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[ { "url": "http://admin.nationalgeographic.org/api/lessons/e72f59f8-5273-404e-940c-847237e258a2", "html_url": "https://www.nationalgeographic.org/lesson/controlling-contagion-proactive-and-reactive-respo/", "uuid": "e72f59f8-5273-404e-940c-847237e258a2", "title": "Controlling the Contagion: Proactive and Reactive Responses to an Outbreak", "subtitle": "<p><em>How can we prevent the spread of disease?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students evaluate different proactive and reactive measures that can be implemented in response to an outbreak of infectious diseases. They then explore how different contextual factors can present unique challenges for an outbreak response and disease prevention. This lesson is part of the <em><a href=\"https://www.nationalgeographic.org/unit/menacing-microbes/\" target=\"_blank\">Menacing Microbes</a> </em>unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "<p style=\"margin-left:0in; margin-right:0in\">Use the questions below to assess students’ understanding of the main ideas of this lesson. Have students write their responses in complete sentences.</p>\r\n\r\n<ul>\r\n\t<li><em>Based on what you learned about proactive and reactive measures for disease prevention, what is an example of each measure that could help stop the spread of the common cold?</em></li>\r\n\t<li><em>Think about the place where you live. What is at least one unique aspect of where you live that would be important to consider when developing an outbreak response plan?</em></li>\r\n</ul>", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Having a plan to respond to disease outbreaks, and prevent future outbreaks, is essential to our individual and community health and well-being. Once the source of a disease outbreak has been identified, it is important to take measures to contain the disease. The measures implemented in the response plan will be directly connected to the ways in which a disease is transmitted. For example, influenza is spread through droplets in the air. This is why it is important to cover your cough and throw away tissues when you have the flu. Not only it is important to take measures to stop further spread of the disease, but also to prevent future outbreaks of the disease. For influenza, this includes proactive measures such as hand washing and flu vaccines.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">However, there are many complicating factors that should inform a community response plan. These include population density, climate, and cultural factors, all of which should be considered when planning for an outbreak of infectious microbial disease.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><em>This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/menacing-microbes/\" target=\"_blank\">Menacing Microbes</a> unit.</em></p>", "duration": 150, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/b4ffabbe-7b87-42b0-82f5-a3bd420708ad" ], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": { "Writer": [ "Alex Goodell" ], "Editor": [ "Jeanna Sullivan" ], "Educator Reviewer": [ "Kate Ehrlich" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Sarah Appleton, National Geographic Society" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Health", "Geography", "Geography > Human Geography", "Social Studies", "Social Studies > Civics" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-08-01T19:58:47.688558Z", "modified_date": "2019-08-01T19:58:47.688558Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/6c505ae1-d56c-4742-a21f-15c612752efe", "http://admin.nationalgeographic.org/api/activities/7d2d9150-1b84-458d-9cbe-d285b1d112ba", "http://admin.nationalgeographic.org/api/activities/d1241001-ebc7-4657-b356-fbd9ea1d2a75" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/1b6d65c0-4c19-4ba8-88a7-069943e0a852", "html_url": "https://www.nationalgeographic.org/lesson/drivers-extinction/", "uuid": "1b6d65c0-4c19-4ba8-88a7-069943e0a852", "title": "Drivers of Extinction", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question</strong>: <em>How can we, as planetary stewards, take an active role in saving species from extinction?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Lesson Driving Question</strong><em>: Why is it important to prevent species extinction?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students explore drivers of extinction across Earth’s major biomes, including human-to environment interactions that threaten biodiversity, and seek solutions to mitigate habitat loss and prevent extinction. As a result, they develop research-based action steps critical to protecting a certain species and incorporate key findings into their culminating conservation pamphlets. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/engaging-fight-against-extinction/\">Engaging in the Fight Against Extinction</a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Human beings have been changing the Earth at an ever-increasing rate since the Industrial Revolution, partly due to an increase in population size, but there’s more to it than that. Advancements in agriculture have especially impacted biomes and habitats that many species call home. In fact, up to one million plant and animal species face extinction, many within decades, because of human activities. Without drastic action to conserve habitats, the rate of species extinction will undoubtedly increase. A trophic cascade is an indirect interaction in an ecosystem that happens when top predators limit their prey, which then has an effect at the next lower trophic level of the ecosystem. This often results in dramatic changes in an ecosystem’s structure and balance. For example, in a three-level food chain, an increase (or decrease) in <a href=\"https://www.britannica.com/science/carnivore-consumer\" target=\"_blank\">carnivores</a> causes a decrease (or increase) in <a href=\"https://www.britannica.com/science/herbivore\" target=\"_blank\">herbivores</a> and an increase (or decrease) in primary producers such as <a href=\"https://www.britannica.com/plant/plant\" target=\"_blank\">plants</a> and <a href=\"https://www.britannica.com/science/phytoplankton\">phytoplankt</a><a href=\"http://www.britannica.com/science/phytoplankton\" target=\"_blank\">on</a>.</p>", "duration": 225, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/d677385d-a50d-4642-9ece-d89e097eb5ee" ], "materials": [ "Chart paper", "Index cards", "<p>Cardstock paper</p>" ], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": { "Writer": [ "April Drake" ], "Editor": [ "Jeanna Sullivan" ], "Educator Reviewer": [ "Valerie Johnson" ], "Expert Reviewer": [ "Deirdre Doherty, PhD" ], "Producer": [ "Sarah Appleton, National Geographic Society" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation", "Earth Science", "Earth Science > Climatology", "Earth Science > Geology", "Earth Science > Oceanography", "Geography", "Geography > Human Geography", "Geography > Physical Geography", "Social Studies", "Social Studies > Civics", "Social Studies > Economics" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-02-10T18:41:18.860954Z", "modified_date": "2020-02-10T18:41:18.860954Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/aded675f-9f27-4f4c-8287-011db7b827b0", "http://admin.nationalgeographic.org/api/activities/6935451e-c8eb-41ea-b650-768773599c09", "http://admin.nationalgeographic.org/api/activities/80cd8419-2985-4f35-8b42-572c72f06f32" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/c8c47531-13a7-45df-9150-e018b0d42b9a", "html_url": "https://www.nationalgeographic.org/lesson/ecosystem-imbalance-world/", "uuid": "c8c47531-13a7-45df-9150-e018b0d42b9a", "title": "Ecosystem Imbalance in the World", "subtitle": "<p>What combinations of cause-and-effect relationships impact ecosystems from small to large scales?</p>", "description": "<p><span>Students build on their knowledge of individual impacts on the ocean to see how the whole system can react to threats and changes. They examine ways in which human actions throw marine ecosystems out of balance, explore the concept of how impacts can build, and review their understandings of ecosystem dynamics.</span></p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "", "duration": 110, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [ "Flash", "Quicktime" ], "credits": {}, "appropriate_for": [ "Educator", "Informal Educator" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Earth Science", "Earth Science > Oceanography", "Geography", "Geography > Human Geography", "Geography > Physical Geography" ], "grades": [ "9", "10", "11", "12" ], "eras": [], "create_date": "2013-05-30T18:19:08.144474Z", "modified_date": "2013-05-30T18:19:08.144474Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/c763d86b-68f5-445c-8f33-8fa8b17d37a3", "http://admin.nationalgeographic.org/api/activities/c9739f4b-4674-4e12-9cc9-7bd93fd0dab8" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/743edb98-6150-4a4d-a03a-fd12a9c50e32", "html_url": "https://www.nationalgeographic.org/lesson/educate-others-inspire-action/", "uuid": "743edb98-6150-4a4d-a03a-fd12a9c50e32", "title": "Educate Others to Inspire Action", "subtitle": "<p><em>How can we use our models to educate and inspire others to understand the importance of matter and energy cycling on Earth?</em></p>", "description": "<p>Students, in their role as scientists, create and finalize a collaborative model of the global carbon cycle. As a class, they use the model in a presentation aimed to inform and inspire an invited audience to think more carefully about the impacts of fossil fuel use. This lesson is part of the <a href=\"https://www.nationalgeographic.org/preview/unit/carbon-trackers/\" target=\"_blank\"><em>Carbon Trackers</em></a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "<p style=\"margin-left:0in; margin-right:0in\"><a href=\"https://media.nationalgeographic.org/assets/file/CycleModelRubric.pdf\" target=\"_blank\"><em>Cycle Model Rubric</em></a>: Student performance during the presentation and the creation of the model will be assessed using this rubric.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Cooperative Learning Group Interaction (Critical Thinking, Problem Solving, Communication, Teamwork)</strong></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">The teacher, acting as a team facilitator when necessary, will informally assess students’ cooperative learning skills as demonstrated within their pairs and/or small groups for the duration of the unit. Students will be evaluated based on their individual and group performance; that is, their ability to collaborate, listen attentively, and show willingness to take on various research and sharing roles as they investigate global matter and energy cycling.</p>", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Fossil fuels play a key role in the global carbon cycle. Current and past human use of fossil fuels changes carbon cycling, which impacts many other Earth systems.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">Most carbon on Earth is stored in rocks, while the remainder is in the ocean, plants and animals, or the atmosphere. Carbon moves from rocks, the ocean, and plants and animals when volcanoes erupt, organisms die, or fossil fuels are burned, among many other methods. At the ocean-air boundary, carbon is constantly moved back and forth.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>\r\n\r\n<p>Human activities, such as fossil fuel combustion and deforestation, have greatly impacted the cycling of carbon, specifically increasing the amount of carbon dioxide in the atmosphere. This increased store of atmospheric carbon causes Earth’s average temperature to increase. </p>\r\n\r\n<p> </p>\r\n\r\n<p><em>This lesson is a part of the <a href=\"https://www.nationalgeographic.org/preview/unit/carbon-trackers/\" target=\"_blank\">Carbon Trackers</a> </em><em>unit.</em></p>", "duration": 150, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/c6601451-f286-4c1e-9939-413bf16a544a", "http://admin.nationalgeographic.org/api/lessons/8324caa2-e7b5-42a9-88e0-cc311c849332" ], "materials": [ "<p><em>Cycle Model Rubric</em> for each student and, if desired, for audience members</p>", "<p style=\"margin-left:0in; margin-right:0in\"><em>Carbon Trackers Presentation Audience Feedback Form</em> (either printed or provided digitally to the audience)</p>", "<p style=\"margin-left:0in; margin-right:0in\">Items (such as chairs or clipboards) needed to prepare a venue for the presentation</p>", "<p style=\"margin-left:0in; margin-right:0in\">Materials needed to create the final digital or analog model (examples include clay, paper, pencils, and collage materials)</p>" ], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": { "Writer": [ "Lisé Whitfield, M.S." ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "Todd Saunders" ], "Expert Reviewer": [ "Katherine Allen" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Margot Willis" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Earth Science" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-11-08T16:35:27.852883Z", "modified_date": "2019-11-08T16:35:27.852883Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/2dcea974-3ddb-42c7-971b-086b04c3edd9", "http://admin.nationalgeographic.org/api/activities/4574f82b-b14f-4d0f-bf09-1a7ce634b85e" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/d4037b07-2c4e-448f-8e25-97c025043992", "html_url": "https://www.nationalgeographic.org/lesson/eliminating-extinction-its-complicated/", "uuid": "d4037b07-2c4e-448f-8e25-97c025043992", "title": "Eliminating Extinction—It’s Complicated!", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question</strong>: <em>How can we prevent a species from going extinct while also meeting the needs of humans and other local species?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Lesson Driving Question: </strong><em>What are some solutions designed to protect species at risk of extinction? What other needs must be taken into consideration in designing these types of solutions?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students receive their target species and perform background research. Students learn about working with local populations to protect endangered species and read several conservation success stories. Students engage with two conservation storytellers and apply the power of storytelling to their target species. They then compare two grant proposals to prepare for writing their own proposals. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/extinction-stinks\" target=\"_blank\"><em>Extinction Stinks!</em> </a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Protecting endangered species requires knowledge of the unique challenges and needs of the species as well as the ways the local human community uses the species ecosystem. Leveraging what we know about endangered species has led to many conservation victories and can be used as a road map to future efforts. Conservationists will use different strategies to spread the word about threatened species, including visual storytelling and 3-D technology. Grants are a common way that conservationists receive funding, and grant proposals must be well-researched, compelling, and clear to earn funding in a highly competitive field.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/extinction-stinks\" target=\"_blank\"><em>Extinction Stinks!</em> </a>unit.</p>", "duration": 275, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/74bd9116-dfdf-426d-8e6c-4c980b5aa76d" ], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Computer lab" ], "plugin_types": [], "credits": { "Writer": [ "Lewis Maday-Travis, M.S." ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "Brian Bartel" ], "Expert Reviewer": [ "Deirdre Doherty, PhD" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Margot Willis" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-01-09T19:57:47.465658Z", "modified_date": "2020-01-09T19:57:47.465658Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/712dae80-6ef2-45e0-b04a-e6650af4141b", "http://admin.nationalgeographic.org/api/activities/01cf0cdc-6a8c-4dba-827d-847527fe0a46", "http://admin.nationalgeographic.org/api/activities/4d48c2a4-a8b0-4776-bce8-5fc45b7370ec", "http://admin.nationalgeographic.org/api/activities/e29973e3-309f-4fff-a7f5-9ac00be2b2c4" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/e7ada0e2-6732-4aa3-a44c-77d2926acbd4", "html_url": "https://www.nationalgeographic.org/lesson/engineering-pressure/", "uuid": "e7ada0e2-6732-4aa3-a44c-77d2926acbd4", "title": "Engineering Pressure", "subtitle": "<p>How can you use engineering processes to solve a problem involving pressure?</p>", "description": "<p>Students will be inspired by James Cameron’s historic <em>DEEPSEA CHALLENGE</em> dive to investigate pressure and use the engineering process to design, model, test, document, evaluate, and re-design a submersible vehicle. </p>", "key_image": "", "accessibility_notes": "", "assessment_type": "alternative", "assessment": "<p>Have students write a reflection on the process they used to solve the original problem presented to them to design a submersible vehicle and plan a dive to collect information about deep-sea life.<em> </em>Distribute the Engineering Process Reflection Rubric to each student and review the criteria you will use to assess their written reflections. Tell students to refer to their notes from the Engineering Process handout, their data collection, and the reports they wrote at each stage of the process as they write their reflection.  Explain that the reflection should include a summary of the problem they had to solve, an overview of their original design, a summary of how they tested an element of their design, an explanation of how pressure affected their design in deeper water, an evaluation of how well their design worked, including what they would change to make it work better, and an evaluation of how well the overall process worked for them. </p>", "background_information": "<p>On March 26, 2012, James Cameron made a historic solo dive to the bottom of the Mariana Trench. Cameron’s dive was the result of years of preparation. Cameron and his team solved a series of engineering problems to design and build the <em>DEEPSEA CHALLENGER</em>, a unique underwater vehicle specifically adapted to the challenge of exploring the deepest parts of the ocean. The problems faced and solved by Cameron and his team and the unique animal life they hoped to study provide a motivational backdrop for students to explore the engineering process.</p>", "duration": 480, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Outdoor natural environment", "Outdoor recreation space" ], "plugin_types": [ "Flash" ], "credits": { "Writer": [ "JASON Learning" ], "Editors": [ "Elaine Larson", "Samantha Zuhlke" ], "Copyeditor": [ "JASON Learning" ], "Factchecker": [ "JASON Learning" ], "Educator Reviewer": [ "Thomas Egan" ], "Expert Reviewers": [ "Dwight Portman", "Sandy Van Natta" ] }, "appropriate_for": [ "Educator", "Informal Educator" ], "geologic_time": null, "subjects": [ "Arts and Music", "Earth Science", "Earth Science > Oceanography", "Engineering", "Geography", "Mathematics", "Physics" ], "grades": [ "9", "10", "11", "12" ], "eras": [], "create_date": "2013-03-26T15:28:20.219813Z", "modified_date": "2013-03-26T15:28:20.219813Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/ac5c7557-c1ec-443f-af1f-36f90e02a7e9", "http://admin.nationalgeographic.org/api/activities/957180c5-a9d3-4ebc-b324-ddffa7e0c34c", "http://admin.nationalgeographic.org/api/activities/38b64347-2434-4e28-924b-038821a25750", "http://admin.nationalgeographic.org/api/activities/38dac2d0-3ac5-40a2-8792-acdde0cec476" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/a2bcb8da-8723-4eda-bfcb-0a0c5f2b02c1", "html_url": "https://www.nationalgeographic.org/lesson/environmental-conditions-our-solar-system/", "uuid": "a2bcb8da-8723-4eda-bfcb-0a0c5f2b02c1", "title": "Environmental Conditions in Our Solar System", "subtitle": "<p>What environmental conditions are found on Earth and other planets? How do scientists measure and collect data on those conditions?</p>\r\n", "description": "<p>Students explore the difference between weather and climate, analyze environmental conditions on Earth and other planets, and design a space probe that can withstand extreme weather on other planets.</p>\r\n\r\n<p> </p>\r\n", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "<p>The term <em>weather</em> describes conditions in the atmosphere over a short period of time. <em>Climate</em> describes weather patterns of a particular region over a longer period, usually 30 years or more. Climate is an average pattern of weather for a particular region. Identifying patterns in the atmospheric conditions of extreme weather events can help you understand Earth's weather system.</p>\r\n\r\n<p> </p>\r\n\r\n<p>On Earth, weather is measured using a variety of instruments, including thermometers and barometers. Scientists and astronomers are interested in learning more about weather beyond Earth—on other planets in our solar system that have extreme environmental conditions. Before exploration takes place, even via remote sensing by unmanned space probes or satellites, scientists and engineers must consider environmental conditions such as weather. They must design equipment that can handle extremes of temperature, wind, and other factors. Designing or developing any type of scientific instrument is a complex process. Scientists and engineers make many modifications and changes, even during the drawing stages. This careful engineering will allow them to send unmanned devices to explore space and transmit data about weather from space by radio or other means.</p>\r\n", "duration": 185, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [ "Flash" ], "credits": {}, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Earth Science", "Earth Science > Astronomy", "Earth Science > Meteorology", "Engineering", "Mathematics" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2012-05-22T13:40:33Z", "modified_date": "2012-05-22T13:40:33Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/d51cec43-c957-4508-9ef4-4c3bde538d14", "http://admin.nationalgeographic.org/api/activities/66c05e44-6e4b-4b82-9107-c79c5ac01104", "http://admin.nationalgeographic.org/api/activities/4e45c922-5061-4f2d-8699-d9d5a55d650f", "http://admin.nationalgeographic.org/api/activities/c19a26e6-aadc-4400-b492-28fa360107ed", "http://admin.nationalgeographic.org/api/activities/6f9b2611-b837-4f8c-8ac4-6cf09af444ad" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/b34e3b8a-c0a2-4b2a-960f-4fc83a8fee08", "html_url": "https://www.nationalgeographic.org/lesson/european-borders-through-history/", "uuid": "b34e3b8a-c0a2-4b2a-960f-4fc83a8fee08", "title": "European Borders Through History", "subtitle": "<p>How have European political borders changed over time?</p>", "description": "<p>Students compare maps of European borders at three points in history: after World War I, after World War II, and the 2011 European Union (EU) countries. Students look for political borders that have changed and others that have remained the same, and compare those to what they know about cultural and physical geography in Europe and in their own state or local area.</p>\r\n<p> </p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "<p>In 1914, some of the most powerful countries of Europe formed rival alliances, with Germany, Austria-Hungary, and Italy in one alliance, and Russia, the U.K., and France in another. When Russia and Austria-Hungary intervened in fighting that broke out in the Balkans, the rest of Europe was plunged into World War I, which lasted from 1914-1918. In the years after World War I, revolution and civil war impacted Russia, Germany, and the remains of Austria-Hungary. Europe as a whole was greatly changed as a result. Russia and Germany became dramatically smaller, and the Russian revolution of 1917 led to the creation of the Soviet Union. In addition, many smaller states appeared.</p>\r\n<p> </p>\r\n<p>World War II began in 1939, when Germany's invasion of Poland forced Britain and France to declare war on Germany. By 1942, most of Europe was under the control of Germany and its allies. But by 1945, the German army was weakened by a reviving Soviet Union, and the war ended in spring of 1945. Afterward, Germany was much smaller in size and divided into East and West. And the U.S.S.R. included Estonia, Latvia, Lithuania and Ukraine, and occupied northern East Prussia.</p>\r\n<p> </p>\r\n<p>At the end of World War II, many European intellectuals, politicians, and populations as a whole were tired of conflict. They saw an opportunity to finally create a unified Europe that would not descend into violent conflict again. Thus, the idea of a pan-Europe, or United States of Europe, was born. The European Union, or EU, started out as merely a treaty among six nations to trade steel and coal for free with one another. Six countries—the Netherlands, Belgium, Luxembourg, Germany, France, and Italy—formed the European Coal and Steel Community (ECSC). The ECSC was such a wild success that these countries eventually signed further treaties eliminating many of the tariffs on other products between them. As the economic union grew, other states decided they wanted to join. The ECSC became the European Economic Community, and began accepting new members. Eventually, states began to give up more of their political sovereignty to the community. After the fall of the Soviet Union in 1991, it was decided that the geopolitical climate was ripe for countries to join a true European Union—a Union with some political capacity—and to unify currencies. This goal was established and signed into law in 1992 at the Treaty of Maastricht. The euro was unveiled to the public on January 1, 2002. States rid themselves of their former currencies and joined economic forces with the new one in the \"Euro Zone.\"</p>\r\n<p> </p>\r\n<p>During this unit on using maps to understand European physical and cultural landscapes, students have developed skills in map analysis and mapping that analysis to specific situations. Having students compare changes in Europe to changes in their own state, local area, or communities through maps serves a dual purpose: it helps move students toward the goal of seeing maps as tools for understanding our world; and it also helps students find personal relevance in the content, which will help them to retain the information they have learned.</p>\r\n<p> </p>", "duration": 110, "prior_lessons": [], "materials": [], "other_notes": "<p>This is lesson 9 in a series of 10 lessons in a unit on Europe.</p>\r\n<p> </p>", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator", "Informal Educator" ], "geologic_time": null, "subjects": [ "Geography", "Geography > Human Geography", "Social Studies", "Social Studies > World History" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2012-05-07T20:20:22.726597Z", "modified_date": "2012-05-07T20:20:22.726597Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/ba7805e9-9db5-4032-8b09-bf9c2975965a", "http://admin.nationalgeographic.org/api/activities/9a988559-2724-403a-a740-93f298b6af97" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/7f3d053d-cb62-407a-a605-b2a9a15e4587", "html_url": "https://www.nationalgeographic.org/lesson/exploring-population/", "uuid": "7f3d053d-cb62-407a-a605-b2a9a15e4587", "title": "Exploring Population", "subtitle": "<p>What is population?</p>", "description": "<p>Students compare and contrast living in crowded and uncrowded places, explore the term <em>population</em>, and create a population map for their school.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "<p>Have students create another pasta population map of their school for a different time of day. For example, during lunchtime, recess, or during class time. Ask: <em>How did your population map change? Why?</em></p>\r\n<p> </p>", "background_information": "<p>Population is the whole number of people living in an area, such as a town or city. Analyzing the good and bad things about living in crowded and uncrowded places helps you understand why people live where they do.</p>\r\n<p> </p>", "duration": 105, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator", "Informal Educator" ], "geologic_time": null, "subjects": [ "Geography", "Geography > Human Geography" ], "grades": [ "1", "2" ], "eras": [], "create_date": "2012-07-20T01:48:12.389922Z", "modified_date": "2012-07-20T01:48:12.389922Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/21178a50-3dbd-42c3-b238-a90b25b8e1c1", "http://admin.nationalgeographic.org/api/activities/caca789f-d7cc-477a-bf64-597636dbad85", "http://admin.nationalgeographic.org/api/activities/0b71a5f3-239b-4527-8355-7425137da383" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/8ebb7e28-751c-4dd6-b252-e498fc3ecdb1", "html_url": "https://www.nationalgeographic.org/lesson/extreme-weather/", "uuid": "8ebb7e28-751c-4dd6-b252-e498fc3ecdb1", "title": "Extreme Weather", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question</strong>: <em>How can we communicate evidence of climate change to convince our community to act?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Lesson Driving Question: </strong><em>How is our atmosphere changing?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students examine the causes and effects of extreme weather events and read to contrast weather and climate. Next, they create and revise models of an extreme weather event using knowledge of weather variables. Finally, students link extreme weather events and climate change. Students use an interactive graph and long-term datasets, as well as create their own graphical representations of weather data. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/climate-change-challenge/\" target=\"_blank\"><em>Climate Change Challenge</em></a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "rubric", "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">While climate is the typical pattern of weather over the course of many years, weather describes the state of the atmosphere at a specific place and short span of time. Extreme weather events include hurricanes, tornadoes, and droughts. Each of these extreme weather events has the capacity to powerfully influence the lives of humans, and can sometimes even be deadly. The frequency and intensity of many extreme weather events have been on the rise in recent years. Depending on the type of extreme weather event, shifts in frequency and intensity may or may not be related to global warming and climate change.</p>", "duration": 300, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/32c6632a-68e0-4dac-aee8-253a39cd9b25" ], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Computer lab" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Earth Science", "Earth Science > Climatology", "Earth Science > Meteorology" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-03-03T21:05:28.839672Z", "modified_date": "2020-03-03T21:05:28.839672Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/f174c8bf-b697-4e88-bec7-47bf8c58e409", "http://admin.nationalgeographic.org/api/activities/ed89d96e-9de8-4cdf-99e1-ba6cf369a3e2", "http://admin.nationalgeographic.org/api/activities/df6c6d71-f27f-46d5-8b05-8a999a673da2", "http://admin.nationalgeographic.org/api/activities/9ad05aa2-c117-44db-ab40-bbcafc7396a6", "http://admin.nationalgeographic.org/api/activities/b5c95d75-86c9-452c-91d7-b2de43aef5ca" ], "content_type": "lesson", "versions": {} } ]