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9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 3, Unit 1c, Southern California: Geography
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People of the Mojave Desert

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http://rims.k12.ca.us/score_lessons/mojave_desert/

Description: Learn about the Native Peoples, explorers, miners and later settlers of the Mojave Desert. This comprehensive web museum provides an overview of the land and people of the Mojave from pre-historic times until today. Explore the geography and see how people have interacted with the fragile desert environment. Standards 3.1.all, 4.1.3, 4.1.5

Author: Alona Daudel and Meg Deppe, Mojave Mesa School

Lesson ID: 809

Virtual Museum of the Mojave Desert

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http://rims.k12.ca.us/activity/mojave/

Description: The Mojave is one of the largest and most important climate regions of California. Explore the Mojave's climate, plants, animals and history. Decide how you might work to preserve this beautiful and valuable region for future generations. Standards 3.1.0, 3.1.1, 3.1.2, and 4.1.3

Author: Margaret Hill and Amy Wahe, San Bernardino County Superintendent of Schools

Lesson ID: 1190

All Aboard

http://score.kings.k12.ca.us/lessons/allabrd.htm

Description: Have you ever wanted to take a train trip to another city in California? What would you do when you got there? You are going to take a "train trip" to a city of your choice. You will then tell us about your trip when you return. Standard 3.1.1, 3.1.2, 4.1.4, and 4.1.5

Author: Melanee Stearns and Libby Humason, SCORE Math

Lesson ID: 40

Desert is Theirs

http://www.sdcoe.k12.ca.us/score/desert/deserttg.html

Description: In this CyberGuide based on Byrd Baylor's book, The Desert Is Theirs, students will use various Web sites to investigate the plants, animals, and people of the Sonoran desert. The Mojave is similar in many ways. Standards 2.2.4, 3.1.1, and 4.1.3

Author: Susan D. Murphy

Lesson ID: 310

EcoQuest: Desert Editions

http://members.aol.com/QuestSite/1/2.html

Description: This assignment requires you to explore different aspects of the desert environment by walking in the shoes of the people who live there. You and your group will be given a role in which to investigate the desert and its unique nature. Standards 3.1.0, 3.1.1, 3.1.2 and 4.1.3

Author:

Lesson ID: 344

Free Soil, Free Labor, Free Men: The Rise of the Republican Party

http://www.pinzler.com/ushistory/dbq3supp.html

Description: The Free-Soil movement was launched by Congressman David Wilmot in 1846, at the close of the Mexican War. He proposed a proviso that would outlaw the expansion of slavery into any territory that might be acquired from Mexico. Wilmot's followers, who became known as "Free- Soilers," were unified by the idea that slavery should be banned from newly acquired territories. Largely as a result of the Kansas-Nebraska Act of 1854, Northern Whigs joined the Free-Soilers, and thus formed the foundation of the new Republican Party in 1854. The primary sources here are representative of the defining beliefs of the new Republican party. As you read, think about how the Free-Soil movement was different from the abolitionist movement. If Free-Soilers were not abolitionists, what were their arguments against the extension of slavery in the territories? What do the views expressed indicate about the Republican view of racial equality? What critique do the Republicans offer of the ways in which slavery has impacted the economy of the South? Of the nation? Why might the new Republican party have been able to form a coalition among interests as diverse as Northern Whigs, poor northern laborers, and abolitionists? Standard 8.9.5

Author: Fieldston School

Lesson ID: 42

How Communities are Different

http://www.lessonplanspage.com/SSCommunityDifferencesVenn3.htm

Description: Learn about community characteristics from Winter Barn by Dorothy Ripley. Then create a Venn diagram to show how your community is different from other communities they know about. Standards 2.2.4, 3.1.1 and 3.1.2

Author: Lesson Plan Page

Lesson ID: 520

Our Town: A Comparative Study

http://edweb.sdsu.edu/triton/SDBiarritz/SDBiarritzUnit.html

Description: Using this French lesson comparing San Diego, California, and Biarritz, France, as a model, create a class web page comparing your town to another in another region or country. Suggested areas of comparison for these two coastal cities include location (area topography, longitude and latitude); marine life(type and quantity of fish and animals); kelp (quantity, production, uses); the ocean floor (topography, exploration); the fishing industry; recreation; water currents; and meteorology. You may want to develop other points of camparison. Standards 3.1.1 and 3.1.2

Author: Susanne Hirsch, Memorial Academy

Lesson ID: 795

San Diego Wetlands

http://www.swbg-animals.org/swc/wetlands/index.html

Description: Wetlands are one of the most threatened natural resources on earth yet the ecological and economical importance of wetlands is incredible. California has lost 91% of its historical wetlands?more than any other state in the U.S. If we are to save the few precious acres that remain, the first step is education. This wetlands resource guide focuses entirely on the wetland areas within San Diego County. Background information, vocabulary, and other content resources support the activities Marsh Market and Naturalists notebook. Standard 3.1.1 and 3.1.2

Author: Sea World/Busch Gardens

Lesson ID: 1438

9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 3, Unit 1c, Southern California: Geography
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