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Lesson Plan
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\n\"Country\n\n
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\nCurated OER\n
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\nCountry Mouse, City Mouse?\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents recognize the characteristics of a rural area. They analyze land use to determine whether the map is of a rural (country) area or an urban (city) area.\n
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Lesson Plan
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\n\"Learning\n\n
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\nCurated OER\n
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\nLearning About the Basin\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents use watershed maps to explore the Lake Pontchartrain Basin in Louisiana. In this geography instructional activity, students identify important features such as elevation, vegetation, cultural, historical and land use on a map of...\n
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Lesson Plan
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\n\"Water\n\n
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\nCurated OER\n
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\nWater Walk\n

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\n\nFor Teachers\n\nK - 5th\n
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\nLearners follow the appropriate sampling protocol and take two measurements of a local water source. These measurements are Transparency and Temperature. This info about local land use and/or water chemistry issues may require further...\n
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Lesson Plan
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Immigration Graphs and Charts\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine the settlement patterns and land use in Minnesota. In groups, they practice reading immigration graphs and charts and discuss why immigrants settled where they did. They are also introduced to new vocabulary related to...\n
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Lesson Plan
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\n\"How\n\n
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\nCurated OER\n
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\nHow Shall We Rule China? Role Play\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders analyze what relationship the Mongols established with the Chinese, how the Mongols governed, from what political center and what their policies were toward land use in China.\n
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Lesson Plan
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\n\"Teaching\n\n
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\nCurated OER\n
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\nTeaching about Rain Storms, Land Use, and Lake Turbidity\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the impacts of major rainfall and subsequent runoff on turbidity in lakes. They, in groups, develop a presentation of their research and/or write a paper summarizing their investigation.\n
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Lesson Plan
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\n\"Land\n\n
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\nCurated OER\n
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\nLand Use Issues\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nLearners examine living and non-living things in their environment. They identify trees, plants, and grasses in their neighborhood and those that originate in Illinois in this unit of lessons.\n
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Lesson Plan
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\n\"Land\n\n
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\nCurated OER\n
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\nLand Use\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents examine ecosystems that covered Illinois 200 years ago, investigate some living and non-living components of ecosystems, identify components of prairie system, create food webs, and observe human effects on environment. Lessons...\n
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Lesson Plan
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's The Plan?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers identify how the human activities in the state of Maryland have changed/ evolved over the last 50 years. They evaluate a land planning document and prepare a fictitious planning document for a given area of land.\n
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Lesson Plan
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\n\"Harvesting\n\n
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\nCurated OER\n
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\nHarvesting of Trees: Library Media Center Resources\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research harvesting of trees in the United States and write a summary.  In this informative lesson students state whether they agree or disagree with an article and write a summary on why. \n
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Lesson Plan
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\n\"Louisiana\n\n
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\nCurated OER\n
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\nLouisiana Purchase\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers use maps to locate and describe the area purchased by the Louisiana Purchase. In groups, they write a letter to Thomas Jefferson in which they evaluate the topography, climate and geography of the land. They determine...\n
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Lesson Plan
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\n\"Property\n\n
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\nCurated OER\n
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\nProperty Rights: Soviet Farms\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine the problems with the collectivized agriculture program in the Soviet Union. They listen to a teacher-led lecture, participate in a property rights scenario activity, create a plan for maximizing the value of...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Cox and Gossner Family Histories\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders investigate the relationship between physical geography and Utah's settlement , land use, and economy.  In this Geography lesson, 11th graders examine the interrelationship between Utah's climate.  Students...\n
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Lesson Plan
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding Zoning: Its use on the High Line in West Chelsea\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents are introduced to zoning. Evaluating information and reading a land-use map is enclosed in this instructional activity. List new development projects that they could propose for a given area.\n
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Lesson Plan
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\n\"California\n\n
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\nCurated OER\n
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\nCalifornia Regions\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore the four regions of California and compare and contrast them, and use pictures and research information to describe how regions vary in land use, vegetation, wildlife and climate.\n
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Lesson Plan
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\n\"Sustainable\n\n
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\nCurated OER\n
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\nSustainable Lifestyles vs. Lifestyles of Excess\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the concept of sustainability and Vietnam. They compare/contrast the Vietnamese lifestyles with those in the U.S., and analyze how water, land use, transportation, food systems, and homes effect sustainability.\n
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Lesson Plan
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\n\"Water\n\n
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\nCurated OER\n
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\nWater Pollution Graphing Activity\n

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\n\nFor Teachers\n\n2nd - 8th\n
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\nStudents describe and identify the link between land use activities within a watershed and water quality. They evaluate the quality of a \"water sample\" ( a bag of skittles), graph their results, and form a hypothesis about the land use...\n
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Lesson Plan
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's planning permission?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate land regulations. In groups students explore how local councillors grant planning permission and how land is regulated. Students role play making decisions on a planning committee. They discuss why a land use...\n
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\n\"Annotating\n\n
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\nCurated OER\n
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\nAnnotating Change in Satellite Images\n

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\n\nFor Teachers\n\n12th - Higher Ed\n
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\nPupils compare a series of satellite images taken 3-4 years apart to investigate the effects of human land use. They annotate the images using ImageJ software and use the annotated images to explain their findings.\n
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\n\"Mapping\n\n
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\nCurated OER\n
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\nMapping My Community\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders are introduced to GPS technology. They complete fieldwork as they visit a specific area of their community to identify and map types of land use in the surveyed area. They use the collected data to create a digital map.\n
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Lesson Plan
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\n\"Beam\n\n
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\nCurated OER\n
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\nBeam Me Up Scotty#153\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents analyze population and land use data to predict future environmental problems. They use fictitious data for this exercise while pretending that they are helping aliens who have come to them for advice.\n
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\n\"Jumping\n\n
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\nCurated OER\n
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\nJumping Numbers\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nPupils practice jumping with a two foot take-off and a two foot landing using the given cues.\n
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\n\"Designing\n\n
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\nCurated OER\n
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\nDesigning a Tropical Reserve System\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents explain the complexity of resource, land use, and conservation decisions.\n
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Lesson Plan
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\n\"Looking\n\n
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\nCurated OER\n
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\nLooking for the Dirty Scoop\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners read \"The Negative Effects of Urban Sprawl.\" They discuss the main forms of transportation in their city and conduct research about the development of their community in terms of land use. Students sketch a map of their city and...\n
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