Students locate Plymouth, MA, Hudson River, Cape Cod, Holland and England on a map. They identify the reasons the Pilgrims came to the New World and explain how the investors and the colonists would each benefit from a new colony. After...

Students use a map to graph and locate major league teams of different sports. In groups, they analyze the population data of the United States and compare it with the amount and location of the major league teams. They share their...

Fourth graders research plants native to the Hawaiian Islands. Using the plants, they identify its purpose in the watershed and ways to help protect them from extinction. They survey a area of land and discover ways in which to bring...

Students analyze how developers plan for a shopping center. They take a field trip to a nearby shopping center. Also students participate in a shopping center scavenger hunt. Students identify factors important to the location of...

Learners are introduced to the way humans have settled and moved throughout history. In groups, they compare and contrast the settlement and movement of two different ethnic groups. They discover why some are more dominate in an area...

Students explore the push/pull factors experienced by immigrant families. They interview a parent and an American about their family's immigration history. Students write a summary of the interview and compare the push/pull factors of...

Students examine photographs taken of immigrants during late 1800s and early 1990s in America, and identify factors involved in immigration through examination of primary documents that include statistics, trends, graphs, photographs,...

Tenth graders read I Heard the Owl Call My Name by Margaret Craven. They share interpretations and conclusions in either oral or written form. They deliver a speech that conveys information using clear and concise language.

Students pretend they are taking trip to tropical rainforest of South America, and design and build luggage that fits within standard size requirements for most airlines. After researching requirements, design and build pieces of soft...

Students view photographs of the signs and symbols in their local community. As a class, they note the reason for the signs and write the words on the board. Individually, they complete a worksheet in which they match the symbols with...

Students, after researching a Texas coastal basin, map and graph the information they collect and then translate it into a short report to be presented to their classmates. They brainstorm unique ways to maintain Texas estuaries as well...

Young scholars examine the cultures of indigenous peoples and how they have or have not assimilated into modern society. They create reports with recommendations on how the Nukak of Columbia could be assimilated into society.

Young scholars identify and read correctly the symbols of a Spanish train schedule. Using maps, they identify and locate major cities and landforms of Spain and practice using a twenty-four hour clock. Using the internet, they navigate...

Learners brainstorm the ways we use energy sources in our daily lives and what our lives would be like without it. They answer questions based on sections from the Human Activity and the Environment 2004, "Energy in Canada" article.

Students work together to analyze the six natural regions of Canada. Using this information, they create a visual representation of each region on a large wall map and present it to the class. They must identify five key points of each...

Students 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...

Third graders discuss and compare upper and lower Michigan. In groups they research a list of significant events from Michigan history and then compile the information into an illustrated classroom timeline.

Students read "Geographical Mobility: 1995-2000." They examine the maps in the handouts and compare them with maps from an atlas. In the second part of this instructional activity, students read "In Harm's Way." They receive three more...

Students are introduced to zoning. Evaluating information and reading a land-use map is enclosed in this lesson. List new development projects that they could propose for a given area.

Students research the Great Migration and answer questions to discover where it took place, when it took place, who were migrating, and why in a 2 page paper. They use a map or atlas to plot out the routes and destinations of those...

Ninth graders work together to brainstorm an idea to focus on the similiarties and differences between various cultures. Individually, they interview family members using questions they created based on their topic. They use their...

Seventh graders create a final project called Industry X (which was previously researched in the unit) has plans to build in town. There is a special town meeting scheduled to discuss this matter and allow everyone to express their...

Seventh graders produce a newscast from an Ancient Roman city. In this journalism and history lesson plan, 7th graders work in groups to dramatize a historical event from the Roman Empire. students sequence the events, role-play, and...

Students explore a portion of the Chinese Zodiac with projects centered around the year of the rabbit. Students research types of rabbits, actual and fictional. Working in groups, they create a written or multimedia presentation.