The students will analyze five primary resource images. A Jamboard activity focuses on the African American Great Migration and its push /pull factors (an attached slide show may be used as an alternative). The Jamboard activity allows for student participation, so it can be used as an observation teacher formative assessment.

Arctic Tern MigrationThe Arctic tern (Sterna paradisaea) makes an incredible migration each year. These small birds travel distances of more than 50,000 miles, from pole to pole, crossing through temperate and tropical regions along the way. Scientist Carsten Egevang used geo-locator tags to track some of these terns, and he shares their story with us in this Google Earth tour video.Grade/Age level Grades 5-8 (ages 10-14)Activity: Students watch a video about Arctic Tern migration and answer the comprehension questions. After the video, the class will discuss their answers as a group. Extenstion dicussion questions are available.Objectives:After watching the video, students will be able to:Describe how scientists designed a study to answer a question about arctic terns’ migration patterns and how technology was used.Demonstrate an understanding of the migration of Arctic Terns and the factors that influenced their migration.Infer the impact that the findings of these migration patterns may have on other areas of science and future studies.Image Credit: Tim Bowman, BioLib.cz. Public Domain.

This issue of the free online magazine, Beyond Penguins and Polar Bears, explores the amazing birds that live in or migrate to the polar regions. The issue was co-produced with the Cornell Lab of Ornithology. In addition to content knowledge articles and lesson plans, the issue includes information about bird-themed citizen science programs from the Cornell Lab of Ornithology.

This article assembles free resources from the Arctic and Antarctic Birds issue of the Beyond Penguins and Polar Bears cyberzine into a unit outline based on the 5E learning cycle framework. Outlines are provided for Grades K-2 and 3-5.

Stakeholders of the Morro Bay National Estuary Program in California worked with resources from the EPA's Climate Ready Estuaries program to identify their climate risks. Their results helped them prioritize actions for building resilience.

This is the story of the Aztec’s historic 200+ year pilgrimage, as told from the 16th Century Primary source: The Codex Boturini.

The Aztecs came from a place in the north called: Aztlan, which means, “place of the White Heron.”

The Aztecs left their homeland Aztlan in about 1111 C.E. After more than 200 years of trials and tribulations, they stopped when they saw their sign from their god Huitzilopochtli: the eagle perched on the cactus. There, they would build one of the greatest cities in world history.

This is the story of their historic migration from Aztlan to Tenochtitlan in their own words.

How does media coverage of migration shape how Americans’ views of migration by youth? Why are so many young people trying to migrate to the United States? What are their journeys like? What happens when they get to the U.S.-Mexico Border? What role does U.S. policy play in this situation? These are the major questions that students will explore in this 4-day mini-unit, which results in media literacy and creative assessments.

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

By the end of this section, you will be able to:Compare innate and learned behaviorDiscuss how movement and migration behaviors are a result of natural selectionDiscuss the different ways members of a population communicate with each otherGive examples of how species use energy for mating displays and other courtship behaviorsDifferentiate between various mating systemsDescribe different ways that species learn

In this video, Jonathan joins Charlie Donilon on his shark charter boat in Rhode Island, Massachusetts, and learns about how shark tagging has shed light on the biology of and behavior of Blue sharks. Tagging has shown that these incredible swimmers actually migrate completely across the Atlantic ocean. Jonathan tries his hand at tagging a shark and then swims with Blue sharks. We also learn that Blue sharks are not nearly as vicious as they have been reputed to be, and the divers are actually able to pet the sharks! Please see the accompanying study guide for educational objectives and discussion points.

This unit focuses on underreported stories of migration and the local history of everyday people of the City of Newark. From the global stories of women migrants on the move to the wards of the City of Newark, we will examine the experiences of the people who live and inhabit these places and spaces, and who also make history.

Far too often we solely focus on major reported stories related to migration from the point of view of the elite, those in power, or the victors who wrote down their version of history for posterity. This unit seeks to reclaim history for those who resisted, suffered, lost yet triumphed. Anchored by Pulitzer Center migration resources, this unit explores the intersection of the history of the City of Newark (aka Brick City) and global migration using a variety of historical documents, texts, and visuals in which everyday people and the disenfranchised occupy an important space of representation.

The purpose of this resource is to observe budburst on selected trees at a Land Cover or Phenology Site. All students will learn about hummingbird natural history and ecology. Students will learn how to identify and age male and female Ruby-throated Hummingbirds and to observe migration and feeding behavior. Students will learn how to make connections among hummingbird behavior and weather, climate, food availability, seasonality, photoperiod (day length), and other environmental factors.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Non-small cell lung cancer (NSCLC), the most common lung cancer, is also the most lethal cancer worldwide. The protein CPNE1 has been found to promote NSCLC, but it’s not clear how. To find out, researchers recently manipulated CPNE1 expression in NSCLC cells in vitro. CPNE1 overexpression activated cancer progression processes, such as proliferation, migration, invasion, and MET signaling, while CPNE1 silencing produced the opposite effects. Silencing RACK1, another cancer-driving protein, suppressed the tumor formation and MET signaling activation caused by CPNE1 overexpression, confirming that RACK1 mediates CPNE1-induced cancer progression and suggesting that MET is involved. Since CPNE1 is also believed to activate EGFR signaling, the researchers tested the effects of both MET and EGFR inhibition on NSCLC tumors in mice..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

The purpose of this unit is for students to investigate migration and immigration policies across the globe using current events articles from the Pulitzer Center. Students in this unit will read, comprehend, analyze, synthesize, and evaluate these articles. From these articles students will discover issues and trends of migration and immigration from an international perspective, and will compare and contrast the policies they learn about. It is important for students in the 21st century to view reality from outside of their individual context.

This article profiles Linda Deegan, scientist with the Arctic Long-Term Ecological Research site in the Kuparuk River region of Alaska, as she counts and tags Arctic grayling as they migrate from streams to lakes in the fall.

As part of this nine to ten-lesson unit, students utilize news stories supported by the Pulitzer Center from Time for Kids and Mission Local to familiarize themselves with the concept of an underreported migration story. They will then research stories, summarize and share the gist of what they read to their small groups and to the entire class. As part of their conversations, students will note key details and themes from the stories they explored about migration and consider why these stories could be considered “underreported.”

The story of migration is a shared human experience. Utilizing sources such as “Women on the Move” from National Geographic and The Everyday Projects, students will address the following questions:

Using scales of analysis, what are the common themes that are seen in migration stories?
What are the reasons that cause one to migrate?
In what ways does physical geography intersect with migration?
Based on your analysis of various sources in the media, how is migration perceived by general audiences?
Developing social and emotional learning, how do individual and under-reported stories inspire your own activism in regards to migration?
As they engage with these questions, students will be asked to utilize a variety of skills. They will compare and contrast various migration stories on different scales of analysis, analyze sources critically for author’s purpose and target audience, develop critical thinking skills to analyze complex questions that arise from migration crises, and develop persuasive writing skills that inspire letters advocating for an action to address challenges faced by people who are migrating.

Thousands of people risk their lives daily by crossing borders in search of a better life. During 2015, over one million of these people arrived in Europe. Images of refugees in distress became headline news in what was considered to be the worst humanitarian crisis in Europe since 1945. This book provides a critical overview of recent migration flows and offers answers as to why people flee, what happens during their flight and investigates the various responses to mass migratory movements. Divided in two parts, the book addresses long-running academic, policy and domestic debates, drawing on case studies of migration in Europe, the Middle East and the Asia-Pacific. Coming from a variety of different fields, the contributors provide an interdisciplinary approach and open the discussion on the reasons why migration should be examined critically.