Curriculum Filter 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!

  1. Explore a Great Lakes Topic

  2. Support Teaching and Learning with Additional Resources

  3. 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: 

  • Coastal Erosion (Best suited for students in grades 6-12)

    • 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. 


Being Productive in the Arctic Ocean

Objectives:

  • Students will be able to identify the three realms of the Arctic Ocean, and describe the relationships between these realms.
  • Students will be able to identify major factors that limit primary productivity in the Arctic Ocean, and will be able to describe how these factors exert limiting effects.
  • Given data on potentially limiting factors and primary productivity, students will be able to infer which factors are actually having a limiting effect.

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Bats and Hot Nuts!

This activity allows students, working individually or in small groups, to retrieve information from pre-assigned web sites, retrieve real-time data to compare nitrate and phosphate concentrations at two open ocean monitoring sites, and construct an EXCEL graph using data from two different sites.

Each student or group will retrieve data for a specific time frame from public data generated at an ocean observatory and generate a graph for each variable. After graphing the data, students will analyze their graphs, discuss and compare their findings with the class. In conclusion, the students will predict how future Global Climate Changes might affect these nutrients in the open ocean.

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Who Can Harvest a Walleye?

The Great Lakes are an example of a natural community. In this community the small organisms (living things) outnumber the large organisms. The smaller organisms may be eaten by the larger ones.In this activity, students will count all the organisms of one kind, then count all the things they eat and all the things that eat them, creating pyramid of numbers that will also show who eats what.

Objectives:

When you have completed this investigation you should be able to:

  • Apply the meaning of the following terms as they relate to a biomass pyramid: producer, herbivore, first-order carnivore, second-order carnivore.
  • Calculate the relative number of kilograms at each level of the biomass pyramid in a given environment.
  • Analyze how different conditions in the environment affect the pyramid

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