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14 lessons found; showing 10 per page, sorted by Title...
Showing Grade 9, Unit 6, Human Environmental Interaction
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Around the World in 80 Days - Or Less: A Problem Based Lesson

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Description: Students will virtually travel in research teams to various countries around the world and make presentations to their class. This activity involves geography, history, archaeology, economy, geology, cartography, and environmental issues. Standard 10.10.2

Author: Thomas Mayton, Little Rock High School

Lesson ID: 98

Coast to Coast Virtual Road Trip

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Description: You and a partner will be taking a coast to coast virtual road trip, visiting several U.S. cities along the way. In your travels, you will be developing your Internet searching skills, enhancing your understanding of American geography, improving your writing skills and engaging in economic decision making. Have a great trip! Standard 5.9.0

Author: Jerry Swanitz and Harvey Green, Santa Ynez H.S.

Lesson ID: 232

Cape Cod: Land and People - finding a Balance

Description: Finding a Balance is an environmental study project that allows you and a group of your classmates to consider real environmental dilemmas concerning water use and to provide solutions to these dilemmas. The student packet gives you most of the information you?ll need to answer the Focus Question, information like maps, data, background, a reading about the region, and a description of the ?Interested Parties,? or the various interest groups that have a stake in the outcome of the Focus Question. While you are working on this project, each member of your group will take a role or become one of the interested parties. Your teacher will guide you through a series of discussions, activities, calculations, and labs. At the end of this project, your group will be asked to present and justify a solution to the environmental dilemma. Standard 11.11.5

Author: United States Geological Survey

Lesson ID: 1565

Conservation Movement at a Crossroads: The Hetch Hetchy Controversy

Description: The debate over damming the Hetch Hetchy Valley in Yosemite National Park marked a crossroads in the American conservation movement. Until this debate, conservationists seemed fairly united in their aims. San Francisco's need for a reliable water supply, along with a new political dynamic at the federal level, created a division between those committed to preserving the wilderness and those more interested in efficient management of its use. While this confrontation happened nearly one hundred years ago, it contains many of the same arguments which are used today whenever preservationists and conservationists mobilize. Standards 11.2.2, 11.2.6, 12.7.5, and 12.10

Author: Michael Federspiel and Timothy Hall, American Memory Project 1997

Lesson ID: 254

Everglades: Land and People - Finding a Balance

Description: The year is 2010. The National Weather Service has studied the last decade's rainfall rates and the storm patterns over the Atlantic Ocean and has produced an alarming forecast: over the next 5 years, the Everglades region will experience a 30-percent decrease in the amount of rainfall it receives. How will your group respond to this serious decrease in rainfall? Create an action plan that will minimize the damage the long period of dry weather will cause to human and ecological interests. Standard 11.11.5

Author: United States Geological Survey

Lesson ID: 1566

Global Warming: Early Warning Signs

Description: Explore the impacts of global climate change on ecosystems and natural resources, on community, and on individuals and society. First, look at the questions "What do we mean by global climate change" and "How does the record of climate compare at local versus global scales" Later activities address the impacts of climate change on natural ecosystems, human health, and economy and personal lifestyle. Standard 11.11.5

Author: Union of Concerned Scientists

Lesson ID: 366

Great Places Online

Description: Use this amazing website to see the differences between the driest deserts of Namibia, the wettest lands of the Amazon, the highest mountains of Tibet, and the coldest ice flows in Greenland. See first hand how these differences affect the way people live. Here is a wonderful way to see the relationship between people and places. Send a postcard or answer the question of the week. Standard 1.2.4

Author: Science Museum of Minnesota

Lesson ID: 473

Life on the Great Plains

Description: Examine the concept of geographic region by exploring the history of human environmental interaction in the Great Plains. First, gather information about the location and environment of the Great Plains in order to produce a map outlining the region in formal terms. Then, examine how the region has been mapped at different stages in U. S. history and create informational brochures which reflect the changes the maps mark in the functional definitions of the Great Plains. After that, compare descriptions of the region, from the time of the Spanish conquistadors to the early 20th century, and write your own descriptions based on these models in order to gauge how changing perceptions reshape a regions identity and its relationship to human life. Finally, compare images of two cultures that made their homes on the Great Plains (Native Americans and "sodbusters") and summarize their distinct ways of life and the distinctive regional identity each brought to the Great Plains.

Author: EDSITEment, National Endowment for the Humanities

Lesson ID: 666

Los Angeles: Land nd People - Find a Balance

Description: You and your classmates are members of a La Crescenta civic group that has been formed to evaluate the safety of your community's school children in the event of the following geologic and hydrologic hazards: earthquakes, and landslides (including mud and debris flows). Using the maps, tables, and other information in this packet, your job is to present the study of geologic hazards to children that attend the following schools: Monte Vista School, Valley View School, and Rosemont Junior High School. Once your group has discovered what the hazards are, you will decide whether school children are safe attending the three schools in their present locations, or new sites for the schools must be found. Your group will make a presentation at a La Crescenta "community meeting" in which you will describe your analysis about how the community can guarantee children's safety during school. Standard 11.11.5

Author: United States Geological Survey

Lesson ID: 1567

Step: How to Measure a Carbon Footprint

Description: As a typical American, each year, you’re responsible for approximately 20 tons of carbon dioxide emissions -- otherwise known as your carbon footprint (and a mighty big one compared to those of the citizens of most other countries). Your carbon footprint measures how the things you do every day -- drive a car, turn on your home’s heater -- impact the environment. Measure the approximate size of your carbon footprint by using one of the many online personal-emissions calculators. Once you’ve completed the questionnaire, you simply calculate the size of your footprint with a click of the mouse. The EPA site includes suggestions for trimming the size of your footprint. After responding to several suggestions, use the calculator to determine the pounds per year and the percent by which your total greenhouse gas emissions could be reduced if you follow the site’s advice. Standard 11.11.5

Author: Douglas Cruickshank, Edutopia

Lesson ID: 156

14 lessons found; showing 10 per page, sorted by Title...
Showing Grade 9, Unit 6, Human Environmental Interaction
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