What is the impact of beach litter?
In this activity, students will construct a web of things that may increase or decrease as a result of beach litter. Student construct a life-size concept map to be to explain many potential impacts of beach litter and then discuss various interpretations of the possible debris impacts.
Should Chlorine Be Banned from the Great Lakes?
A classroom debate allows students to visualize a complex issue from many different perspectives, describe the legislative process, its functionaries (agencies, individuals involved in creating legislation), and the time involved in creating environmental legislation, and appreciate the difficulties in consensus-building in environmental disputes.
How Big is a Crowd?
In this teacher-facilitated activity, learners will construct the five Great Lakes from string and use wrapped candy or peanuts in shells to investigate the impacts of population centers on Great Lakes fish
production and water quality. Students learn to compare the relative sizes of the five Great Lakes and their human populations, as well as describe some of the problems that arise when many people
depend on a limited resource.
Students learn about bacteria as an indicator of beach water quality for swimming. In groups they solve
hypothetical problems associated with beaches. Then students write persuasive essays on the issue.
Students research, discuss and debate views on Great Lakes water withdrawals and exportation by taking different roles in the issue.
Impacts on Water: Our Region’s Vital Resource
A concise, easy-to-read flow chart of cascading effects of climate change on Great Lakes water resources.
Water Levels on the Great Lakes
In this activity students analyze, interpret and make inferences from web-based data on Great Lakes water levels. Students interpret graphic information about water level fluctuations in the Great Lakes in order to examine the relationship between temperature and precipitation and corresponding changes in lake levels, and learn how changing water levels within the Great Lakes region impact ecosystem health and the people who live there.
Can you say ‘seiche?’
An Erie Times-News Newspapers in Education article on seiches in the Great Lakes
Lake Levels Fact Sheet
NOAA’s Great Lakes Environmental Research Laboratory discusses current and future water levels (February, 2017)
How long does it take water to flow through the Great Lakes basin?
Water that is in a lake does not stay in that lake. Where does the water go? The length of time that it takes for the amount of water in a lake to be completely replaced (enter the lake) is called retention time. Each of the Great Lakes has a different retention time. Construct an appropriate model of the water flow of the Great Lakes learn about retention time and replacement time, and how how Lake Superior affects the dynamics of water flow, retention time and flushing rates for the Great Lakes system.