Students learn how to use air photographs to measure and classify land use. They learn how to map land use and understand how the use of land changes over time.

Students are given information about the ways that Michigan lands are used. The land use information is classified and presented in tables. Students apply several methods to compare land uses.

Students examine short readings about individuals’ land use preferences and identify the different views of the land held by different individuals. They compare and contrast these individual views of the land. The big idea for this lesson is that land can be used
for many different purposes

Description: When learning the theme of «environment and sustainability", students must design an educational game, using software that best responds to the question that aim to address and the goals they have set to the game. AIMS1. Develop students’ environmental consciousness.2. Motivate students to an active environmental protection and sustainability, by creating educational games.3. Develop creativity and critical thinking. OUTCOMES Knowledge: To know and knowing how to use software for educational games. Comprehension: To know how important games could be in citizenship. Affective learning outcomes: Recognize the importance of cooperation and collaboration (teamwork) as main skills to raise creativity and self-esteem.

LESSON DESCRIPTIONStudents will research potential careers of stakeholders involved in making land use decisions then engage in a role-playing scenario about a proposed dam removal in their community.

In this group of activities students will investigate their schoolyard or other nearby space in orderto identify what is around them and arrive at the definition of an ecosystem. Students will take a walk or go to a specific location to observe the types of constructed and natural features that are there. Students will record their observations and then begin to categorize their findings into living and non- living things. Once students have identified the living things, they will discuss what living things need to survive. Students will learn new terms, biotic and abiotic, and review what a habitat is as they discuss the components of an ecosystem. Students will also be introduced to the term biodiversity.

In this group of activities, students will think more deeply about the ways in which organismsinteract within communities in their ecosystems. Students will learn about different types of relationships including commensalism, mutualism, and parasitism and will role play predator/prey relationships through an interactive game. Students will also discover how energy movesthrough ecosystems via food chains and food webs and look at energy pyramids.

In this group of activities, students will investigate how nutrients and water move through ecosystems in cycles. Students will begin by investigating how carbon cycles through organisms as part of photosynthesis and cellular respiration and then through food chains. Students will discuss what happens when living things do not decompose under normal conditions and become fossilfuels. Students will then review the water cycle and discover that water connects everything inecosystems. Students will explore stories of the water cycle as told by molecules of water anddiscuss water’s importance to all living things.

Students will learn about Michigan’s four ecological regions, how these unique regions come together to help support Michigan’s environment, and the important role they play in Michigan’s economy, as well as globally. Students will become “CSI agents” investigating and collecting information that supports why Michigan‘s environment is unique. Students will apply what they have discovered by creating an infographic that advertises the importance of their region.

There are many different types of ecosystems in the state of Michigan. Many of these ecosystemshave changed over time due to fires, storms, or animals. No animal has had a bigger impact onMichigan’s ecosystems than humans. Humans have transformed ecosystems all across the state.These ecosystems have been transformed in many different ways, like draining wetlands, cuttingdown forest for farm fields, and cities getting larger and expanding outward. Many ecosystems andorganisms are resilient and have adapted to the changes; others unfortunately have not.

LESSON DESCRIPTIONStudents will use problem-based learning to engineer a solution to the animal car collision problem.

Michigan has a variety of different ecosystems ranging from large forests all the way to shallow creeks, streams, and wetlands. Humans use these ecosystems in a variety of ways (good or bad). Students will investigate both the unique terrestrial and aquatic ecosystems found throughout Michigan through researching and developing detailed maps.

Students will learn about primary and secondary succession through an on-line interactivesuccession game, as well as conduct a historical analysis of the Great Thumb Fire of 1881.

LESSON DESCRIPTIONStudents will explore the benefits of ecosystems by engaging in a simulation utilizing ecosystemservices.

LESSON DESCRIPTIONStudents will analyze existing data to determine potential cause/effect of invasive species in population dynamics. Students will collect their own data in a field study to demonstrate the carrying capacity (competition and availability of resources) of an ecosystem.

LESSON DESCRIPTIONStudents will study existing examples of habitat restoration efforts related to promoting biodiversityin order to write their own management plan for an endangered species/habitat.

Students learn how energy consumption has changed over the past 100 years, why it has changed, and the impact it has had. Students brainstorm and categorize uses of energy, take part in an optional consumption simulation, interpret graphs about energy use, take surveys, and engage in small group and classroom discussions about energy comparisons.

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.

The advantages and disadvantages of different kinds of non-renewable energy sources are the focus of this lesson. Students match different kinds of energy resources with their advantages and disadvantages, and then discuss whether these advantages and disadvantages are economic,ecological, or social. As an extension students identify the environmental impacts of their family’s electricity usage using EPA’s Power Profiler web site. The next lesson will deal with renewable resources.