Educator Resources -> Social Studies

Here is an internet scavenger hunt that teaches the lighthouses of North Carolina. Lighthouses of NC

This will be my first post of my trip to San Diego. I have provided a Google kmz file to highlighted points of interest. To use this file you must first download Google Earth at http://earth.google.com/. Once you have downloaded Google earth you can access the kmz file attached. When you open the kmz file you will find arrow icons that will give you additional information about my trip to the National Education Computer Conference. There are several other ways you can access the trip files. You can open individual files from the left screen menu bar. You can activate individual arrow icons by clicking on the globe arrows or just click on the play button in the left hand menu to see the entire trip unfold from start to finish. I have provided information and additional links on each place that I will see during my travels to San Diego. Google Earth

This is an interactive lesson on simple additon for first grade. This activity uses TurningPoint and unitedstreaming. Yet, it can be used as a normal powerpoint presentation without TurningPoint. This show is brought to you by Melodi Power an ITRT at Accomack County Public Schools. addition

Here are some unitedstreaming video segments that your students can use to create a digital story that explores how hunter-gatherers developed tools. Students can use Movie Maker to add narration to these segments. California 6th Grade History Social Science Content Standard 6.1.1: Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. - Describe the hunter-gatherer societies, including the development of tools and the use of fire. (submitted by Burt Lo, a Northern California DEN Member) hunter, gatherer, Movie Maker

Still following Josh? Here is the updated file from Australia through Thailand. Follow Josh Discovery Educator Abroad, New Zealand, Hong Kong, Thailand, Singapore, Australia, Taiwan

K-3 students can independently navigate this computer center to learn about landforms. have the choice of five different video clips about rivers, lakes, hills, mountains, and plains. To use this resource, you will need to download the six video clips unitedstreaming insert each of them into the Power Point presentation. The video clips all come from the video Landforms #1 are called: Mountains, Hill, Bodies of Water, Lakes, landforms, mountains, hills, rivers, lakes, plains

Students work in groups to determine the relative sizes of the continents and their associated population sizes. When given the names of the continents, they must get into a line from biggest to smallest using only their previous knowledge and group discussion. Population Continent Size

is an introduction to the Midwest region of the USA. There are six unitedstreaming video clips linked in the activity. The citations are listed on the final page of the document. midwest, region, United States

Use this PowerPoint to introduce the concepts of physical features of the land natural features of the land for Geography. features of the land geography

The attached files are from a class geocaching trip I did with my students. Obviously, unless you happen to be in Mount Vernon, Wa. you would need to alter the plan to your area. Just thought I would share how I do this project with my class. 1. We start by learning to use the GPS units on campus. I mark spots on the campus and students find and record where they are. I then hide caches in our area. The first year, I just used the small Glad disposable containers so all the containers looked the same. This year, I tried using several different kinds of caches to give students a better idea of how the game of geocaching works. I had minis in buffalo tubes, magnetic key holders, camoflaged matchstick holders, an ammo can with a disposable camera, a cache connected to a large rubber spider and another attached to a plastic turtle. 3. In each cache, I put a log for the students to sign, and stickers with a number and a letter for students to collect to lead them to the final cache. 4. I marked each spot and then put the coordinates in each of our class set of 8 GPS units. 5. Students were placed in 6 groups. Each group had a sheet with the caches listed in different orders so that everyone would not be heading to the same cache at the same time. It took about 2 hours for the students to find the 7 caches hidden by me. They also had the opportunity to find other caches hidden in the area. My students LOVED this activity. They requested that we do it once a week or at least once a month. Since I will have the same kids next year, I plan on getting them involved in creating and placing caches for the other groups. We also are tracking a few travel bugs using GoogleEarth. geocaching, gps