Click the button and follow the steps to get started (Steps 1-4):ArcGIS Maps SDK for Unity can be added to an existing Unity projects with the supported Unity version.

Summary: Creating the world’s first open-source, high-resolution, land cover map of the worldStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) K: Standard K-ESS3-3 - Earth and Human Activity - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmentGrade level(s) 2: Standard 2-ESS2-1 - Earth’s Systems - Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the landGrade level(s) 2: Standard 2-ESS2-2 - Earth’s Systems - Develop a model to represent the shapes and kinds of land and bodies of water in an areaGrade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 4: Standard 4-ESS1-1 - Earth’s Place in the Universe - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over timeGrade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 5: Standard 5-ESS2-1 - Earth’s Systems - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Grade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS2-6 - Earth’s Systems - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Grade level(s) 6-8: Standard MS-ESS3-3 - Earth and Human Activity - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Grade level(s) 9-12: Standard HS-ESS2-1 - Earth’s Systems - Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.Grade level(s) 9-12: Standard HS-ESS2-7 - Earth’s Systems - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on EarthGrade level(s) 9-12: Standard HS-ESS3-4 - Earth and Human Activity - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Grade level(s) 9-12: Standard HS-ESS3-6 - Earth and Human Activity - Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activityMost frequently used words:areaslandclassesApproximate Flesch-Kincaid reading grade level: 9.7. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

The size of the Geographic Information System Market market was valued at USD 10.76 billion in 2024 and is projected to reach USD 19.29 billion by 2033, with an expected CAGR of 8.7 % during the forecast period. Recent developments include: In July 2024, Ceinsys Tech Ltd. announced the expansion of its GIS services portfolio in the U.S. market with the asset purchase of Virtual Tours, LLC. , In May 2024, NV5 Global, Inc. announced the acquisition of GIS Solutions, Inc., which provides enterprise GIS technologies and services such as GIS application development and cloud-based database design. , In April 2023, Trimble Inc. launched Trimble Unity AMS solution, which is the GIS-centric electric-based platform developed to manage the lifecycle of asset infrastructure. .

Lancaster County's Fire Rescue consists of 18 volunteer fire departments and one career department, with policies and procedures implemented by the County Council appointed 19 member Fire Commission. The size and scope of the county necessitate the continued reliance on a predominant volunteer force. The career staff facilitates the training, record keeping, vehicle maintenance, state, and national incident reporting and serves as a liaison between the Fire Commission and County Government. This map shows the Lancaster County Fire Service for the Unity district. The map size is 36"x 48" and is downloadable as a PDF file.

Contains the general urban plan for the Municipal Unit of Patreon of the Municipality of Patreon. The approval of the GIS was made with the no. 5509/103135/23.11.2011 decision of the Secretary General of the Decentralized Administration of Peloponnese, Western Greece and Ionia, published in Official Gazette 358/30.12.2011 (AAP issue). The Official Gazette 95/28.03.2012 (AAP issue) contains corrections of errors on the original text dating back to the date of publication of the decision.

Summary: How to configure Esri Collector for ArcGIS with a Bad Elf GPS Receiver for High-Accuracy Field Data Collection Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 1: Standard 1-LS3-1 - Heredity: Inheritance and Variation of Traits - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parentsGrade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 5: Standard 5-ESS1-2 - Earth’s Place in the Universe - Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night skyGrade level(s) 6-8: Standard MS-LS4-5 - Biological Evolution: Unity and Diversity - Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.Grade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS1-3 - Earth’s Place in the Universe - Analyze and interpret data to determine scale properties of objects in the solar systemGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 9-12: Standard HS-LS4-4 - Biological Evolution: Unity and Diversity - Construct an explanation based on evidence for how natural selection leads to adaptation of populationsGrade level(s) 9-12: Standard HS-ESS2-1 - Earth’s Systems - Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.Most frequently used words:featurebadelfselectgpsApproximate Flesch-Kincaid reading grade level: 9.9. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Unitywater Sewer Infrastructure.

Summary: Mini Lesson MapStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) 6-8: Standard MS-LS4-4 - Biological Evolution: Unity and Diversity - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environmenGrade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS1-2 - Earth’s Place in the Universe - Develop and use a model to describe the role of gravity in the motions within galaxies and the solar systemGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 9-12: Standard HS-PS1-2 - Matter and Its Interactions - Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical propertiesMost frequently used words:austinstateApproximate Flesch-Kincaid reading grade level: 10.0. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: A Predictive Habitat Model and Foraging GuideStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS2-2 - Earth's Systems - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needsGrade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) K: Standard K-ESS3-3 - Earth and Human Activity - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmentGrade level(s) 2: Standard 2-LS4-1 - Biological Evolution: Unity and Diversity - Make observations of plants and animals to compare the diversity of life in different habitatsGrade level(s) 2: Standard 2-ESS2-1 - Earth’s Systems - Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the landGrade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-3 - Biological Evolution: Unity and Diversity - Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at alGrade level(s) 4: Standard 4-ESS3-1 - Earth and Human Activity - Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environmentGrade level(s) 9-12: Standard HS-ESS2-7 - Earth’s Systems - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on EarthMost frequently used words:habitatchanterellesareaschanterelletreeApproximate Flesch-Kincaid reading grade level: 9.8. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: 2010-2015 Land Cover Change in North America at 30-meter resolutionStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-PS2-2 - Motion and Stability: Forces and Interactions - Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.Grade level(s) K: Standard K-ESS2-2 - Earth's Systems - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needsGrade level(s) K: Standard K-ESS3-3 - Earth and Human Activity - Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmentGrade level(s) 2: Standard 2-PS1-4 - Matter and its Interactions - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannotGrade level(s) 2: Standard 2-ESS2-1 - Earth’s Systems - Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the landGrade level(s) 2: Standard 2-ESS2-2 - Earth’s Systems - Develop a model to represent the shapes and kinds of land and bodies of water in an areaGrade level(s) K-2: Standard K-2-ETS1-1 - Engineering Design - Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.Grade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 4: Standard 4-PS3-3 - Energy - Ask questions and predict outcomes about the changes in energy that occur when objects collideGrade level(s) 4: Standard 4-ESS1-1 - Earth’s Place in the Universe - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over timeGrade level(s) 4: Standard 4-ESS1-1 - Earth’s Place in the Universe - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over timeGrade level(s) 4: Standard 4-ESS2-2 - Earth’s Systems - Analyze and interpret data from maps to describe patterns of Earth’s featuresGrade level(s) 5: Standard 5-PS1-2 - Matter and Its Interactions - Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.Grade level(s) 5: Standard 5-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environmentGrade level(s) 5: Standard 5-ESS1-2 - Earth’s Place in the Universe - Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night skyGrade level(s) 5: Standard 5-ESS2-1 - Earth’s Systems - Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.Grade level(s) 6-8: Standard MS-PS1-4 - Matter and Its Interactions - Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conservedGrade level(s) 6-8: Standard MS-PS2-2 - Motion and Stability: Forces and Interactions - Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the objectGrade level(s) 6-8: Standard MS-PS3-2 - Energy - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the systemGrade level(s) 6-8: Standard MS-PS3-4 - Energy - Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sampleGrade level(s) 6-8: Standard MS-PS3-5 - Energy - Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the objectGrade level(s) 6-8: Standard MS-LS2-4 - Ecosystems: Interactions, Energy, and Dynamics - Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populationsGrade level(s) 6-8: Standard MS-LS3-1 - Heredity: Inheritance and Variation of Traits - Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organismGrade level(s) 6-8: Standard MS-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the pastGrade level(s) 6-8: Standard MS-LS4-5 - Biological Evolution: Unity and Diversity - Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.Grade level(s) 6-8: Standard MS-LS4-6 - Biological Evolution: Unity and Diversity - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over timeGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 6-8: Standard MS-ESS2-5 - Earth’s Systems - Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditionsGrade level(s) 6-8: Standard MS-ESS2-6 - Earth’s Systems - Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.Grade level(s) 6-8: Standard MS-ESS3-3 - Earth and Human Activity - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Grade level(s) 6-8: Standard MS-ESS3-4 - Earth and Human Activity - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systemsGrade level(s) 6-8: Standard MS-ESS3-5 - Earth and Human Activity - Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past centuryGrade level(s) 9-12: Standard HS-PS1-4 - Matter and Its Interactions - Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Grade level(s) 9-12: Standard HS-PS1-6 - Matter and Its Interactions - Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibriumGrade level(s) 9-12: Standard HS-PS1-8 - Matter and Its Interactions - Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.Grade level(s) 9-12: Standard HS-PS3-1 - Energy - Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are knownGrade level(s) 9-12: Standard HS-PS3-4 - Energy - Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).Grade level(s) 9-12: Standard HS-PS3-5 - Energy - Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.Grade level(s) 9-12: Standard HS-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scalesGrade level(s) 9-12: Standard HS-LS2-6 - Ecosystems: Interactions, Energy, and Dynamics - Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Grade level(s) 9-12: Standard HS-LS4-4 - Biological Evolution: Unity and Diversity -

Summary: The evolution of public spaces in four American citiesStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-LS1-1 - From Molecules to Organisms: Structures and Processes - Use observations to describe patterns of what plants and animals (including humans) need to surviveGrade level(s) K: Standard K-ESS2-2 - Earth's Systems - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needsGrade level(s) K: Standard K-ESS2-2 - Earth's Systems - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needsGrade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) 1: Standard 1-PS4-2 - Waves and their Applications in Technologies for Information Transfer - Make observations to construct an evidence-based account that objects can be seen only when illuminatedGrade level(s) 1: Standard 1-LS1-1 - From Molecules to Organisms: Structures and Processes - Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needsGrade level(s) 1: Standard 1-LS3-1 - Heredity: Inheritance and Variation of Traits - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parentsGrade level(s) 1: Standard 1-LS3-1 - Heredity: Inheritance and Variation of Traits - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parentsGrade level(s) 2: Standard 2-PS1-1 - Matter and its Interactions - Plan and conduct an investigation to describe and classify different kinds of materials by their observable propertiesGrade level(s) 2: Standard 2-PS1-2 - Matter and its Interactions - Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purposeGrade level(s) 2: Standard 2-PS1-3 - Matter and its Interactions - Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new objectGrade level(s) 2: Standard 2-PS1-4 - Matter and its Interactions - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannotGrade level(s) 2: Standard 2-PS1-4 - Matter and its Interactions - Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannotGrade level(s) 2: Standard 2-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Plan and conduct an investigation to determine if plants need sunlight and water to grow.Grade level(s) 2: Standard 2-LS2-2 - Ecosystems: Interactions, Energy, and Dynamics - Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.Grade level(s) 2: Standard 2-LS4-1 - Biological Evolution: Unity and Diversity - Make observations of plants and animals to compare the diversity of life in different habitatsGrade level(s) 3: Standard 3-LS3-1 - Heredity: Inheritance and Variation of Traits - Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.Grade level(s) 3: Standard 3-LS3-2 - Heredity: Inheritance and Variation of Traits - Use evidence to support the explanation that traits can be influenced by the environmentGrade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Grade level(s) 3: Standard 3-LS4-2 - Biological Evolution: Unity and Diversity - Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducingGrade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 4: Standard 4-LS1-1 - From Molecules to Organisms: Structures and Processes - Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproductionGrade level(s) 4: Standard 4-ESS1-1 - Earth’s Place in the Universe - Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over timeGrade level(s) 5: Standard 5-LS1-1 - From Molecules to Organisms: Structures and Processes - Support an argument that plants get the materials they need for growth chiefly from air and waterGrade level(s) 5: Standard 5-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environmentGrade level(s) 6-8: Standard MS-LS1-4 - From Molecules to Organisms: Structures and Processes - Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectivelyGrade level(s) 6-8: Standard MS-LS1-5 - From Molecules to Organisms: Structures and Processes - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organismsGrade level(s) 6-8: Standard MS-ESS2-4 - Earth’s Systems - Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravityGrade level(s) 9-12: Standard HS-PS2-1 - Motion and Stability: Forces and Interactions - Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.Grade level(s) 9-12: Standard HS-LS1-5 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate how photosynthesis transforms light energy into stored chemical energyGrade level(s) 9-12: Standard HS-ESS1-3 - Earth’s Place in the Universe - Communicate scientific ideas about the way stars, over their life cycle, produce elementsGrade level(s) 9-12: Standard HS-ESS1-4 - Earth’s Place in the Universe - Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.Grade level(s) 9-12: Standard HS-ESS1-6 - Earth’s Place in the Universe - Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early historyGrade level(s) 9-12: Standard HS-ESS2-4 - Earth’s Systems - Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climateGrade level(s) 9-12: Standard HS-ESS2-5 - Earth’s Systems - Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processesGrade level(s) 9-12: Standard HS-ESS2-7 - Earth’s Systems - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on EarthGrade level(s) 9-12: Standard HS-ESS3-3 - Earth and Human Activity - Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversityMost frequently used words:parkpublicitscityplanApproximate Flesch-Kincaid reading grade level: 9.0. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

Summary: McDonald's is one of the world's largest TNCs, and this is how it could change its practices to meet the needs of the 21st Century.Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-LS1-1 - From Molecules to Organisms: Structures and Processes - Use observations to describe patterns of what plants and animals (including humans) need to surviveGrade level(s) K: Standard K-ESS2-2 - Earth's Systems - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needsGrade level(s) 3: Standard 3-LS3-2 - Heredity: Inheritance and Variation of Traits - Use evidence to support the explanation that traits can be influenced by the environmentGrade level(s) 3: Standard 3-LS4-4 - Biological Evolution: Unity and Diversity - Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may changeGrade level(s) 5: Standard 5-PS3-1 - Energy - Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sunGrade level(s) 5: Standard 5-LS2-1 - Ecosystems: Interactions, Energy, and Dynamics - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environmentGrade level(s) 6-8: Standard MS-PS1-3 - Matter and Its Interactions - Gather and make sense of information to describe that synthetic materials come from natural resources and impact societyGrade level(s) 6-8: Standard MS-LS1-1 - From Molecules to Organisms: Structures and Processes - Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cellsGrade level(s) 6-8: Standard MS-LS1-2 - From Molecules to Organisms: Structures and Processes - Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cellsGrade level(s) 6-8: Standard MS-LS1-5 - From Molecules to Organisms: Structures and Processes - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organismsGrade level(s) 6-8: Standard MS-LS1-7 - From Molecules to Organisms: Structures and Processes - Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organismGrade level(s) 6-8: Standard MS-ESS2-2 - Earth’s Systems - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scalesGrade level(s) 6-8: Standard MS-ESS3-4 - Earth and Human Activity - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systemsGrade level(s) 9-12: Standard HS-LS1-7 - From Molecules to Organisms: Structures and Processes - Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.Grade level(s) 9-12: Standard HS-ESS2-2 - Earth’s Systems - Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systemsMost frequently used words:mcdonald'smanyalsofoodcountriesApproximate Flesch-Kincaid reading grade level: 9.8. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

ResourcesMapTeacher guide Student worksheetGet startedOpen the map.Use the teacher guide to explore the map with your class or have students work through it on their own with the worksheet.New to GeoInquiriesTM? See Getting to Know GeoInquiries.Science standardsAPES: IIIB.3 – Impacts of Population Growth: disease.APES: VIB.1 – Hazards to Human Health: environmental risk analysis.NGSS: HS-Life Science 4-4 – Biological Evolution: Unity and Diversity; construct an explanation based on evidence for how natural selection leads to adaptation of populations.Learning outcomesStudents will investigate the spatial patterns of malaria risks.Students will analyze environmental factors related to malaria control in Africa.

Summary: Or rather, how did the Portlander cross the street?Storymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-1 - Earth and Human Activity - Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they liveGrade level(s) 3: Standard 3-LS4-1 - Biological Evolution: Unity and Diversity - Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.Most frequently used words:areastrafficpedestriancrosswalkportlandApproximate Flesch-Kincaid reading grade level: 9.8. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.