Where should I relocate in the Great Lakes region?

Middle school, lower level high school, grades 7-10

Ohio Science Academic Content Standards
            Benchmarks that are addressed include:

·        Science and Technology (grades 6-8)
B.  Design a solution or product taking into account needs and constraints (e.g., cost,            time, trade-offs, properties of materials, safety and aesthetics).

·        Scientific Inquiry (grades 6-8)
B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.

Ohio Social Studies Academic Content Standards
            Benchmarks that are addressed include:

·        Geography (grades 6-8)
A.  Identify on a map the location of major physical and human features of each continent.
B.   Define and identify regions using human and physical characteristics.
C.   Explain how the environment influences the way people live in different places and the consequences of modifying the environment.
D.  Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns.

·        Geography (grades 9-10)
A.  Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.
B.  Analyze geographic changes brought about by human activity using appropriate maps and other geographic data.
C.   Analyze the patterns and processes of  movement of people, products and ideas.

·        Social Studies Skills and Methods (grades 6-8)
A.  Analyze different perspectives on a topic obtained from a variety of sources.
B.   Organize historical information in text or graphic format and analyze the information in order to draw conclusions.
C.   Present a position and support it with evidence and citation of sources.
D.  Work effectively in a group.

·        Social Studies Skills and Methods (grades 9-10)
A.  Evaluate the reliability and credibility of sources.
B.  Use data and evidence to support or refute a thesis.

National Science Education Standards
The content standards for Science in Personal and Social Perspectives are most prevalent in this activity (“Important personal and social decisions are made based on perceptions of benefits and risks.”)

National Geography Standards
            Standards that are addressed include:

• 1.  How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.

• 4.  The physical and human characteristics of places.

• 9.  The characteristics, distribution, and migration of human populations on Earth's surface.

• 90 minutes to introduce the activity and complete Reading Great Lakes Maps (Students can complete this individually or in their groups.)

• One to two 50-minute periods to learn the PrOACT model and work in groups using the maps to answer the question “Where should I relocate in the Great Lakes region?” 

• One 50-minute period for groups to share decisions and rationales, discuss outcomes as a class, and complete the reflection questions.  (The questions could be done for homework if needed.)

• Reading Great Lakes Maps [pre-decision making questions to familiarize students with maps, key and graphs]. Also see Answer page.
• Great Lakes Relocation instructions, client list and data recording page
• Great Lakes Relocation extensions as follow-up activity

• download gif versions (highest quality): land use,  waterborne commerce, recreation, employment and industry, transportation
• download pdf versions: land use, waterborne commerce, recreation, employment and industry, transportation

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html

Students need a basic understanding of how to read a map, as well as keys and graphs (pie charts, color coding, scales, bar graphs, line graphs).  Students may not be familiar with all of these, but should be able to apply their prior knowledge of reading map keys and graphs to interpret the ones in the activity. 

1. Describe the Great Lakes region using a map and identify some of the resources the region has to offer
2. Demonstrate how use of map keys and graphs can provide information for decision making
3. Describe a decision making process by which people can evaluate a geographic area as a possible home site.

• Data sets are found on pages 19, 21, 23, 25 and 26 of The Great Lakes: An Environmental Atlas and Resource Book.
  

• Copies of this book may be obtained from:

Great Lakes National Program Office
U.S. Environmental Protection Agency
77 West Jackson Blvd.
Chicago, IL 60604 

• The book is on the Internet and can be found at http://www.epa.gov/glnpo/atlas/intro.html

Think about your home and where you live.  Why do live where you do?  What are factors your family had to consider before settling down where they did?  Is where you live a result of someone’s career, a personal preference for a certain climate, or wanting to stay near family?  Did your family consider this location because of the recreation opportunities nearby, the industries around or the size of the city?  Did you ever consider that you will have to make this decision one day?  How would you decide where to move if you ever had the option to relocate because of your job?

1.      Begin the activity with the suggested introduction and discuss the questions with the students:

You make decisions everyday.  They might be as simple as what to wear to school or as complex as how you will earn and save money for a new bike.  In every decision you make, you must consider a number of factors before coming to a conclusion. 

 

Think about your home and where you live.  Why do live where you do?  What are factors your parent or parents had to consider before settling down where they did?  Is where you live a result of someone’s career, a personal preference for a certain climate, or wanting to stay near family?  Did your family consider this location because of the recreation opportunities nearby, the industries around or the size of the city?  Did you ever consider that you will have to make this decision one day?  How would you decide where to move if you ever had the option to relocate because of your job?

 

Make a list of desired home locations on the board to it is obvious that different people have different needs and wants in a place to live.  
 

2.      Have students complete Reading Great Lakes Maps:

Explain the situation at hand from Where Should I Relocate?  (Your group represents the Relocation Travel Agency.  A “client” has come to you with requirements for a place to live, work, and relax in the Great Lakes region because they have the opportunity to relocate.)

Because the Relocation Travel Agency runs a good business, it requires its travel agents to be familiar with the resources they will use prior to assisting clients.  Complete the Reading Great Lakes Maps activity to learn how the maps are set up and the types of information they supply. 

***Here, the teacher will need to modify the activity based on the number of students, group sizes and available supplies.  If there are unlimited supplies, students can complete this individually so the teacher can assess their map key and graph reading skills.  However, this activity can easily be completed in groups.  
 

3.   Go over Reading Great Lakes Maps as a class and make sure all students are comfortable with the maps and using the information provided on them.

4.    If students are not familiar with PrOACT, discuss the steps of the process to make a good decision.  Use How Do You Make a Decision? (PrOACT explanation page) and an example of deciding what to eat for breakfast.

5.    Have students complete Where Should I Relocate? using the web address or hard copies of the       maps. 

• Divide students into groups of three or four, pass out the instructions and reread the introduction.

• Have each group work independently through the exercise or work through it with them if they are not familiar with the PrOACT model.

• Reconvene as a class after everyone has completed the exercise through the Trade-Off section. 

The Adobe Acrobat reader (for opening .pdf files) can be downloaded (free) at http://www.adobe.com/products/acrobat/readstep2.html

1.   List any places that groups have determined the client could move on the board or overhead projector.   Allow each group to share their decision and rationale.  Discuss the values/tradeoffs/decisions sections as a class. The activity was written with a region between Lake Erie and Lake Huron in mind. This however, is not the only possible relocation site.

2.    Every student should then complete the Reflection Questions (in the Where Should I Relocate? student worksheets) either as a group or individually.

3.    As a class, review the use of PrOACT as a process of making a good decision. 

1.    Describe the Great Lakes region using a map and identify some of the resources the region has to offer

• Assessment can be done by asking students to look at a map and describe characteristics of the region that are appealing to displeasing to them if they were to relocate there.  (See question 5 of the Reflection Questions on Where Should I Relocate?)

2.    Demonstrate how the use of map keys and graphs can provide information for decision making

• Assessment can be done by looking at students’ answers to Reading Great Lakes Maps.
• Assessment can be done by determining if the groups accurately suggested relocation places for the “clients.”
• Assessment can be done by listening to the discussions during the conclusion of the activity.  Students should logically explain a rationale (using the data sets) for suggesting a relocation place when there may be more than one possible suggestion to a “client.”

3.   Describe a decision making process by which people can evaluate a geographic area as a possible home site

• Assessment can be done by having students explain the PrOACT model in their own words  and describing the decision making dynamics of their own group.  (See question 7 of the Reflection Questions on Where Should I Relocate? and also the Extension Activity)

In 15 years, where do want to live (meaning state/country/climate -- the alternatives you have in mind)?  What factors would you consider when choosing a home, place to raise a family or career (your Objectives)?  Explain whether some factors are more important than others.

Great Lakes National Program Office
U.S. Environmental Protection Agency
77 West Jackson Blvd.
Chicago, IL 60604