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NAME: ______________________________ HR. _______ TEST DATE: _____________________________
Ch. 4 Study Guide
The Great Lakes: The U.S. and Canada’s Freshwater Treasures, pp. 64 - 77
How can people best use and protect Earth’s freshwater ecosystems?
Overview:
In this chapter, students learn about the Great Lakes, including environmental threats to this freshwater ecosystem and
efforts to manage the lakes. Students analyze data that illustrate the state of the Great Lakes today, such as bald eagle
numbers, wetland areas remaining, and pollution levels. They will write about the positive and negative factors that
effect the Great Lakes.
Objectives:
 Evaluate the environmental health and management of the great Lakes fresh water ecosystem.
 Examine the environmental challenges facing global freshwater ecosystems and the impending crisis in fresh
water supplies.
 Identify the location and spelling of the great Lakes: Lake Superior, Lake Michigan, Lake Huron, Lake Erie,
and Lake Ontario.
*Geoterms and Vocabulary:
Students will define and explain the importance of these key geographic terms:
*ecosystem
*food chain
glaciers
pollution
wetlands
invasive species
point-source pollution
drawing conclusions
*food web
*freshwater
pollutants
runoff
fish-eating birds
population growth
non-point-source pollution
*watershed
habitat
toxic
habitat loss
Maps, charts: Be able to explain and interpret the following charts:
 The Great Lakes Region, p. 67 – Use the map to study the location and spelling of the Great Lakes.
 Fish Advisory for Lake Erie from Pollution in the Great Lakes, Exhibit 1 – whole class assignment
 Change in Michigan Land Use, 1978-2000 from Habitat Loss in the Great Lakes, Exhibit 1 – whole
class assignment
Please review all of your handouts, notes, Study Guide, etc. for Chapter 4 . In order to access the online
edition of the textbook, you can visit www.learntci.com and enter the username and password for our class.
NOTES:
CHAPTER 4 , p. 67 – GEOTERMS: 1. Create a foldable (term & definition) and 2. write each term with
its definition, use the term in a sentence, and draw a colorful illustration in your binder/notebook.
ecosystem: a community of all the living things in an area and the environment in which they live
food chain: a series of plants and animals, each of which depends on the one below it for food. A food chain usually forms
part of a much larger food web.
food web: all of the feeding relationships within an ecosystem. Each living thing in a food web provides food energy to
other living things within that ecosystem.
freshwater: made up of water that is fresh, not salty. This term is also used to describe creatures that live in fresh water,
such as freshwater fish.
CHAPTER 4 , p. 67 – GEOTERMS: 1. Create a foldable (term & definition) and 2. write each term with
its definition, use the term in a sentence, and draw a colorful illustration in your binder/notebook.
ecosystem: a community of all the living things in an area and the environment in which they live
food chain: a series of plants and animals, each of which depends on the one below it for food. A food chain usually forms
part of a much larger food web.
food web: all of the feeding relationships within an ecosystem. Each living thing in a food web provides food energy to
other living things within that ecosystem.
freshwater: made up of water that is fresh, not salty. This term is also used to describe creatures that live in fresh water,
such as freshwater fish.
CHAPTER 4 , p. 67 – GEOTERMS: 1. Create a foldable (term & definition) and 2. write each term with
its definition, use the term in a sentence, and draw a colorful illustration in your binder/notebook.
ecosystem: a community of all the living things in an area and the environment in which they live
food chain: a series of plants and animals, each of which depends on the one below it for food. A food chain usually forms
part of a much larger food web.
food web: all of the feeding relationships within an ecosystem. Each living thing in a food web provides food energy to
other living things within that ecosystem.
freshwater: made up of water that is fresh, not salty. This term is also used to describe creatures that live in fresh water,
such as freshwater fish.
CHAPTER 4 , p. 67 – GEOTERMS: 1. Create a foldable (term & definition) and 2. write each term with
its definition, use the term in a sentence, and draw a colorful illustration in your binder/notebook.
ecosystem: a community of all the living things in an area and the environment in which they live
food chain: a series of plants and animals, each of which depends on the one below it for food. A food chain usually forms
part of a much larger food web.
food web: all of the feeding relationships within an ecosystem. Each living thing in a food web provides food energy to
other living things within that ecosystem.
freshwater: made up of water that is fresh, not salty. This term is also used to describe creatures that live in fresh water,
such as freshwater fish.
“The Sad State of Our Once-Great Lakes” – CD; book – pp. 68 - 69
Notebook: Write the answers for the questions:
a. What problems did the Great Lakes face in 1969?
b. How did the condition of the lakes get so bad?
c. What actions might people have taken to better manage the lakes?
Do you think any of these actions were taken?
d. Do you think the Great Lakes are better or worse off today?
“The Sad State of Our Once-Great Lakes” – CD; book – pp. 68 - 69
Notebook: Write the answers for the questions:
a. What problems did the Great Lakes face in 1969?
b. How did the condition of the lakes get so bad?
c. What actions might people have taken to better manage the lakes?
Do you think any of these actions were taken?
d. Do you think the Great Lakes are better or worse off today?
“The Sad State of Our Once-Great Lakes” – CD; book – pp. 68 - 69
Notebook: Write the answers for the questions:
a. What problems did the Great Lakes face in 1969?
b. How did the condition of the lakes get so bad?
c. What actions might people have taken to better manage the lakes?
Do you think any of these actions were taken?
d. Do you think the Great Lakes are better or worse off today?
“The Sad State of Our Once-Great Lakes” – CD; book – pp. 68 - 69
Notebook: Write the answers for the questions:
a. What problems did the Great Lakes face in 1969?
b. How did the condition of the lakes get so bad?
c. What actions might people have taken to better manage the lakes?
Do you think any of these actions were taken?
d. Do you think the Great Lakes are better or worse off today?
“The Sad State of Our Once-Great Lakes” – CD; book – pp. 68 - 69
Notebook: Write the answers for the questions:
a. What problems did the Great Lakes face in 1969?
b. How did the condition of the lakes get so bad?
c. What actions might people have taken to better manage the lakes?
Do you think any of these actions were taken?
d. Do you think the Great Lakes are better or worse off today?
“The Sad State of Our Once-Great Lakes” – CD; book – pp. 68 - 69
Notebook: Write the answers for the questions:
a. What problems did the Great Lakes face in 1969?
b. How did the condition of the lakes get so bad?
c. What actions might people have taken to better manage the lakes?
Do you think any of these actions were taken?
d. Do you think the Great Lakes are better or worse off today?
NAME: _____________________________________ HR. ______ TEST DATE: ________________
CHAPTER 4 – COMPREHENSION
4.4 The Great Lakes Today: Pollution
Directions: Read Geography Alive!, pp. 70 – 71 and answer the questions.
1. In 1972, the United States and Canada created the first _______ _________ _________ ________ _________.
2. What did this agreement pledge to do? _____________________________________________________________________
3. Define point-source pollution: ____________________________________________________________________________
4. Name 3 things that were not allowed to be dumped into the Great Lakes: _________, ________, ___________
5. Describe how the new laws changed the Cuyahoga River: ______________________________________________________
______________________________________________________________________________________
6. Define non-point-source pollution: _________________________________________________________________________
7. Name 2 types of pollutants from “Runoff”: _________ and ___________.
8. Define toxic sediment: ___________________________________________________________________________________.
9. What is the best way to deal with pollution? ___________________________________
4.5 The Great Lakes Today: Invasive Species
Directions: Read Geography Alive:, p. 72 and answer the questions.
1. How many invasive species do scientists estimate are in the Great Lakes today? ___________________
2. How do ships release any creatures into the Great Lakes? ________________________________________________________
3. Name 3 invaders that have damaged the Great Lakes: _______________, ______________, and __________________.
4. Describe 3 ways that Canada and the United States are working to prevent more non-natives from entering the Great Lakes:
a. _______________________________________________, 2. ________________________________, and 3 ____________________________________.
CHAPTER 4 – Comprehension – 4.7 & 4.8: PP. 74 – 77
Directions: Answer the following questions.
1. What percent of Earth’s surface is covered in water? _______
2. What percent of water is too salty? _____
3. What percent of Earth’s water meets human needs: _______
4. What are some sources of fresh water? _______________________________________________
5. How many people in the world do not have fresh water? ________________
6. What are some of the health problems that unsafe water causes? _____________________________
7. Describe what China is doing to solve its water needs? ____________________________________________________________
8. What would cause a water war? _______________________________________________________________________________
9. How might climate change influence freshwater supply? ___________________________________________________________
10. Graph, p. 75, which continent uses the most water and why? _______________________________________________________
11. What factors might cause the changes in freshwater availability? ___________________________________________________
12. What are some problems that may occur due to water shortages? ____________________________________________________
13. How can people best use and manage the world’s freshwater resources? ______________________________________________
ANSWER KEY: 4.4 The Great Lakes Today: Pollution
Directions: Read Geography Alive!, pp. 70 – 71 and answer the questions.
1. In 1972, the United States and Canada created the first _GREAT LAKES WATER QUALITY AGREEMENT
2. What did this agreement pledge to do? _CLEAN UP & PROTECT THE GREAT LAKES ECOSYSTEM
3. Define point-source pollution: WATER POLLUTION FROM A SINGLE PLACE EX. Discharge pipe from sewage plant
4. Name 3 things that were not allowed to be dumped into the Great Lakes: PHOSPHORUS, OIL, PCBs, DDT
5. Describe how the new laws changed the Cuyahoga River: NO LONGER FLAMMABLE, ALGAE GROWTH REDUCED
LAKES TURNED FROM GREEN BACK TO BLUE, PCBs & DDT declined in food chain, BALD EAGLE returns
6. Define non-point-source pollution: POLLUTION THAT COMES FROM MORE THAN ONE SOURCE:
Ex. When rainfall, snowmelt & irrigation water run across the land, water picks up pollutants from the soil.
7. Name 2 types of pollutants from “Runoff”: _old toxic waste from dumps and mercury.
8. Define toxic sediment: POLLUTED SOIL THAT SETTLES AT THE BOTTOM OF LAKES & RIVERS.
9. What is the best way to deal with pollution? PREVENT IT
4.5 The Great Lakes Today: Invasive Species
Directions: Read Geography Alive:, p. 72 and answer the questions.
1. How many invasive species do scientists estimate are in the Great Lakes today? __185 +
2. How do ships release any creatures into the Great Lakes? BALLAST WATER FROM SHIPS (KEEPS IT AFLOAT),
RELEASE THE BALLAST WATER FROM THE SHIP WITH CREATURES INTO THE WATER WHEN IT DOCKS
3. Name 3 invaders that have damaged the Great Lakes: ZEBRA MUSSEL, SEA LAMPREY, & ALEWIFE.
4. Describe 3 ways that Canada and the United States are working to prevent more non-natives from entering the Great Lakes:
A. SKIPPERS ARE BEING ASKED TO TREAT THEIR BALLAST WATER MORE CAREFULLY; B. A BARRIER HAS
BEEN BUILT TO DEEP NONNATIVE FISH FROM THE MISSISSIPPI RIVER FROM ENTERING THE GREAT LAKES,
C. STATES HAVE BANNED THE SALE OF LIVE ASIAN CARP.
ANSWER KEY: CHAPTER 4 – Comprehension – 4.7 & 4.8: PP. 74 – 77
1. What percent of Earth’s surface is covered in water? 70%
2. What percent of water is too salty? 98%
3. What percent of Earth’s water meets human needs: less than 1%
4. What are some sources of fresh water? from rivers, lakes, streams, wells from underground, collect rainwater
5. How many people in the world do not have fresh water? more than 6 billion
6. What are some of the health problems that unsafe water causes? every day 4,000 children die from unsafe water,
more than 2.2 million people die from diseases related to drinking unsafe water
7. Describe what China is doing to solve its water needs? pumping large amounts of water out of underground supplies;
this will cause water shortages because more water is being pumped out than being replaced by rainfall; China has some
rivers that are too polluted that it can’t be used to irrigate crops
8. What would cause a water war? If one country dams a river, which reduces the river’s flow of water to other countries
9. How might climate change influence freshwater supply? Some areas will get less rainfall (droughts) and other
areas might have more flooding
10. Graph, p. 75, which continent uses the most water and why? Asia has the most people
11. What factors might cause the changes in freshwater availability? population growth, less freshwater,
reduce the amount of clean, fresh water; polluted wells
12. What are some problems that may occur due to water shortages? rising water costs; less food production;
less safe water supplies to survive
13. How can people best use and manage the world’s freshwater resources? reduce water pollution; find better ways to store and
distribute existing water supplies; using less water in homes & farms; recycling water