Students will explore the differences among the three colonial regions of New England, Mid-Atlantic / Middle, and the Southern colonies. In small groups for each region, students will observe and note details of pictures, maps, and advertisements in order to describe each region.

The purpose of this resource is to use a land cover type map to make environmentally sound decisions.

This video shows aerial footage of the damage caused by the earthquake in Minamiaso, a village in the Jumamoto region of Japan.

A learning activity for the "Do You Know That Clouds Have Names?" book in the Elementary GLOBE series. Using information from the book and their observations, students construct a sky scene with trees and buildings as reference points on the ground and cloud types ordered by altitude in the sky. Students will describe clouds using their own vocabulary and will then correlate their descriptions with the standard classifications of cloud types used by the GLOBE Program. The purpose of the activity is to help students identify some of the characteristics of clouds and to enable students to observe clouds, describe them in a common vocabulary, and compare their descriptions with the official cloud names. Students will be able to identify cloud types using standard cloud classification names. They will know that the names used for the clouds are based on three factors: their shapes, the altitude at which they occur, and whether they are producing precipitation.

A learning activity for the "Do You Know That Clouds Have Names?" book in the Elementary GLOBE series. Students will explore the difference between the three types of contrails, make observations of contrails outside, and record their observations. Fifteen minutes later they will make follow-up observations to see how the contrails they observed have changed. The purpose of the activity is to help students identify contrails and learn to distinguish between the three types of contrails and to understand that contrails are human-made and some contrails become clouds in the sky. Students will be able to (1) identify the three types of contrails; (2) understand that contrails are created by jet airplanes; and (3) understand that some contrails become clouds.

This article provides an overview of orienteering and geocaching as well as suggestions for incorporating these activities into elementary classrooms

This photographical slide show depicts life in Fukushima, Japan, five years after the devastating March 2011 earthquake and tsunami.

Focusing on air, water, land and life, this video describes how these components are connected in the Earth system through the flow of energy, cycles of water and biogeochemistry. Methods of studying the Earth system, ranging from field observations to analysis of satellite images are discussed. This video is one of the 24-part instructional video series describing scientific protocols used by GLOBE (Global Learning and Observation to Benefit the Environment), a worldwide, hands-on, K-12 school-based science education program.

This video highlights students taking scientific measurements to support investigations in atmospheric science, hydrology, soils, and land cover. It shows students reporting data through the Web, creating scientific visualizations for analysis, and collaborating with students and scientists around the world. This is one two introductory videos in the 24-part GLOBE video series. GLOBE (Global Learning and Observation to Benefit the Environment) is a worldwide, hands-on, K-12 school-based science education program.

This video highlights students taking scientific measurements to support investigations in atmospheric science, hydrology, soils, and land cover. It shows students reporting data through the Web, creating scientific visualizations for analysis, and collaborating with students and scientists around the world. This is one of two introductory videos in the 24-part GLOBE video series. GLOBE (Global Learning and Observation to Benefit the Environment) is a worldwide, hands-on, K-12 school-based science education program.

This video demonstrates students locating and preparing a study site where they can conduct field observations. The procedure used when describing a soil profile is outlined. The properties of soil are described, including the structure, color, consistence, and texture, as well as the presence of roots, rocks and free carbonates. Safety precautions are stressed. The resource includes a video and a written transcript, and is supported by the Soil Characterization, Field Measurement Protocol in the GLOBE Teacher Guide. This is one of five videos about soils in the 24-part instructional video series describing scientific protocols used by GLOBE (Global Learning and Observation to Benefit the Environment) a worldwide, hands-on, K-12 school-based science education program.

This video describes how to select a soil infiltration study site, and demonstrates procedures used when taking soil infiltration in the field. Instructions for fabricating a necessary piece of field equipment, a dual-ring soil infiltrometer, are provided. The resource includes a video and a written transcript, and is supported by the Soil Infiltration Protocol in the GLOBE Teacher's Guide. This is one of five videos about soils in the 24-part instructional video series describing scientific protocols used by GLOBE (Global Learning and Observation to Benefit the Environment) a worldwide, hands-on, K-12 school-based science education program.

This video describes how to select a soil moisture study site and sampling strategy, and identifies what laboratory instruments will be needed to complete a soil moisture analysis. Students are shown collecting soil moisture data and asking questions about what soil moisture data might tell them about the environment. The resource includes a video and a written transcript, and is supported by the Soil Moisture Protocol in the GLOBE Teacher's Guide. This is one of five videos about soils in the 24-part instructional video series describing scientific protocols used by GLOBE (Global Learning and Observation to Benefit the Environment), a worldwide, hands-on, K-12 school-based science education program.

This can be used for assessment, extra practice, or even just for fun!This can also be modified to ask students to share more information. For example, they could also label each water feature with fresh, brackish, or salt water. Also, this resource is changing. I will be adding a rubric at a later date. But my students liked it last year when I left it with a sub. It was a good way to see if they could identify different land and water features!

Students will understand that applying the various Elements of Geography helps us to understand our past.  By exploring the World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, and Environment and Society, we can use Geography to comprehend the issues of history, identify where events took place, what those places were like, how the places changed over time, and how people thought of the world at different times.

This resource explains geothermal energy and how it is used as an alternative form of energy.

Students will view Gillian Wearing's "Self-Portrait as My Uncle, Bryan Gregory"; learn about her process of documentary portraiture; and debate whether her work is "self-portraiture" or not. Students will also use collage to merge an image of themselves with that of another. Students will also write a character sketch of one of Wearing's photographs and a short biography of the person they have researched.

Please see attached Google Doc for instructions on using Google My Maps to create digital, collaborative maps. This was remixed from a Word document. Nothing was changed except that it is now a Google Doc.