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\n\"Creating\n\n
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\nCreating a Thematic Map\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents create and analyze a weather-related data table and a thematic map based upon information provided.\n
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Lesson Plan
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\n\"Thematic\n\n
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\nCurated OER\n
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\nThematic Maps of Your School\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents are able to list the essential elements of a thematic map, understand and use scale effectively to represent a geographic area, use research skills to develop a body of information, plan and draw an accurate thematic map based...\n
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\n\"Natural\n\n
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\nCurated OER\n
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\nNatural Resources and Transportation in the United States\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents study thematic maps (included with the lesson) to determine possible relationships. They develop three hypotheses about the relationship. Students choose one of their hypotheses to explain. The explanation is to include reasons...\n
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\n\"Where\n\n
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\nWhere is Everybody?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers collect data from different grade levels at their school and develop thematic maps which show population density, and determine how this might affect the school and themselves in the future.\n
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\n\"Introducing\n\n
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\nCurated OER\n
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\nIntroducing The Cariboo Gold Rush\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents demonstrate appreciation of contributions of Aboriginal peoples, the French, and the British to the development of Canada and explain how supply and demand are affected by population and the availability of resources. They then...\n
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\n\"Multinational\n\n
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\nCurated OER\n
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\nMultinational Corporation Relocation\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nLearners examine and analyze the concept of why multinational corporations relocate production facilities from developed nations to less developed nations. They explore the patterns and networks of economic interdependence incorporating...\n
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\n\"Population\n\n
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\nCurated OER\n
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\nPopulation Change in Vermont, 1990-2000\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents improve their mapping skills and knowledge about population distribution and change in Vermont at the county level. They are divided into groups of two or four. Each group is given two county base maps and the population...\n
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\n\"Then\n\n
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\nThen and Now\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents conduct research and use census data to compare different times and places. In this census instructional activity, students interpret data from charts and graphs, comparing census information from two time periods as well as...\n
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\n\"Creating\n\n
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\nCreating a Thematic Map Using S'COOL Data\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents observe weather patterns, collect data, and make a weather predictions for various locations on a map.\n
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\n\"The\n\n
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\nStatistics Education Web\n
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\nThe United States of Obesity\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nMississippi has both the highest obesity and poverty rate in the US. Does the rest of the data show a correlation between the poverty and obesity rate in a state? Learners tackle this question as they practice their skills of regression....\n
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\n\"Canada's\n\n
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\nCurated OER\n
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\nCanada's Landform Regions\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents use a atlas to identify and describe Canada's Landform region. Using the information they collect, they create a thematic map of the region and describe all of the physiographic regions and the processes that formed them. They...\n
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\n\"Texas\n\n
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\nTexas Commemorative Maps: Honoring Our Past\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nTo celebrate Texas, groups plan and create a commemorative map for a topic or theme in Texas history. The richly detailed plan and the approach could easily be adapted to any state. Samples are included.\n
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\n\"Introducing\n\n
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\nIntroducing Topographic Maps: Guiding Students from Concrete Models to Graphic Representations\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents interpret topographic maps and infer human activity as it is influenced by the landscape.\n
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\n\"The\n\n
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\nThe Great Military: Map of Texas\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nThe battle at the Alamo may be one of the most famous military campaigns in Texas history, but it is by no means the only one. As part of their study of the military history of Texas, class members research less-well-known sites, locate...\n
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\n\"Who's\n\n
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\nCurated OER\n
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\nWho's Range is it?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners investigate the habits of panthers by analyzing radio transmitted data.  In this animal life lesson, students utilize computers to view the range of different statistics dealing with Florida panthers.  Learners...\n
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\n\"Tools\n\n
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\nCurated OER\n
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\nTools of the Trade: The Use of Geographic Tools\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine the tools of demographic analysis and apply them to real-world situations. They analyze maps, define terminology, and write an information paper for the appropriate government agency to recommend an action or...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Silk Road, An Ancient Internet\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nYoung scholars examine how goods and ideas moved along an ancient trade route between China and Europe. They make charts of items, ideas, etc. that were transported along the Silk Route.\n
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\n\"Geomnemonics:\n\n
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\nCurated OER\n
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\nGeomnemonics: Facilitating the Teaching of Social Studies Content with Geography Skills\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore how to draw a world map by hand and how to locate countries.\n
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\n\"Wow!\n\n
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\nCurated OER\n
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\nWow! You're Eating Geography\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine patterns of food producing areas, and identify foods that are grown locally, in the U.S., and around the world. They map and graph the major food crops of their local area, the U.S., and other countries, and discuss the...\n
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\n\"The\n\n
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\nThe Mysteries of El Nino: How Much do We Really Know?\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders investigate the causes and effects of El Nino and explore its global impact on weather related occurrences through this series of activities.\n
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\n\"Developing,\n\n
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\nDeveloping, Developing, Developed!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents differentiate among and explain various levels of economic development around the world. They see that levels of economic development vary greatly in different countries according to many different measures.\n
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\n\"Population\n\n
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\nPopulation Density\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners examine world population density and population distribution. They create pie charts showing population distribution and analyze population patterns in the United States and major regions of the world. They identify...\n
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\n\"Navigation\n\n
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\nNavigation\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents explain that globes are the best way to show positions of places, but flat maps are portable and can show great detail. They make a mercator projection of the route Lewis and Clark took on their journey.\n
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\n\"Human\n\n
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\nHuman Impact on the Everglades Environment\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders research changes the Army Corps made in Everglades, focus on the human impact on the environment, design graphic organizers, summary statements, develop a Florida map of the Everglades region and give a presentation about...\n
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