Activity List

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    {
        "url": "http://admin.nationalgeographic.org/api/activities/da43bd59-21f0-4631-a7fd-96b2703f5a86",
        "html_url": "https://www.nationalgeographic.org/activity/american-presidents/",
        "uuid": "da43bd59-21f0-4631-a7fd-96b2703f5a86",
        "title": "American Presidents",
        "subtitle": "<p>Help students understand how the political geography of the country has changed.</p>",
        "description": "<p>Identify the 1st, 7th, 16th, 31st, 39nd, and 44th presidents.<br /><br />Map the presidents by their home state in each of the three eras.<br /><br />Describe the patterns.<br /><br />Explain what might have made the patterns the way they are.</p>",
        "directions": "<p>Introduction</p>\r\n<p>Hand out the list of Presidents and US maps.  Students will be map the presidents in three eras, each approximately 70 years, describing the differences among the three patterns, and try to explain why the patterns are the way they are.  Map the presidents with respect to the state with which they are most associated, which is most often (but not always) the state of their birth.<br /><br />Have students review the list and identify the 1st (Washington), 7th (Jackson), 16th (Lincoln), 31st (Hoover), 39th (Carter), and 44th (Obama) Presidents.   As we go through the exercise have students try to figure out the geographic significance of each presidents home state.  <br /><br />Activity 1: Map the Presidents from 1789 to 1860: the Constitution to just before the Civil War<br />Outline on your map all the states which had joined the Union by 1861. (All states bordering Mississippi and to the east of it, as well as Texas, California and Oregon) Use the first of three colors to mark an x  in the home state of each president elected in the first era.  What are some ways the pattern could be described?   (The presidents came from the states on the coast, the original 13 colonies, largely between Massachusetts and Virginia)   Of the 15 presidents in this era, how many were elected from outside the original 13 states?  (two, Jackson and Harrison)   How many were born outside the original thirteen states? (none) Which state elected the most presidents in the first era? (Virginia, with 6) What are some of the geographic, political or economic reasons this might be?  (geographic - Virginia was in the center of a long, narrow United States; economic - land was the basic source of wealth in the colonies, and the rich Virginia farmland was that basis of the wealth of many people; political - the early influence of four of the first five presidents.)  In this era, new states were largely from which major added territories? (the Northwest Territories, the Louisiana Purchase, and the Mississippi Territories ) By 1861, 31 states had been admitted; how could you describe where the states are? (Every state east of the Mississippi or bordering it as well as Texas, California, and Oregon.)   <br /> <br />Activity 2: Map the Presidents from 1861 through 1930: the Civil War to the Great Depression <br /><br />Using a second color, put an x in the home state of each of the Presidents born in era 2. Who was the first President to be born outside of the original 13 colonies? (Lincoln)  What are some of the ways you could describe the pattern?  (Largely in the northeast or north central United States but east of the Mississippi river)  What are some of the reasons for this pattern?  (geographic - westward migration, and an influx of immigrants especially through the Great Lakes States; political- the defeat and economic destruction of the South in the Civil War; economic - the rapid industrialization of the north during and after the Civil war)  Which state has the most presidents?  (Ohio, with 7) Why might this be? (With the south effectively disempowered, Ohio is close to the center of the remaining political and economic power of the country, and well connected through the Great Lakes)  In addition, the rapid industrialization of the country lead to major concentrations of wealth and power with railroads, steel and oil companies, many of which located in or close to Ohio.    <br /><br />Activity 3: Summarize the geographic factors that influenced the distribution of Presidents in the first two eras.<br /><br />Present the information in the table with respect to size and shape, transportation, communication, immigration, internal migration, economic population, and political power for 1789-1861. As a large group, have students complete the table for 1861-1929. <br /><br />Activity 4: Map the Presidents from the Great Depression to Present (1929-2009)<br /><br />Using the third color put an x in the home state of each of the Presidents born in era 3.  Who was the first President to be born west of the Mississippi? (Hoover) Who was the first president after the Civil War to be elected from a state in the Deep South? (Jimmy Carter, although Lyndon Johnson was from Texas which sided with the Confederacy.  Andrew Johnson was not elected.)  What are some of the ways you could describe the pattern?  (Much more widespread, more toward the south and west)  <br /><br />Activity 5: Complete the comparison table and discuss possible causes<br /><br />Why?  (geographic - substantial westward migration continues, reduced European immigration in the depression and WWII, but substantially increased post-war immigration from Latin American and Asia to the southwest, Sunbelt migration particularly of older Americans; economic - recovery of the south and the post-WWII economic boom in the west; politically - the advent of mass communication and air transportation has made location of the home state less important.)<br />F = Federalist    R = Republican   D= Democratic   DR = Democratic Republican (but the start of the Democratic Party) W = Whig (arguably the forerunner of the Republican Party.)</p>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": null,
        "assessment": "<p>Give one historical, political, economic or geographic factor which influenced the patterns of presidential elections in each of the 3 eras.  (Minimum of 3 statements)<br /><br />Agree or disagree with the following statement and support your position with information from the history of United States Presidents.<br /><em>The home state of a candidate is no longer of much importance in the election of a President.</em></p>",
        "background_information": null,
        "duration": 1,
        "extending_the_learning": null,
        "grouping_types": [],
        "internet_access_type": "1",
        "learner_groups": [],
        "learning_objectives": [
            "identify the 1st, 7th, 16th, 31st, 39nd, and 44th presidents of the United States",
            "generalize about the home of state presidents who began their terms in each of the following eras; 1789-1860, 1861-1929, 1929-Present ",
            "explain some of the historical, political or geographic factors that might have influenced the patterns in each of the eras"
        ],
        "materials": [],
        "other_notes": "",
        "pedagogical_purpose": null,
        "physical_space_types": [],
        "plugin_types": [],
        "prior_activities": [],
        "credits": {
            "Creator": [
                "Michigan Geographic Alliance"
            ]
        },
        "appropriate_for": [
            "Educator",
            "Informal Educator"
        ],
        "geologic_time": null,
        "subjects": [],
        "grades": [
            "5",
            "6",
            "7"
        ],
        "eras": [],
        "vocabulary": [],
        "create_date": "2011-02-03T17:37:57.335010Z",
        "modified_date": "2011-02-03T17:37:57.335010Z",
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    },
    {
        "url": "http://admin.nationalgeographic.org/api/activities/5a734163-edaf-4601-b5f9-e13c1db271a5",
        "html_url": "https://www.nationalgeographic.org/activity/analyze-community-map/",
        "uuid": "5a734163-edaf-4601-b5f9-e13c1db271a5",
        "title": "Analyze a Community Map",
        "subtitle": "<p>Why are neighborhood services built in certain locations?</p>",
        "description": "<p>Students make observations and gather information over several days or sessions. Then they summarize reasons why public services are located where they are.</p>",
        "directions": "<p><em>Ideally, this activity will take place over the course of three days or three 50-minute sessions.</em></p>\r\n<p><em><br /></em></p>\r\n<p><span style=\"text-decoration: underline;\"><strong>DAY/SESSION 1</strong></span></p>\r\n<p><strong>1. Have students sketch their school and the <a class=\"tipHelp\">area</a> around it.</strong></p>\r\n<p>Give students about 15 minutes to each sketch a <a class=\"tipHelp\">mental map</a> of their school using drawing paper and pencil. Have them include the streets, buildings, and other sites they can think of that surround the school. You can have students talk first in small groups about what they might include. Have a whole-class discussion about what items they included on their maps.</p>\r\n<p>&#160;</p>\r\n<p><strong>2. Walk the neighborhood and revise sketches.</strong></p>\r\n<p>Next, take students outside for a walk to see how accurate their sketched maps and ideas were. Give them an opportunity to carry their sketched maps on a clipboard and add to or change their maps based on what they see. Have a few volunteers carry on their clipboards the Walking Tour Survey worksheet. Ask all of the students for their ideas related to the questions on the worksheet, and have the volunteers record the class&#8217; ideas.</p>\r\n<p>&#160;</p>\r\n<p><span style=\"text-decoration: underline;\"><strong>DAY/SESSION </strong><strong>2</strong></span></p>\r\n<p><strong>3. View a map of the larger area surrounding the school.</strong></p>\r\n<p>Use the National Geographic MapMaker Interactive to project a larger map of your community. Give each student a printed copy of the same map. Invite a volunteer up to the projected community map to point to the school and then trace the <a class=\"tipHelp\">route</a> traveled around the neighborhood on day/session 1. Discuss their ideas from the walk, referring to the recorded Walking Tour Survey worksheet ideas. Have students point out any clusters of businesses, types of homes, and other uses of land on the projected map.</p>\r\n<p>&#160;</p>\r\n<p><strong>4. Plot home and school locations on a large map.</strong></p>\r\n<p>Next, have students use markers or colored pencils to plot their home and school <a class=\"tipHelp\">location</a>s on their printed maps, and invite volunteers to mark their homes on the projected map. Have them plot the route they take from home to school on their printed maps.</p>\r\n<p>&#160;</p>\r\n<p><strong>5. Analyze the spatial arrangement of the community.</strong></p>\r\n<p>Referring to the projected map, point to different homes and ask students to describe where they are located. Trace a student&#8217;s route to school. Have students describe the route they take to school. Younger students can use the language of location such as <em>near, far,</em> and <em>next to</em>; older students can include <a class=\"tipHelp\">cardinal direction</a>s. Circle subdivisions and business areas. Ask:</p>\r\n<ul>\r\n<li><em>What patterns do you see?</em></li>\r\n<li><em>Who lives the closest to school? Who lives the farthest away?</em></li>\r\n<li><em>Are the homes clustered, or grouped, around the school? Explain.</em></li>\r\n<li><em>Are there clusters of students living in one area? Explain.</em></li>\r\n<li><em>Do some students travel long distances to school? Explain.</em></li>\r\n<li><em>Why do you think you attend this school and not one in another community?</em></li>\r\n<li><em>Who lives north/south/east/west of the school?</em></li>\r\n</ul>\r\n<p>Review students&#8217; ideas about why the school is located where it is. Ask students to support their ideas with information from the maps. Record students&#8217; ideas on the board.</p>\r\n<p>&#160;</p>\r\n<p><strong>6. Summarize ideas about the school&#8217;s location.</strong></p>\r\n<p>Students will start to realize that a variety of factors must be considered when deciding a school&#8217;s location. Use markers to summarize their ideas on a sheet of chart paper, titling it &#8220;Why is our school located here?&#8221;</p>\r\n<p>&#160;</p>\r\n<p>Invite the principal or another official to talk about why the school site was selected as a good place for the school. Have students explain their ideas and discuss them with the principal.</p>\r\n<p>&#160;</p>\r\n<p><span style=\"text-decoration: underline;\"><strong>DAY/SESSION </strong><strong>3</strong></span></p>\r\n<p><strong>7. Investigate other neighborhood service locations.</strong></p>\r\n<p>Choose one or two other neighborhood public service buildings, such as a library, bank, police station, hospital, or fire station, to study. Plot the building&#8217;s location on the projected and printed maps, and determine what types of buildings surround the site. Arrange a video call with a person working at the location(s) to investigate reasons for the location, or plan a field trip to the site(s). As students examine each site, use markers and chart paper to list the information that students collect. Information might include the type of service provided, address, buildings surrounding it, and the distance from school. Examine whether there are patterns such as groupings of similar services like police and fire departments, or doctors&#8217; offices and florists near a hospital.</p>\r\n<p>&#160;</p>\r\n<p><strong>8. Summarize ideas about locations of services.</strong></p>\r\n<p>Display the chart paper lists and students&#8217; community maps. Ask: <em>What similarities do you see among the sites? What differences do you see? </em>Write students&#8217; ideas about the similarities and differences on the board. Have them count how many times the same ideas were expressed to show the similarities. Ask: <em>Why do you think reasons for site selection are <em>sometimes</em> different?</em></p>\r\n<p>&#160;</p>\r\n<p><strong>9. Have students illustrate and summarize their findings.</strong></p>\r\n<p>Have students draw pictures of each site studied. Have them write two or three sentences below each picture, describing where the site is located and giving reasons for the location of each service.</p>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "informal",
        "assessment": "<p>Check students&#8217; work for understanding of the reasons for site selection, use of the address, and positional language (<em>near, far, between, next to</em>) for describing location. By the end of the activity, students should be able to explain that a location is accessible to many by public transportation, located in the center of the community, part of a business center, or near other similar services or businesses.</p>",
        "background_information": "<p>The locations of neighborhood and community services such as police or fire stations, schools, libraries, hospitals, and banks are often planned to provide convenient access for the entire community. Locations are often selected because they are close to the center of a community, close to public transportation, in a business center or mall, or near other similar services or businesses.</p>\r\n<p>&#160;</p>\r\n<p>Community planners for both private and public community services use computer mapping, also called Geographic Information Systems (GIS), to analyze the geography of a community and determine needs and possibilities there. Citizens can often access community maps through town or city websites.</p>",
        "duration": 150,
        "extending_the_learning": "<ul>\r\n<li>Have students each choose a new neighborhood public<strong> </strong>service and decide on a site for it. Have them mark it on their printed maps and draw a picture of the building design. Have them explain why they would build the new service there.</li>\r\n</ul>\r\n<ul>\r\n<li>Invite a guest speaker to class, such as a store owner, restaurant owner, school administrator, or someone else who is planning a new building or facility. Discuss how the guest selected the site.</li>\r\n</ul>\r\n<ul>\r\n<li>Have students work in small groups to design a shopping area. If possible, arrange for students to talk with a mall planner to find out how locations are decided. What are the costs for space? How are costs different in different areas of the mall? Have students draw the mall design and also show placement on the community map. Have them explain the reasons for the site selection and the spatial organization within the mall.</li>\r\n</ul>",
        "grouping_types": [
            "Large-group instruction"
        ],
        "internet_access_type": "3",
        "learner_groups": [],
        "learning_objectives": [
            "examine a map of the neighborhood around their school and analyze why that site was selected for the school",
            "analyze the spatial arrangements of the locations of their homes, school, and community services on a community map",
            "determine reasons for site selections for neighborhood public services"
        ],
        "materials": [
            "Chart paper",
            "Clipboards",
            "Drawing paper",
            "Markers",
            "Pencils"
        ],
        "other_notes": "<ul>\r\n<li>Ideally, this activity will take place over the course of three days or three 50-minute sessions.</li>\r\n</ul>\r\n<ul>\r\n<li>Before Day/Session 2, print a copy of the community map for each student.</li>\r\n</ul>",
        "pedagogical_purpose": "1",
        "physical_space_types": [
            "Classroom"
        ],
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        "prior_activities": [
            "http://admin.nationalgeographic.org/api/activities/264a1542-36e1-4613-a3bb-54605552863b"
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        "credits": {
            "Researchers": [
                "Lindsey Mohan, Ph.D.",
                "Audrey Mohan, Ph.D."
            ],
            "Writer": [
                "Anne Haywood, Program Consultant, Environmental & Geographic Education"
            ],
            "Editors": [
                "Sean P. O'Connor",
                "Christina Riska Simmons, National Geographic Society"
            ],
            "Copyeditor": [
                "Christina Riska Simmons, National Geographic Society"
            ],
            "Educator Reviewer": [
                "Lydia Lewis, M.Ed., Grade 5 U.S. History/Geography Educator; National Cathedral School, Washington, D.C."
            ],
            "Sources": "<p>Adapted from National Geographic's Tool Kit for Teaching Geography</p>"
        },
        "appropriate_for": [
            "Educator",
            "Informal Educator"
        ],
        "geologic_time": null,
        "subjects": [
            "Geography",
            "Social Studies",
            "Social Studies > Civics"
        ],
        "grades": [
            "3",
            "4"
        ],
        "eras": [],
        "vocabulary": [
            "cardinal-direction (noun) - one of the four main points of a compass:   north,",
            "geographic-information-system-gis (noun) - any system for capturing, storing, checking, and d",
            "location (noun) - position of a particular point on the surface of t",
            "map skills (noun) - skills for reading and interpreting maps, from lea",
            "mental-map (noun) - an internal representation of a person's personal ",
            "route (noun) - path or way."
        ],
        "create_date": "2014-05-29T17:14:35.992048Z",
        "modified_date": "2014-05-29T17:14:35.992048Z",
        "content_type": "activity",
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    {
        "url": "http://admin.nationalgeographic.org/api/activities/30a0b88d-8aaa-44e9-9c45-24177b1b324a",
        "html_url": "https://www.nationalgeographic.org/activity/analyzing-bioblitz-data/",
        "uuid": "30a0b88d-8aaa-44e9-9c45-24177b1b324a",
        "title": "Analyzing BioBlitz Data",
        "subtitle": "<p>What can we learn about biodiversity from BioBlitz data?</p>",
        "description": "<p>Students investigate and analyze local biodiversity using iNaturalist observations. They collaborate in small groups to explore observations and identification of various taxon groups. Then students create a class graph of data and draw inferences about biodiversity, invasive species, and endangered species in their local park.</p>",
        "directions": "<p><strong>1. Explore student observations and identifications from BioBlitz. (10 minutes)</strong></p>\r\n<p dir=\"ltr\">Write &#8220;BioBlitz Discoveries&#8221; on the board. Have students take turns writing the names of different species they discovered at the bioblitz. Students can come to the board a few at a time and write simultaneously, or a few representatives can write while the rest of the class brainstorms and lists what they remember. If time allows, ask students to contribute a few fun species facts they learned during the bioblitz.</p>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">Give students time to examine the list and remove any redundant species. Then have students tally the total number they were able to recall. Ask each student to write his or her name and the total number of species he or she estimates were identified by all participants at BioBlitz on an index card. Students should fold their index cards in half and pass them to you.</p>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">Tell students they are about to see the actual number of species currently identified. Open your local park&#8217;s BioBlitz project page on iNaturalist by searching for the location name. Students should see the total number of species tallied on the left side of the home screen in the green &#8220;Totals&#8221; box. Invite a few volunteers to sift through the index cards and identify which student(s) made the closest guess. Explain that students will now use iNaturalist to explore observations of what is living in their park.</p>\r\n<p>&#160;</p>\r\n<p><strong>2. Preview how to navigate iNaturalist to find observation data. (10 minutes)</strong></p>\r\n<p dir=\"ltr\">Divide students into pairs or groups of three. There are 11 taxon groups, and each student group will be responsible for observation data with their assigned taxon group. Make sure each group has access to a computer, and have them go to <a href=\"http://www.inaturalist.org\">www.inaturalist.org</a>. If the class has an account, they can log in using the class username and password. <br class=\"kix-line-break\" /><br class=\"kix-line-break\" /></p>\r\n<p dir=\"ltr\">Demonstrate for students how to navigate around their park&#8217;s BioBlitz project page, highlighting the website features. Have students click on the &#8220;Observations&#8221; button in the green Totals box on the left side of the screen. Show students how to toggle between the different views of observations: map, list, and icon. Introduce students to the search filter. Review taxon group icons and checkboxes for threatened and introduced species. &#160;Show students an example of filtering for a particular group, for example birds, then click &#8220;Update Search&#8221; to show all birds in the results.</p>\r\n<p>&#160;</p>\r\n<p><strong>3. Explore and analyze BioBlitz observation data. (15 minutes)</strong></p>\r\n<p dir=\"ltr\">Explain to the class that they will work in their small groups to analyze the bioblitz observation data for one taxon. Then, they will synthesize, or put their data together, in a class graph in order to visualize the biodiversity of their park. They will also analyze data for introduced and endangered species in their area and will consider how their community can address these challenges.</p>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">Distribute a copy of the Analyze Bioblitz Results and Bioblitz Taxa Graph handouts to each group. Assign a taxon to each group, or have groups pick a taxon name out of a hat. Student groups will analyze observation data for their taxon and create a piece of a graph that the whole class contributes to. The worksheets are designed to guide groups through each step. While students work on this task, draw a large graph on the board with the name of each taxon along the x-axis and number on the y-axis and a key for colors to use with observed and identified data. Then rotate around the room to guide groups as needed.</p>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">As groups finish the observations of their taxa, have one group member record the findings on the class graph using the designated colors for observed and identified data. They need to record the percent of total observations and the percent of total species identified for each taxon. Tell students to be prepared to share defining characteristics, total number of species and observations, the five most common, any unexpected observations, any introduced species, and any endangered species.</p>\r\n<p>&#160;</p>\r\n<p><strong>4. Present and Synthesize Findings (25 minutes)</strong></p>\r\n<p dir=\"ltr\">Have groups take turns sharing their findings in a one-minute presentation and adding additional information to the class graph. Each taxon should have two bars: one for number of observations and one for number of species identified. As one student presents the group&#8217;s findings, another student can add total number of species and observations and the most common species and any introduced and/or endangered species above their bar graphs on the board.</p>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">As each group presents, instruct the other groups to add the graphs of each presenting group to their BioBlitz Taxa Graph worksheet. Have colored pencils available to students to match the colors on the board.</p>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">After all groups have contributed to the class graph, give students five minutes to examine the graph and look for patterns in the data, or any relationships between taxon groups, numbers of species and observations, and so on. Students should spend two minutes studying independently, then discuss with their group and prepare to share their conclusion. If helpful, use the following prompts to guide groups&#8217; inquiry processes: <br class=\"kix-line-break\" /><br class=\"kix-line-break\" /></p>\r\n<ul>\r\n<li dir=\"ltr\">\r\n<p dir=\"ltr\">Do any of these groups have a much higher number of observations than others? Why do you think that is?</p>\r\n</li>\r\n</ul>\r\n<ul>\r\n<li dir=\"ltr\">\r\n<p dir=\"ltr\">Do any taxon groups have a large discrepancy between the number of observations and number of species identified? Why might this be?</p>\r\n</li>\r\n</ul>\r\n<ul>\r\n<li dir=\"ltr\">\r\n<p dir=\"ltr\">Are there any patterns between the number of invertebrates and vertebrates identified? Explain.</p>\r\n</li>\r\n</ul>\r\n<ul>\r\n<li dir=\"ltr\">\r\n<p dir=\"ltr\">Think back to our first task when we learned the number of species of each of these groups. Do you see any relationships between the number of species globally and the observations from our park?</p>\r\n</li>\r\n</ul>\r\n<ul>\r\n<li dir=\"ltr\">\r\n<p dir=\"ltr\">What endangered species were found in the area? Are there any relationships between endangered species and taxon groups?</p>\r\n</li>\r\n</ul>\r\n<ul>\r\n<li dir=\"ltr\">\r\n<p dir=\"ltr\">What invasive species were found in the area? Do you see any patterns with invasive species and taxon groups?</p>\r\n</li>\r\n</ul>\r\n<p>&#160;</p>\r\n<p dir=\"ltr\">With the remaining time, conduct a whole group discussion using the questions above. Elicit students&#8217; ideas from each group throughout the discussion. To conclude the activity, remind students that a bioblitz only covers one day of data collection, and it is one of many methods to study local biodiversity. There may be much more diversity to discover at different times of year and using different methods and equipment. This bioblitz did show that the more we look around us, the more diversity we see.</p>\r\n<div>&#160;</div>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "informal",
        "assessment": "<p>Evaluate students&rsquo; data analysis, presentations, and inferences made during discussions. Listen carefully to students&rsquo; ideas in the whole-group discussion at the end of the activity. Encourage all members of groups to participate in presentations and during the discussion of results.</p>",
        "background_information": "<p>A bioblitz is a short, intensive search for species in an area. While a bioblitz allows participants to document species, it differs from a scientific inventory in a number of ways. Scientific inventories are usually limited to&nbsp;biologists, geographers, and other scientists. A bioblitz brings together volunteer scientists, as well as families, students, teachers, and other members of the community.&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>While a scientific survey often focuses on&nbsp;unique&nbsp;or&nbsp;isolated areas, bioblitzes focus on areas that are connected to residential,&nbsp;urban, and&nbsp;industrial&nbsp;areas.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Finally, biological surveys may take a long period of time to conduct. A bioblitz lasts a short period of time, normally 24 hours. Team members work around the clock to inventory as much as possible in the time given, blitzing the natural area to complete their task.&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>These differences make a bioblitz a unique biological survey that encourages a relationship between the natural and human communities of a given area. Citizens work alongside scientists to learn about the biological diversity of local natural spaces. In the process, they gain a deeper understanding of and a stronger connection to their home&nbsp;environment. A bioblitz aims to promote and improve local natural spaces by&nbsp;empowering citizens to better understand and protect&nbsp;biodiversity.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Scientific investigations also generally occur over a long term and provide scientists with sets of data that represent an area&rsquo;s biodiversity more fully than a bioblitz. For example, a bioblitz conducted in an area in January would likely result in a much different set of observations than a bioblitz in May. A standardized monthly inventory of that same area may reveal how the species composition of an area changes throughout the year.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Therefore, when exploring data collected in bioblitzes, it is important to consider how the diverse volunteers, short time period, and variety of methods utilized in this event can limit the types of information that people can understand from this event.</p>\r\n\r\n<p>&nbsp;</p>",
        "duration": 60,
        "extending_the_learning": "<ul>\r\n\t<li>\r\n\t<p>Compare diversity from various bioblitzes, including the most common plants, invertebrates, and vertebrates found across the country.</p>\r\n\t</li>\r\n</ul>\r\n\r\n<ul>\r\n\t<li>\r\n\t<p>Using the calculations in the optional Step 7 on the Analyze BioBlitz Results worksheet, have students create a pie chart to visualize Percentage of Taxon Observations.</p>\r\n\t</li>\r\n</ul>\r\n\r\n<ul>\r\n\t<li>\r\n\t<p>Investigate which invasive and endangered species are of concern in your park and discuss ways to manage them.</p>\r\n\t</li>\r\n</ul>\r\n\r\n<ul>\r\n\t<li>\r\n\t<p>Conduct a follow-up mini-bioblitz in your schoolyard to compare species found there with the local park and also to keep students engaged in local biodiversity analysis.</p>\r\n\t</li>\r\n</ul>\r\n\r\n<ul>\r\n\t<li>Celebrate biodiversity and show bioblitz results by having students create a display for the school. Student contributions can feature &ldquo;biodiversity superlatives,&rdquo; such as smallest, largest, fastest, slowest, slimiest, most colorful, best camouflage, most surprising, most common, rarest, and most dangerous.</li>\r\n</ul>",
        "grouping_types": [],
        "internet_access_type": "3",
        "learner_groups": [],
        "learning_objectives": [
            "Analyze local biodiversity data using iNaturalist bioblitz observations",
            "Use descriptive statistics to visualize and synthesize findings",
            "Make inferences about local biodiversity"
        ],
        "materials": [
            "Index cards",
            "Pencils",
            "Pens",
            "<p>Markers, colored pencils, or crayons</p>\r\n"
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        "other_notes": "",
        "pedagogical_purpose": "1",
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            "http://admin.nationalgeographic.org/api/activities/829160ae-a109-4b9c-8975-6764cb902609",
            "http://admin.nationalgeographic.org/api/activities/dfb674ca-816c-4c77-9d7f-af1774866b8e"
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        "credits": {
            "Writer": [
                "Amy Lorenz"
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            "Designer": [
                "Project Design Company"
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            "Editors": [
                "Julie Brown, National Geographic Society",
                "Anne Haywood, Mountain to Sea Education",
                "Carrie Seltzer"
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            "Copyeditor": [
                "Christina Riska Simmons"
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                "Lindsey Mohan, Ph.D., Science Education Consultant"
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            "National Geographic Program": [
                "BioBlitz"
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        "appropriate_for": [
            "Educator"
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        "geologic_time": null,
        "subjects": [
            "Biology",
            "Biology > Ecology",
            "Experiential Learning"
        ],
        "grades": [
            "4",
            "5",
            "6",
            "7",
            "8"
        ],
        "eras": [],
        "vocabulary": [
            "biodiversity (noun) - all the different kinds of living organisms within",
            "endangered-species (noun) - organism threatened with extinction.",
            "introduced-species (noun) - a species that does not naturally occur in an area",
            "invasive-species (noun) - type of plant or animal that is not indigenous to ",
            "taxonomic-group (noun) - things, such as organisms or ideas,   organized by",
            "threatened-species (noun) - organism that may soon become   endangered."
        ],
        "create_date": "2016-04-01T15:59:46.777214Z",
        "modified_date": "2016-04-01T15:59:46.777214Z",
        "content_type": "activity",
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    {
        "url": "http://admin.nationalgeographic.org/api/activities/b0bdc1c9-3e3d-4056-99d1-1141d6e3f1cd",
        "html_url": "https://www.nationalgeographic.org/activity/analyzing-disease-outbreaks/",
        "uuid": "b0bdc1c9-3e3d-4056-99d1-1141d6e3f1cd",
        "title": "Analyzing Disease Outbreaks",
        "subtitle": "<p><em>How do diseases spread?</em></p>",
        "description": "<p style=\"margin-left:0in; margin-right:0in\">Students explore how mapping can be used to identify the source of an outbreak and for disease control and prevention. After reading the story of John Snow and how he used mapping to locate the source of a cholera outbreak to a single water pump in London, students then use the four-level analysis method to analyze disease outbreak maps. In small groups, they discuss sample outbreak maps from the CDC or WHO using this method.</p>",
        "directions": "<p><em><strong><a href=\"https://www.nationalgeographic.org/unit/menacing-microbes/\">Menacing Microbes</a>&#160;Unit Driving Question:&#160;</strong>&#65279;How does a community get ready for an outbreak?</em></p>\r\n<p><em><strong><a href=\"https://www.nationalgeographic.org/lesson/theres-outbreak/\" target=\"_blank\">There&#8217;s an Outbreak!</a>&#160;Lesson Driving Question:</strong>&#160;How do diseases spread?</em></p>\r\n<p><strong>1. Introduce students to the practice of using four-level analysis to interpret patterns in a map.</strong></p>\r\n<ul>\r\n<li>Tell students that one of the ways that people solve problems is to look for patterns of data in maps. A useful technique for this is called four-level analysis.</li>\r\n<li>Draw a large version of the <a href=\"https://media.nationalgeographic.org/assets/file/FourLevelAnalysis_Final_NGS_SECURE.pdf\" target=\"_blank\">Four-Level Analysis Tool</a> on the board. This should mirror the image on the student handout&#8211;a four-square table, each square labeled with a Roman Numeral (I&#8211;IV).</li>\r\n<li>Display the NASA <a href=\"https://www.nasa.gov/topics/earth/earthday/gall_earth_night.html\">map of the Earth at night</a>.</li>\r\n<li>Guide the students through a Think-Pair-Share discussion about the projected map using the following four-level analysis questions:</li>\r\n<ul>\r\n<ul>\r\n<li><em>What are you looking at? Where is this? When is this? </em></li>\r\n<li><em>What patterns do you see? </em></li>\r\n<li><em>Why does the map look like this? What are some possible explanations for these patterns? </em></li>\r\n<li><em>Why is this important? What will you remember? </em></li>\r\n</ul>\r\n</ul>\r\n<li>Record student responses in the appropriate squares on the large version of the tool.</li>\r\n<li>Tell students that maps can be a useful tool for identifying the source of a <a class=\"tipHelp\">disease</a> <a class=\"tipHelp\">outbreak</a>.</li>\r\n</ul>\r\n<p>&#160;</p>\r\n<p><strong>2. Use the case of John Snow to learn how maps can locate the source of an outbreak.</strong></p>\r\n<ul>\r\n<li>Introduce students to John Snow by having them watch 06:06&#8211;7:55 of the <a href=\"http://geospatialrevolution.psu.edu/episode4/chapter3\">Geospatial Revolution video</a>.</li>\r\n<li>Complete the <a href=\"https://www.nationalgeographic.org/activity/mapping-london-&lt;a class=\">epidemic</a>&#160;Mapping a London Epidemic activity to identify what patterns John Snow might have noticed in order to find the location of the source of the epidemic. This is a stand-alone activity that can either be used in its entirety or by having students complete the following three exercises:</li>\r\n<ul>\r\n<ul>\r\n<li>Mapping a London epidemic</li>\r\n<li><a class=\"tipHelp\">Cholera</a> deaths in Soho</li>\r\n<li>Water pumps in Soho</li>\r\n</ul>\r\n</ul>\r\n<li>After completing the activity, have students share what they notice about the different maps.</li>\r\n</ul>\r\n<p>&#160;</p>\r\n<p>&#160;<strong>3. Analyze disease maps to identify patterns in the data. </strong></p>\r\n<ul>\r\n<li>There are six maps that students can explore. In pairs, have students access one of the following six maps for their analysis:\r\n<ul>\r\n<ul>\r\n<li><a href=\"https://www.cdc.gov/flu/weekly/usmap.htm\">Flu</a></li>\r\n<li><a href=\"https://www.cdc.gov/measles/cases-outbreaks.html\">Measles</a></li>\r\n<li><a href=\"https://www.cdc.gov/ecoli/2019/o103-04-19/map.html\">E-coli</a></li>\r\n<li><a href=\"https://www.cdc.gov/lyme/datasurveillance/maps-recent.html\">Lyme</a></li>\r\n<li><a href=\"https://www.who.int/csr/don/25-april-2019-ebola-drc/en/\">Ebola</a></li>\r\n<li><a href=\"http://www.floridahealth.gov/diseases-and-conditions/vaccine-preventable-disease/varicella/\">Varicella</a></li>\r\n</ul>\r\n</ul>\r\n</li>\r\n</ul>\r\n<ul>\r\n<li>With their selected map in front of them, distribute the <a href=\"https://media.nationalgeographic.org/assets/file/FourLevelAnalysis_Final_NGS_SECURE.pdf\" target=\"_blank\">Four-Level Analysis Tool</a>&#160;to each pair of students. Have students respond to the following on their Four-Level Analysis Tool:\r\n<ul>\r\n<ul>\r\n<li>Level I: <em>What are you looking at? Where is this? When is this? </em></li>\r\n<li>Level II: <em>What patterns do you see?</em></li>\r\n<li>Level III: <em>Why does the map look like this? What are some possible explanations for these patterns?</em></li>\r\n<li>Level IV: <em>Why is this important? What will you remember?</em></li>\r\n</ul>\r\n</ul>\r\n</li>\r\n</ul>\r\n<p>&#160;</p>\r\n<p><strong>4. Share the analysis with others to compare information on the maps. </strong></p>\r\n<p>Have each pair of students share their analysis with another pair of students.</p>\r\n<ul>\r\n<li>If pairs are comparing the analysis of the same map, have students discuss what was different about their analyses (e.g., explanations for the patterns, reasons why this is important).</li>\r\n<li>If pairs are comparing an analysis of different maps, ask them to discuss what was different about the maps (e.g., location, scale, interactivity).&#160;</li>\r\n</ul>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "informal",
        "assessment": "<p style=\"margin-left:0in; margin-right:0in\">Collect the <a href=\"https://media.nationalgeographic.org/assets/file/FourLevelAnalysis_Final_NGS_SECURE.pdf\" target=\"_blank\">Four-Level Analysis Tool</a> to assess students&rsquo; understanding of the method, and the depth of their analysis.</p>",
        "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Once a disease outbreak has been reported, it is important to identify the source of the outbreak so that a response team can stop the spread of the disease. Epidemiologists often use map data to find the source of outbreaks. There are many different modern techniques for this such as GIS mapping. A historical example of this kind of mapping is the case of John Snow, an epidemiologist who used maps to trace the source of a cholera outbreak to a single water pump.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">&nbsp;</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">A method that people use for analyzing maps is called four-level analysis. This is a method that seeks to understand not only what patterns exist on a map, but why they are happening and what might happen next. Geographic patterns and processes are emphasized in advanced high school geography courses. Learning this method can be a valuable skill in preparation for this kind of course work.</p>",
        "duration": 50,
        "extending_the_learning": "<p>If technology is available, <a href=\"https://downloads.esri.com/learnarcgis/educators/creating-a-basic-story-map.pdf\">The John Snow Story Map</a> uses a GIS heat mapping technique. &nbsp;</p>",
        "grouping_types": [
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        "learning_objectives": [
            "Identify patterns in disease outbreak maps."
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        "credits": {
            "Writer": [
                "Alex Goodell"
            ],
            "Editor": [
                "Jeanna Sullivan"
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            "Educator Reviewer": [
                "Kate Ehrlich"
            ],
            "Director": [
                "Tyson Brown"
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                "Sarah Appleton, National Geographic Society"
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        "appropriate_for": [
            "Educator",
            "6th Grade",
            "7th Grade",
            "8th Grade"
        ],
        "geologic_time": null,
        "subjects": [
            "Biology",
            "Biology > Health",
            "Geography",
            "Geography > Geographic Information Systems (GIS)",
            "Geography > Human Geography",
            "Geography > Physical Geography",
            "Social Studies"
        ],
        "grades": [
            "6",
            "7",
            "8"
        ],
        "eras": [],
        "vocabulary": [
            "cholera (noun) - infectious,   sometimes fatal disease that harms t",
            "contagion (noun) - disease-producing agent, like a virus or bacteria;",
            "contaminate (verb) - to poison or make hazardous.",
            "disease (noun) - harmful condition of a body part or organ.",
            "epidemic (noun) - outbreak of an infectious disease able to spread r",
            "outbreak (noun) - sudden occurrence or rapid increase."
        ],
        "create_date": "2019-07-26T18:00:14.699312Z",
        "modified_date": "2019-07-26T18:00:14.699312Z",
        "content_type": "activity",
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    {
        "url": "http://admin.nationalgeographic.org/api/activities/5e94cad7-8fcc-4bb7-af6f-89883a26c346",
        "html_url": "https://www.nationalgeographic.org/activity/analyzing-distribution-vegetation-zones-and-mountain-gorillas-virunga-national-park/",
        "uuid": "5e94cad7-8fcc-4bb7-af6f-89883a26c346",
        "title": "Analyzing the Distribution of Vegetation Zones and Mountain Gorillas in Virunga National Park",
        "subtitle": "<p>How are abiotic factors, vegetation zones, human activity, and distribution of mountain gorillas linked?</p>\r\n",
        "description": "<p>Students use a map to analyze and contrast variations in abiotic factors at three locations within Virunga National Park and explain how these factors influence the distribution of vegetation zones. Then students deduce the location that provides habitat for critically endangered mountain gorillas and think about why gorillas are not present in similar vegetation zones across the park.&nbsp;</p>\r\n",
        "directions": "<p><strong>1. Engage students' interest through a comparison of their immediate ecosystem, the Amazon rain forest, and the Sahara desert.&#160;&#65279;</strong></p>\r\n<p><strong></strong>Ask students to identify characteristics of the biome in which they live (e.g., temperature, precipitation, vegetation, and animal diversity). Have students compare the general characteristics of their biome with those of the Amazon rain forest and Sahara desert. Ask:&#160;<em>How does the average annual precipitation likely differ between these areas? How might the amount of precipitation affect the amount or type of plants growing in each area?&#160;</em>&#65279;Then project the MapMaker Interactive Abiotic Factors in Virunga National Park&#160;on a screen and select the bookmark Precipitation in the Amazon and the Sahara. During this time, if students are unfamiliar with the MapMaker Interactive, point out some of the basic features like the legend on the side of the map and the bookmarks at the bottom of the map. Also practice zooming in (+) and out (-), and note how this changes the map scale. Select the magnifying glasses for the Amazon rain forest and then the Sahara desert. Have students compare average rainfall and images of each area. Emphasize geographic distance between each area. Confirm that in this example, the area receiving more rainfall (i.e., the Amazon), has greater plant growth. This will demonstrate a connection between the abiotic and biotic factors of biomes. Reinforce the connection between abiotic and biotic factors using a local, personally relevant example (e.g., precipitation and vegetation differences across their state or region). Tell students they will evaluate how abiotic factors can influence plant diversity even within a single national park.&#160;</p>\r\n<div>&#65279;</div>\r\n<div><strong>2. Identify the vegetation zones of three locations based on an analysis of abiotic factors.</strong>&#65279;</div>\r\n<div>Introduce students to the national park by projecting the Virunga National Park bookmark in the MapMaker Interactive. Select the Base Maps tab and then rotate through the Nat Geo, Satellite, and Terrain base maps. Invite students to make observations of the park based on the different base maps, with special focus on noticeable differences across the park. Distribute the Vegetation Zones of Virunga National Park worksheet. Divide students into pairs, each pair with a computer, to complete Part 1: Abiotic Factors and Vegetation Zones of the worksheet using the Virunga National Park map. After students have completed Part 1, review the relationship between elevation and temperature. Ask:&#160;<em>How does elevation seem to be related to temperature? What causes this relationship?&#160;</em>&#65279;(Answer: In general, as elevation increases, temperature decreases due to changes in air pressure. As elevation increases, air pressure decreases, which allows air to expand. Fewer gas molecules then bump into each other, causing the air to cool.)&#160;</div>\r\n<div>&#160;</div>\r\n<div><strong>3. Explain how variation of abiotic factors can influence the types of vegetation zones that form at different locations.&#160;</strong>&#65279;</div>\r\n<div>As a class, confirm the type of vegetation zone found at each location based on students' answers to Part 1 of the worksheet. Project the map, Virunga National Park. Ask:&#160;<em>Based on the three locations, what type of relationship exists between the average precipitation and the type of vegetation zone? Why would rain influence vegetation zone?&#160;</em>&#65279;(Answer: As precipitation increases, plant biomass, or the amount of living material per unit area, increases. As a result, increased precipitation is related to denser vegetation zones. This is because plants need water for the processes of transpiration and photosynthesis, which result in plant growth.) Ask:&#160;<em>What type of relationship exists between temperature and vegetation zone? What type of relationship exists between elevation and vegetation zone? Why would temperature and elevation influence vegetation zone?</em>&#65279; (Answer: As elevation increases, temperature decreases. In general, rates of photosynthesis increase with increasing temperatures up to a certain point. Lower temperatures reduce the rates of photosynthesis, limiting plant growth. As a result, higher elevation and lower temperature are related to less dense vegetation zones.) The discussion will encourage students to begin thinking about the relationship between abiotic factors and vegetation type. Have students return to the same pairs to complete Part 2: Influences of Abiotic Factors. Invite students to share their explanations in a class discussion.&#160;</div>\r\n<div>&#160;</div>\r\n<div><strong>4. Deduce which vegetation zone is most likely mountain gorilla habitat.</strong>&#65279;</div>\r\n<div>Distribute the Mountain Gorillas of Virunga National Park worksheet. Invite a student to read aloud the introduction. Have students work in new pairs to complete Question 1 of the worksheet. Then project the Map of Vegetation Types of Greater Virunga Landscape handout for all students to see. Have students use this map to complete the remainder of the Mountain Gorillas of Virunga National Park worksheet. After students have completed the worksheet, have them share their answers in a group discussion. Highlight the different issues that may prevent mountain gorilla populations from utilizing similar vegetation zones throughout the park.&#160;</div>\r\n<div>&#160;</div>\r\n<div><strong>5. Draw general conclusions about the influence of abiotic and anthropogenic factors on vegetation zones and animal distributions.</strong>&#65279;</div>\r\n<div>Invite students to discuss how abiotic factors influence vegetation zones, and therefore the presence or absence of animals. Ask:&#160;<em>Why is the area around Mount Mikeno montane forest, rather than savanna or alpine?</em>&#65279; (Answer: Higher elevations result in lower temperatures, preventing savanna. High levels of precipitation and fertile soils allow for more plant life, preventing alpine zones.) Remind students that the same variations influence biomes on a global scale. Ask:&#160;<em>How does the type of vegetation influence the animals found in the area?&#160;</em>&#65279;(Answer: Animals will be found in areas that meet their dietary and habitat requirements. For example, the mountain gorilla requires the dense vegetation of a montane forest.) Ask:&#160;<em>How can human activity influence vegetation zones and animal distribution?</em>&#65279; (Answer: Land can be cleared for other uses, which eliminates necessary habitat for animals. Animals can be poached.) Invite students to discuss why it may be important to protect Virunga National Park. Draw students' attention to the Map of Vegetation Types of Greater Virunga Landscape. Conclude the activity by reiterating how the diversity of vegetation zones throughout Virunga National Park, as seen on the map, is a result of variations in abiotic factors, which can differ significantly even across small distances. This diversity of vegetation zones allows for an incredible diversity of animal species. Protecting Virunga National Park from negative human activities is critical to the conservation of its many rare, endangered, and endemic species.&#160;</div>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "informal",
        "assessment": "<p>Check for students&rsquo; understanding of concepts and ability to collect, interpret, and communicate information by attending to their thinking during discussions and assessing their worksheets with the answer keys provided.</p>\r\n",
        "background_information": "<p>Virunga National Park, a UNESCO World Heritage Site, covers&nbsp;7,800 square kilometers (3,000 square miles) and&nbsp;is the oldest national park in Africa. The park is located along the eastern edge of the Democratic Republic of Congo in the center of Africa&rsquo;s Albertine Rift. Tectonic activity produced a chain of eight volcanoes known as the Virunga Massif, which runs through the southern section of the park. Mounts Nyamuragira, Nyiragongo, and Mikeno are among the seven volcanoes located fully or partially within the park. The park is bordered by Rwanda and Uganda to the east.&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Even within the relatively small area,&nbsp;certain abiotic factors vary considerably across Virunga National Park. Elevation above sea level ranges from 680 meters (2,230 feet) to over 5,000 meters (3 miles) due to the presence of volcanoes. Annual rainfall also varies considerably, with some areas receiving as little as 500 millimeters (20 inches) of rain each year, and others as much as 3000 millimeters (118 inches). The park contains an immense diversity of vegetation types, or zones, from savannas and marshland to montane forests and lava plains. As a result, it also has a remarkable diversity of animal species. Many of these species are classified as rare, endangered, or endemic species, like the okapi (<em>Okapia johnstoni</em>) and mountain gorillas (<em>Gorilla beringei beringei</em>). Only about 700 individual mountain gorillas remain in the wild and nearly one quarter live within the boundaries of Virunga National Park. &nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>The exceptional biodiversity of the park is constantly threatened by human activity within and around the area. Militia members and poachers operate within the park. While there is little direct poaching of mountain gorillas, they can be caught by traps set for other animals. Habitat loss is another&nbsp;threat to mountain gorillas. Inside and around Virunga National Park wild habitat is converted&nbsp;to agricultural land and areas for livestock. Trees are also illegally cut down and&nbsp;burned in order to produce charcoal. The high&nbsp;demand for charcoal which is used&nbsp;for heating and cooking&nbsp;has led to widespread illegal logging and habitat loss.</p>\r\n",
        "duration": 100,
        "extending_the_learning": "<ul>\r\n\t<li>Have students read &ldquo;The Battle for Africa&rsquo;s Oldest National Park&rdquo; in order to learn more about the human activities threatening Virunga&rsquo;s mountain gorillas. Summarize the primary threats and propose possible solutions. Ask students to discuss how the threats to mountain gorillas are similar or different compared to those experienced by wildlife in their own country.&nbsp;</li>\r\n\t<li>Have students predict how the vegetation zones throughout Virunga National Park will likely shift in the future due to climate change, given increasing average global temperatures and changing precipitation levels. Over the past century, for example, vegetation has begun moving up mountain slopes (i.e., toward higher elevations) where temperatures are cooler. However, plant migration tends to take time since seeds are usually dispersed by wind or animals, and some plant species have slower growth rates. Climate change will also cause some areas to become drier or wetter, thereby altering an abiotic factor important for determining vegetation zones. Ask students to predict what might happen to the mountain gorilla population if the types of plants they eat are unable to migrate to more suitable habitats.</li>\r\n\t<li>Have students read &ldquo;Zoologist Dian Fossey: A Storied Life With Gorillas.&rdquo; Identify Dian Fossey&rsquo;s specific area of gorilla research and draw similarities between Fossey&rsquo;s work and that of Jane Goodall, who studies the social interactions of chimpanzees. Highlight Fossey&rsquo;s use of novel research methods (e.g., she engaged gorillas rather than sitting and observing their behavior). Then ask students to outline, in general, the possible advantages and disadvantages of using novel research methods to further scientific understanding, citing examples where possible. &nbsp; &nbsp;&nbsp;</li>\r\n</ul>\r\n",
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        "learner_groups": [],
        "learning_objectives": [
            "use MapMaker Interactive to compare and contrast mean annual precipitation, elevation, and temperature at three locations within Virunga National Park ",
            "identify the type of vegetation zone at three locations based on variations in abiotic factors",
            "explain how abiotic factors influence the distribution of vegetation zones ",
            "deduce which location mountain gorillas inhabit based on dietary and habitat requirements "
        ],
        "materials": [
            "Pencils"
        ],
        "other_notes": "<p>This activity is intended to be conducted in two 50-minute class periods. Day 1: Students explore the map, analyze variations in abiotic factors, and construct an explanation about the influence of abiotic factors on the distribution of vegetation zones (Steps 1-3). Day 2: Students deduce the vegetation zone that provides habitat for mountain gorillas and consider why mountain gorillas do not inhabit all areas of the park with this vegetation type (Steps 4-5).&nbsp;</p>\r\n",
        "pedagogical_purpose": "3",
        "physical_space_types": [
            "Classroom"
        ],
        "plugin_types": [],
        "prior_activities": [],
        "credits": {
            "Writer": [
                "Alexandra M. Silva, Science Educator, Peter Gruber International Academy, Virgin Islands 9-12 International Baccalaureate MYP Science, DP Biology, and DP Environmental Systems & Societies MEd Instructional Leadership: Science Education; MS Ecology & Evolution"
            ],
            "Editors": [
                "Chandana Jasti",
                "Elizabeth Wolzak"
            ],
            "Copyeditor": [
                "Karen Ang, Editorial Projects, LLC   "
            ],
            "Factchecker": [
                "Bob Connelly"
            ],
            "Educator Reviewer": [
                "Megan Swanson, Science Teacher, Calabasas High School, Calabasas, CA; National Geographic Grosvenor Teacher Fellow"
            ],
            "Expert Reviewer": [
                "Winn  Brewer"
            ]
        },
        "appropriate_for": [
            "Educator"
        ],
        "geologic_time": null,
        "subjects": [
            "Biology",
            "Biology > Ecology",
            "Geography"
        ],
        "grades": [
            "9",
            "10",
            "11",
            "12"
        ],
        "eras": [],
        "vocabulary": [
            "abiotic NO (adjective) - lacking or absent of life.",
            "biodiversity (noun) - all the different kinds of living organisms within",
            "classify (verb) - to identify or arrange by specific type or   chara",
            "ecosystem (noun) - community and interactions of living and nonliving",
            "elevation (noun) - height above or below sea level.",
            "endemic-species (noun) - species that naturally occurs in only one area or ",
            "photosynthesis (noun) - process by which plants turn water, sunlight, and ",
            "precipitation (noun) - all forms in which water falls to Earth from the a",
            "savanna (noun) - type of tropical grassland with scattered   trees.",
            "soil fertility (noun) - capacity of soil to sustain plant growth.",
            "transpiration (noun) - evaporation of water from plants.",
            "variation (noun) - difference.",
            "vegetation (noun) - all the plant life of a specific place.",
            "vegetation-zone (noun) - altitude, soil, and precipitation region in which "
        ],
        "create_date": "2016-06-01T13:34:54.130063Z",
        "modified_date": "2016-06-01T13:34:54.130063Z",
        "content_type": "activity",
        "versions": {}
    },
    {
        "url": "http://admin.nationalgeographic.org/api/activities/1c679729-c392-49b4-a57c-42512c4dc67a",
        "html_url": "https://www.nationalgeographic.org/activity/animal-adaptations-ocean/",
        "uuid": "1c679729-c392-49b4-a57c-42512c4dc67a",
        "title": "Animal Adaptations in the Ocean",
        "subtitle": "<p>How do marine animals adapt to their ocean environment?</p>",
        "description": "<p>Students review what animal adaptations are, identify marine animal adaptations in a photo gallery, and predict how types of adaptations vary with ocean habitats.</p>",
        "directions": "<p><strong>1. Introduce or review the concept of <a class=\"tipHelp\">adaptation</a>s.</strong><br />Write the word <em>adaptation</em> on the board. Ask students to define this word as it relates to animals. Ask:</p>\r\n<ul>\r\n<li><em>Why do animals have special adaptations to their <a class=\"tipHelp\">habitat</a>s?</em></li>\r\n<li><em>What examples of animal adaptation can you think of near where you live?</em></li>\r\n<li><em>What types of adaptations in <a class=\"tipHelp\">marine</a> animals have you previously learned about?</em></li>\r\n</ul>\r\n<p>Encourage students to think about adaptations in marine animals related to obtaining food, providing camouflage or safety from predators, or dealing with changes in temperature, <a class=\"tipHelp\">salinity</a>, pressure, lack of sunlight, and need for oxygen.<br /><br /><strong>2. Have students identify animal adaptations in a National Geographic photo gallery.</strong><br />Show students the photo gallery and have them take turns reading aloud the captions as the class looks at each photo. Ask students to identify information about adaptations in each caption. For those captions that do not include adaptation information, challenge students to find visual evidence of adaptation. For example, needlefish travel in schools to protect themselves from predators; their color and size help them blend into their surroundings. Portuguese man-of-wars have air bladders that allow them to float on or near the surface of the ocean. These communal organisms use their air bladders like sails, allowing wind to move them through the water. The green sea turtle’s shell protects it from predators.<br /><br /><strong>3. Have students make predictions about ocean habitats.</strong><br />Ask students to predict how different ocean habitats might affect the animal adaptations seen there. Ask:</p>\r\n<ul>\r\n<li><em>How different is life at the surface of the ocean from life at the bottom?</em></li>\r\n<li><em>What types of adaptations might marine animals need to have near the surface versus near the bottom?</em></li>\r\n</ul>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": null,
        "assessment": "",
        "background_information": "<p>Animals adapt to their environments to help them survive. Ocean animals have unique adaptations depending on what ocean habitat they live in.</p>",
        "duration": 25,
        "extending_the_learning": "",
        "grouping_types": [
            "Large-group instruction"
        ],
        "internet_access_type": "3",
        "learner_groups": [],
        "learning_objectives": [
            "identify visual evidence of adaptations",
            "make predictions about how marine animal adaptations vary by habitat"
        ],
        "materials": [],
        "other_notes": "",
        "pedagogical_purpose": "3",
        "physical_space_types": [
            "Classroom"
        ],
        "plugin_types": [],
        "prior_activities": [
            "http://admin.nationalgeographic.org/api/activities/0a1e55bd-4bfa-426b-9a88-418b668fdc87"
        ],
        "credits": {
            "Writer": [
                "Naomi Friedman, M.A. Political Science"
            ],
            "Editor": [
                "Christina Riska Simmons"
            ],
            "Expert Reviewer": [
                "Julie Brown, National Geographic Society"
            ],
            "Sources": "<p>adapted from National Geographic Xpeditions lesson “Water Column Mix-Up”</p>"
        },
        "appropriate_for": [
            "Educator",
            "Informal Educator"
        ],
        "geologic_time": null,
        "subjects": [
            "Biology"
        ],
        "grades": [
            "6",
            "7",
            "8"
        ],
        "eras": [],
        "vocabulary": [
            "adaptation (noun) - a modification of an organism or its parts that ma",
            "habitat (noun) - environment where an organism lives throughout the",
            "marine (adjective) - having to do with the ocean.",
            "predator (noun) - animal that hunts other animals for food.",
            "salinity (noun) - saltiness."
        ],
        "create_date": "2010-06-04T15:16:26.435367Z",
        "modified_date": "2010-06-04T15:16:26.435367Z",
        "content_type": "activity",
        "versions": {}
    },
    {
        "url": "http://admin.nationalgeographic.org/api/activities/ce1461f9-18bf-4a53-bce9-d43f1481d33c",
        "html_url": "https://www.nationalgeographic.org/activity/animal-navigation/",
        "uuid": "ce1461f9-18bf-4a53-bce9-d43f1481d33c",
        "title": "Animal Navigation",
        "subtitle": "<p>How do animals know where they are going when they migrate?</p>",
        "description": "<p>Students discuss the navigation methods of migratory animals. Then they watch videos, draw mental maps, and make connections between their maps and how migratory animals use mental maps and other cues.</p>",
        "directions": "<p><strong>1. Discuss how animals <a class=\"tipHelp\">navigate</a>.</strong><br />Ask: <em>If you want to go somewhere that you have never visited before, how do you find your way? </em>Write students’ responses on the board. Explain to students that animals navigate in a similar way. But animals do not have a compass, GPS, street signs, or maps. Ask: <em>How do animals navigate then? </em>Tell students that animals use environmental cues, instincts, and internal cues to help them navigate. Provide students with an example of animal navigation: the monarch butterfly flies thousands of kilometers or miles over lands it has never seen. Monarchs and other migratory species use a complex combination of navigational aids that scientists do not yet fully understand. Ask: <em>Why is it important to understand how animals navigate? </em><br /><br /><strong>2. Give students a \"curiosity quiz\" about animal navigation methods.</strong><br />Write the following list on the board: 1) <a class=\"tipHelp\">genetics</a>; 2) mental maps; 3) <a class=\"tipHelp\">instinct</a>; 4) sun and moon; 5) stars; 6) smell; 7) <a class=\"tipHelp\">magnetic field</a>; 8) communication and signaling among individuals; 9) ocean currents. Ask students to number a blank piece of paper 1-9. Ask them to write <strong>H</strong> for human method, <strong>W</strong> for wild animal method, or <strong>B</strong> for both. Tell students they will have an opportunity to check and revise their answers later in this activity.</p>\r\n<p> </p>\r\n<p><strong>3. Build background about migratory animal navigation methods. </strong><br />Read aloud the information below about navigation methods used by migratory animals. As you read, have students list additional examples or questions they think of on the same piece of paper as their curiosity quiz.</p>\r\n<ul class=\"bullets\">\r\n<li><strong>Genetics</strong>—some scientists believe that migratory animals genetically inherit <a class=\"tipHelp\">migratory</a> routes from their parents.</li>\r\n<li><strong>Mental maps</strong>—rather than a paper <a class=\"tipHelp\">map</a>, a <a class=\"tipHelp\">mental map</a> is carried in the mind and includes known <a class=\"tipHelp\">landmark</a>s, such as rivers, trees, and mountains. Simple migrations, such as altitudinal migrations (up and down a mountain) can be navigated with a mental map.</li>\r\n<li><strong>Instinct</strong>—instinct also helps animals with simple migrations. For example, gray whales mostly follow the west coast of Canada and the United States as they <a class=\"tipHelp\">migrate</a> between Alaska and Baja, Mexico. Dolphins follow the <a class=\"tipHelp\">topography</a> of the ocean floor.</li>\r\n<li><strong>Sun and Moon</strong>—some animals follow the sun as it crosses the sky from east to west. Starlings orient themselves using the path of the sun. Clouds, time of year, and moving at night can make it impractical to use the sun as the only cue for direction.</li>\r\n<li><strong>Stars</strong>—hundreds of years ago, explorers used the stars to navigate their course as they traveled over land and sea. Animals use stars, such as Betelgeuse and the North Star, most likely because those stars are very bright and often visible. Using the stars, Mallard ducks can find north.</li>\r\n<li><strong>Smell</strong>—over small distances, or at specific locations on a migratory path, scents can help animals find their way. For example, salmon use scents in rivers to find spawning areas to lay their own eggs—in the same area where they were hatched. Scientists think wildebeest follow the scent of rain on the dry Serengeti soils to reach greener pastures.</li>\r\n<li><strong>Magnetic field</strong>—the Earth has a magnetic field, and although humans usually cannot detect it without a compass, some animals have the ability to detect and use it for their migrations. It helps them know which way is north. Scientists are not sure exactly how animals use the magnetic field, but it’s similar to humans using a compass to find magnetic north.</li>\r\n<li><strong>Communication and signaling among individuals</strong>—some animals that migrate in groups communicate as they travel to help with navigation. For example, whales use sound to tell each other where they are and where they are headed.</li>\r\n<li><strong>Ocean currents</strong>—some animals can use ocean currents to navigate to and from breeding or feeding grounds. Some eggs, larvae, and young fish drift passively with ocean <a class=\"tipHelp\">current</a>s. Some adult fish migrate to breeding grounds by deliberately moving against ocean currents.</li>\r\n</ul>\r\n<p><br /><strong>4. Watch video clips from <em>Great Migrations</em>.</strong><br />Show students the video clips “Red Crab Eggs,” “Wildebeest Migration,” and “Sperm Whale Migration.” Ask:</p>\r\n<ul>\r\n<li><em>Which navigational method(s) does each species use?</em></li>\r\n<li><em>Do you think any of the species’ routes are more difficult to navigate than others? Explain.</em></li>\r\n</ul>\r\n<p><br /><strong>5. Have students draw mental maps of a familiar place. </strong><br />Tell students that both humans and migratory animals use mental maps. Have students draw mental maps showing areas they are very familiar with, such as the area between students’ homes and your school, or between two well-known, local landmarks. Ask students to include a title, symbols for landmarks, roads, and any other relevant symbols. Then ask them to include a legend that explains those symbols. <br /><strong><br />6. Have students share their maps and discuss how migratory animals use mental maps.</strong><br />Have students share their maps with each other. Ask:</p>\r\n<ul>\r\n<li><em>How are your maps similar? How are they different?</em></li>\r\n<li><em>Are any two maps exactly the same? Why or why not? </em></li>\r\n<li><em>How are your mental maps different from those of migrating animals? </em></li>\r\n<li><em>What is the farthest you have ever been from home? How accurate would your mental map be if you needed to use it to get to that faraway place? </em></li>\r\n<li><em>How do you think migratory animals use their mental maps for faraway places where they travel?</em></li>\r\n</ul>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "informal",
        "assessment": "<p>As a class, discuss students' answers from the curiosity quiz in Step 2. Encourage students to use information from the activity to confirm or revise their answers. As you discuss each item, ask students to give additional examples of how humans, wildlife, or both use a particular navigation method.</p>",
        "background_information": "<p>Animal migration is the large-scale movement of a species from one place to another. Most species migrate during specific seasons, in search of food or water, or for mating reasons. Different species obey different internal and external signals that cue their migration. Animals find their way by using an internal compass and mental maps, as well as other cues, to help them navigate.</p>",
        "duration": 90,
        "extending_the_learning": "<p>Ask: <em>Do you think humans have an internal compass like migratory animals? Do you think you can accurately find north if you are lost?</em> As a class, go outside or into a large indoor room with open space, such as a gym. Use a compass to determine which direction is north. Then have students work in pairs, taking turns being blindfolded and being the leader. Ask each leader to help the blindfolded student “get lost.” After about one minute, have leaders remove the blindfolds and ask the “lost” student if he or she can correctly identify north. Have each pair take 3-5 turns being blindfolded, and see how many times students can correctly identify north. Have each pair tally their data. As a class, discuss how accurately students could locate north. Put all of the class data into a chart to analyze. Ask: <em>Was your original assumption correct? How do we use our internal compass? Do you think internal navigation cues are still important for humans even though we have technology, such as GPS, street signs, and maps that helps us figure out where we are going? Why or why not?</em></p>",
        "grouping_types": [
            "Large-group instruction"
        ],
        "internet_access_type": "3",
        "learner_groups": [],
        "learning_objectives": [
            "describe how animals navigate",
            "explain specific navigation methods for migratory animals",
            "make connections between how they use mental maps and how migratory animals use mental maps and migration cues"
        ],
        "materials": [
            "Blindfolds",
            "Compasses",
            "Drawing paper",
            "Paper",
            "Pencils",
            "Pens"
        ],
        "other_notes": "",
        "pedagogical_purpose": "2",
        "physical_space_types": [
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        "plugin_types": [
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        "prior_activities": [
            "http://admin.nationalgeographic.org/api/activities/0269f9bb-9cc5-4edf-8038-ebebee0d573e",
            "http://admin.nationalgeographic.org/api/activities/fb8adb21-cd63-43cc-bbe0-57d921013a1f",
            "http://admin.nationalgeographic.org/api/activities/4f4faea7-d751-4d5d-83c2-18b9231db190"
        ],
        "credits": {
            "Writer": [
                "Jen Caito"
            ],
            "Editors": [
                "Christina Riska Simmons",
                "Kathleen Schwille, National Geographic Society"
            ],
            "Educator Reviewer": [
                "Jeanne Wallace-Weaver, Educational Consultant"
            ],
            "National Geographic Program": [
                "Great Migrations"
            ]
        },
        "appropriate_for": [
            "Educator",
            "Informal Educator"
        ],
        "geologic_time": null,
        "subjects": [
            "Biology",
            "Biology > Ecology",
            "Experiential Learning",
            "Geography",
            "Geography > Physical Geography"
        ],
        "grades": [
            "5",
            "6",
            "7",
            "8"
        ],
        "eras": [],
        "vocabulary": [
            "animal-migration (noun) - process where a community of animals leaves a habi",
            "current (noun) - steady, predictable flow of fluid within a larger ",
            "genetics (noun) - the study of heredity, or how characteristics are ",
            "global-positioning-system-gps (noun) - system of satellites and receiving devices used to",
            "instinct (noun) - natural   motivation or behavior.",
            "landmark (noun) - a prominent feature that guides in   navigation or",
            "magnetic-field (noun) - area around and affected by a magnet or   charged ",
            "map (noun) - symbolic representation of selected characteristic",
            "mental-map (noun) - an internal representation of a person's personal ",
            "migrate (verb) - to move from one place or activity to   another.",
            "migratory (adjective) - organisms   that travel from one place to another ",
            "navigate (verb) - to plan and direct the course of a   journey.",
            "topography NO (noun) - the shape of the surface features of an area."
        ],
        "create_date": "2011-01-11T21:39:06.069769Z",
        "modified_date": "2011-01-11T21:39:06.069769Z",
        "content_type": "activity",
        "versions": {}
    },
    {
        "url": "http://admin.nationalgeographic.org/api/activities/3b65f34f-1546-4c88-924e-a507da6eed43",
        "html_url": "https://www.nationalgeographic.org/activity/animals-in-the-cretaceous-seas/",
        "uuid": "3b65f34f-1546-4c88-924e-a507da6eed43",
        "title": "Animals in the Cretaceous Seas",
        "subtitle": "<p>What swam in the Cretaceous Seas?</p>\r\n",
        "description": "<p>Students research marine animals from the Cretaceous period.</p>\r\n",
        "directions": "<p><strong>1. Build students&#8217; background.</strong><br />Explain to students that the basic survival needs of animals have remained basically the same over millions and millions of years. Even in prehistoric times, animals required food, shelter, water, and a place to raise their young in order to survive. If possible, have the class view <em>Sea Monsters: A Prehistoric Adventure</em>. Through this film, students can learn about sea animals and their habitat during a fascinating chapter in Earth&#8217;s history. <br /><br /><strong>2. Distribute the worksheet.</strong><br />Distribute Cretaceous Seas Fact Sheet to each student.<br /><br /><strong>3. Divide the class into small groups.</strong><br />Have students work in small groups and use Internet or library resources to complete the Cretaceous Seas Fact Sheet.<br /><br /><strong>4. Review the answers.</strong><br />Use the answer key below to review the correct answers.<br />1.&#160;&#160;&#160; Tusoteuthis<br />2.&#160;&#160;&#160; Hesperornis<br />3.&#160;&#160;&#160; Dolichorhynchops<br />4.&#160;&#160;&#160; Xiphactinus<br />5.&#160;&#160;&#160; Cretoxyrhina<br />6.&#160;&#160;&#160; Henodus<br />7.&#160;&#160;&#160; Protostega<br />8.&#160;&#160;&#160; Ammonite<br />9.&#160;&#160;&#160; Tylosaurus<br />10.&#160;&#160;&#160; Styxosaurus</p>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": null,
        "assessment": "",
        "background_information": "<p>The Cretaceous period was the last period of the Mesozoic era from 145 to 65 million years ago (mya). It was considered the last period of the age of dinosaurs. The survival needs of animals have remained basically the same over millions and millions of years. Even in prehistoric times, animals required food, shelter, water, and a place to raise their young in order to survive.</p>\r\n",
        "duration": 40,
        "extending_the_learning": "<p>Go to the <a href=\"http://www.nationalogeographic.com/seamonsters/\">Sea Monsters</a> website to view the sea monsters interactive time line and to find a list of theaters where you can see the film <em>Sea Monsters: A Prehistoric Adventure</em>.</p>\r\n",
        "grouping_types": [
            "Small-group instruction"
        ],
        "internet_access_type": "3",
        "learner_groups": [],
        "learning_objectives": [
            "research marine animals from the Cretaceous period",
            "explain how habitats provide animals with critical elements necessary to survival",
            "collect and organize information about a prehistoric creature"
        ],
        "materials": [
            "Pencils",
            "Pens"
        ],
        "other_notes": "",
        "pedagogical_purpose": "2",
        "physical_space_types": [
            "Classroom"
        ],
        "plugin_types": [],
        "prior_activities": [
            "http://admin.nationalgeographic.org/api/activities/a545be9e-f318-4305-9eaa-b701d6c6db1d"
        ],
        "credits": {
            "Writers": [
                "Rick Crosslin",
                "Mauren Carroll"
            ],
            "Editors": [
                "Patricia Norris, National Geographic Society",
                "Amy Grossman, National Geographic Society",
                "Maral Tashjian"
            ],
            "Educator Reviewers": [
                "J. Lynette Gillette, Science Education Consultant",
                "Mark H. Bockenhauer, Ph.D., Associate Professor of Geography, St. Norbert College",
                "James A. Shymansky",
                "Judy Scotchmoor",
                "Mark Stefanski",
                "Jim Jones",
                "Loisann C. Hoper",
                "Peter L. Burnett"
            ],
            "Expert Reviewers": [
                "Kenneth Carpenter",
                "Michael J. Everhart",
                "Glenn W. Storrs"
            ],
            "National Geographic Program": [
                "Sea Monsters: A Prehistoric Adventure"
            ],
            "Other": "<p>Special thanks to Eduardo Abreu, Kevin Allen, Hannah Bloch, Dierdre Bevington-Attardi, Allen Carroll, Richard Easby, Mary Fortney, Jeanne Fink, Susan White Frazier, Jacquie Hollister, Melissa Jordan, Tricia Kane, Eric Lindstrom, Cindy Olson, Gilberto Pilmentel, Susan Poulton, Susan Reeve, Jodi Vender, and Bill Warren</p>"
        },
        "appropriate_for": [
            "Educator"
        ],
        "geologic_time": null,
        "subjects": [
            "Biology",
            "Geography",
            "Geography > Physical Geography"
        ],
        "grades": [
            "3",
            "4",
            "5"
        ],
        "eras": [],
        "vocabulary": [
            "cretaceous-period (noun) - 145 million to 65 million years ago. The   period "
        ],
        "create_date": "2010-06-21T16:52:32.964903Z",
        "modified_date": "2010-06-21T16:52:32.964903Z",
        "content_type": "activity",
        "versions": {}
    },
    {
        "url": "http://admin.nationalgeographic.org/api/activities/3bb24d53-b9f9-4d42-a5b6-7094a348042f",
        "html_url": "https://www.nationalgeographic.org/activity/animals-unit-post-test/",
        "uuid": "3bb24d53-b9f9-4d42-a5b6-7094a348042f",
        "title": "Animals Unit Posttest",
        "subtitle": "<p>What have students learned about digestion, biosynthesis and cellular respiration?</p>",
        "description": "<p>Students take the posttest with the same questions they answered at the beginning of the unit and assess what they have learned.</p>",
        "directions": "<p><strong>1. </strong><strong>Have students take the Unit posttest.&#160; </strong></p>\r\n<p>Administer the test <a href=\"http://ibis-live.nrel.colostate.edu/MSP/CTIME/Teaching/TeachingUnit_Edit.php?TeachingUnitID=3&amp;PrePost=2\">online</a> or distribute a copy of the <em>Lesson 6.2 Animals Unit Posttest</em> to be completed with paper and pencil. If you administer the test online, you can get a report on your students' responses and learning progression levels. Detailed directions for administering the test online are available on the main <a href=\"http://education.nationalgeographic.com/education/unit/animals/staff/?ar_a=1\"><em>Animals</em> Unit webpage</a>.</p>\r\n<p>&#160;</p>\r\n<ul>\r\n<li>Note:<em> Mass&#160;</em>is a measure of how much matter is in a system,&#160;<em>weight&#160;</em>is a measure of the gravitational pull on that system.&#160;</li>\r\n</ul>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "testing",
        "assessment": "<p>Use <em>Lesson 6.2 Grading Animals Unit Posttest</em> to grade student ideas about concepts in the Unit. At this point, students can be held accountable for correct answers.</p>",
        "background_information": "",
        "duration": 20,
        "extending_the_learning": "<p>Have students compare their pretest answers to their posttest answers and reflect on what they have learned during the Unit.</p>",
        "grouping_types": [
            "Large-group instruction"
        ],
        "internet_access_type": null,
        "learner_groups": [],
        "learning_objectives": [
            " take a test that assesses key learning objectives for the unit"
        ],
        "materials": [
            "<p>Pencils (1 per student)</p>"
        ],
        "other_notes": "",
        "pedagogical_purpose": "4",
        "physical_space_types": [
            "Classroom"
        ],
        "plugin_types": [],
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        "credits": {
            "Principal Author": [
                "Jenny Dauer"
            ],
            "Editors": [
                "Melissa MacPhee, National Geographic Society",
                "Elizabeth Wolzak"
            ],
            "Authors": [
                "Hannah Miller, Michigan State University Department of Teacher Education",
                "Charles W. (Andy) Anderson, Michigan State University Department of Teacher Education",
                "Allison Freed",
                "Wendy Johnson"
            ]
        },
        "appropriate_for": [
            "Educator"
        ],
        "geologic_time": null,
        "subjects": [
            "Biology",
            "Biology > Ecology",
            "Chemistry",
            "Earth Science"
        ],
        "grades": [
            "6",
            "7",
            "8",
            "9",
            "10",
            "11",
            "12"
        ],
        "eras": [],
        "vocabulary": [
            "biomass (energy) (noun) - living organisms, and the energy contained within ",
            "carbon-dioxide (noun) - greenhouse gas produced by animals during respirat",
            "cellular respiration (noun) - process by which cells turn nutrients into   usefu",
            "chemical-energy (noun) - that part of the energy in a substance that can be",
            "digestion (noun) - process in breaking down ingested food into easily",
            "glucose (noun) - \"simple sugar\" chemical produced by many plants du",
            "mass (weight) (noun) - measure of the amount of matter in a physical obje"
        ],
        "create_date": "2013-02-08T22:26:00.174187Z",
        "modified_date": "2013-02-08T22:26:00.174187Z",
        "content_type": "activity",
        "versions": {}
    },
    {
        "url": "http://admin.nationalgeographic.org/api/activities/832ebfac-552c-4abc-8305-0d9a9b8600c3",
        "html_url": "https://www.nationalgeographic.org/activity/animals-unit-pre-test/",
        "uuid": "832ebfac-552c-4abc-8305-0d9a9b8600c3",
        "title": "Animals Unit Pretest",
        "subtitle": "<p>How do students understand animal growth and function?</p>",
        "description": "<p>Students take a pretest assessing their understanding of what happens when animals eat and how animals grow and move at the beginning of the Unit.&#160;</p>",
        "directions": "<p><strong>1. </strong><strong>Students prepare to take the Unit pretest. </strong><br />Explain to students that they will be taking a pretest that has questions about what happens when animals eat and how they grow and pass out the <em>Lesson 1.1 Animals Unit Pretest.</em> Tell students that these will not be graded. Tell students that the pretest:</p>\r\n<ul>\r\n<li>will help you as a teacher to understand how students think about animal growth and movement.</li>\r\n<li>will help our research project understand how students think and learn.</li>\r\n<li>will help students think about what they know and what they would like to learn.</li>\r\n</ul>\r\n<p>&#160;</p>\r\n<p><br /><strong>2. </strong><strong>Have students take the pretest</strong>.<br />Administer the test online or distribute a copy of the <em>Lesson 1.1 Animals Unit Pretest </em>to be completed with paper and pencil. If you administer the test <a href=\"http://ibis-live.nrel.colostate.edu/MSP/CTIME/Teaching/TeachingUnit_Edit.php?TeachingUnitID=3&amp;PrePost=1&#160;\" target=\"_blank\">online</a>, you can get a report on your students' responses and learning progression levels. Links and detailed directions for administering the test online are available on the main <a href=\"http://education.nationalgeographic.com/education/unit/animals/staff/?ar_a=1\">Animals Unit webpage</a>.</p>\r\n<p>&#160;</p>\r\n<p><br /><strong>3. </strong><strong>Collect and save pretests.</strong><br />Assess student responses to the pretest using <em>Lesson 1.1 Animals Unit Pretest</em>. Use the results of the pretest to track student progress as the Unit progresses.</p>\r\n<ul>\r\n<li>Note: <em>Mass&#160;</em>is a measure of how much matter is in a system,&#160;<em>weight&#160;</em>is a measure of the gravitational pull on that system.</li>\r\n</ul>",
        "key_image": "",
        "accessibility_notes": "",
        "assessment_type": "formative",
        "assessment": "<p>Use <em>Lesson 1.1 Assessing Animals Unit Pretest</em> to get a sense of students&#8217; initial ideas about the concepts in this Unit. At this point, students should not be penalized for incorrect ideas, and they should not be given the &#8220;correct&#8221; answers.</p>\r\n<p>&#160;</p>",
        "background_information": "",
        "duration": 20,
        "extending_the_learning": "<p>Have students investigate any answers on the pretest they were unsure about on their own.</p>",
        "grouping_types": [
            "Large-group instruction"
        ],
        "internet_access_type": "2",
        "learner_groups": [],
        "learning_objectives": [
            "express their initial ideas about how animals grow and function during the pretest"
        ],
        "materials": [
            "<p>Pencils (1 per student)</p>"
        ],
        "other_notes": "",
        "pedagogical_purpose": "4",
        "physical_space_types": [
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        "credits": {
            "Principal Author": [
                "Jenny Dauer"
            ],
            "Editors": [
                "Melissa MacPhee, National Geographic Society",
                "Elizabeth Wolzak"
            ],
            "Authors": [
                "Hannah Miller, Michigan State University Department of Teacher Education",
                "Charles W. (Andy) Anderson, Michigan State University Department of Teacher Education",
                "Allison Freed",
                "Wendy Johnson"
            ]
        },
        "appropriate_for": [
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        "subjects": [
            "Biology",
            "Biology > Ecology",
            "Chemistry",
            "Earth Science"
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        "grades": [
            "6",
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            "8",
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            "10",
            "11",
            "12"
        ],
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        "vocabulary": [
            "biomass (energy) (noun) - living organisms, and the energy contained within ",
            "carbon-dioxide (noun) - greenhouse gas produced by animals during respirat",
            "cellular respiration (noun) - process by which cells turn nutrients into   usefu",
            "chemical-energy (noun) - that part of the energy in a substance that can be",
            "digest (verb) - to convert food into nutrients that can be   absor",
            "glucose (noun) - \"simple sugar\" chemical produced by many plants du",
            "mass (weight) (noun) - measure of the amount of matter in a physical obje"
        ],
        "create_date": "2013-02-01T15:21:42.057540Z",
        "modified_date": "2013-02-01T15:21:42.057540Z",
        "content_type": "activity",
        "versions": {}
    }
]