Utilizing the Lake Superior watershed and the St. Louis River as a foundation for learning
Students will use different weather related data sets from the South Shore region in order to answer questions about the relationship between Lake Superior and the land and people surrounding it. The data sets are from the July 2016 Flood Event on the South Shore.
Students will gather items they can find in nature to put as parts in a cell. The catch is that students must explain why that item represents the cell organelle by using metaphors, similes, or other explanations. Prerequisite: Students must have a firm understanding of cell parts and functions. This lesson would be great as a unit wrap-up lesson. An example would be that an acorn could represent a vesicle because it transports seeds to other places in a protective casing like a vesicle transports proteins in a cell.
Attached is a student copy and teacher copy of a short assignment students can do to understand how to (and where to) enter data in a data table. There are five "journal entries" from two "scientists" that are studying Otter River. Students will use the journal entries to enter data into the table at the bottom of the page.
This lesson gives a small introduction to dissolved oxygen. LSNERR has the equipment needed for the lesson!
Attached are teacher and student copies of a trout and its anatomy. When printed back to back, the copies can be folded so the external anatomy picture can be flipped up to reveal the internal anatomy picture.
Did you wake up in July of 2016 during a thunderstorm and the next morning see images of flooded Wisconsin rivers in the news? Floods like these could have a big impact on the Lake Superior of the future. Take a look at play-by-play data from the National Oceanic and Atmospheric Administration, National Park Service and US Geological Survey to help you and your students make sense of big picture impacts to our watershed and our communities.
Students will put on a play to go through the steps of how Lake Superior formed by rifting of the Minnesota shore from the Wisconsin shore, erosion of mountains that were created from the rifting, and filling of the rift zone. Optional: discuss how the formations of Lake Superior also resulted in the formation of the different types of igneous (volcanic, from rifting and volcanic activity) and sedimentary (from sedimentation, or build up, of sediments from eroded mountains and other rocks) rocks we find in Lake Superior.
Attached is a flyer with programs offered by the Maritime Museum.
Students will play a game of survival by creating fish with dominant and recessive traits to understand how evolution through adaptations of structures and functions help with survival and continuation of genetic variations.
The map is a great resource for students and "The Brownstone Times" gives a brief history on the brownstone quarries in Wisconsin.
