Great Lakes! INSTITUTION Environmental Protection Agency, Chicago, IL

Home , America (shipwreck), Home (schooner), Rouse Simmons

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ED 422 181 SE 061 748

TITLE Great Minds? Great Lakes! INSTITUTION Environmental Protection Agency, Chicago, IL. Great Lakes National Program Office. PUB DATE 1997-03-00 NOTE 29p. AVAILABLE FROM Great Lakes National Program Office, 77 W. Jackson Blvd., Chicago, IL 60604. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Activity Units; Elementary Education; *Environmental Education; History Instruction; *Interdisciplinary Approach; Learning Activities; Natural Resources; *Pollution; Science Education; Social Studies; Teaching Guides; Water; Water Quality IDENTIFIERS Environmental Protection Agency; *Great Lakes

ABSTRACT This book contains lesson plans that provide an integrated approach to incorporating Great Lakes environmental issues into elementary subjects. The book is divided into three subject areas:(1) History, which includes the origins of the Great Lakes, Great Lakes people, and shipwrecks; (2) Social Studies, which covers government, acid rain as a shared problem, and the lakes as a natural resource; and (3) Environmental Sciences, which is presented through a read-aloud story about the journey of a research vessel called Lake Guardian. The final section discusses science issues including the hydrologic cycle, wetlands, biomagnification, recreational activity as a source of pollution, surface runoff, groundwater, industrial runoff, and mayflies. Each section contains background information, discussion points, and a variety of hands-on activities designed to illustrate the major points of each lesson. The final section also contains vocabulary words. The lesson plans in each section are designed to interrelate with each other to demonstrate how environmental issues cannot be isolated from other issues such as population and industry. A map of the Great Lakes for photocopying, a bibliography, and a references page for further resources are also included. (PVD)

************* ***** ********************** ****** ******************** ************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** United States Great Lakes 905-R97-004 Environmental Protection National Program Office March 1997 4EPA Agency 77 West Jackson Boulevard Chicago, IL 60604

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tIc U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This cument has been reproduced as ived from the person or organization originating It. 0 Minor changes have been made to Improve reproduction quality.

°Points of view or opinions stated In this document do not necessarily represent official OERI position or policy.

ID Don't Miss the Lboat with Environmental Education What's Inside:

History Acknowledgments

Where Did the Great Lakes Come From? 1 Great Lakes People 2 This document was prepared Shipwrecks 3 under the direction of The Fate of the Christmas Tree Ship 4 Margaret McCue, Region V Office of Public Affairs, and David Social Studies Rockwell, Great Lakes National Where Would We Be Without the Great Lakes? 6 Program Office, United States Who Governs the Great Lakes? 8 Environmental Protection Acid Rain: A Shared Problem 9 Agency. Under a contract with ICF Incorporated, support was Environmental Sciences provided by Helen Taylor, I. The Journey of Lake Guardian 12 Timothy H. Brown, Danielle Lake Guardian Explores Lake Superior 14 D. Ward, Georgia Zeediclg Gene III. Investigating Lake Huron 16 Hallinan, and Sally Bullard. IV. The Journey Continues on Lake Michigan 18 Design by WATCH! Graphic V. Lake Guardian Travels the Length of Lake Erie 20 Design. Illustrations by Joseph VI. The End of Lake Guardian's Journey, Lake Ontario? 21 G. Taylor.

Great Lakes Facts 23 Printed on recycled paper. Classroom Activity Map Back Cover Learning More About the Great Lakes Back Cover iiIMMIIIMMKOMIMMOrk

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Great Minds? Great Lakes! just a sampling of the educational Lakes. For example, explore the has been developed by the United material contained in Great difficulties of solving interna- States Environmental Protection Lakes in My Worlda more tional problems such as acid rain. Agency's Great Lakes National comprehensive curriculum Finally, follow the journey of the Program Office to introduce envi- developed by the Lake Michigan Lake Guardian as it travels from ronmental curriculum for use in Federation and the Great Lakes lake to lake introducing your stu- avariety of elementary subjects. National Program Office. dents to some of the more com- Inspired by U.S. EPA's environ- pelling environmental problems Use the material in this book mental research vessel named affecting the Great Lakes today. Lake Guardian by elementary to introduce your students to the schools in the Great Lakes Basin, importance of environmental Once you have used Great this publication is dedicated to issues and to see how all of us Minds? Great Lakes!, move on to helping students learn more are part of the Great Lakes Basin the expanded and more detailed about the environment and about ecosystem. Share the lore of the lessons offered in Great Lakes in the Great Lakes. Lakes with your students through My World, available in the fall of history lessons and stories about 1990. For more information The lesson plans in this book famous shipwrecks. Teach your regarding Great Lakes in My provide an integrated approach students about Canada and the World, contact The Lake Michi- to incorporating Great Lakes en- United States through social gan Federation, 59 E. Van Buren, vironmental issues into the studies lessons, and help them Suite 2215, Chicago, Illinois subjects of history, social studies, learn how both countries are 60605, (312) 939-0838. and science. These lessons are responsible for protecting the

Introduction rf-T\

Great Minds? Great Lakes! is mation in one lesson plan can be programs underway in the Great divided into three subject areas: used easily with another. For Lakes Basin using samples and History, Social Studies, and Envi- instance, use the lessons in the analysis from the Lake Guardian. ronmental Sciences. Each history section to demonstrate section contains background the link between the settlements About the Great Lakes National information, discussion points, of the early explorers and the Program Office and a variety of hands-on activi- growth of modern metropolitan ties designed to illustrate the areas. Use social studies lessons The Great Lakes National major points of each lesson. In to understand how these metro- Program Office (GLNPO) was es- the back of the book, a map of politan areas use and economi- tablished in 1977 as a special the Great Lakes is provided for cally depend on the Great Lakes. arm of the U.S. EPA dedicated to photocopying, and use with dis- Finally, demonstrate the link Great Lakes environmental cussion points and activities. A between the use of the Great issues. GLNPO was started to bibliography and reference page Lakes and environmental prob- meet the obligations of the United tells you where you can find lems discussed in "The Journey States under the Great Lakes more information on all the of Lake Guardian." Water Quality Agreement with topics presented throughout the Canada. GLNPO is the first U.S. book. EPA office that is solely devoted About the Lake Guardian to a distinct ecosystem such as As the figure below indicates. Research Boat the Great Lakes Basin. GLNPO the lesson plans in each section has an extensive surveillance and are designed to interrelate with The Lake Guardian was con- verted to a research vessel from monitoring program which an offshore supply vessel in 1990 measures conditions in the Lakes by the Great Lakes National and traces the sources of pollut- Program Office and was ants. named by the children of To keep track of pollutants 10,000 elementary schools in entering the Lakes, GLNPO the Great Lakes Basin. The operates the Great Lakes Atmos- students voted on names contrib- pheric Deposition Network to uted by environmental interest measure pollutants from the groups in the Great Lakes area, atmosphere, while states track and the winning name was Lake pollutants in tributaries entering Guardian. the Lakes. GLNPO works closely Lake Guardian is used to with various federal agencies, conduct in-depth studies of water eight Great Lakes states, and quality in the Great Lakes Basin comparable Canadian agencies to by collecting samples of water, share and interpret data. In sediment, fish, and other biologi- addition, GLNPO coordinates U.S. cal matter. By monitoring toxic EPA's implementation of regula- each other to demonstrate how chemicals and other pollutants in tory actions and activities to (mvironmental issues can not be this fragile freshwater world. sci- influence state programs in the isolated from other issues such as entists study the effects of pollut- Great Lakes l3asin. population and industry. Infor- ants and assess various cleanup

4- How to Use this Book Discussion:

1) Discuss what a glacier is, how C37 it moves, how it can change the geography of the land.

2) On a map, point out where the Where did the Great Lakes After billions of years of glaciers covered the Great volcanic activity, central North Come From? America was flooded several Lakes area. Have the students ever seen ice that big? Explain The story begins about three times during the Paleozoic Era, billion years ago. This lesson which lasted more than 350,000 that glaciers still exist today in condenses and describes millions million years. The flooding many parts of the world, e.g., of years of geologic history to brought different soil materials, Glacier National Park in Mon- help students appreciate how such as mud, clay, and sand, as tana, Sierra Nevada Mountain long it took to form the Great well as various forms of sea life, Range in Nevada, and Colum- Lakes and the origin of its many to the Great Lakes Basin area. bia Ice Fields in the Canadian treasures, including rich mineral During the Paleozoic Era, the Rockies near Jasper, Canada. deposits. first fish, insects, reptiles, coni- fers, and tree ferns appeared on During the Precambrian Era, epochs,and scientistsnow believe Earth. The Mesozoic Era fol- that the GreatLakes got their which started about 3 billion lowed on the heels of the Paleo- start prior to the Pleistocene years ago and ended 600 million zoic Era. It lasted over 167 Epoch, alsoknown as the Ice Age, years ago, a great deal of vol- million years and brought dino- canic activity occurred. This which occurred in North America saurs, mastodons, birds, mam- about 10,000 years to 15,000 action and sedimentary deposits mals, gymnosperms, and flower- were the source of the rich years ago. The region where the ing plants to the Lakes area. The Lakes are now originally was mineral deposits found in this decomposition and accumulation carved out before the Ice Age by region. During the Precambrian of the remains of plants and an ancient river system that Era, the only types of life existing animals during this Era added emptied into theHudsonBay or on the Earth were algae, fungi, further to the mineral resources St. Lawrence River Valley. and bacteria. of the Great Lakes area. During the Ice Age, glaciers 4 Precambrian 3 billion-600 million years ago The Era we are in now, the covered central North America as (30 feet) Cenozoic Era, started 70 million far south asKansas andNe- years ago.Eras are divided into braska, as far east as New York

Activities

1) Time Line: Materials: 30-foot piece of string or clothesline and at least six clothespins. 4 Paleozoic 600-280 million yrs. ago (6 feet) Procedure: Have two students hold up the string as a time line across the front of the classroom. Depending on the grade level, either have:tote students write down the names and characteristics of each era, or have the etuder), draw a picture of the activities that occurred. Clip students' work to the aw apriate 4 Mesozoic 230-135 yrs. ago time period on the string. (Use the timeline diagram for reference) Optional: (2.3 feet) research animals that lived during the time periods and cut out animal tracks of each type of animal, including human beings (they can trace their own feet).

4 Cenozoic Lay the timeline on the floor and lay the tracks down next to it so the footprints 70 million yrs. ago to present (2.5 inches) walk through time at the appropriate eras. As the Ice Age and recent history Pleistocene Epoch (Ice Age) s. 2 million-10000 yrs. ago time periods converge, students will be able to visualize how plants, animals, 25 inch) andhuman beings are recenthistoryrelative to the evolution of the Earth. Great Lakes iormeo 10-15.000 yrs. age (016 inch)

Recent History, the last 2)Using boxes, create "scenes" from different periods of the Great Lakes' 10000 years001 mail geologic history, showing formations and animals unique to each phase of their development.

History and as far west as the northern Asia in Alaska. Tribes of Native Discussion: West Coast. In some places, the Americans peopled the shores, glaciers were over 6,500 feet among them the Iroquois, Al- 1) Ask the students to talk about thick, almost a mile-and-a- lumettes, Chippewas, Hurons, where their families are from. quarter high. Through the sheer Ottawas, Senecas, Mohawks, Why did their families origi- weight of the ice, coupled with Eries, and Ojibways. Many cities nally move to the Great Lakes the varying hardness of the rocks take their names from the tribes Basin? beneath it, the glaciers tore up or great chiefs of these tribes, the river terrain, creating natural including Ottawa, Canada; 2) Locate interesting names of dams and dikes that obstructed Pontiac, Michigan; and Erie, towns and cities on a map of the drainage of the ancient river Pennsylvania. Lake Huron was the Great Lakes. Determine system. As the glacier receded named directly for the Huron the origin of the name or have from North America, the Great Indians. Other present-day cities the class write to the city's Lakes began to form from the were once Indian villages, includ- Chamber of Commerce for melting receding glacial water ing Quebec, Canada, which was further historical information. which had enlarged the original once Stadacona; and Montreal, river basin. During the Ice Age, Canada, which was Hochelaga. modern humans, saber tooth Great Lakes led to war between In Europe, two events in- the two nations over the fur tigers, mammoths, and numerous creased curiosity about the so- other animals began to roam the trade. The first African Ameri- called New World: voyages by cans arrived in the Great Lakes Earth. In addition, the first Norsemen in the twelfth to four- grasslands, herbaceous area in the late 1700s, when Jean teenth centuries and the voyage Baptiste Pointe DuSable, a trap- plants, and forests to America by Christopher developed. per, built a cabin in the Chicago Columbus in the fifteenth cen- area. African Americans came in tury. Artifacts such as a Viking greater numbers in the late sword, axe and shield found in 1800s. Ontario and southwestern Minne- sota suggest that the Vikings and During the 1800s, there was Norsemen may have reached the a mass influx of other ethnic North American continent as far groups from Europe. They came inland as Minnesota via the to the New World in search of Hudson Bay. freedom and prosperity. In all, more than 21 different nationali- In the 1500s and 1600s, the Great Lakes People ties settled in the Great Lakes French were the primary explor- area. Scandinavians again were For a variety of reasons, the ers and settlers in and around among the first to arrive. Norwe- Great Lakes have attracted many the Great Lakes. Less than 200 gians founded the first perma- different kinds of people from all years after Norsemen reached nent colony on the Fox River in over the world. From Native the Great Lakes, French explor- Illinois, and Swedes settled at Americans to European immi- ers and missionaries began to Pine Lake, Wisconsin, west of grants, these people contribute to arrive. Over a period of time, Milwaukee. Belgians also came, its diversity and cultural rich- they constructed forts along the and the largest population of ness. This lesson introduces Great Lakes all the way to King- Belgians in the United States are students to the people of the ston. Ontario, where Fort Fron- now in Door County, Wisconsin. Great Lakes Basin. tenac was located. The Irish represented the largest About 10,000 years ago, The British were active, too, immigrant group in Canada. The around the time that the glacier constructing Fort Oswego on first group of Finns settled on the receded, the first inhabitants of Lake Ontario's south shore in the upper peninsula of Michigan and the Great Lakes area appeared. early 1700s. The British had worked in the copper mines It is believed that these Native already colonized the New there. They also peopled the Americans came from South England states and parts of areas around Duluth, Minnesota, America or across the land Pennsylvania. Steady migration working in the open-pit mines of bridge once connecting the by the British into French- the Vermilion and Mesabi ranges. continents of North America and dominated territory around the Germans flocked to the Great

History Lakes area, particularly in San- splinter ever washed ashore. Great Lakes often can be more dusky, Ohio, on Lake Erie and in The Griffin leads the long parade difficult to navigate than ocean Milwaukee, Wisconsin. of ghost ships that provide us storms. Waves on the Great Also among the immigrants to with the great mysteries of the Lakes jump and strike quickly the Great Lakes Basin were the Great Lakes. compared to the lethargic rolling Canadians, French-Canadians, In 1871 alone, 1,167 disas- and swelling of' ocean waves. Russians, Czechs, Greeks, Turks, ters were recorded. In the two Just as there are comparisons Persians and Spaniards, Welsh- decades between 1878 and 1898, to be made between ocean

men, Scotsmen, and Dutch. the United States Commissioner I storms and lake storms, there Immigrants from Mexico, Puerto of' Navigation reported 5,999 are differences in the way each of Rico, and other Central American vessels wrecked on the Great the Great Lakes reacts in a countries came at the turn of the Lakes and 1,093 of these were storm. Most veteran captains century, with significant migra- total losses. 1905 was a particu- and crews find Lake Erie the tion occuring during World War I. larly bad year on the Lakes with least agreeable in either fair or 271 vessels damaged, 54 of foul weather because of its which were lost through the shallow depth and muddy bot- Activities stress of weather. tom.

1) Have the students research the Whereas luck and intuition Lake Superior is a favorite Native American and European were the tools available to early among mariners because its people who first settled in the skippers, today's captains have large size affords the greatest Great Lake Region. Locate early the finest and most sophisticated amount of room for maneuvering 3 settlements on the map. navigational aids available. during a storm. However, it too

_IssO Ships are equipped with weather poses a challenge to navigate ssa0 2) As aclass, research and dress up warning systems, radios, direc- with its rocky coastline, cold tem- as early explorers of the Great tion finders, and depthometers. peratures (40 degrees in summer Lakes region and describe their Careful study of previous ship- or winter), and huge waves that experiences. Have the students wrecks has taught us how to develop because of the Lakes' write a make-believe journalentry improve ship construction and depth. An ancient Chippewa of anexplorer's adventures. methods of navigation. legend warns that Superior 3) Have theclass research the Despite all that modern never gives up its dead." history of your town. Write to a technology can offer, surviving a Lake Michigan commands the local historical group or invite a Great Lakes storm is still a chal- greatest respect among seafarers long-time resident to share hisor lenge. The storms of the Great for several reasons. Prevailing her memories of the town's Lakes have been compared with winds sweep its length history with the class, a "witches brew," and a "devil's harvest." Storms can Shipwrecks explode A sailor's life journeying the across five Great Lakes sounds romantic, hun- but not all the journeys have been dreds smooth sailing. The Great Lakes of have seen their share of ship- miles of' wrecks over the years. open water Explorer Robert de LaSalle's with ship, The Griffin, one of the first little large ships ever to sail the Great or no Lakes, was launched in 1679 and warn- i:arried a load of furs Out of Green ing. Bay on its maiden voyage. She Storms was never seen again and no on the

History and the currents caused by wind Discussion: a group of men to unload the shifts around the Straits of fragrant pine and balsam trees. Mackinac cause it to be the 1) Talk about the different naviga- When the ship was nowhere to be trickiest of the Lakes to keep on tional challenges posed by each seen, Claud was sure the Captain course. It also has a scarcity of Great Lake. The information was floating offshore waiting for natural harbors and human- mentions that previous ship- the fog to lift so he wouldn't have made places of refuge. wrecks lead to the development to pay charges for a tug to bring of further safety precautions. him in. But by 4:00 PM many of Discuss with the students what Claud's hired companions had tired of waiting and left. Claud Activities: might be learned from shipwrecks. How can shipwrecks himself was feeling tired, dis- Have students research a Great tell us about the way people couraged and hungry. Many busy Lakes shipwreck and tell the story tugs had come upriver, but lived long ago and about the nowhere on the horizon could he to the class (see back cover for re- history of shipping? sources). see the sails or masthead lamps 2)Discuss what inventions and of theRouseSimmons. 2) Contact a maritime museum in your advancements in weather pre- state and ask what underwater The year 1912 had been a diction have made navigation archeology is currently being done devastating one for Great Lakes in the Great Lake nearest you. on the Great Lakes safer. shippers. The worst snow storm in a century had blasted the lakes for four days in early November, destroying 10 large freighters and littering the shoreline with The Fate of the boxcar, so he couldn't handle the debris. Four hundred seamen Christmas Tree Ship demands of being a seafarer. Claud admired the Captain as a were lost in those four disastrous days. It was late November fearless sailor and a smart ship and the sights and operator. In the great storm of Meanwhile Captain Schune- sounds of the holiday 1889 theRouseSimmonswas the mann was realizing he could turn season were creeping into the only sailing ship that was not a disaster into a fortune. Snow bustling city of Chicago. Each severely damaged or lost. had buried tree farms in Michi- year, the arrival of the creaking gan and Wisconsin. Chicago tree old three-masted schoonerRouse The Captain was legendary dealers were desperate for trees. Simmonsserved as a signal for for his stinginess and stubborn- Captain Schunemann was happy ness in working with anyone who to deliver! At Thompson Harbor I the beginning of the Christmas season. The schooner always might cut into his profit. Claud just southwest of Manistique, ended her shipping season by would have enjoyed the thrill and Michigan trees were being bringing to Chicago a large and adventure of a sailor's life. The crammed into every available profitable cargo of Christmas Captain must have understood space on theRouseSimmons. trees. this about Claud because he was Well into the evening, the Captain unusually generous to his stocky had more bundles of trees tied on Along with the annual tree peg-legged friend. Once the board the deck, row upon row. buyers, peg-legged and bearded Captain gave Claud a silver dollar The schooner sagged under the Claud Winters eagerly awaited saying, "Always keep this and weight of her fragrant cargo. He the arrival of theRouseSimmons. you'll never be broke." When- expected this could be the most Claud and Captain Schunemann, ever they met. Claud would show profitable run he had ever made. owner and master of the ship, him the coin and say, "Here it is Despite stormy weather, the had an unusual bond. Although Cap...still as good as new and still their lives were quite different, a yearnin' to be spent." RouseSimmons set sail at noon they seemed to understand and on November 25, 1912. The sympathize with each other. On the morning of November schooner Dutch Boy was seeking 27, 1912, Claud stomped onto the shelter when its captain spied the Claud was soft-hearted under Clark Street wharf to await the RouseSimmons off his bow. Fle his rough outer appearance. As early morning arrival of the exclaimed above the howling a child he had lost a leg under a RouseSimmons. Claud had hired wind, "Mother of God, look! That

3 History crazy Dutchman's going out in full steam ahead as blinding Discussion: this, and him with every inch of snow again made it impossible to 1) Discuss Claud Winters and canvas up!" see the schooner. TheRouse Simmons vanished from sight and Captain Herman Schune- RouseSimmons swung As the was never seen again. mann's personalities, inter- west southwest on course to- ests, and appearance. wards Chicago, she was caught in Meanwhile, Claud Winters deadly winds of 60 miles per continued to believe that the 2) Talk about what kind of hour. Every part of the ship RouseSimmons would arrive person would choose the life creaked, moaned, and shrieked even after a note was found in a of a seaman in the early part in the howling gale. Some time bottle on the beach in Sheboygan, of the century. during the night two sailors were Wisconsin. It said, "Friday... sent to check the lashings. A everybody goodbye.I guess we tremendous wave swept them, are all through. During the night along with many of the bundled the small boat was washed through, Claud's sad life was trees and a small boat, into the overboard. Leaking bad. Ingvald ended. As the policeman picked raging seas. With less weight on and Steve lost too. God help us. up his lifeless body, a silver board, Captain Schunemann and Herman Schunemann." Chicago dollar fell from his frozen fingers his first mate were able to ma- suffered from a shortage of and rolled into a crack in the neuver the vessel toward shelter Christmas trees that year. dock, landing in the icy black at Bailey's Harbor. That Christmas Eve, Claud water below. As fate would have it, the made his daily trip to the dock. It was another 10 years violent wind changed suddenly, He stood in the falling snow before evidence of theRouse producing a furious snowstorm waiting for theRouseSimmons to Simmons was discovered. Cap- and an incredible drop in tem- arrive. The next morning a tain Herman Schunemann's perature. A thick blanket of ice policeman found him blanketed wallet was found among the fish quickly thickened as the unre- with snow. Believing to the end caught in the nets of a Wisconsin lenting waves pounded the ship. that the Captain would come fisherman. The situation of theRouseSim- mons was becoming more desperate each moment. Battered hatch covers could no longer Activities: prevent water from entering the Have the students trace the route of theRouse Simmons on the Great Lakes hold where it quickly turned into map. ice on the trees. Have the students write a diary entry that Claud Winters might have written From the station tower at after one of the evenings he spent at the dock waiting for the Rouse Simmons Sturgeon Bay, Wisconsin, men of to arrive, or have them write a message one of the crew of the Rouse Simmons the old United States Lifesaving might have written and put into a bottle in hopes that it would eventually reach Service sighted theRouseSim- his family. mons flying distress signals as she continued to move low in the ) Assuming that the Rouse Simmons had made it safely to Chicago, use the infor- water, driven along by the force mation below to make up math problems appropriate to the level of your class: of the gale. A rescue team 25 Number of trees loaded onto the ship: 1,000 miles to the south launched a surfboat in an attempt to inter- Number of trees washed overboard in the storm: 300 cept the suffering schooner. Price Captain Schunemann paid for the trees: $.25/each Visibility was difficult and a two hour search was unsuccessful. Price of trees when sold in Chicago: $.75/each But suddenly there was a break in the snowstorm and the pitiful For older students, discuss gross and net profits, taking into consideration the ship was sighted. She was barely cost of shipping the trees and the cost of the lost trees. afloat and resembled a mass of ice. Rescuers desperately moved 0 1111)% 2( 4111, ZiRRO _

Where Would We Be Without the Great Lakes? How Much Water Is Used...?

The Great Lakes are part of In the average residence per year: 107,000 gallons our daily lives. They provide us with fresh drinking water; indus- By an average person daily: 168 gallons tries and jobs including agricul- To flush a toilet: 5-7 gallons ture, fisheries, manufacturing, shipping, and tourism; and To take a shower: 25-50 gallons beautiful shorelines and parks. To take a bath: 50 gallons This section explores how we depend on the Lakes and the To brush your teeth (with water running): 2 gallons many ways we use them. To wash dishes by hand: 20 gallons

The Great Lakes provide us To run a dishwasher: 15-25 gallons per cycle with fresh water for just about any kind of activity you can To wash clothes in a washing machine: 35 gallons per cycle imagine. Today, there are ap- To water your lawn: 35 gallons per half acre proximately 37 million people living in the Great Lakes Basin and more than 26 million of these people rely on the Great Lakes for their drinking water. Most of the original settlements which grew and natural beauty. into cities were established near Within the 201,000 square tributaries that provided a supply Discussion: miles of the Great Lakes Basin, of fresh water for domestic and 67,000 square miles are devoted industrial use. 1) Discuss how students and to agriculturean area larger their families use water in than each of the bordering states How much water do these 26 their daily lives and explore million people use in a day, a except Minnesota. The main how important water is as a agricultural products produced in year, their lifetime? The Great natural resource. Lakes contain about 5,500 cubic the region today are wheat, corn, miles of water. If a person took 3 2) Discuss what would happen if soybeans, barley, and oats. baths a day, it would take over Grapes are grown in the Lake fresh water was not readily Ontario region for wine-making 110 billion years to use all the available. Talk about ways water in the Great Lakes! If all in New York. The Lake Michigan drinking water is wasted and area contains the most farmland 26 million people took 3 baths a how it can be conserved. day, it still would take 4,254 of all the Great Lakes and is a years to use all the water in the 3) Using the information on leading grower of fruits and Lakes. water use, calculate how vegetables. The State of Wiscon- sin is known for its cheeses and Many people don't realize it, much water the students and other milk-products. The Lake but resources in the Great Lakes their families use each day. Erie region leads the Great Lakes Basin are responsible for the Have students measure the in the raising of pigs, sheep, quality of our lives. So much of amount of water they use to soybeans, wheat, and chicken our lives depend on the Great brush their teeth once, then corn. The Lake Huron Basin is Lakes' rich farmland, abundant calculate how much water the world's biggest producer of nsh, water power. transportation. they use a week or a month. navy beans, and the Lake Supe-

Social Studies rior region is an active forest Many manufacturing indus- Tourism and recreation also products producer. tries are attracted to the Great are major industries in the Great Great Lakes fish are an Lakes area because of the advan- Lakes Basin. For example, in important source of food for tages of being near a water Ottawa County, Ohio, the regular people and hundreds of species source which provides cheap population of 40,000 increases to of' animals and birds. The aver- electricity and convenient trans- about 250,000 on weekends as age annual commercial fishing portation routes. Major manu- tourists come to enjoy the sights. catch is approximately 110 In many areas of the Basin, small million pounds. Major species unprofitable marinas have been caught in the Great Lakes include turned into multimillion dollar whitefish, yellow perch, lake complexes with stores, restau- trout, salmon, walleye, lake rants, and swimming pools. Sport herring, rainbow smelt, chubs, fishing also is a major component white bass, brown bullhead, and of the recreation industry. The carp. One of the most prosper- sale of' licenses, equipment, and ous fishing areas is Lake Erie, boat rentals generates hundreds where the walleye pike fishery is of millions of dollars every year. widely considered the best in the Charter fleets and a large fish world. In Canada, the Lake Erie stocking program have been fishery represents nearly two- developed to fuel the industry. thirds of the country's total Great Over 60 million people each year Lakes harvest. visit the 98 state parks, 39 provin- cial parks, and 12 national parks Shipping has been respon- on the United States and Canadian sible for the development of the Great Lakes shores. entire Great Lakes Region. The Great Lakes and their intercon- When we consider the benefits necting channels have provided a we gain from all of these indus- natural transportation system for tries in the Great Lakes Basin, it exploration and settlers, and is important to remember that trade and transport of goods each of these industries have particularly mineral resources environmental consequences. and agricultural products. Boom towns have come and gone as shipping enabled natural resources to be reached and facturing industries in the Great transported, and today shipping Lakes region include steel, paper, continues to be a major industry chemicals, and automobiles. Activities: on the Lakes. Iron ore from the Thirty-six percent of United 1) On amap, fill in the major cities Lake Superior area is shipped to States automobiles and 38% of mentioned and trace the chan- mills in Chicago, Cleveland, and Canadian automobiles are pro- nels between Lakes which allow Gary to be made into steel. This duced in the Basin. The steel ships to travel between Lakes. steel is then shipped to Detroit industry is concentrated at the Draw in symbols or figures rep- automakers. Among the other southern end of Lake Michigan, resenting different types of products transported on the and in Detroit, Cleveland, and industries located around the Lakes are coal, limestone, grain, Lorain, Ohio. Paper mills are Lakes. newsprint, and cement. In 1959, located primarily in the upper completionorthe St. Lawrence Lakes, with a large concentration 2))Have each student draw a Seaway drastically changed the of mills along the Fox River that picture of his or her favorite Great Lakes shipping industry by feeds into Green Bay on Lake Great Lakes recreational expanding it to include interna- Michigan. Chemical manufactur- activity. Make acollage of all tional transport. ers are on the Niagara River, the the pictures. Saginaw Bay in Lake Huron, and in Sarnia, Ontario.

Social Studies Who Governs the team work. This section Great Lakes? will explore the necessity for governments and The Great Lakes are so big people to work together to that their shores span the solve the environmental boundaries of eight states and problems facing the Great two Canadian provinces. With so Lakes region. many government bodies in- Because the United volved, preservation of the Great States and Canada share Lakes requires cooperation and the Great Lakes as a border, many govern- ..111111111k ments are involved with Discussion: environmental problems in the Great Lakes Basin: 1) Imagine what it would have on a federal level, the U.S. been like living in the Great Environmental Protection Lakes area before trains, cars, Agency and Environment and airplanes were invented. Canada; eight state gov- Why were the Great Lakes ernments (Illinois, Indi- important to the settlers? ana, Michigan, Minnesota, New York, Ohio, Pennsyl- 2) Discuss the types and func- vania, and Wisconsin); tions of ships used on the and two Canadian prov- 8 Great Lakes such as freighters, inces (Ontario and Que- commercial fishing ships, and bec). Flaying both Canada and pleasure crafts. Ask students the United States involved pres- what types of ships they have ents the unique situation of two 11 seen on the Lakes. nations responsible for managing and protecting a natural re- agreement. called 3) Discuss why the Great Lakes source. the Great Lakes Water Quality Agreement, was signed in 1972 are important to farming. How To officially agree on how to and created a bi-national com- does the water get from the protect the Great Lakes, the mission that would be respon- Lakes to the farms? What United States and Canada signed sible for reducing pollution in the would happen if the water in a treaty in 1909 called the Great Lakes and developing the Lakes were so polluted it Boundary Water Treaty. The specific plans for cleaning up could not be used for farming? treaty declared that neither many of the pollution problems in Canada nor the United States has the Basin. The commission is re- 4) Talk about what would happen the right to pollute the resources ferred to as the International if there were no fish in the of its neighbor. It also said that Joint Commission. Great Lakes. With no fish to eat both countries have equal rights insects, what would happen to to the use of waterways that Making progress on the the number of insects? cross the international border of problems that affect the Great Lakes is not easy. This is because 5) Ask the students what kind of the Lakes. Despite the agreements made in the treaty, pollu- the problems are not simple ones fun activities they can do tion problems began to mount, and because every proposal has around the Great Lakes. Have and by the early 1970s, the two ramifications that are both good they visited any state or countries had to reconsider the and bad. For example, an national parks in the Great Boundary Water Treaty. environmental protection pro- Lakes Basin? Why is it posal that limits industrial The two countries decided to important to have parks along growth may help prevent further make a more specific commit- pollution of the Great Lakes, but the border of the Great Lakes? ment to restoring and maintain- it may have negative effects on (minimizes shoreline developing the environmental health of the economy and the availability ment) the Great Lakes Basin. The of jobs.

12 Social Studies Discussion: Acid Rain: A Shared a global problem and there is Problem little worldwide agreement on 1) Talk about other natural how to tackle it. Neither the resources we share with United States nor Canada can Canada and other countries When talking about acid rain, the old adage applieswhat goes combat acid rain alone. It is such as air, oceans, and up must come down. This carried across national frontiers wildlife. section explores acid rain, an and often affects distant places 2) Ask students if they know who example of a difficult environ- more strongly than where it is mental issue facing the United produced. Solving the acid rain is in charge of making problem requires an understand- decisions about how to clean States and Canada. By focusing on this complex environmental ing of the consequences of our up pollution on the Great actions in the United States and Lakes. Discuss how we can concern, the lesson reveals why it is so important for governments Canada, and the necessity of influence our governments to to work together and be aware of cooperating in the search for a work hard on ways to protect how their actions affect the solution. the Lakes. quality of life of others. With the issue of acid rain, 3) Talk about jobs students could attention is drawn to the Great have in the future that will Lakes Basin. This is because contribute to protecting the many "smokestack" industries Lakes (engineer, teacher, sci- Acid rain is rain, snow, hail, are locatedin and near the fog, dust, or soot containing high Basin, andmany people believe entist, zoologist, biologist, that the pollution from these politician). levels of acid. Pollutants that are transferred from the air into the industries contributes to the acid 4) Brainstorm ways that working Lakes are responsible for harm- rain problem in Ontario, eastern cooperatively with a partner ing the quality of the water in the Canada and northeastern United or group can be beneficial in Lakes, as well as the health of the States. Many Canadians get solving problems. plants and animals that call the upset with theUnitedStates Great Lakes home. But acid rain because somuchofthe pollution isn't just a regional problem; it is coming from industry in the United States blows with the wind, sometimesending upin Canada. Activities: There are no simple solutions to this problem. Cost, economics, 1) On the Greattakes map provided, have students identifOnd color in the-United and available technologies are all States, Canada, the Great Lakes, and states and provinces that border the issues at stake. Most leaders an- Great Lakes. Using a different color, trace the United States and Canadian ticipate that stopping acidrain border. Have the students ever crossed any borders? Could they tell they were willbe costly. Many dollars will entering another country? have to be spent to change the 2) Conflict Resolution way fuels are burned and how other industrial processes are Divide the class into groups representing each state and province. Have each used to make the goods and group make a plan for protecting the Great Lakes. All state groups should meet services on which our society to share their ideas and develop one overall plan for the United States. Do the depends. Because so much of the same with the Canadian provinces. Finally, one representative is chosen from industry is located on the United each country to work out an international agreement for protecting the Great States side of the Lakes, some Lakes. The agreement has to be acceptable to both countries. If there are Great Lakes states are nervous disagreements, ask the students to explore creative ways of solving conflicts. that they will be responsible for This activity is easily adapted to different grade levels. For lower grades, stu- much of the cost. dents could explore plans for keeping the school yard clean. Higher grade levels could expand the students roles to represent various interests and Long term solutions to the industries affected by such agreements. acid rain problem include instituting strict air quality legisla- tion, developing technologies to

Social Studies 13 °'3%

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help fuels burn more cleanly, and where winds carry the acids for High acid levels dissolve filtering gases before they enter hundreds of miles. Eventually the metals, such as aluminum, that the atmosphere. Individuals can acids fall back to the earth in the are present in river and lake contribute to solving the acid rain form of rain, snow, or dust. Fac- beds, and soil and rock aqui- problem by instituting recycling tors influencing how far acid rain fers. The metals enter the programs, using public transpor- travels include wind speed, wind water and possibly contaminate tation, and turning off appliances direction, and cloud chemistry. fish, making them harmful for to cut down on energy consump- wildlife and human consump- tion. tion. The effects of acid rain include: Damage to plant life. Acid rain Damage to buildings, monu About Acid Rain can affect trees and crops by ments, and statues. directly attacking their leaves The majority of acid rain results Destruction of lake and river and needles or by soaking into from fossil fuels such as coal, oil, ecosystems. Fish cannot soil, and changing its chemical and natural gases burned in reproduce and soon die out balance. industry, electrical power plants, when acid levels become too Contamination of drinking and motor vehicles. Once in the high in rivers and lakes. If a water. By gradually eating atmosphere, these pollutants lake or river loses its fish away at metal pipes, acid rain combine with moisture and inter- population, animals and birds causes metal to enter the drink- act with sunlight to form sulfuric in the area may starve or be acid and nitric acid. Tall factory ing water supplies. Some forced to move away from the studies have linked acid rain to smoke stacks discharge pollut- area to look elsewhere for increased infant mortality rates ants high into the atmosphere food. and lung dysfunctions.

1 4 Social Studies Discussion:

1) Introduce air pollution by asking the students what their senses tell them about the air. Explore how we can use our sense of sight, taste, and smell to be "air detectives."

2) Brainstorm sources of air Activities: pollution such as cars, facto- 1) To illustrate how acid rain occurs, have the students draw a picture of ries, fires, and cigarette industry emissions entering the sky and coming back down as rain. smoking. Discuss what The hydrological cycle graphic on page 15 may be useful.

common activities in their own 2) Seeing Air Pollution lives indirectly contribute to acid rain (e.g., electricity Materials: Cardboard, scissors, clear sticky tape or vaseline, string, magnifying glass. demand causes power plants to create more air pollution). Procedure: Cut out strips of cardboard about 10 inches long and two What can we do to reduce air inches wide, cut a number of holes in the strips, and tape across the pollution? Discuss ways to holes with the sticky tape (vaseline on the cardboard strip will also save energy. work). Tie a piece of string to one end of each strip, and hang outdoors and in the classroom for one week. Collect strips and examine tape 3) Explore how difficult it is for under a magnifying glass. Where do they think the dirt on the tape the United States and Canada comes from? Which strips showed more dirt and why? to decide how to eliminate 3) The Effects of Acid acid rain problems and compromise. Discuss Materials: Two copper pennies, two non-metal disposable cups, solutions to the acid rain marker pen, lemon juice or lemons, tap water. problem and how some of the Procedures: Place one penny in each cup. Mark the cups A and B. solutions may affect other im- Squeeze lemon juice over one of the pennies so that it is well covered. portant areas such as the Add the same amount of water to the other cup (warning: liquid could economy, jobs, and industry. be harmful if swallowed). Hypothesize what may occur if you set aside Ask if either the United States the cups for a few days. After 4-5 days, check your hypotheses. The or Canada could solve the liquid in cup A will be bluish green in color, the water in cup B remains acid rain problem alone and clear. Discuss results. What do the students think made the lemon juice change color? What happens when they get lemon juice on a discuss the advantages of cut? What acids are safe to drink? What acids are not? working together. Ask students to think of other 4) The Incredible Terrific Cleanup Machine situations where they have Materials: Paper, pencils, markers, or crayons, construction paper or found it was best to magazines which can be cut up, scissors, glue. cooperate. Procedures: Brainstorm what a machine to clean air pollution would look like and how it would operate. Allow the students to express their ideas freely. Divide the class into groups and have them use the materials to create a machine of their own. When each group has com- pleted their machine, let members of each group explain their creation to the entire class. Ask students what they could create if they com- bined all their ideas to make one Incredible Terrific Cleanup Machine. Relate this to the idea of two countries combining their resources to clean up pollution in the Great Lakes.

15 Social Studies El CMH gff.

Research is very important to the progress of cleaning up the Great Part 1: The Journey of Lake Guardian Lakes. It is essential if we are to fully understand the effect of Story Highlights see under microscopes. Learning human activity on the environ- Hot Spots: about all the kinds of pollution in mental quality of the Lakes. the Lakes is important because it Research vessels like Lake The 42 "Areas of Concern" in the Great will help make them clean and Guardian provide us with more Lakes Basin identified by the keep them beautiful. There are information about the Lakes so International Joint Commission (see some kinds of pollution you can't we can make better decisions Social Studies lesson) where pollution even see and smell! Where does about how to clean them up. problems are of concern and it come from? How much is environmental quality standards are not there in each Lake? How does it being achieved. hurt animals, plants, and people See the inside cover introduction for that live in the Great Lakes? more information regarding Lake Lake Guardian wants to under- Guardian. stand it all because she is a guardian of the Great Lakes, and Vocabulary: she wants to take care of and adventuresomemicroscope protect them. Many people chemicals pollution depend on Lake Guardian and contamination reagent the things she learns about the distilled research Great Lakes, because they too guardian scientific are working hard to make the =2" hotspots toxic Lakes cleaner and healthier for laboratory winches everyone. ,-111W- Lake Guardian carries 11 Lake Guardian,a very crew members and 31 scientists curious and adven- along with all their special turesome research scientific machines. Weighing boat, is setting out to exploreand 182 tons in the water, she is 180 learnabout the Great Lakes. feet long and 40 feet wide, so she Lake Guardian loves to travel, has plenty of room to carry all This lesson, The Journey of the necessary equipment. Lake Lake Guardian, is a read-aloud and the Great Lakes are her favorite place to go because of Guardian's laboratory contains story. The ideas and problems scientific instruments to measure can be adapted for all levels of their large size, beauty, and exciting history. very low levels of contamination; K-5 students. Each lake is refrigerators and freezers to explored and the many environ- Lake Guardian will cruise store and preserve samples; pure mental concerns facing the Great from shore to shore visiting all distilled water to make up chemi- Lakes are revealed and dis- five of the Great Lakes. She will cal reagents; and computers to cussed. Discussion topics and stop to study the air, water. land, help with the analysis of samples. hands-on activities follow each plants, and animals, along with She even has several winches story segment. other creatures that you can only capable of lifting 5,000 pounds,

Environmental Sciences and has cranes capable of lifting proud to be such an important Discussion: heavier loads up to 30,000 part of helping to clean them up. pounds. Storms worry her 1) Discuss how the students think Sometimes Lake Guardian's the research boat can help the though, for she is afraid of work seems like play because rocking too much and breaking Great Lakes. Why might it be each Lake is so special. Nature hard for Lake Guardian to study all the special equipment. provided each Lake with many all the different kinds of Lake Guardian has a very different trees, flowers, birds, busy schedule because there are fish, animals, people and other pollution? 42 places she is worried about creatures in and around the 2) Have the students ever been in and must visit. These places are shorelines. Lake Guardian hopes a boat? Was it as big as Lake called "hot spots- because many you begin to love the Lakes as Guardian? How big is Lake of them are so polluted or toxic much as she does as you journey G ardian compared to the with her. She hopes that after that some plants, animals, and classroom? fish that live there are sick. You hearing her story, you'll learn can't swim or fish in these areas many ways that you can be 3) Brainstorm types of pollution because you could get sick too.It friends of the Great Lakes, and we expect to find in the Lakes. is sad to think about the hot help to make them cleaner and List different kinds of pollution. spots, and Lake Guardian is very healthier. Do they know of types of pollution that can't be seen? What happens to pollution? What can they do to help stop pollution?

B0 010 ESIO Pollution Pathways Map

INDUSTRIAL DISCHARGE

1 7 Environmental Sciences Part 2: Lake Guardian Explores Lake Superior Activities:

1) On a bulletin board, display a Story Highlights Lake Superior's mood can be so large map of the Great Lakes, peaceful and serene one minute, or make a copy of the Great Hydrologic Cycle: and the next minute a ferocious and lashing storm will rise out of Lakes map for each student. Evaporation, transpiration, condensa- its depths. As a class or individually, have tion, precipitation, infiltration, and the students trace the path- runoff. Lake Guardian started in the way of Lake Guardian as it town of Duluth, Minnesota, and Recreational Activity is a Source of travels through the Great headed northeast towards Thun- Pollution: Lakes as each part of the story der Bay, Canada. As she cruised, is read. As Lake Guardian Environmental damage can be caused Lake Guardian learned that very arrives at each Lake, have the by many recreational activities. few people live around this Lake students fill in the name of the Campers, hikers, and boaters create area compared to the rest of the Lake, the names of the problems by littering, dumping sewage Great Lakes, and she knew that bordering states and prov- and other wastes into the lakes, or let- this was a large part or why Lake inces, the names of towns and ting gas from boats leak into the waters. Superior is so beautiful and cities mentioned in the story, Soil erosion problems result from clean. The more people there and any places familiar to the removal of trees and grasses for devel- are in an area, the more pollu- students. opment of marinas and summer homes. tion problems Lake Guardian knew she'd find. How did she 2) On a bulletin board or large Hot Spots: 8 piece of paper taped on the know this? Peninsula Harbour, Jackfish Bay, wall, draw a picture of a The vast expanse of water cross-section of a lake and Nipigon Bay, Thunder Bay, St. Louis and many pretty hills around River, Torch Lake, Deer Lake/Carp surrounding shoreline similar Lake Superior would make it Creek/Carp River, St. Marys River. to the Pollution Pathways Map hard for Lake Guardian to leave. on page 13 but without the Vocabulary: As Lake Guardian cruised to- figures and arrows. As the wards Thunder Bay, she saw story progresses, students will anchor ocean people hiking, swimming, fishing, coastline precipitation discover pathways in which skiing and boating. Then she condensation recreation pollution enters the Great looked over and was so shocked creek runoff Lakes. Have the students she almost dropped her anchor! evaporation serene draw in figures and arrows As a Motor boat passed her bow expanse stream representing pathways of she watched a family toss a six- ferocious transpiration pollution learned from each ring plastic can holder overboard hydrologic cycletrout story segment. By the final with a plastic grocery bag. Lake infiltration Wayzhigwanaad story segment, students will Guardian was very upset because have learned about the many beautiful birds can get their activities occurring around the Lake Guardian was beaks or heads caught in the Great Lakes that cause excited to start her rings, and then they can't eat. pollution problems, and will be journey in Lake Supe- She was concerned that the fuel able to see these pathways rior, the largest of all the Great from the motor boats was pollut- represented in their Lakes and the one with the least ing the water too. People often illustration. amount of pollution. Lake Supe- forget that when they have fun, 3) Using a string on the school rior is so large and deep that all they need to be careful that they play yard, measure the size of the other Great Lakes plus three don't harm nature. Lake Guard- the research vessel. Are the more lakes the size of Lake Erie ian wished all people had respect ships they have seen bigger or could fit in it.It is well-known for the Great Lakes like the Chip- smaller than the new research for its lovely beaches and clear pewa culture does. In the Chip- vessel? blue water. The water is so clear pewa language the word you can see fish swimming way "Wayzhigwanaad" means "water down deep. Lake Guardian knew spirit," and they emphasize that she needed to be careful, for the health of our water is directly

1-3 Environmental Sciences related to the quality of life for all transpiration living things on this planet. Lake Guardian looked forward to ; sharing the Chippewa spirit of caring for the Great Lakes with everyone she met on her trip. Lake Guardian collected some samples of water to study how much fuel spills from the motorboats and freighters into the water. As she passed by evaporation Thunder Bay she saw big paper precipitation mills and large fishing boats. Crossing over to Marquette, Michigan, she followed the coastline towards Sault Ste. Marie, where she would travel to get to Lake Huron. The Lake is so big that sometimes Lake Guardian thought she was in an land either runs off the surface back into the Lakes through ocean. "Where did all this water Activities: come from?" Lake Guardian streams and creeks, or soaks into the ground. As she was talking asked the scientists on board. 1) Have the students do the Dave the environmental scientist to Dave, a speckled trout swam Great Lakes map activities. told her about the pathways of by. Lake Guardian asked the On the Pollution Pathways water on Earth, called the hydro- trout if he knew how water in the Map draw in figures repre- logic cycle. Dave told her that ground finds its way back to the senting recreational activi- rain helps keep the Great Lakes Lakes. The trout explained that ties. full. The rain that falls -on the the water travels underground and enters creeks and streams Fun Without Pollution which drain into the Lakes, and Have the students create a sometimes enters the Lakes Discussion: "Fun Without Pollution" directly below the surface. Dave booklet fortheir family or 1) Explain the hydrologic cycle to then added that when it is hot, school's next outing.As a students (see diagram). Have water evaporates up into the air. class or individually, have they seen evidence of the cycle When the water gets high enough the students decide on in the air, it cools off and comes in their daily lives? When they pollution prevention rules back down as rain and the cycle wash the dishes or take a bath for their family or school to starts all over again. follow during or shmiter, what happens to the recreational activities. Include topics steam? Relate this to conden- "Lake Guardian, it will be such as using garbage cans sation, precipitation and runoff important for you to understand and preventing fires. On in the hydrologic cycle. how water finds its way to the Great Lakes, because pollution eachpage write out the 2) Explore why areas of higher sometimes follows the same rules with drawings illus- population result in more pollu- paths to enter the lakes and hurts trating the rules.Magazines tion in the Great Lakes. Discuss them," Dave explained. Lake can be used for cut-outs, and younger children can which of the Great Lakes they Guardian thought a lot about illustrate theirideas rather would prefer to live beside and what Dave said, and quickly thanwriting them out. why. Discuss how recreation began collecting samples of water and fish to study. She Staple or tie the pages and tourism may result in harm wanted to see what kinds of together to make a booklet. to the Lakes. What should they pollution were already using do if they see someone litter at some of those pathways into Lake a beach or picnic? Superior. could help her findout how clean Part 3: investigating Lake Huron the air is. She decided to cruise up through the Georgian Bay to Story Highlights plants and animals that need a watery the Parry Sound and ask a home. Wetlands provide shelter for Airborne Pollution: herring gull. Herring gulls are young fish, provide flood control and common around the Great Lakes. Atmospheric toxic pollution is a major sources of recreation, and help clean "Herring Gull, does the smoke source of contaminants for the Great water as it travels slowly through. and dirt from big factories and Lakes ecosystem. At least 40,000 Common animals and plants found in machines around the Great Lakes chemicals are used by U.S. industry. As wetlands include the great blue heron, bother you? Do you think it an example, Lake Superior currently frogs, raccoons, cattails, dragonflies, makes the Great Lakes un- receives 840 kilograms per year of crayfish, willow trees, red-winged healthy?" Polychlorinated Biphenyls (PCBs) a blackbirds, northern pike, turtles, carcinogenic chemical compound muskrats, and water lilies. "Oh my yes. After it rains, do from the atmosphere, and account for you know why the air smells so 93% of the current total load of PCBs in Hot Spots: 5 fresh and clear? That's because the Lake. Pesticides are thought to Saginaw River/Saginaw Bay, Colling- the water is cleaning the air come from as far away as Central wood Harbour, Penetang Bay to when it falls, and takes the America are found in the Great Lakes. Sturgeon Bay, Spanish River Mouth, St pollution right out of the sky. It Clair River. is wonderful for flying after- Biomagnification: wards, but you must understand The process of increasing concentra- Vocabulary that the smoke and pollution falls tions of contaminants through the food with the rain into lakesandon airborne pollution predator chain. Persistent chemicals which do the land. When the pollution biomagnification restore not break down readily in the environ- falls to the bottom of a lake, cormorant scavenger ment accumulate in organisms and small creatures eat it in the mud critters sediment become concentrated at levels much called sediment. Fish eat these endangered speciesSweetwater Seas higher than in the open water. The top small creatures in great num- herring gull persistent predators at the end of the food chain bers, and the fish may get very phytoplankton wetlands may accumulate concentrations of sick from the pollution inside the zooplankton chemicals toxic enough to result in seri- small creatures.I am a scaven- ous deformities or death. ger and I love to eat the remains Part of Lake Guard- of fish and food that fishermen Wetlands: ian's job is to collect toss overboard, and my friends samples of air to make the cormorants like to eat fish I Natural water-holding shallow areas sure it is clean enough for ani- where they live by the shores. such as bogs, marshes, or swamps mals and people to breath. She We end up eating the polluted provide food, shelter, and water for had to make sure she was persis- fish, but there is nothing else for tent in her work, enduring, and never giving up until she got all the necessary information. Lake Guardian thought that birds around the Great Lakes also

Environmental Sciences me to eat, and I can't tell the difference between a good fish Activities: and a poisoned fish. Some of my eggs don't hatch and my babies 1) Have the students do the Great Lakes map activities. On the Pollution have been very sick because they Pathways Map draw in figures representing sources of air pollution. have been affected by the pollu- Biomagnification and the Foodchain tion I eat in the fish.It makes me very sad." Materials: Depending on the size of the class, make the equivalent of six circles per student out of blue paper, marking 1/3 of them on one side Herring Gull's story helped with an "X." Lake Guardianunderstand how animals depend on each other for Procedure: This activity can be acted out or if desired, conducted as a food. She also learned how discussion through diagrams on the board. Identify one student as the pollution eaten by one animal herring gull who likes to eat fish and have him or her stand at one end of can eventually affect many other the classroom. Divide the remaining students into increasingly larger animals.Lake Guardiancol- groups representing the links of the food chain: large lake trout, smaller lected many samples of small rainbow smelt, zooplankton, and microscopic phytoplankton. The creatures, fish, and microscopic majority of students should be phytoplankton. Place the blue disks on the plants and animals such as floor with those marked with an "X" face down. The blue disks represent phytoplankton and zooplankton water which phytoplankton take in to obtain nutrients to live. Those disks from the bottom of Lake Huron to marked with an "X" contain pollution which has entered the water study how much pollution these through the air. Have the phytoplankton "feed" by having them pick up critters ate. the disks. Once all the disks are gone, have the phytoplankton reveal who has consumed pollution. Have the zooplankton "feed" on phyto- Lake Guardian's conversation plankton by dividing the phytoplankton up evenly among the zooplankton. with Herring Gull made her want Repeat these steps with rainbow smelt and lake trout. When it comes to to know more about how air pol- the herring gull eating his or her dinner, how much pollution has accumu- lution affects other animals, so lated through the foodchain? she decided to head west to Che- boygan, Michigan. Just south of Cheboygan was a marshy and swampy area called a wetland, where Lake Guardian would find rants confirmed what Herring As she cruised along, she many of Herring Gull's friends, Gull had told her, and explained couldn't help thinking about how the Cormorants. Cormorants are that their babies often don't live beautiful I..ake Huron was, and very good divers and swimmers, because of the pollution. The she could understand why the and eat a lot of fish. The cormo- cormorants said that many other first English name the Great animals get sick from the pollu- Lakes were given was "Sweetwa- tion too. Lake Guardian learned ter Seas." Before leaving Lake that wetlands are too soggy for Discussion: Huron for Lake Michigan, Lake people to live in, but they are just Guardian made sure she picked 1) Relate the story's discussion of right for many animals. Wet- up a good supply of navy beans pollution eaten by small lands provide homes for many for making delicious soup creatures to the food chain, endangered species, but pollution throughout the voyage. Did you reaching through the food chain was affecting these animals too. know that the Lake Huron area to the fish that humans eat Although the stories made Lake produces more dry beans than Guardian very sad, she was glad Follow the pollution from a anywhere else in the United to take samples of water, plants, States? paper mill smokestack all the and sediment to learn about how way to their own dinner plate. pollution from the air affects 2) Talk about wetlands. Have the them. The information she students ever seen one? Why collected would help people find are wetlands important? ways to protect and restore the wetlands, and all the other Discuss what an endangered creatures living in the Great species is. Lakes Basin. Part 4: The Journey Continues on chemicals off the land and carried them into the Lake. She Lake Michigan was worried that these chemicals may hurt her friends in the Story Highlights Guardian had heard many stories wetlands, so she stopped to about the tasty cherries of Michi- collect many samples of water Surface Runoff: gan and dairy products of Wis- and sediment to find out how Surface runoff is a significant source of consin. Lake Guardian loves much pollution was coming from pollution in the Great Lakes. It is a cherries, and since three-quar- the farms and if it was harming pathway for a wide variety of pollutants ters of our nation's tart cherries plants and animals. Lake Guard- to enter lakes. Agricultural runoff are grown in Michigan, she ian also watched how the wind includes pesticides and nutrients; urban headed straight down the Michi- carried off some of the chemicals surface runoff includes oils, greases, gan coastline, passing Ludington, that a farmer was spraying on his salt (from winter road clearing), and Muskegon and Benton Harbor. fruit trees. litter. Dave the environmental scientist had made Lake Guardian prom- Cruising to the south end of Ground water: ise that she'd stop so he could Lake Michigan, Lake Guardian Ground water is water below the sur- have a piece of cherry pie, and came to the big city areas. It was face of the earth. Ground water is our then head over to Wisconsin's exciting to ride by Gary, Indiana storage of drinking water. It replen- where the mills were busy dairy farms to get a slice of ishes the Great Lakes, which is why it is making steel, but she worried so important to the Great Lakes ecosys- cheddar cheese and a glass of milk to go with it. about where the wind would take tem. As water passes through subsur- all the smoke rising out of the face areas, some substances are fil- All the news that Lake Guard- smokestacks. When Lake Guard- tered out, but others dissolve in the wa- ian learned about the Lake ian arrived at Chicago, she ter or are carried by the water. This Michigan area was not good, couldn't believe how many boats can include human-made materials that though. She learned how hard there were everywhere! Big have infiltrated into the ground or have farmers work to grow good boats carrying cargo, small been buried in dumps or landfill sites. food for all of us to eat. boats carrying fisher- The movement of ground water is a ma- Their job was men, and jor pathway for pollution to reach the Great Lakes.

../111111__-.1111 Hot Spots: 10 Manistique River, Menominee River, Fox River/Southern Green Bay, She- -- Ai boygan, Milwaukee Estuary, Waukegan Harbor, Grand Calumet River/Indiana Harbor Canal, Kalamazoo River, Muskegon Lake, White Lake.

Vocabulary: agriculture runoff cargo sewers people chemicals smelt having fun in fast boats ground water treatment plant that were so loud that noise pollution urban harder than hers! they hurt her ears. It made pesticides wastewater Many farmers use chemicals her think about noise pollution to fight off insects and weeds and too, and how the noise must Guardian was so to help their crops grow better, scare the birds and animals that happyto reach Lake but some chemicals can later live around the Lakes. Lake Michigan, the third become pollution problems for Guardian thought about all the argest lake in the Great Lakes. the Great Lakes. Lake Guardian fuel that must be going into the This area had the most farmland cruised along the shore and water from these boats, and she of all the other Lakes, and Lake watched how the rain washed the , decided that her favorite boats

Environmental Sciences were the clean and beautiful Activities: sailboats that relied only on the wind to make them move. Have the students do the Great Lakes map activities. On the Pollution Pathways Map draw in figures representing sources of agricultural and Sofar, Lake Guardianhad urban pollution runoff and infiltration to groundwater. not been to an area with cities as big as Chicago. One of the Mingle Mingle first things that she noticed was Materials: A clear bottle with a top, water, oil, food coloring. the big difference in the color of the water. She remembered Procedure: Put quantities of water and oil in the bottle and close it. Use how clear and blue Lake Supe- motor oil or vegetable oil with a drop of food coloring added if you prefer. rior was, and when she looked The separation of oil and water should be easily observed. Shake the at the water at the edge of Chi- bottle to try to get the oil and water to mix and then let it sit and see what cago, she couldn't see through happens. Relate the oil in the experiment to urban surface runoff dis- it at all. She talked to some cussed in the story. Talk about what this oil would do to animals, and local fish and asked them what what effects it may have on plants or creatures living below the surface of they knew about pollution near the oil, which blocks sunlight. the big city. Rainbow Smelt told 3) Pollution Underground her stories similar to Herring Gull. "Most people love how the Materials: Large flat plastic planting tray; gravel; sand; water rain clears the air and washes pitcher; cooking oil; food coloring; pancake syrup; onion slices; and liquid the streets, but we fish sure soap. don't. Living next to a large city Procedure: Ahead of time, cover a corner of the tray with a layer of means that a lot of litter and gravel. Place drops of food coloring,onion slices, and a few tablespoons dirt washes or blows off the of pancakesyrup, cooking oil, andliquid soap on top of the gravel. Cover streets and into the Lake. Most these materials witha thick layer of sand. In front of the students, pour people don't realize where that water into the mound of sand, gravel, and other materials, and let water gum wrapper or cigarette is run intoempty portionof the tray. Collect water and have students going to go if they just throw it determine what materials are present in the water; how they entered the on the ground. It makes me water; and what substance moved these materials from the soil to the very sad. Rainwater also water. Relate this activity to how agricultural and urban litter and washes down the city sewers, pollution on and in the ground can contaminate ground water and and that is good because it goes ultimately affect the quality of the Great Lakes. to a special machine, called a wastewater treatment plant, that cleans it upfirst.But sometimes if it rains really hard, the sewers overflow, causing the dirty water to Discussion: activities at home result in overflow straight into the Lake." 1) Talk about the new pollution pouring or dumping things on the After listening to Rainbow ground outside, and how might Smelt,Lake Guardiancarefully pathways discussed in the gathered samples of water, fish, story. Explore experiences the these materials reach the Great plants, and mud from the students have had related to the Lakes? (see Activity #3) Does shorelines of Chicago, Wau- pathways. Rural: Have they the story make them think twice kegan, Sheboygan, and other ever seen a farmer fertilize or about what they throw on the ground? cities on Lake Michigan. She spray pesticides on crops? had to travel quickly, for it was Could they smell it? How do 2) Ask if any of the students have a long way to Lake Erie. She they respond to the farmer's had to travel back through Lake ever had fruits or vegetables dilemma of using fertilizers and Huron to get there. they think may have come from pesticides? Urban: Ask the the Lake Michigan area. Have students for examples of trash them ask the grocer where they or abandoned things they see get fruits and vegetables to see every day on the street. What if any come from these areas. 9

Environmental Sciences mayflies there are because it Part 5:LakeGuardian Travels the Length helps them know whether the of Lake Erie water is clean or not. Many schools and their students volun- teer to count mayflies in streams, Story Highlights Lake Guardian made her way back past creeks, and lakes near their homes to help. When the num- Mayflies: Mackinac City and turned south. She travelled on ber of mayflies gets too low, it Mayflies are excellent indicators Lake Huron past Alpena and on tells the scientists that there may of water quality because they are not through the St. Clair River to- be a problem with too much pol- tolerant of pollution. Monitoring wards Lake Erie. Her studies lution in the water. Wally ex- programs in some Great Lakes states had shown that the dirtiest areas plained, "Mayflies are famous in use mayflies as one of several indica- of the Great Lakes were the riv- Lake Erie because they let every- tors of pollution-free water. erways that lead into the Great one know that Lake Erie was Lakes. The very sick in Mayflies are aquatic insects with the 1970s. six legs and three body parts typical of St. Clair and Detroit Boy, was insects, as well as two short antennae. that a bad Females deposit their eggs into clear Rivers were two of them, so time for all of running streams and lakes singly or in us.I lost a lot of strings, depending upon the species. Lake Guardian stopped to take my family back Nymphs hatch from the eggs and samplesofwater, then. Someone noticed remain in shallow water or burrow sediment, and fish. There that there weren't very beneath the mud and gravel, feeding were other people working many mayflies left, and upon aquatic plants. When ready to on cleaning up these two rivers that was when all the human leave the water, they swim to the too, and Lake Guardian stopped beings realized that they had surface and molt, emerging in adult to watch them. Nearby she to start taking care of Lake form. At this point, they are called saw the big smokestacks of Erie if they wanted it to "duns" and are not yet sexually mature. car makers in Detroit. provide them with good They crawl onto nearby vegetation and water, fish, and everything wait from several hours to a few days As Lake Guardian else." Lake Guardian was for a final shedding of the exoskeleton cruised along, she started glad to hear that people and emerge as full-fledged adults. On a talking with a walleye were working to keep still sunny day, males wing upward and pike named Wally. Lake Erie clean, but she float down over and over again. Wally thought it was knew her job was to Females join the swarm and find a mate great that Lake Guard- investigate more. ian was working so hard and lay eggs in the water, beginning the Lake Guardian decided to cycle anew. to gather information to help keep the Great Lakes clean. He continue her journey around asked Lake Guardian if she was Lake Erie on the southern shore, Hot Spots: 11 going to talk with the mayflies. starting with Toledo, Ohio. Toledo was famous for the Clinton River, Rouge River, River Raisin, Lake Guardian didn't know what a mayfly was. "You have to meet beautiful glass that was made Maumee River, Black River, Cuyahoga there. Even though the glass was River, Ashtabula River, Wheatley River, the mayflies," exclaimed Wally, "They're famous! Mayflies are beautiful, it still was a concern of Buffalo River, Detroit River, Niagara Lake Guardian's. She stopped to River. insects that live in the water, and they do not like water pollution at count the mayflies and study how all. If you find mayflies, you know much pollution was being given Vocabulary: the water must be clean and off by the big glass factories. She exoskeleton monitor healthy because mayflies just continued on to Cleveland, where factory nymph can't live there unless it is. Their there are lots of factories making hot water emissions oxygen homes must be cool with lots of steel and cars. Lake Guardian industry steel oxygen." Wally told her how wanted to look for mayflies here mayfly walleye pike scientists keep track of' how many too. Wally explained that industries like the ones making steel,

Environmental Sciences cars, and Activities: glass get very hot 1) Draw and discuss the life cycle of the mayfly on the board. Have the students conduct research of other aquatic insects and report when they to the class why they think they are important. melt the glass and 2) Plan a field trip to nearby streams or creeks to conduct water steel to quality monitoring activities including mayfly counting and trash make collection. Discuss topics such as the difference between ground cars and water and surface water. windows. They 3) To highlight the importance of monitoring our environment, have use the water to cool the students monitor and chart your school or their family's off the steel and glass, generation of waste. Have a custodian of the school give the which means that they class a tour of how all the different kinds of waste are handled at let off lots of warm wa- the school, such as waste paper and cafeteria garbage. Does the ter into the lake. This is school recycle? Choose "monitors" from the class and for two bad for the mayflies weeks, have a monitor visit the custodial office each day and report back to the class on how much waste was generated each because they need day. Keep track of the reports and have the students discuss cool water to live, as ways the school or their families can minimize waste. do many other plants and animals. Lake Guardiancrossed the Lake to look at the beautiful Part 6: The End of the Journey, Lake Ontario! northern shore of Lake Erie and its farmlands. Lots of sheep and Story Highlights Hot Spots: 8 lambs are raised in Canada near Eighteen Mile Creek, Rochester Lake Erie, andLake Guardian Industrial Runoff: wanted to visit them before she Embayment, Oswego River, Bay of Many chemical substances entering Quinte, Port Hope, Toronto Waterfront, made her way to Lake Ontario. the Great Lakes from industrial use do Hamilton Harbour, St. Lawrence River. not dissolve easily in water. These include heavy metals and organic Discussion: Vocabulary: compounds like PCBs. Since theydo 1) Have the students do the Great not dissolve wellin the water, they algae nitrogen Lakes map activities. On the settle on the bottom of the lakes in algae bloom potassium Pollution Pathways Map draw sediments. bacteria sedimentpollution in figures representing sources carp sludge worms of industrial hot water emis- Sediment Pollution: dissolve solution dredging species sions. When polluted sediments are stirred up, ecosystem tolerate the pollutants are eaten by bottom feed- 2) Review with students why the industrial runoff mayfly is important. Can they ing organisms and become part of the food chain, concentrating through the think of other indicators of foodchain throughbiomagnification, pollution? (Water discoloration, Lake Guardianwas discussed in Part ill of the story. Sedi- smelly air, lack of fish and birds) nervous as she left ment is stirred up three ways: when the Lake Erie, for she 3) Discuss how industrial or lake bottom is removed to make a lake thought that she might take a municipal warm water dis- deeper for large boats (called dredg- wrong turn and go over Niagara ing); by waves from storms or human charge can be bad for lakes. Falls! She was big and strong, activitieslike boating; or when animals Emphasize how human activity but no boat could survive a ride living on or near the bottom stir it up can harm the Great Lakes and like that. She was relieved to find looking for food or to use the sediment not necessarily involve pollut- the Welland Canal and make her for shelter. Contaminated sediments way to beautiful Lake Ontario. ants. Can the class think of cause the most problems when theyare other examples? (erosion from She had heard so much about the stirredup because the pollution falls, and the breath-taking shoreline development) spreads. Thousand islands on the

4,) east end. are like food to green plants in Discussion: the water, including algae. "The Lake Guardian got out her algae grow very big very fast, 1) Research the kinds of animals map to trace her journey. She and we call it an algae bloom. It that live in the sediment at the was very interested in looking at eventually dies," Dave ex- bottom of a lake. Have the how all the water in the Lakes plained," but when it does, the students ever seen a crawfish eventually comes through Lake bacteria that feeds on the dead or a fresh water mussel? Have Ontario because it is the last algae takes a lot of the water's they ever eaten one? Lake before the water heads out oxygen. The more algae that the St. Lawrence River and into blooms and dies, the more 2) Ask the students what they the ocean. This means that a lot bacteria there is taking oxygen think happens to sediment that of the dissolved substances and from the water."Lake Guardian is polluted? Where does the pollution she studied in the other knew that without oxygen, many pollution go from there? Great Lakes also has journeyed species of fish could not live. to Lake Ontario, which is one of Dave explained that when a 3) Discuss how the students can the reasons why Lake Ontario is lake's oxygen levels are lowered, be a good friend of the Great the most polluted of all the Great some species die outmayflies Lakes. How can they or their Lakes.Lake Guardianknew that includedand others like sludge families be part of the solution? another reason was its small size. worms and carp, that can toler- It doesn't have as much water to ate low levels of oxygen, move in. spread out the pollution. That's why scientists look for Activities: Lake Guardiantraveled first changes in the kinds of animals Have the students do the Great by Hamilton and Toronto, Can- living in the Great Lakes. It tells Lakes map activities. On the ada, passing lots of big industrial them if too many chemicals are Pollution Pathways Map draw in factories and buildings. She changing oxygen levels and figures representing sources of remembered all the factories and upsetting the balance of animals industrial waste discharge. and nature, called the ecosystem. big machines she had seen along 2) Sediment Experiment the shores of all the other Great Lake Guardiangot to work Lakes.Lake Guardianwas Materials: Deep plastic con- and collected samples and looked tainer (rectangularat least 12" x concerned about more than the for algae blooms all along the smokestacks and air pollution 12" x 4" deep), fine sand, coarse shoreline of Lake Ontario. She sand, tiny colored plastic beads, she had learned about. She was examined the different species to plastic spoon. worried about chemicals dumped see if she could tell if chemicals by the factories and businesses Procedure: Ahead of time, put a were changing the water's one-inch layer of fine sand into into the water.Lake Guardian oxygen levels too much. thought about Herring Gull's the plastic container. Provide friends the cormorants, and what By the end of the journey, every group of students with a container. Mix the beads with the she learned in Lake Michigan Lake Guardianhad learned a lot about the beautiful Great Lakes. sand, representing pollutants. about the chemicals from farms Cover with water until the water running off into the water and She wanted to tell everyone level rises one inch above the settling to the bottom for small about all that she had learned. sand layer. Allow this to sit until creatures to eat. She knew that What could people do to help the the water is clear. Carefully drag this was happening with the Great Lakes? She was concerned the end ofa pencilonce across chemicals from factories and about the many pollution prob- the top of the fine sand. This businesses too. lems that she saw, but she knew represents how the sediment that things could get better.Lake might be stirred up by organisms She asked Dave the environ- Guardianknew that by helping to living on or near the bottom, or by mental scientist if there were collect samples and learning wave action from storms or other effects from these chemi- more about the Lakes, she was boats. Use the plastic spoon, cals on the Great Lakes besides part of the solution. That made scoop up some of the sand off the polluting sediments and entering bottom of the container. Thisis her feel proud as she journeyed similar to thedredging of sedi- the food chain. Dave described up the St. Lawrence River to peek how some chemicals, such as ment. What happened to the at the ocean before heading sediment and the colored plastic nitrogen and potassium, from back home. industry, farms, and city areas bead "pollutants?"

Environmental Sciences r---

General Information: Lake Huron Lake Erie

How to remember the Great Lakes' Second largest Great Lake with the Fourth largest Great Lake, shallowest names: Remember the word "HOMES" longest shoreline, counting 30,000 and warmest, with extensive industrial = Huron islands. development along its shores. Ninety- 0 = Ontario Surface Area: 22,973 square miles five percent of Lake Erie's total inflow of = Michigan water comes from all the "Upper Volume: 850 cubic miles = Erie Lakes" through the Detroit River. Shoreline Length: 3,827 miles, including = Superior Surface Area: 9,906 square miles islands Volume: 116 cubic miles Size: Largest supply of freshwater on Population: 1,606,518 (United States) earth; 20% of earth's total freshwater 941,300 (Canada) Shoreline Length: 871 miles, including islands 9,402 miles of shoreline Land Use: 94,710 total square miles of surface 68% Forest Population: 9,183,347 (United States) area (about the size of Texas) 27% Agriculture 1,742,805 (Canada) Basin: The 295,200 square mile area 2% Residential/Industrial Land Use: within which all surface water drains 3% Other 21% Forest into the Great Lakes. Includes parts of 67% Agriculture Illinois, Indiana, Michigan, Minnesota, Lake Michigan 10% Residential/Industrial New York, Ohio, Pennsylvania, Wiscon- 2% Other sin, Ontario, and Quebec Third largest Great Lake. Sparsely populated and covered with forests in Lake Ontario Lake Superior the northern part, and heavily populated with intensive industrial and agricul- The smallest of the Great Lakes in Largest of the Great Lakes by surface tural activity in the southern part. surface area, largely rural with scenic area and volume, rich in natural Surface Area: 22,278 square miles resort areas, yet contains Canada's resources, supplying the United States leading commercial, industrial, and Volume: 1,180 cubic miles with 97% of its iron ore. population center. Shoreline Length: 1,659 miles, including Surface Area: 31,700 square miles Surface Area: 7,340 square miles islands Volume: 2,934 cubic miles Volume: 393 cubic miles Population: 8,709,907* Shoreline Length: 726 miles, including Shoreline Length: 2,726 miles (including *Does not include approximately 5 mil- islands islands) lion residents of Chicago area who de- Population: 474,150 (United States) pend on Lake Michigan for water but do Population: 2,657,432 (United States) 155,675 (Canada) not live in the Lake Michigan drainage 4,616,070 (Canada) Land Use: basin. Land Use: 91% Forest Land Use: 49% Forest 3 % Agricultural 41% Forest 39% Agriculture 1% Residential/Industrial 44% Agriculture 7% Residential/Industrial 5% Other 9% Residential/Industrial 5% Other 6% Other

Great Lakes Facts I Learning More About the Great Lakes

Resources Used in Creating Great Minds? Great Lakes!:

Acid Rain: A Sourcebook for Young People, Christina G. The Great Lakes in My World, Lake Michigan Federation, Miller and Louise A. Berry, Julian Messner, 1986. K-8, (312) 939-0838. Five Year Program Strategy for the Great Lakes National Great Lakes: Shipwrecks and Survivals William Ratigan, Program Office WY 1989-1993), U.S. Environmental WM. B. Eerdmans Publishing Company, 1977. Protection Agency, Great Lakes National Program Office, Michigan Sea Grant College Program brochures, 1989. Extension Bulletins E-1866 through E-1870, 1990, (517) 353- Ghost Shins of the Great Lakes, Dwight Boyer, Dodd, 9568. Mead and Company, 1968. A Pictorial History of the Great Lakes, Harlan Hatcher The Great Lakes, Harlan Hatcher, Oxford University Press, and Erich A. Walter, Crown Publishers, Inc., 1963. 1944. Shipwrecks of the Lakes, Dana Thomas Bowen, Freshwa- The Great Lakes: An Environmental Atlas and Resource ter Press, Inc., 1974. Book Environment Canada and United States Environ- View of the Earth, An Introduction to Geology, John J. mental Protection Agency, 1988. Fagan, Holt, Rinehart and Winston, 1965.

Books, Instructional Materials and Directories:

Co-operative Games for People Who Love to Play, Public Great Lakes Education Speakers Bureau Directory, Great Focus, guide book, all ages, (416) 967-5211. Lakes Commission, experts available to visit classrooms, Our Great Lakes Connection: A Curriculum Guide of (313) 665-9135. Grades Kindergarten Through Eight University of The Great Lakes Region in Children's Books: A Selected Wisconsin Extension, Environmental Research Center, Annotated Bibliography, Green Oaks Press Publishers, lessons and activities, (608) 262-2106. 1980. Directory of Acid Rain and Air Quality Materials, National Great Lakes Ships and Shipping: Current Sources of Park Service, Midwest Regional Office, all ages, (402) 221- Information John Greenwood, 1958. 3431. Great Lakes Toxic Hotspots, Pollution Probe Foundation, Directory of Great Lakes Educational Materials Great posters, all ages, (416) 926-1907. Lakes Science Advisory Board, International Joint Oceanic Education Activities for Great Lakes, Ohio Sea Commission, (313) 226-2170. Grant Education Program, activities and teachers guide, The Enduring Great Lakes: A Natural History Book, John kindergartengrade 4, (614) 292-1078. Rousmaniere, ed., W. W. Norton & Company, 1979. Paddle-to-the-Sea, Holling Clancy Holling, Houghton The Great Lakes, Harbor House Publishing, coloring book, Mifflin Company, 1969. (Free rental of VHS video available pre-schoolgrade 4, (616) 582-2814. from U.S. Fish and Wildlife Service (612) 725-3582.) Great Lakes Agreement Information Kit International Wetlands Are Wonderful Illinois-Indiana Sea Grant Joint Commission, Great Lakes Regional Office, pamphlets Program, teacher resource, all ages, (217) 333-9448. and activities, all ages, (313) 226-2170. Places to Write:

Center for Environmental Infirmation Lake Michigan Federation 46 Prince Street, Rochester, NY 14607 (716) 271-3550 559 E. Van Buren Street, Suite 2215, Chicago, IL 60605 (312) 939-0838 Center for the Great Lakes 35 E. Wacker Drive, Suite 1870, Chicago, IL 60601 National Wildlife Federation (312) 263-0785 Great Lakes Natural Resource Center Environment Canada 506 E. Liberty, Second Floor, Ann Arbor, MI 448104 Great Lakes Environment Program, 25 St. Clair Avenue E. (313) 769-3351 Toronto, ON M4T 1M2 (416) 973-6467 United States Environmental Protection Agency Great Lakes Historical Society Great Lakes National Program Office 480 Main Street, Vermilion, OH 44089 (216) 967-3467 77 W.Jackson Boulevard, Chicago, IL 60604 1-800-621-8431 (from IN,MI, MN, OH, WI, IL) International Joint Commission 312-353-2072 (Chicago and other parts of U.S.) Great Lakes Regional Office, P.O. Box 32869, Detroit, MI 48232 (313) 226-2170 Places to Visit: To find out more about the maritime museum in your area, contact the Manitowoc Maritime Museum in Wisconsin at (414) 684-0218. 2 9 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement (OERI) Educational Resources information Center (ERIC) IERIC

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