This map and article detail the routes of the five southeastern tribes that were forced to leave their homelands in the Southeast and live in Indian Territory in what is now Oklahoma.
Students watch a video of a gliding lizard to examine characteristics that enable flight. They record in chart form characteristics and abilities of four pterosaurs to see how these animals adapted to survive over millions of years.
Students investigate conditions in the deepest parts of the ocean, make inferences about ocean creatures based on their physical characteristics, and design creatures that could survive in the Mariana Trench.
Students identify a need for renewal in their own community, conduct a field study, and make recommendations for renewal.
Students discuss affordable energy and create a working definition of the concept. They discuss factors that could affect future energy supplies, conduct research, and then debate the topic: Will there be enough affordable energy in the United States in the near future? They create a multimedia presentation to support their position.
Students investigate factors that limit the spread of invasive species in the United States. They compare the spread and limiting factors of three classes of invasive species - insects, plants, and aquatic invertebrates - through data sets from the National Atlas and readings on invasive species issues. This activity is part of "Investigating Your World With My World GIS," a set of activities designed for use with My World GIS software (which can be downloaded at www.natgeoed/myworldgis) to help students learn key content and practice spatial problem solving.
This short video introduces the alternative energy sources of biofuel and wind turbine energy.
Students make observations and gather information over several days or sessions. Then they summarize reasons why public services are located where they are.
Students use a map to analyze and contrast variations in abiotic factors at three locations within Virunga National Park and explain how these factors influence the distribution of vegetation zones. Then students deduce the location that provides habitat for critically endangered mountain gorillas and think about why gorillas are not present in similar vegetation zones across the park.
Students review what animal adaptations are, identify marine animal adaptations in a photo gallery, and predict how types of adaptations vary with ocean habitats.
Students analyze a map of the North Polar region, test their knowledge of the Arctic, and brainstorm examples of the interconnectedness of life in this region with life around the world.
Students learn about behavioral and biological animal adaptations, watch a video about the Arctic, and research how specific animals have adapted to this harsh environment.
Students explore how water moves above and below Earth's surface by using interactive computational models. Then they examine the supply and demand issues around their local water source(s), and they meet a hydrogeologist who introduces students to some of the issues around the sustainability of fresh water sources around the world.
This interactive tool assists identification of bird species. After students provide answers to four questions, the tool will sort through an online database and narrow the search to just a few species.
Students conduct research about how studying ocean currents is helpful to people in specific jobs or professions. Then they present their findings to the class.
The purpose of this unit is to help students use maps and understand borders and their impacts in Europe. It contains materials to help students use maps to think about how borders intersect physical and human geological features and how those intersections can lead to cooperation and/or conflict. There are 10 lessons in the unit.
Students learn about bioluminescence and conduct an experiment to learn how animals use bioluminescence for camouflage.
Students explore how birds are affected by spilled oil and how rescuers help them in a hands-on simulation. An online poster showing the layers of life in the Gulf of Mexico is included for reference. Assessment questions are also included.
Students use everyday items to build a solar eclipse viewer. They use it to examine the sun's corona and storms from the sun, such as solar flares and Coronal Mass Ejections (CMEs).
Students experiment with batteries, wires, bulbs, and switches to assemble series and parallel circuits and to test for conductivity in sample items.