Warm-Up

1. Warm-Up • Briefly explain the geography theme of HUMAN-ENVIRONMENT INTERACTION. • How do humans affect the environment? • How does the environment affect humans?

2. Learning Objective: • I will be able to analyze how people can best use and protect Earth’s freshwater ecosystems. • This means I will be able to look at how the geography of the Great Lakes influences the ecosystems of the region.

3. Dr. Seuss’s The Lorax • As you listen to the story, complete the question sheet handout individually. • As a group, discuss and complete the question sheet given to you.

4. Class Discussion • How does The Lorax relate to the theme of Human-Environment Interaction? • What is a real-life example of this story?

5. Warm Up • How can people best use and protect our Earth’s freshwater resources?

6. Where in the World is This? You are going to hear ten facts about a photo. After each fact, take a guess on where you think this photo is located. If you think you have the answer, write down the fact number that gave you the answer.

8. The Great Lakes Essential Question: How can people best use and protect Earth’s freshwater ecosystems

9. Think/ Ink/ Pair/ Share • How many of you wrote down an incorrect answer? What facts led you to reach a false conclusion? • How many of you wrote down the correct answer? What facts helped you to reach the right answer? • What facts surprised you about the Great Lakes? • What do you now know about the Great Lakes that you didn’t know before?

10. Preview Activity

11. Warm Up • What do you think the word ecosystem means?

12. The Great Lakes:The U.S. and Canada’s Freshwater Treasures Essential Question: How can people best use and protect Earth’s freshwater ecosystems?

13. Great Lakes Image Examine the photograph and text on page 64 of the text book. Complete the following chart… Write a prediction of 2-3 sentences about what life may be like there, based on the evidence you have just learned

14. Read 4.1/ Think/ Ink/ Share • Once you have finished reading the section, take a look at the satellite photo graph of the Great Lakes and identify two details in the image that relate to what you have just read.

15. Think/ Ink/ Pair/ Share • Think about the Essential Question for this unit: How can people best use and protect Earth’s freshwater ecosystems? • What are some ways in which people use the Great Lakes? • How might these uses affect the Great Lakes ecosystem?

16. Read section 4.2 as a Table Group

17. Read Section 4.2 After you have read section 4.2 with your table, please complete the following chart :

18. Warm-Up • You have 5 minutes to finish up the definitions of the following terms IN YOUR OWN WORDS on page 24: • Ecosystem • Food Chain • Food Web • Freshwater • Watershed

19. The Great Lakes:The U.S. and Canada’s Freshwater Treasures Essential Question: How can people best use and protect Earth’s freshwater ecosystems?

20. “The Sad state of Our Once-Great Lakes” • What problems did the Great Lakes face in 1969? • How did the condition of the lakes get so bad? • What actions might people have taken to better manage the lakes? Do you think any of these actions were taken? • Do you think the Great Lakes are better or worse off today?

21. Boosters/ DoomersSpiral Set Up

22. Processing • Write a sentence for the following terms that has to deal with the article “The Sad State of Our Once- Great Lakes” in your chart on page 24 • Ecosystem • Food Chain • Food Web • Freshwater • Watershed

23. Warm Up • How are a watershed and Ecosystem different?

24. The Great Lakes:The U.S. and Canada’s Freshwater Treasures Essential Question: How can people best use and protect Earth’s freshwater ecosystems?

25. Pollution, Invasion Species, and Habitat Loss Activity

26. Great Lakes Debate Groups – Boosters Period 2 • Table 5 • Table 6 • Samoriaand Adalaide

27. Great Lakes Debate Groups – Boosters Period 3 • Table 4 • Table 5 • Brian and Brandon

28. Great Lakes Debate Groups – Boosters Period 6 • Table 4 • Table 5 • Table 6 • Derrik, Robert, and Gabriel

29. Great Lakes Debate Groups – Boosters Period 7 • Table 5 • Table 6 Keoni, Brian, Emily A, and Haley

30. Great Lakes Debate groups – Doomers Period 2 • Table 1 • Table 3 • Table 4

31. Great Lakes Debate groups – Doomers Period 3 • Table 1 • Table 3 • Luis and Priscilla

32. Great Lakes Debate groups – Doomers Period 6 • Table 1 • Table 2 • Table 3

33. Great Lakes Debate groups – Doomers Period 7 • Table 1 • Table 3 • Table 4

34. Warm Up • What are 3 difference between boosters and doomers?

35. The Great Lakes:The U.S. and Canada’s Freshwater Treasures Essential Question: How can people best use and protect Earth’s freshwater ecosystems?

36. What is a Booster? • A booster wants to protect the environment • A booster is concerned about the future of our resources and the conditions of the Great Lakes • A booster feels (use of) the Great Lakes should be protected at all costs and used only as needed • A booster wants to make sure that there are rules in place to limit pollution and land destruction • A booster is kind of like The Lorax

37. What is a Doomer? • A doomer wants to protect the businesses • A doomer is concerned about job loss if we make serious changes in the Great Lakes as well as the economy of this region • A doomer feels (use of) the Great Lakes should be used to help our country’s economy grow and provide for the economy • A doomer wants to make sure that the rules in place don’t limit what is happening with business • A doomer is kind of like the Once-Ler (only not really evil)

38. Read the Section (4.4, 4.5, 4.6) that correlates with your investigation When you are finished reading the section, examine the information provided, and identify what will help your argument, and what will help out the other side’s argument

40. Warm Up • Which of the 5 themes of Geography is this unit focusing on? Explain

41. The Great Lakes:The U.S. and Canada’s Freshwater Treasures Essential Question: How can people best use and protect Earth’s freshwater ecosystems?

42. 4a-4f Placard that correlates with your investigation When you are finished reading the section, examine the placard information provided, and identify what will help your argument, and what will help out the other side’s argument