For Preview Only. Michigan s Land, Air, and Water. Poster Activity Land, Air, and Water

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1 Poster Activity Land, Air, and Water Subject/Target Grade 3rd Grade Social Studies Duration 2-3 Class Periods Materials per class Michigan s Land, Air, and Water poster Land, Air, and Water PPT Michigan Land Stewardship & Land Use/ Cover poster per group One placemat poster of Michigan s Land, Air and Water Land Use Connections (student activity) Economic Activity Resource Cards Consequences of Land Use (student activity) per student Michigan s Land, Air and Water (student activity) How is the Land in Michigan Used? (student activity) Michigan Grade Level Content Expectations Social Studies: Use thematic maps to identify and describe the physical and human characteristics of Michigan. 3 - G1.0.2 Use a variety of visual materials and data sources to describe ways Michigan can be divided into regions. 3 - G2.0.1 Describe major kinds of economic activity in Michigan today, and explain the factors influencing the location of these economic activities. 3 - G4.0.1 Describe how people adapt to, use, and modify the natural resources of Michigan. 3 - G5.0.2 Michigan s Land, Air, and Water Michigan s Land, Air, and Water Lesson Overview The three major land uses in Michigan (agriculture, urban development and forestry) are represented on the poster, as well as some economic activities based on other important natural resources (e.g., gravel mining, tourism/ recreation). Spatial thinking skills in this lesson are region, comparison, and association. Objectives Students will be able to: describe major land uses in Michigan today describe some positive and negative effects of land use activities on air and water quality name major economic activities in Michigan that depend on water name major economic activities in Michigan that depend on soil or land and explain why each is located there Michigan Environmental Education Curriculum Support Land, Air, and Water Poster Activity 3.1

2 Land, Air, and Water Poster Activity Advance Preparation Review PowerPoint to check formatting on your computer. It might be necessary to change font or font size to appear correctly on your computer. To use as a classroom presentation, appropriate slide numbers are indicated in parentheses under Procedures; alternatively, any slide may be printed as an overhead transparency. Make copies of student activity sheets and Economic Activity Resource Cards. Prepare placemat posters as described in Procedures #3. Background Information There is a difference between land use and land cover. Forests represent land cover, while houses represent land use. There are many ways to classify land use: 1. Activity on the land (farming, recreation, residential) 2. Function it serves (commercial, industrial, service, transportation) 3. Structural characteristics surface materials, etc 4. Site development characteristics what land use would be suitable? 5. Ownership (government, private, business) Human activities and physical characteristics of a landscape influence the type of land use that can/may occur. Also, specific land uses affect water and air quality. For example: Sand or gravel mining might cause water to collect and become polluted, or produce dust which could affect air quality. Constructing parking lots might cause water pollution from runoff of oil, gasoline, or grease from the cars. Opening Discussion: (Slide 3) Is land a natural resource? Is it renewable? What are some ways people use land? Procedures 1. Give each group a placemat poster. Allow students to observe the poster for one minute quietly. (Slides 4-5) a. Think, Pair, Share for one minute about poster. b. Write one sentence about what you see on the poster on the Michigan s Land, Air and Water student activity sheet. 2. Work with a partner to list place characteristics, dividing them into natural and man-made features. 3.2 Poster Activity Land, Air, and Water Michigan Environmental Education Curriculum Support

3 Poster Activity Land, Air, and Water 3. Fold the poster into thirds vertically. (Optional: laminate poster and draw lines to make thirds. Students use assigned third to do worksheet.) Each third could be considered a region what characteristic is most common in the left third? (agriculture or farming). What about the center third? (urban, residential) and the right third? (use of natural resources, tourism). (Slides 6-9) Spatial Thinking Skill: Regions There are many land uses/covers shown on this poster. Ask students to name as many as they can. Assign each group one of the thirds (left, center, right). Ask them to make observations to fill in part 3 of the student activity sheet for their third. Some answers are provided, but accept students reasoned answers. Share answers. (Slide 10) 4. Using the entire laminated poster, use these questions for students to discuss: (Slide 11) What comparisons can you see between the different areas of the posters? How are the different areas alike and different? Spatial Thinking Skill: Comparison (Similarities: human use, changes in environment, use of resources; Differences: different major land uses) Which part of the poster seems to have the most agricultural land? (left side) The most urban land? (center) Which land uses don t you understand? How could land use affect air quality? (by putting dust or chemicals into the air) How could land use affect water quality? (chemicals or pollutants in soil could seep into groundwater or be carried into streams or rivers) Why is it important that we know how land use is related to air and water? (The way we use our land affects our economy, but also all the air we breathe and the water we consume and the food we grow) 5. How do we use the land, the soil and the water in Michigan? Look at the placemat and fill in the chart on the How is the Land in Michigan Used? student activity sheet with all the ways you notice the soil, the land, and the water being used. Then choose one answer and write a sentence telling how soil, land or water relates to an economic activity in Michigan. For example, how does shipping on the Great Lakes help our economy? Repeat activity using a different answer from the worksheet. (Slides 12-15) 6. Connections: Using a laminated placemat poster, one student in the group should circle a land use. Their partner should find another land use that is related, circle it and draw a line between them. Both students should be able to explain the connection. As an option, have students use the chart Land Use Connections student activity sheet with these two land uses (Land Use A and Land Use B). Write a connection with all the ways you see that use the soil, the land itself and the water. (Slide 16) Examples might be: a. residential areas shopping (people living in the houses shop at the mall) b. barge factory (barges carry raw materials to the factory and possibly products to markets) c. campground lake (people camping will use the lake for swimming, fishing, boating) d. Electrical generation plant houses (electrical generation plant produces the electricity used by the households) Michigan Environmental Education Curriculum Support Land, Air, and Water Poster Activity 3.3

4 Land, Air, and Water Poster Activity 7. Review the many land uses/covers shown on this poster. Have each group of students identify the specific economic activities/uses associated with the major land uses on the mini-poster. (Students may have to use the large poster to do this, or give them the Economic Activity Resource Cards.) Examples below: (Slide 17) Left Center Right Economic Activity: Agriculture Irrigation Crop dusting Manure spreading Animal feeding Planting Economic Activity: Urban Low density housing High density housing Business districts Roads Factories-industries Economic Activities: Natural Resources Landfill Logging Gravel mining Electrical generation Recreation Water 8. For each use, write a positive and negative effect for humans, air, water, or land on the Consequences of Land Use student activity sheet. Remind students that whatever goes in the air or on land nearly always ends up in the water. Do one or two examples together. Be sure to help students understand that wise use has helped to lessen some of the risks of land use. (Slide 18) Extension/Enhancements Using the Michigan Land Stewardship & Land Use/Cover poster, have students point out (both in Michigan and in the Great Lakes region) what land uses occur most often in urban areas (residential, business, factories, etc); agricultural areas, and forested areas. (Slide 19) 1. Where are different types of economic activities and land uses probably located? Spatial Thinking Skill: a. paper mills: timber products near forests Association northern Michigan b. factories: near cities, especially near Great Lakes c. agriculture: in southern Michigan good land, good weather d. roads: more in southern Michigan where there are more people 2. Where in Michigan might there be the most chance for an impact on air or water quality? (agriculture puts chemicals in the ground, which may leak into ground water; traffic puts pollutants into the air; residential areas cause air pollution) 3.4 Poster Activity Land, Air, and Water Michigan Environmental Education Curriculum Support

5 Name STUDENT ACTIVITY Michigan s Land, Air and Water One sentence about my poster: Agriculture Forests Natural Characteristics Answer the following on the table below for your third: Open Space 1. What are the land uses on the mini-poster you are using? Land Use Type Lakes, Rivers, Streams Man-Made Characteristics 2. Estimate the amount of each land in that use (small, medium, large). 3. Add any other land uses and estimate the amount. Circle one: Left Middle Right Estimate (small, medium, large) Michigan Environmental Education Curriculum Support Land, Air, and Water Poster Activity 3.5

6 Michigan s Land, Air and Water One sentence about my poster: Answers will vary. Natural Characteristics Accept reasonable answers. Examples: woods, trees, lake, river Man-Made Characteristics Accept reasonable answers. Examples: houses, campgrounds, factory Answer the following on the table below for your third: 1. What are the land uses on the mini-poster you are using? 2. Estimate the amount of each land in that use (small, medium, large). 3. Add any other land uses and estimate the amount. Circle one: Left Middle Right Land Use Type Estimate (small, medium, large) (Suggested Answers) Left Center Right Agriculture Large Small Small Forests Small Small Small Open Space Small Small Large Lakes, Rivers, Streams Small Small Medium Residential Urban (industrial, business) Landfill Transportation Mining Small Large Small Small Large 3.6 Poster Activity Land, Air, and Water Michigan Environmental Education Curriculum Support

7 Name STUDENT ACTIVITY How is the Land in Michigan Used? List as many examples as you can for each of the following: How do we use the soil in Michigan? What do we build on the land in Michigan? What activities use water in Michigan? Choose two of the answers above. Write one sentence for each chosen answer, telling how it relates to an economic activity in Michigan. 1) 2) Michigan Environmental Education Curriculum Support Land, Air, and Water Poster Activity 3.7

8 How is the Land in Michigan Used? (Possible Answers) List as many examples as you can for each of the following: How do we use the soil in Michigan? What do we build on the land in Michigan? Crop farming Houses Shipping Orchards Factories Recreation Gravel and sand Roads/railroads Irrigation Choose two of the answers above. Write one sentence for each chosen answer, telling how it relates to an economic activity in Michigan. Examples: Orchards produce berries and cherries and apples to sell. People pay to enjoy campgrounds in Michigan. What activities use water in Michigan? Pasture Campgrounds Wastewater treatment Forest Shopping mall Landfill 3.8 Poster Activity Land, Air, and Water Michigan Environmental Education Curriculum Support

9 Name STUDENT ACTIVITY Land Use Connections You and a partner should find two land uses that are connected. Fill in the table with your ideas. The first one is done for you. Land Use A Land Use B Connection Houses Shopping Mall People live in houses and shop at the mall. Michigan Environmental Education Curriculum Support Land, Air, and Water Poster Activity 3.9

10 STUDENT RESOURCE Economic Activity Resource Cards (For use with Consequences of Land Use Student Activity) Cut apart cards and give one card to each group, or give entire copy to each group Economic Activity: Urban Low density housing High density housing Business districts Roads Center Factories/industries Economic Activity: Agriculture Irrigation Crop dusting Manure spreading Animal feeding Planting Left Right Economic Activity: Natural Resources Landfill Logging Gravel mining Electrical generation Recreation Water 3.10 Poster Activity Land, Air, and Water Michigan Environmental Education Curriculum Support

11 Name STUDENT ACTIVITY Consequences of Land Use Economic Activity Positive Consequence Negative Consequence Michigan Environmental Education Curriculum Support Land, Air, and Water Poster Activity 3.11

12 Consequences of Land Use (Possible Answers) Economic Activity Positive Consequence Negative Consequence Irrigation More crops can be grown Adds to permeation, may take pollutants into the groundwater Crop dusting Controls weeds and insects Adds chemicals to soil Manure spreading Fertilizes the fields Adds chemicals to soil Animal feeding Profits from raising animals More manure Planting Profits from crops Adds chemicals to soil Low density housing Peaceful, scenic homes Fertilizer on large lawns High density housing More homes in less space Sewage, trash, etc. Business districts Retail businesses (jobs) Traffic, parking, etc. Roads Travel availability, tourism jobs, relaxation Air pollution. Lack of farmland Factories-industries Jobs, products Traffic, industrial pollution Forest Landfill Oxygen, green space, animal habitat Eliminates trash Lack of space for homes, buildings Takes up space, ugly, may leak into groundwater, runoff Logging Lumber products, jobs Loss of trees, habitats Gravel mining Product for roads, etc Change of surface areas, dust Electrical generation Supply of electricity Pollution Recreation Tourism (jobs); relaxation Traffic, water and/or air pollution Water Transportation; recreation Gasoline, chemical pollution; loss of habitat Open space Space! Natural areas Depends on use, runoff 3.12 Poster Activity Land, Air, and Water Michigan Environmental Education Curriculum Support