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Appreciating Your Great Lakes. a Guide for Developing Educational Projects

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DOCUMENT RESUME ED 325 349 SE 051 685 AUTHOR Pennisi, Christine; Goettel, Robin, Ed. TITLE Appreciating Your Great Lakes. A Guide for Developing Educational Projects. 4-H Marine Education Series - 2. INSTITUTION Illinois Univ., Urbana. Cooperative Extension Service4 Iowa Univ., Iowa City. Center for the Advanced Study of Communication. SPONS AGENCY National Oceanic and Atmospheric Administration (DOC), Rockville, Md. National Sea Grant Program. PUB DATE Jun 89 CONTRACT COMM-NA85AADSG-0830N NOTE 101p.; A publication of the Illinois-Indiana Sea Grant Program. AVAILABLE FROM Offi:e of Agricultural Communications and Education. University of Illinois at Champaign-Urbana, 69.7.3 Mumford Hall, 1301 West Gregory Drive, Urbana, IL 61801 ($4.00 price is subject to change, 10-49 copies 10% discount, 50+ copies 20% discount). PUB TYPE Guides - Classroom Use - Guides (For Teachers) ((52) -- Reference Materials - Directories/Catalogs (132) ) EDRS PRICE MF01 Plus Postage. PC Not Available 'Tom EDRS. DESCRIPTORS Career Awareness; Culture; Ecolo-y; Economics; *Environmental Education; His,ory; *Instructional Materials; kMarine Education; Natural Resources; *Reference Materials; *Science Activities; Science Education; Secondary Education; *Secondary School Science IDENTIFIERS *Great Lakes ABSTRACT The Great Lakes are the largest series of fresh water bodies in the world. They are used for a wide variety of purposes by the 37 million citizens of the United States and Canada who live near the lakes and share this resource. This guide is intended to guide youth in acquiring training and ft-A experience related to the Great Lakes in areas sush as ecology, marine careers, natural resources, economics, recreation, history, and culture. This project guide for students in grades 6-12 suggests activities for learning about the Oceat Lakes and provides an extensive list of references and resources for further study. Units include: (1) "Recreation"; (2) "Heritage";(3) "Ecology"; and (4) "Economics." Each includes objectives and suggestions for activities at the beginning, intermediate, and advanced levels. The reference section, which constitutes the bulk of the guide, lists resources organized by media type including audiovisuals, maps and charts, software, and publications. Within each section, the resources are organized by content topic. (CW) Reproductions supplied by EDRS are the best that can be made from the original document. THIS "PERMISSION TO REPRODUCE MATERIAL IN MICROFICHE ONLY eer GRANTED BY TO THE EDUCATIONAL PESOURCES INFORMATION CENTER (ERIC)" UAL DEPANTIIIENT of EDUCATION Mal of Educational flossetcli and Indrondaant 41% 2500 June 1989 COMM-NA85AADSG 0830N Published by the Illinois-Indiana Sea Grant Program with funding from the National Sea Grant College Program, National Cceanic and Atmospheric Administration, U.S. Department of Commerce. This work is a result of research sponsored by NOAA, National Sea Grant College Program, Department of Commerce, under Grant COMM-NA85AADSG 0830N. The U.S. Government is authorized to produce and distribute reprints for governmental purposes not withstanding any copyright notation that may appear hereon. Helpong You ON Put Knowledge to Work Illinois Universdy of Illinois 1 Co3perative at Urbena-Champogn Extension College °I Ag"°°Mire Service Issued in furtherance cCooperative Extension Work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Donald L. Uchtmann, ActingVivector. Cooperative Extension Service, University of Illinois at Urbana-Champaign. The Illinois Cooperative Extension Service provides equal opportunities in programsand employment. 3 Appreek).\\ g Your Great Ilreseia-ladazta Sea Grant ,.s Program '''zeqtri! , A Guide for 1?0,,lop ,u0ati, ona1 Projedts .1 ;.-- 4 t:, C. $- S'itis.,;::.?. ss .n Z u.. '.44..??......2. , ..,.:,....... ,..--..3:- - . -,.,..,., . :::%). .;V:$,..i;"1,-;.i.'",.:z..&b.,.:$7.?,,e,s,,%. '''':.y;4...:-;:zsZs '-'4,:.:.... ..4,...,,,,.- s.-......s.Z".,.....:', ,z ..,.,...i..:....!.. :-k,..**.$.4 e '''''N't;ii.:**-A...17:. '>z:..., '''... 1&4e<*.Pek.x\''''''.'.''''>"..,' 4 'Is :: ...f.k s :::: ;':f.: "w ........ :: *** `,,,,,: :.* ',1- .v.. 4 0 ri , ';'44C.q1.,4At,04".$`*;,,,..2 V '`'',:l ,;0X,P4'"''AW'4e6CL f ..." .< .4.':.k..) " * : ; kt ZS ....\ .1).% .:. sx.(.k.4):',,,... V.s '.';:: :,..i.*:',\:.: ,.... \ .:.< V. v","3.:0,......"'i ....:s. k,,,Z,..1?4'4.r.ve....v..:%. ;,3.,..... ''',4*.s.VA"\'',;,..,;';'1;...S.:.' 13 _',0"'.. <0...;>.% 4,`%:$....,,. :g..;%\.% Cr's *.:,: ','::'.." ..k...'''', "4% 7:.!.% .'" 4.6:s:f.....:.: 'R ?. '"7:;s: ;'Z' "1.e%.:% 4-H Marine Education Series- 2 4-H Youth Programs, Cooperative Extension Service, University of Illinois and Purdue University Appreciating Your Great Lakes has been adapted from: Guide to Projects and Activities for the 4-H Great Lakes Heritage Program, produced by Michigai. State University Writer: Christine Pennisi Editor: Robin Goettel Editorial Assistants: Robbie Chandra, Anne Dueweke, Cloydia Larimore, and Marci Unes Designer: Marisa Meador We would like to acknowledge Tom Makowski, Steve Smidley, and SuAnn Holmstrom for their assistance in the early stages of this project and thank the Michigan Sea Grant College Program, the Minnesota Sea Grant College Program, the Ohio Sea Grant College P-igram, and the University of Wisconsin Sea Grant Institute for their prompt review and valuable suggestions for improving this guide. 4 TABLE OF CONTENTS Introduction to the Activity Section 1 Unit I. Recreation 2 A. Boating B. Sportfishing C. Sailing D. Other Water Sports and Safety Unit II. Heritage 4 A. Our Great Lakes Heritage B. The History of Canals in the Midwest C. Arts and Crafts of the Great Lakes D. Disasters of the Great Lakes Unit III. Ecology 6 A. Great Lakes Urban and Natural Ecology B. Wetland- C. Wildlife and Waterfowl Unit IV. Economics 8 A. Great Lakes Commerce B. The Economic Importance of Canals C. Commercial Fishing D. Marine Industry E. Recreation Economics Appendix How to Use the Reference Section 11 Audiovisuals. 12 Maps and Charts. 16 Computer Software 21 Publications 23 5 INTRODUCTION TO THE ACTIVITY SECTION The Great Lakes are the largest series of This project guide for students in grades fresh water bodies in the world. They are 6-12 suggests activities for learning about the used for a wide variety of purposes by the 37 Great Lakes and provides an extensive list of million Americans and Canadians who live references and resources to use for further near the lakes and share this outstanding natu- study. It must be emphasized that this is .lot a ral resource. We learn about the five Great workbook or a teaching manual, but rather a Lakes in schoolabout their contribution to resource guide for building a program to suit our country's history and the battles that were the students' particular interests. fought over thembut few Americans realize The Great Lakes projects and activities the importance of the lakes to our economy, described in this guide can be selected by 4-H recreation and well being. youth leaders and members, or school teach- The Great Lakes Basin has been inhab- ers and students. It is suggested that "begin- ited for centuriesfirst by the Indians who ning level" activities be directed toward the revered "the big water" and later by the Euro- 12-14 age group, "intermediate level" activi- peans who explored and settled the region. ties toward the 14-16 age group, and the The settling of the Great Lakes Basin has "advanced level" activities toward the 16 and brought substantial changes in the lakes' ecol- older age group. ogy. The by-products of industry and the demands of densely populated cities have created unnatural effects on these magnificent water bodies. Activities such as intensive farming, urbanization, waste disposal, and transportation are a few of the main contribu- tors to the pollution problems in the lakes. Appreciating Your Great Lakes is in- tended to guide youth in acquiring training and field experience related to the Great Lakes, in areas such as ecology, marine careers, natural resources, economics, recrea- tion, history, and culture. By providing youth with a greater awareness of the Great Lakes' opportunities and problems, we zan foster a commitment to protecting and enhancing Great Lakes resources in the future. 1 6 Recreation Objectives B. Sportfishing To familiarize students and club members Beginning with various water-related recreational ac- Learn to identify Great Lakes sportfish. tivities including boating, fishing, sailing, Learn the roles of these fish in the food and other water sports on the Great Lakes. chain. Understand how one of these fish lives To create an awareness of water safety as (its bioecology). required in a" of these activities. Learn about conservation of these fish. Understand the basics of Great Lakes fishing. A. Boating Learn safety while fishing in the Great Lakes. Beginning Learn characteristics and functions of dif- Intermediate ferent kinds of boats. Distinguish power Develop an understanding of Great Lakes from nonpower boats. fish habitat. Learn basic boating and water safety on the Recognize the value of Great Lakes fishing Great Lakes. to recreation in your state. Learn fish printing. Intermediate Learn Great Lakes fish rod building. Study the evolution (history, design) of a Study how Great Lakes fish are used as type of watercraft (such as a canoe) usccl on food. the Great Lakes. Design and build a functional model boat Advanced used on the Great Lakes. Study the principles
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