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\n\"The\n\n
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\nWolfQuest\n
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\nThe Return of Gray Wolves to Yellowstone National Park: Right or Wrong?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nShould gray wolves be removed from Yellowstone National Park? After researching the complex relationships between the various habitats and species at Yellowstone National Park,  including humans, class members take a position...\n
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Activity
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\n\"Conservation,\n\n
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\nConstitutional Rights Foundation\n
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\nConservation, Preservation, and the National Parks\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nGoing green? Scholars investigate the creation of the US National Park program. Through diary entries as well as expert testimony, they synthesize information and analyze the need for conservation and preservation. Finally, they display...\n
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\n\"Food\n\n
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\nSerendip\n
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\nFood Webs, Energy Flow, Carbon Cycle, and Trophic Pyramids\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nThe reintroduction of a species to an area doesn't always go as expected. Scholars learn about the reintroduction of wolves into Yellowstone National Park with a video, reading, and discussion questions. They complete a hands-on activity...\n
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\n\"Designing\n\n
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\nCurated OER\n
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\nDesigning a Poster to Communicate Information: Yellowstone National Park\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nIt's not hard to convince someone to visit the beauty of Yellowstone National Park. But there's more than meets the eye in this region! Learners watch a short historical video and conduct research before creating an advertisement for...\n
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Instructional Video3:33
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\n\"How\n\n
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\nTED-Ed\n
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\nHow You Could Get Away with Murder in Yellowstone’s “Zone of Death\"\n

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\n\nFor Students\n\n9th - 12th\n
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\nLooking for loopholes in the Constitution? Watch a video that describes how one could get away with a crime in the \"Zone of Death.\" Because Yellowstone National Park is considered to be federal land, and it is technically in three...\n
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Instructional Video14:04
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\n\"Ecosystems\n\n
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\nBozeman Science\n
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\nEcosystems\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nLiving and non-living things are both a part of an ecosystem. A video begins with ecosystem interactions using biotic and abiotic factors. It also covers food webs, limiting factors, and logistic growth. As a real-world connection, it...\n
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\n\"Take\n\n
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\nCurated OER\n
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\nTake Me To Your National Park\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents describe the purposes of national parks as a part of our American heritage. They identify and describe important national park sites in a specific state. They write a journal entry or paragraph about why national parks are...\n
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\n\"Ecological\n\n
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\nCurated OER\n
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\nEcological Decision Making\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents, beginning individually and later in small groups use the decision making model to address the question of reintroducing the wolf into Yellowstone National Park. Each small group elects a spokesperson to report to the class,...\n
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\n\"Images\n\n
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\nCurated OER\n
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\nImages of the Parks\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nLearners explore U.S. geography by completing a research project about the National Parks. In this scenery image analysis lesson, students identify the different national parks in our country and observe paintings and images by famous...\n
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\n\"Making\n\n
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\nMaking Your Own National Park Geologic Tour\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers research national parks. In this geology lesson, students identify the geological features of selected national parks and create PowerPoint presentations that feature their findings.\n
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Instructional Video3:15
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\n\"Yellowstone\n\n
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\nYellowstone Steaming Acid Pools of Death\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nAlthough beautiful, Yellowstone Park has some inherent dangers. An episode of a larger Reactions series explains how the volcanic hot springs in the park affect the pH of the water as well as its temperature. Learners make connections to...\n
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\n\"Yellowstone\n\n
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\nYellowstone Fires\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents assume the role of environmental biologists and help several government agencies resolve the debate surrounding \"let it burn\" policies in national parks.\n
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\n\"The\n\n
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\nThe People and Philosophy Behind Our National Parks: A Biographical Curriculum Unit\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents discover the interaction of American Literature, politics and the environmental movement. They explore the changing concept and philosophy of wilderness, and explain the development of The National Park System. They read...\n
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Worksheet
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\n\"National\n\n
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\nCurated OER\n
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\nNational Parks and States\n

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\n\nFor Students\n\n3rd - 7th\n
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\nIn this U.S. national parks and states worksheet, students draw a line from the 9 listed national parks to the state each of them is located in.\n
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Worksheet
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\n\"Yellowstone\n\n
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\nCurated OER\n
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\nYellowstone\n

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\nAs a motivating reading experience, this passage on Yellowstone National Park should appeal to learners of all ages. This 10 question worksheet has both comprehension and vocabulary activities. It could be used for ESL with older...\n
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Instructional Video14:05
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\n\"Ecosystems\n\n
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\nCurated OER\n
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\nEcosystems\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWith the world's largest collection of geysers, many visitors end up overlooking the wildlife natural to Yellowstone National Park. Join Mr. Andersen as he shows your class about the different species living in the park and illustrates...\n
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\n\"Comparing\n\n
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\nComparing and Contrasting-Explorers of Yesterday and Today\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents compare and contrast two explorations of Yellowstone National Park.  In this essay writing instructional activity, students compose essays using information from a variety of sources.  Students view a video about one...\n
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\n\"Timeline\n\n
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\nCurated OER\n
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\nTimeline of Yellowstone History\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents research important dates and events in the history and development of Yellowstone National Park. They create a timeline that denotes the events after watching the associated video clips.\n
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Instructional Video5:54
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\n\"Mid\n\n
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\nCurated OER\n
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\nMid Ocean Ridges, Volcanoes, and the Arctic\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nJourney underwater for a better look at the tectonic plates and the volcanoes they create. Although this video is slightly dry, it is packed with valuable information and easy-to-understand visual images. Consider using a portion to...\n
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\n\"The\n\n
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\nThe Ingredients Needed for a Musical National Park\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars identify musical sites that are worthy of being included as units of the National Parks System. They anthologize American music from primitive times to today.\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy the Y2Y?\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nLearners investigate the proposed route from Yellowstone to Yukon. They listen to lectures about the proposal and the different opinions concerning it. Students research the type of wildlife in the area for the road and they consider how...\n
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\n\"The\n\n
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\nThe Living Edens: Virtual Yellowstone Tour\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents take an online virtual tour of Yellowstone National Park. They act as park rangers to research geological features of Yellowstone, locate these features on maps, and describe and define associated geologic terms.\n
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Instructional Video11:12
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\n\"Populations\n\n
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\nBozeman Science\n
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\nPopulations\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe largest concentration of free-roaming wildlife in the continental United States is found in Yellowstone National Park. A video describes the three main types of population interactions: mutualism, commensalism, and parasitism. It...\n
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Instructional Video10:05
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\n\"Biotic\n\n
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\nBiotic and Abiotic Factors\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLife is complex. Just a slight change in the population of one species will have a substantial change on the biotic and abiotic factors of that species' environment. In this video, Mr. Andersen explains the effects removing wolves from...\n
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