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[ { "url": "http://www.dev.nationalgeographic.org/api/units/e5b2a0c7-c7f1-41f7-b880-c4a971a42151", "html_url": "https://www.nationalgeographic.org/unit/beyond-borders/", "uuid": "e5b2a0c7-c7f1-41f7-b880-c4a971a42151", "title": "Beyond Borders", "subtitle": "<p>Exploring European Physical and Cultural Landscapes in Grades 6-8</p>\r\n", "description": "<p>Use this unit to explore European physical and cultural landscapes with your middle school students. This series of teacher-tested lessons will have your students use maps to think about how borders intersect physical and human geographical features, and how those intersections can lead to cooperation and/or conflict.</p>\r\n", "key_image": "https://media.nationalgeographic.org/assets/photos/000/300/30017.jpg", "overview": "<p>The overall theme of this teacher-tested unit is using maps to understand borders and their impacts in Europe. The materials will help your middle school students to use maps to think about how borders intersect physical and human geographical features, and how those intersections can lead to cooperation and/or conflict. The educator resources provided in the unit include maps, multimedia, and case studies that will enable students to develop skills in map analysis and apply that analysis to specific situations. Other parts of the unit will invite you and your students to explore similar cases in Europe and your own community.</p>\r\n\r\n<p> </p>\r\n\r\n<p>This unit was originally developed for the <a href=\"../../../../education/program/ntla/?ar_a=1\">National Teacher Leadership Academy (NTLA)</a> 2008 Summer Geography Institute.</p>\r\n", "credits": { "Writer": [ "Shelley Sperry, Sperry Editorial" ], "Editors": [ "Kim Hulse, National Geographic Society", "Kathleen Schwille, National Geographic Society", "Emmy Scammahorn, National Geographic Society", "Christina Riska Simmons, National Geographic Society", "Emily Wade, B.A. Philosophy, B.A. English" ], "Educator Reviewers": [ "Brian Blouet, The College of William & Mary", "Olwyn Blouet, Virginia State University", "Michal LeVasseur, Ph.D., National Geographic Alliance Network Liaison", "Ian Muehlenhaus, University of Minnesota", "Alexander Murphy, Professor of Geography and Rippey Chair in Liberal Arts and Sciences, Department of Geography, University of Oregon ", "Peter Rees, University of Delaware", "Joseph Stoltman, Western Michigan University", "Audrey Mohan, 2007-2008 Grosvenor Scholar, National Geographic Society" ], "Expert Reviewer": [ "Margaret A. Legates, Coordinator, Delaware Geographic Alliance" ], "National Geographic Program": [ "2008 Summer Geography Institute: Beyond Borders" ], "Other": "<p>Special thanks to the educators who participated in National Geographic's 2008-2009 National Teacher Leadership Academy (NTLA), for testing activities in their classrooms and informing the content for all of the Beyond Borders: Using Maps to Understand European Physical and Cultural Landscapes resources.</p>" }, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Earth Science", "English Language Arts", "Geography", "Geography > Human Geography", "Geography > Physical Geography", "Social Studies", "Social Studies > World History" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2013-07-15T22:28:24.891252Z", "modified_date": "2013-07-15T22:28:24.891252Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/254ddb25-a82d-4257-a73e-68a34be68f2b", "http://www.dev.nationalgeographic.org/api/lessons/b34e3b8a-c0a2-4b2a-960f-4fc83a8fee08", "http://www.dev.nationalgeographic.org/api/lessons/b8eec9e3-40b9-4fcc-8b19-1e9ee4e0e33a", "http://www.dev.nationalgeographic.org/api/lessons/3eeb06b2-00f6-466f-a1ec-79618549843f", "http://www.dev.nationalgeographic.org/api/lessons/39b6564b-d6b7-4e91-85af-9014a2a5166f", "http://www.dev.nationalgeographic.org/api/lessons/fe0a666f-a0f8-4eb5-b4d4-0f5925ce321a", "http://www.dev.nationalgeographic.org/api/lessons/d04e0985-e5c1-4fb4-b73c-d30d3b63140d", "http://www.dev.nationalgeographic.org/api/lessons/8feb436e-e8cf-43bd-8c20-5f9dece3b3d9", "http://www.dev.nationalgeographic.org/api/lessons/60cf0646-a312-441c-8ec7-d71a6aadd4c9", "http://www.dev.nationalgeographic.org/api/lessons/e9b71364-25ec-4d3d-97c5-939f934cc9f8" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/90d9db90-9bc6-400c-815c-0fcbfdee511a", "html_url": "https://www.nationalgeographic.org/unit/carbon-trackers/", "uuid": "90d9db90-9bc6-400c-815c-0fcbfdee511a", "title": "Carbon Trackers", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\">Where does the energy in fossil fuels come from and where does it go?</p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">In this unit, students act as scientists seeking to understand the ways matter and energy move through the carbon cycle by conducting research, collaborating with others, and completing a series of tasks, including iterative modeling. The model grows in complexity as students increase their understanding of various cycles on Earth. Finally, they present a collaborative model to educate and inspire an audience to more carefully consider human use of fossil fuels.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/189/973/8eeb980d-749c-403e-af25-baad94333966.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">Through readings, videos, hands-on experiments, and iterative modeling, students seek to better understand the way energy moves through the global carbon cycle and maintains Earth’s systems. Students’ models grow in complexity as they deepen their understanding of various cycles on Earth, including the water cycle, the rock cycle, and photosynthesis and respiration, as well as the interconnections between these cycles. They explore the power of using a collaboratively created model to educate an audience and convey the importance of considering human use of fossil fuels.</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\">In an opportunity for further action, students can choose to transform the scientific model into an art piece to be displayed in an art, science, or natural history museum or public space, with the goal of inspiring others to learn about Earth’s systems, matter, and energy cycling.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/CarbonTrackers_UnitataGlance.pdf\" target=\"_blank\">unit at a glance</a> to explore a brief outline of the materials included in this unit.</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><strong>Unit Driving Question: </strong>Where does the energy in fossil fuels come from and where does it go?</em></p>", "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", "Earth Science > Climatology" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-11-08T16:48:33.942547Z", "modified_date": "2019-11-08T16:48:33.942547Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/743edb98-6150-4a4d-a03a-fd12a9c50e32", "http://www.dev.nationalgeographic.org/api/lessons/c6601451-f286-4c1e-9939-413bf16a544a", "http://www.dev.nationalgeographic.org/api/lessons/8324caa2-e7b5-42a9-88e0-cc311c849332" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/16428499-7976-459a-bc7b-ba887684e23b", "html_url": "https://www.nationalgeographic.org/unit/climate-change-challenge/", "uuid": "16428499-7976-459a-bc7b-ba887684e23b", "title": "Climate Change Challenge", "subtitle": "<p>How can we communicate evidence of climate change to convince our community to act?</p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students examine key causes and impacts of climate change on Earth’s atmosphere and oceans, as well as mitigation and adaptation strategies. They analyze data from long-term observations of climate in the air and under water, using graphs to convince community members to sign a Climate Change Challenge Pledge of their design. </p>", "key_image": "https://media.nationalgeographic.org/assets/photos/248/523/baf7d0da-b1b6-4ac9-96cc-e7ba5bcb34cb.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">Climate change has far-reaching effects on our planet, from increasing the frequency and intensity of many extreme weather events, including flooding and drought, to changing sea temperature, ocean acidity, and sea level. In this unit, students apply concepts such as the greenhouse effect, weather variables, and thermohaline circulation to model how climate change impacts the atmosphere, the oceans, and human communities.</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\">For each major effect of climate change studied in this unit, students examine related, long-term primary datasets. They collaborate to organize variables into tables, calculate summary statistics, and create graphical representations of climatic trends. They move from performing these key skills by hand to digitally, as they gain mathematical and technical fluency.</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\">After organizing, analyzing, and visualizing climate data, students perform research to create a Climate Change Challenge Pledge with three relevant strategies for mitigation of personal contributions to climate change. They present their work to the school community using explanations of their data representations and justifications of the pledge to convince others to shrink their carbon footprints.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/UnitAtAGlance_ClimateChangeChallenge.pdf\">unit at a glance</a> to explore a brief outline of the materials included in this resource.</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\"><strong><em>Unit Driving Question: How can we communicate evidence of climate change to convince our community to act?</em></strong></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>", "credits": { "Writer": [ "Emily Jacobs-Palmer, Ph.D." ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "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" ], "Expert Reviewer": [ "Margie Turrin, Director of Educational Field Programs" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Margot Willis" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation", "Earth Science", "Earth Science > Climatology", "Earth Science > Meteorology", "Earth Science > Oceanography", "Engineering", "Geography", "Geography > Human Geography" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-03-05T17:16:49.832628Z", "modified_date": "2020-03-05T17:16:49.832628Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/32c6632a-68e0-4dac-aee8-253a39cd9b25", "http://www.dev.nationalgeographic.org/api/lessons/8ebb7e28-751c-4dd6-b252-e498fc3ecdb1", "http://www.dev.nationalgeographic.org/api/lessons/d542ba70-7847-4b7d-84bf-f8079cd0efe7", "http://www.dev.nationalgeographic.org/api/lessons/2bfad96c-9517-4882-9bb9-3c8d42691e1d" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/88f6186c-a891-426e-8316-5b627651e72e", "html_url": "https://www.nationalgeographic.org/unit/closing-loop-towards-circular-economy/", "uuid": "88f6186c-a891-426e-8316-5b627651e72e", "title": "Closing the Loop: Toward a Circular Economy", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\">How can we make our economy more circular, and why does it matter?</p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Engage students in making an impact through circular economies that encourage reuse and recycling of everyday objects. Students focus on lithium-ion batteries which power many common electronic devices. For the final product of the unit project, students create a social media video challenge for a particular target audience to encourage them to recycle their used electronic devices.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/333/210/faadfce8-2ba6-4500-a158-6b4256b6ef08.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">This unit introduces students to circular economies and their benefits, using lithium-ion battery recycling as a model. Students begin by contrasting the concepts of linear versus circular economies, using several case studies of successful circular economic systems. Then, they dive deep into the life cycle of lithium-ion batteries, including how mining for component minerals impacts the environment and communities, the hazards associated with improper disposal of lithium-ion batteries, and the circular process of properly collecting and recycling lithium-ion batteries from the devices that commonly contain them. Finally, students design and launch a video challenge to be shared over social media, explaining to a target audience of their choosing what they have learned and encouraging viewers to recycle their used electronic devices appropriately.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/UnitAtAGlance_CircularEconomy.pdf\" target=\"_blank\">Unit at a Glance</a> to explore a brief outline of the materials included in this resource.</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>Unit Driving Question: </em><em>How can we make our economy more circular, and why does it matter?</em></p>", "credits": { "Writer": [ "Elaine Klein, Ph.D., STEM Education Manager at Educurious" ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "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" ], "Expert Reviewer": [ "National Geographic Explorer Marissa Cueves" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "André Gabrielli" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Biology > Health", "Chemistry", "Conservation", "Earth Science", "Earth Science > Geology", "Engineering", "Social Studies", "Social Studies > Economics", "Storytelling", "Storytelling > Filmmaking" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2021-03-23T19:22:40.968516Z", "modified_date": "2021-03-23T19:22:40.968516Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/7e1a57bb-2a57-4552-a36a-170c81d81cdb", "http://www.dev.nationalgeographic.org/api/lessons/2f67bbe4-7ee1-4cc4-807c-81c9da1ccfca", "http://www.dev.nationalgeographic.org/api/lessons/f8be37bd-b234-4e0c-82e1-fd29357535a6" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/e1bb84e7-2d53-4506-8c02-4132977c6a9f", "html_url": "https://www.nationalgeographic.org/unit/detours-and-distractions/", "uuid": "e1bb84e7-2d53-4506-8c02-4132977c6a9f", "title": "Detours and Distractions: How Humans Impact Migration Patterns", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question:</strong> <em>How can we help solve the problems faced by animals on the move?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">This project-based unit will transform your students into animal migration experts. Student groups will research a focal animal and create a multilayered map that features an animal migration pattern, ecosystem-level effects, and human impacts on animal migration. Groups will present their map and an evidence-based argument to convince stakeholders to implement a recommended solution.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/319/238/f02b25b5-a8ca-4867-b01f-4cdd5c48c6af.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">Animal migration is an essential component of many ecosystems, and migratory animals contribute to human economies, such as recreation, hunting, and tourism, in addition to having cultural and intrinsic value. Unfortunately, human infrastructure and behavior have altered animal migration patterns.</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\">In this unit, student groups will explore human impacts on animal migration through the lens of a focal animal. Groups will create a multilayered map that shows their focal animal’s migration pattern, how their animal’s migration interacts with its ecosystem(s), human impacts on their animal’s migration, and recommended solutions that could mitigate human impacts. Groups will conclude this unit by presenting their map and an evidence-based argument to convince stakeholders to approve a solution that could mitigate human impacts. Student learning and engagement can be extended through local action to support vulnerable migratory species in your community. With the input of students, classes can decide whether to create a nearby “pit stop” for migrating animals, author a letter to local stakeholders or decision-makers, or conduct field work on local animals and contribute their findings to a citizen science project.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/DetoursandDistractions_UnitataGlance.pdf\" target=\"_blank\">unit at a glance</a> to explore a brief outline of the materials included in this resource.</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\"><strong>Unit Driving Question: How can we help solve the problems faced by animals on the move? </strong></p>", "credits": { "Writer": [ "Kirinne Slaughter, 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", "Engineering", "Geography", "Geography > Geographic Information Systems (GIS)" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-12-06T18:59:59.433092Z", "modified_date": "2019-12-06T18:59:59.433092Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/a60868e6-dbf1-43b6-a82c-962e127e32f5", "http://www.dev.nationalgeographic.org/api/lessons/7de9f280-5519-4aae-84b9-97a8bbe7545a", "http://www.dev.nationalgeographic.org/api/lessons/8351d9e2-431e-4c2c-b2df-bde16088c8b4" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/8030a2d2-3878-4e3b-b775-3ad81d37be73", "html_url": "https://www.nationalgeographic.org/unit/engaging-fight-against-extinction/", "uuid": "8030a2d2-3878-4e3b-b775-3ad81d37be73", "title": "Engaging in the Fight Against Extinction", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\">How can we, as planetary stewards, take an active role in saving species from extinction?</p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students time travel through Earth’s mass extinctions unlocking the Anthropocene Epoch and the idea of human-driven extinction. By researching vulnerable species and their biomes, students discover potential consequences of the species’ extinction and propose steps to prevent it. Teams design conservation pamphlets promoting endangered species, and suggest action steps to protect the species and the planet.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/261/420/c4abcbd0-22ca-4bcf-b498-4d4881e7274e.jpg", "overview": "<p>Students research and discover human and environmental drivers of mass extinction and develop an understanding of trophic cascades and how the loss of one species has an effect on other species and biomes. Then, in teams, they select an endangered species on which to focus their conservation efforts and identify factors influencing the species' endangerment, considering steps necessary to prevent extinction.</p>\r\n\r\n<p> </p>\r\n\r\n<p>Students look at ways eco-artists actively advocate for the Earth and its inhabitants and apply the strategies to their own work as planetary stewards. Teams create a three-panel conservation pamphlet that showcases their endangered animal, including infographics or images providing further information, three to four concrete steps people can take to help save this animal from extinction, and information about organizations dedicated to species survival. Finally, student teams look for ways to spread the message beyond their classroom, such as carrying out their conservation action plans within their own community, educating and engaging with other local actors, dividing responsibilities, and urging action on behalf of a vulnerable regional species with the help of knowledgeable and influential sponsors such as zoos, aquariums, and nonprofits.</p>\r\n\r\n<p> </p>\r\n\r\n<p>Use this <a href=\"https://media.nationalgeographic.org/assets/file/UnitAtAGlance_EngagingInTheFightAgainstExtinction.pdf\" target=\"_blank\">unit at a glance</a> to explore a brief outline of the materials included in this resource.</p>\r\n\r\n<p> </p>\r\n\r\n<p>Use this <a href=\"https://media.nationalgeographic.org/assets/file/FromPandasToPolarBearsHopeForEarthsImperiledSpecies_PDSupport.pdf\" target=\"_blank\">pedagogical support</a> to inform your teaching of this project-based learning unit.</p>\r\n\r\n<p> </p>\r\n\r\n<p><strong><em>Unit Driving Question:</em></strong><em> How can we, as planetary stewards, take an active role in saving species from extinction?</em></p>\r\n\r\n<p> </p>", "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": [ "Anthropology", "Arts and Music", "Biology", "Biology > Ecology", "Conservation", "Earth Science", "Earth Science > Climatology", "Earth Science > Geology", "Earth Science > Oceanography", "English Language Arts", "Geography", "Geography > Human Geography", "Geography > Physical Geography", "Social Studies", "Social Studies > Civics", "Social Studies > Economics", "Social Studies > U.S. History", "Storytelling", "Storytelling > Photography" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-02-10T03:02:39.488386Z", "modified_date": "2020-02-10T03:02:39.488386Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/1b6d65c0-4c19-4ba8-88a7-069943e0a852", "http://www.dev.nationalgeographic.org/api/lessons/0ff7f172-e253-48e3-bd7f-1f6bc35119fa", "http://www.dev.nationalgeographic.org/api/lessons/d677385d-a50d-4642-9ece-d89e097eb5ee" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/f003a474-037b-42e6-9b93-4d267a7e5340", "html_url": "https://www.nationalgeographic.org/unit/extinction-stinks/", "uuid": "f003a474-037b-42e6-9b93-4d267a7e5340", "title": "Extinction Stinks!", "subtitle": "", "description": "<p style=\"margin-left:0in; margin-right:0in\">As many as one million species face the reality of extinction unless humans work to protect them. Understanding the complexity of conservation requires exploring species’ needs, regional biodiversity, and the services ecosystems provide to humans and other organisms. This unit empowers students to act as experts to design and pitch a solution to help one species’ fight against extinction.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/148/639/6fd2efe0-5604-4d32-8463-6ba4dcc8388b.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">Students explore the root causes of extinction and the complexity of conservation efforts through a class-wide focal species, the Sumatran rhino. Students use videos, maps, and hands-on activities to learn about the challenges faced by the Sumatran rhino and the relationships it has with other species in its ecosystem. Then, small groups receive a target species assignment and become experts in the life history of those other species. Students then design one possible conservation strategy to protect their target species and prepare a grant proposal and funding pitch to try to gain support for their idea. After the unit, students can use their newfound knowledge to share their expertise with the community and support ongoing conservation efforts to protect endangered and threatened species locally or globally.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/UnitAtAGlance_ExtinctionStinks.pdf\" target=\"_blank\">unit at a glance</a> to explore a brief outline of the materials included in this unit.</p>\r\n\r\n<p> </p>\r\n\r\n<p><strong><em>Unit Driving Question:</em></strong><em> How can we prevent a species from going extinct while also meeting the needs of humans and other local species</em></p>", "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", "Storytelling" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-01-09T20:07:46.490804Z", "modified_date": "2020-01-09T20:07:46.490804Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/d4037b07-2c4e-448f-8e25-97c025043992", "http://www.dev.nationalgeographic.org/api/lessons/74bd9116-dfdf-426d-8e6c-4c980b5aa76d", "http://www.dev.nationalgeographic.org/api/lessons/27a1c681-f3d8-4294-9e4f-742d02686a42" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/1ed86fd6-a342-43fb-ad58-a41e69d35cc2", "html_url": "https://www.nationalgeographic.org/unit/interrupted-migrations/", "uuid": "1ed86fd6-a342-43fb-ad58-a41e69d35cc2", "title": "Interrupted Migrations", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><em>How can human activities help or hinder animal migrations?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">In this unit, students teach their community about how humans interrupt animal migrations and inspire them to care about these human impacts. The unit begins with an analysis of a particular geographic area and mapping of human activity. Students then learn about why and where animals migrate in order to create a migratory route map and a description of the setting. Students create an original game as their final project.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/170/346/802798b5-adf2-4222-9cb7-c68d9b7e603a.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">Humans have been changing the world even before they settled into agricultural communities. Since settlement, we have seen an acceleration in the movement of people from rural environments to urban environments and in population growth, which have increased the ways humans have made the environment work for their needs. This environmental impact has often come at the cost of migrating species. While these changes have made life easier for humans, we are morally obligated to mediate some of the negative impacts our developments have had on migratory routes. </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\">Using games to teach content is an effective way to both educate and inspire. Over the course of this unit, students will construct elements, locate and identify human impacts on a particular region of the United States, conduct independent research, and translate that research into a map of human impacts on particular regions of the United States. They will build three sets of gameplay cards: one that teaches human impacts on the environment, one that teaches about migratory species, and one that teaches how humans have helped migrating species. They will also create a map of a specific region that shows how humans are interrupting migration and a layer for that map that shows migratory routes. Finally, students will use those pieces to create an original game by coming up with an objective for their game and rules of play.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/UnitAtAGlance_InterruptedMigrations_2.pdf\" target=\"_blank\">unit at a glance</a> to explore an overview of the unit structure.</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\"><strong>Unit Driving Question:</strong> How can human activities help or hinder animal migrations?</p>", "credits": { "Writer": [ "Alex Goodell" ], "Editor": [ "Jeanna Sullivan" ], "Educator Reviewer": [ "Valerie Johnson" ], "Expert Reviewer": [ "Deirdre A. Doherty, PhD, Conservation Ecologist" ], "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 > Ecology", "Conservation", "Geography", "Social Studies", "Storytelling" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-10-24T21:15:35.179008Z", "modified_date": "2019-10-24T21:15:35.179008Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/33f5dee3-0372-4942-9420-f5305a4d14c7", "http://www.dev.nationalgeographic.org/api/lessons/ca2280ad-d50d-4f3a-8565-0c9582b6ab20", "http://www.dev.nationalgeographic.org/api/lessons/fc55afaf-cc83-473e-b95d-317cb6596e21" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/3151daa9-5b93-4bc6-b45b-858caca3ad82", "html_url": "https://www.nationalgeographic.org/unit/marine-ecology-human-impacts-conservation/", "uuid": "3151daa9-5b93-4bc6-b45b-858caca3ad82", "title": "Marine Ecology, Human Impacts, & Conservation", "subtitle": "<p>Exploring the Science of Marine Protected Areas in Grades 9-12</p>", "description": "<p>This project-based learning experience culminates with students using their new knowledge about marine ecology and human impacts on the ocean to create and propose a management plan for a Marine Protected Area.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/000/289/28908.jpg", "overview": "<p>As part of National Geographic Society's Ocean Initiative, National Geographic Education is working to help teachers like you educate your students about the importance of ocean health and the establishment and management of Marine Protected Areas (MPAs).<br />\r\n<br />\r\nNational Geographic Education has developed a series of teacher-tested classroom activities for you to use in your science courses, specifically to incorporate within your high school biology curriculum to teach students about marine ecology, human impacts on the ocean, and ocean conservation.<br />\r\n<br />\r\nThis collection of activities invites you to use current classroom technologies, videos, photo galleries, and maps to give students a clear view of the health and importance of the ocean. These activities provide you with tools that help students take effective notes, use graphic organizers, and formulate opinions about ocean-related environmental issues. This project-based learning experience culminates with students using their new knowledge about marine ecology and human impacts on the ocean to create and propose a management plan for a Marine Protected Area.<br />\r\n<br />\r\nThis unit was originally developed for the <a href=\"../../../../education/program/ntla/?ar_a=1\">National Teacher Leadership Academy (NTLA)</a> 2010 Summer Geography Institute.</p>", "credits": { "Editors": [ "Anne Haywood, Program Consultant, Environmental & Geographic Education", "Elizabeth Wolzak", "Julie Brown, National Geographic Society", "Christina Riska Simmons" ], "National Geographic Program": [ "2010 National Teacher Leadership Institute: Oceans" ], "Other": "<p><span>Special thanks to the educators who participated in National Geographic's 2010-2011 National Teacher Leadership Academy (NTLA), for testing activities in their classrooms and informing the content for all of the Ocean: Marine Ecology, Human Impacts, and Conservation resources.</span></p>" }, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation", "Earth Science", "Earth Science > Oceanography", "English Language Arts", "Geography", "Geography > Human Geography", "Geography > Physical Geography", "Mathematics" ], "grades": [ "9", "10", "11", "12" ], "eras": [], "create_date": "2013-12-10T19:41:07.565896Z", "modified_date": "2013-12-10T19:41:07.565896Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/c8c47531-13a7-45df-9150-e018b0d42b9a", "http://www.dev.nationalgeographic.org/api/lessons/b7c2df21-624f-4a48-a7eb-50cdc46a798a", "http://www.dev.nationalgeographic.org/api/lessons/df7ab161-f0b2-4ad4-af91-61ec72def7c6", "http://www.dev.nationalgeographic.org/api/lessons/a88f2161-fd84-457b-9d1f-234d496682df", "http://www.dev.nationalgeographic.org/api/lessons/7ebbe53f-8e12-4c22-a586-c818df591cdc", "http://www.dev.nationalgeographic.org/api/lessons/c2968d9a-1031-4ecd-86b7-c6bb03c4753e", "http://www.dev.nationalgeographic.org/api/lessons/71deebc6-f610-4f59-90d6-c2ff83a37657", "http://www.dev.nationalgeographic.org/api/lessons/102246b4-e58b-4410-ad4f-4d0b4c26775f", "http://www.dev.nationalgeographic.org/api/lessons/94605408-ccd4-4d5e-9736-cbd4a40509e9" ], "content_type": "unit", "versions": {} }, { "url": "http://www.dev.nationalgeographic.org/api/units/d6eb0d77-8040-4333-98a6-533adac3537e", "html_url": "https://www.nationalgeographic.org/unit/menacing-microbes/", "uuid": "d6eb0d77-8040-4333-98a6-533adac3537e", "title": "Menacing Microbes", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><em>How does a community get ready for an outbreak?</em></p>", "description": "<p>Students learn about how communities prevent and contain outbreaks of infectious diseases.</p>", "key_image": "https://media.nationalgeographic.org/assets/photos/770/124/39f00e3b-f7c8-4409-97ca-f09921dad3d5.jpg", "overview": "<p style=\"margin-left:0in; margin-right:0in\">In this unit, students explore the behaviors of specific diseases and the ways in which the government, communities, organizations, and individuals can respond to outbreaks of each. Students begin by analyzing a historical case study to learn about the ways in which epidemiologists use maps to locate the source of a disease. They then select a focal disease and create an action plan for how a community would respond to an outbreak of that microbial disease. Students then take on the roles of epidemiologists and public health officials in a simulation to mobilize each other’s action plans. To bring it all together, students create infographics about vaccination and handwashing with the goal of educating people about public health measures to prevent future outbreaks.</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\">Use this <a href=\"https://media.nationalgeographic.org/assets/file/UnitAtAGlance_MenacingMicrobes.pdf\" target=\"_blank\">unit at a glance</a> to explore a brief outline of the materials included in this resource.</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\"><strong><em>Unit Driving Question: </em></strong><em>How does a community get ready for an outbreak?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>", "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 > Geographic Information Systems (GIS)", "Geography > Human Geography", "Geography > Physical Geography", "Social Studies", "Social Studies > Civics" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-08-01T20:04:05.306962Z", "modified_date": "2019-08-01T20:04:05.306962Z", "lessons": [ "http://www.dev.nationalgeographic.org/api/lessons/e72f59f8-5273-404e-940c-847237e258a2", "http://www.dev.nationalgeographic.org/api/lessons/3eb7587e-5954-40ac-af6d-ad4655cad3a3", "http://www.dev.nationalgeographic.org/api/lessons/b4ffabbe-7b87-42b0-82f5-a3bd420708ad" ], "content_type": "unit", "versions": {} } ]
