that make up the air and explore different ways that we can monitor pollutants. Students monitor particle and ozone pollution
around their school/homes using homemade monitors.
In this lesson, the Internet is used as a resource for students to access daily (and hourly) information about air quality. The National Air Quality Index provides color-coded information about levels of air pollution and health effects. The color codes of the AQI, posted daily, can be found on the Internet and in some newspapers. The UV index alerts people to levels of ultraviolet radiation from the sun. Students use the Internet to find out about the UV index in Michigan and around the country.
In this lesson, the Internet is used as a resource for students to access daily (and hourly) information about air quality.
In this lesson, students explore the role of regulations in influencing air quality decisions as they examine trends in air pollution. The students are encouraged to think
critically about important technological developments that have influenced the lives of individuals since the start of the twentieth century.
Students explore how public policy decisions are made and practice solving problems that require choices. Students learn that solving environmental issues involves a
diversity of stakeholders and that everyone can contribute to solutions to air pollution problems.
The lesson develops the basic ideas that combustion activities are a major source of air pollution and that the products of combustion include particles (soot) and gases such as
carbon monoxide and carbon dioxide.
This lesson feature allows students to explore the relationship between air pollution
and asthma in Michigan.
Give Civics, Law, U.S. History students practice in analyzing historical Primary Source document and connect to contemporary news. Develop writing process to incorporate claims, evidence, and reasoning.
Students will take a sequence of events or steps for some process and create an algorithm. This could apply to any content area. They will display the algorithm in flowchart form. This activity can be modified for all grade levels and content areas.
Cardboard History Challenge is an example of how students can use design thinking and maker principles to demonstrate their learning about an artifact related to a historical site, person, or event. The example has a scattering of artifact prompts from throughout history, so you will probably want to make a copy and revise this resource to better fit your curriculum or unit. There are three segments to the activity. First, groups of students make artifacts related to a prompt. Second, a groups of students, taking on the role of historians, present about the artifact created by another group. Third, the class debriefs.
The geographic range of a plant or animal species is an indication of its environmental “preferences,” the conditions that it finds ideal, acceptable, or intolerable.
If the climate changes, therefore, it is reasonable to expect that plant and animal species might “move” to occupy different places. The big question is: “What species will
move, and where will they go?” In this lesson, students approach this question through three activities.
Climagraphs can tell us about the seasonal shifts in climate due to climate change. Changes in growing season and water balance in the Great Lakes region will have economic impacts.
Students will review potential impacts of climate change on Michigan and determine both adaptive and individual mitigation strategies
Students participate in a class-wide dialogue after conducting research on one of many Michigan personas
\ about their views and solutions to climate change.
Students examine news sources and compare the type of coverage climate change receives as well as the objectivity of the sources.
What is the distinction between weather and climate? As a way to understand climate, students interpret climagraphs, and read about climate variability. An extension lesson has
students comparing climate data from different regions in the United States.
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
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 graph atmospheric carbon dioxide, emissions of carbon dioxide, and temperature throughout the years and compare the trends.
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
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.