Students research products imported from Europe and use a map to show the routes the products might have followed to reach this country. They take a field trip to a store that carries imported products and take note of how many come from...

Pupils research maps in order to propose geographic reasons for geographic patterns such as state boundaries, interstates and elevations.

Students practice reading maps as they plan a day trip. Using the internet, they select a destination of their choice and choose a place to stop along their journey. They write an explanation on why they want to visit the place to end...

Third graders are introduced to the concept of ancestry. Using their own family, they gather information related to the family roots. In groups, they locate the countries on a map and discuss the concept of migration. They identify...

Young scholars use Web and other resources to create maps of either the site of their day trip, their final destination, the entire trip, or some combination of these.

Eleventh graders work in teams to play a game that is based on the Underground Railroad in Delaware.

Students become more informed about a country on the African Continent. They are more informed about the socio-political and socio-historical events within a selected country. This is done by performing research.

Pupils research and chart the shortest course to circumnavigate the globe.

Fourth graders participate in a scavenger hunt. They locate specified items, finding the country origin. Students collect and organize the data, marking each country on a map. After researching the results, 4th graders write an analysis...

Students label assembly centers and relocation camps on a given map of the United States in order to create a better understanding of the relocation experience of Japanese-American citizens and the distance that families had to move and...

Students study geography. In this Arizona maps lesson, students develop their map reading skills. They have class discussions and work independently with various copies of Arizona maps to practice those skills. This lesson mentions...

Students identify and locate specific locations on the Arabian Peninsula, the Rub al Khali Desert, and present day Oman. They identify other names for the lost city of Arabia as Ubar, the Atlantis of the Sands, Iran, and the city of towers.

Students use a video, maps, worksheets and Internet research to explore the role that sensing played in locating Ubar - the lost city of Arabia.

Students explore an Internet website, locating and matching the shape of an elephant's head to a state in the U.S. They complete an Alaska worksheet, identifying other geographical locations surrounding Alaska.

Students explore issues contributing to the current conflict over the Kashmir region; Indian and Pakistani leadership and steps towards peace since the Indian subcontinentgained independence from British rule in 1947.

Students research island formation, plot locations on a map and make an analysis of why some islands are formed where they are.

Students are introduced to the geography of Korea. Using the internet, they identify the weather and climate in the country and create a week weather chart for Korea's four seasons. They complete an interview with a local weatherman...

Sixth graders complete a research project for the sixth grade Big Book that is to be shared with the 5th graders. Students should take their time because the project represents them and the whole class.

Students listen to a read-aloud discussing the landmarks of the United States. In pairs, they use the internet to research a landmark of their choice. They create a visual aid to be given with a presentation sharing the information...

Students investigate the characteristics of a community. They investigate the characteristics of the Omaha community through internet research and discussion. Students create books about their community.

High schoolers describe the different types of biomes. In this biology lesson, students create a map of assigned biome with descriptive paragraphs. They share their findings to class.

Students compare different cities within Japan and within the United States, as well as Japanese and American cities with each other. Students research cities and then write a short essay comparing them.

Pupils locate taro growing areas on a map and how it got there, explain intercultural contact and how taro has been adapted in Hawaii and trace human/taro migration to Hawaii.

Learners identify environmental influences on a traditional culture, animals and plants important to a traditional culture, and interpret the identity of a traditional culture from objects and a creation story.