Developing a community of Great Lakes literate educators, students, scientists, environmental professionals, and citizen volunteers, dedicated to improved Great Lakes stewardship.
Curriculum Search Results:
Great Lakes Literacy education exploration (GLLee)
What is a GLLee?
Great Lakes Literacy Education Exploration, or GLLee, are an introductory collection of resources and partners assembled in three easy steps to help teachers and youth explore Great Lakes Literacy through place-based education and stewardship opportunities in your school and community!
Explore a Great Lakes Topic
Support Teaching and Learning with Additional Resources
Engage Youth in Place-based Education or Stewardship
Want to participate?
CGLL programs are open to all, but registration is required gain access to each Google Classroom and connected content.
Current GLLee Topics available during the 2021-22 school year – join below:
What? Coastal erosion is the process by which strong wave action and coastal flooding wear down or carry away rocks, soils, and sands along the coast.
Driving Question? How does coastal erosion shape the shorelines of the Great Lakes and impact our ecosystems and communities?
Marine Debris(Best suited for students in grades 4-12)
What? Marine debris is any human-made material that can end up – on purpose or by accident – in our rivers, ocean, and Great Lakes.
Driving Question? How does marine debris impact our Great Lakes and animals (including humans) and plants that depend on this freshwater resource?
Vernal Pools (Best suited for students in grades 6-12)
What? Vernal pools are “wicked big puddles” and ecologically serve as the “coral reefs of our northern forest ecosystems.”
Driving Question? How do vernal pools (seasonal woodland wetlands) benefit the Great Lakes region?
For accessibility concerns or issues with this virtual resource, please contact [email protected].
Center for Great Lakes Literacy programs and materials are open to all without regard to race, color, national or ethnic origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status, or veteran status.
Illinois-Indiana Sea Grant (IISG) has created a weather and climate education toolkit where teachers—whether parents, home school tutors or licensed professionals—can find resources on the topics of weather, climate and climate change. The toolkit provides a sortable list of external resources and can be filtered by grade level, specific weather and climate subtopics or geographic locations, learning mode and more. Filtering by scale can identify educational resources unique to the Great Lakes. Many of the lesson plans and activities in this curated catalog of resources can be used as-is or adapted for virtual learning and at-home teaching environments.
Students do a card-matching activity to learn about aquatic invasive species (AIS). In groups students select an aquatic invasive species, create a poster or factsheet and develop a charade-like game to demonstrate ways to prevent invasive species from spreading.
Objectives:
name and visually recognize some invader (nonindigenous/ exotic) species of the Great Lakes
understand and analyze the positive and negative impacts of invader species on the Great Lakes ecosystem
explain the ways in which invader species are introduced into the Great Lakes
describe and act out ways to avoid the spread of exotic species
Students use role-play to mimic the behavior of an invasive, non-native fish called Eurasian ruffe (pronounced rough) to experience firsthand how and why the species has multiplied so rapidly in some Great Lakes harbors.
This board game teaches students about the various methods used to limit the sea lamprey population in the Great Lakes. Students assume the identity of sea lampreys and attempt to migrate from Lake Ontario to Lake Superior.
Students work in teams to discover which colors (wavelengths) of visible light penetrate furthest into local waters. A diver working at a depth of 33 feet (10 meters) cuts his on a sharp rock. As he looks down at his leg he sees blood flowing from the wound. What color is the blood he sees?
Students take on the role of an expert witness in a lake sturgeon poaching trial. Using a variety of data sets they identify the need to visually represent data in order to find
trends and make predictions, and provide evidence based reasoning to explain their findings
in a fish poaching case study.
