Transcript The great lakes region

Warm-Up
 Briefly explain the geography theme of HUMANENVIRONMENT INTERACTION.
 How do humans affect the environment?
 How does the environment affect humans?
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.
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.
Class Discussion
 How does The Lorax relate to the theme of HumanEnvironment Interaction?
 What is a real-life example of this story?
Warm Up
 How can people best use and protect our Earth’s
freshwater resources?
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.
The Great Lakes
Essential Question:
How can people best
use and protect Earth’s
freshwater ecosystems
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?
Preview Activity
Warm Up
 What do you think the word ecosystem means?
The Great Lakes:
The U.S. and Canada’s
Freshwater Treasures
Essential Question: How can people best use and protect
Earth’s freshwater ecosystems?
Great Lakes Image
Examine the photograph and text on page 64 of the
text book. Complete the following chart…
Observe
What do you notice
first?
What do you notice
that you didn’t
expect?
Reflect
Questions
After reading pg 65 as What do you still
a class, reflect on why wonder about?
do you think the Great
Lakes are Important
Write a prediction of 2-3 sentences about what life
may be like there, based on the evidence you have
just learned
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.
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?
Read section 4.2 as a Table Group
Read Section 4.2
After you have read section 4.2 with your table, please
complete the following chart :
Word
Ecosystem
Food Chain
Food Web
Freshwater
Watershed
Definition in your own Sentence
words
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
The Great Lakes:
The U.S. and Canada’s
Freshwater Treasures
Essential Question: How can people best use and protect
Earth’s freshwater ecosystems?
“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?
Boosters/ Doomers
Spiral Set Up
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
Warm Up
 How are a watershed and Ecosystem different?
The Great Lakes:
The U.S. and Canada’s
Freshwater Treasures
Essential Question: How can people best use and protect
Earth’s freshwater ecosystems?
Pollution, Invasion Species,
and Habitat Loss
Activity
Great Lakes Debate Groups –
Boosters Period 2
 Table 5
 Table 6
 Samoria and Adalaide
Great Lakes Debate Groups –
Boosters Period 3
 Table 4
 Table 5
 Brian and Brandon
Great Lakes Debate Groups –
Boosters Period 6
 Table 4
 Table 5
 Table 6
 Derrik, Robert, and Gabriel
Great Lakes Debate Groups –
Boosters Period 7
 Table 5
 Table 6
Keoni, Brian, Emily A, and Haley
Great Lakes Debate groups –
Doomers Period 2
 Table 1
 Table 3
 Table 4
Great Lakes Debate groups –
Doomers Period 3
 Table 1
 Table 3
 Luis and Priscilla
Great Lakes Debate groups –
Doomers Period 6
 Table 1
 Table 2
 Table 3
Great Lakes Debate groups –
Doomers Period 7
 Table 1
 Table 3
 Table 4
Warm Up
 What are 3 difference between boosters and doomers?
The Great Lakes:
The U.S. and Canada’s
Freshwater Treasures
Essential Question: How can people best use and protect
Earth’s freshwater ecosystems?
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
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)
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
Warm Up
 Which of the 5 themes of Geography is this unit focusing
on? Explain
The Great Lakes:
The U.S. and Canada’s
Freshwater Treasures
Essential Question: How can people best use and protect
Earth’s freshwater ecosystems?
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