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 participate in a class-wide dialogue after conducting research on one of many Michigan personas
\ about their views and solutions to climate change.

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
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 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 are challenged to design a permanent guest village within the Saguaro National Park in Arizona. The design must provide a true desert experience to visitors while emphasizing sustainable design, protection of the natural environment, and energy and resource conservation. To successfully address and respond to this challenge, students must acquire an understanding of desert ecology, environmental limiting factors, species adaptations and resource utilization. Following theintroduction, students generate ideas and consider the knowledge required to complete the challenge. The lectures and activities that follow serve to develop this level of comprehension. To introduce the concepts of healthy ecosystems, biomimetics and the importance of sustainable environmental design, students watch three video clips of experts. These clips provide direction for student research and challenge design solutions.

In recent years, the redistribution of risk has created conditions for natural and technological disasters to become more widespread, more difficult to manage, and more discriminatory in their effects. Policy and planning decision-makers frequently focus on the impact that human settlement patterns, land use decisions, and risky technologies can have on vulnerable populations. However, to ensure safety and promote equity, they also must be familiar with the social and political dynamics that are present at each stage of the disaster management cycle. Therefore, this course will provide students with: 1) An understanding of the breadth of factors that give rise to disaster vulnerability; and 2) A foundation for assessing and managing the social and political processes associated with disaster policy and planning.

Earth science is the study of our home planet and all of its components: its lands, waters, atmosphere, and interior. In this book, some chapters are devoted to the processes that shape the lands and impact people. Other chapters depict the processes of the atmosphere and its relationship to the planet’s surface and all our living creatures. For as long as people have been on the planet, humans have had to live within Earth’s boundaries. Now human life is having a profound effect on the planet. Several chapters are devoted to the effect people have on the planet. Chapters at the end of the book will explore the universe beyond Earth: planets and their satellites, stars, galaxies, and beyond.

Taking students into the schoolyard to conduct a survey of biodiversity helps student get firsthand experience with how scientists may conduct studies in the field.

An active, high-energy game, where students role-play parts of the ecosystem as producers, herbivores, carnivores, and decomposers. This activity can also be used to simulate the bioaccumulation of toxins.

Students take a short field trip into the schoolyard for a scavenger hunt to reinforce understanding of terms and concepts (producer, consumer, decomposer, food chain, predator/prey, photosynthesis) used in Lesson 2.