In this lesson, students will use ArcGIS Online to investigate the human and physical characteristics of the areas where the mining resource of their choice is located.

View the lesson here: http://bit.ly/2qn5k2p

Learning Outcomes

By completing this assignment, students will be able to gain, by Province/Territory, Grade and Subject, the following curriculum-focused knowledge:

1. Use GIS to identify where mines are located in Canada

(British Columbia – Grade 5 Social Studies; Ontario - Grade 9 Geography, Grade 12 Resource management, New Brunswick - Grade 8 Social Studies, Grade 12 Geography; Manitoba - Grade 10 Social Studies; Newfoundland and Labrador -Grade 9 Social Studies; Nova Scotia - Grade 9 Geography; Prince Edward Island - Grade 9 Social Studies; Saskatchewan - Grade 8 Social Studies)

1. Understand the human and physical characteristics of the area where your selected mined resource is located

(British Columbia – Grade 5 Social Studies; Ontario - Grade 9 Geography, Grade 12 Resource management; Manitoba - Grade 10 Social Studies; Newfoundland and Labrador -Grade 9 Social Studies; Nova Scotia - Grade 9 Geography; Prince Edward Island - Grade 9 Social Studies; Quebec- Secondary, Cycle 1 Geography)

1. Describe how landforms influence cultural and economic activities in Canada

(Ontario - Grade 9 Geography, Grade 12 Resource management, New Brunswick - Grade 8 Social Studies, Grade 12 Geography; Manitoba - Grade 10 Social Studies; Newfoundland and Labrador -Grade 9 Social Studies; Nova Scotia - Grade 9 Geography; Prince Edward Island - Grade 9 Social Studies; Saskatchewan - Grade 8 Social Studies)

This layer creates a total mesic restoration potential score at the HUC 8 planning scale. Total score of 1 is lowest priority and 10 is highest priority. The score is composed of 2 sub scores described below.For both Planning and Site Level work, this layer includes polygons showcasing the percentage of each Idaho HUC (8 or 12) in Sagebrush Core and Growth categories based on the Sagebrush Conservation Design. These HUCs are divided into 5 equal intervals 0-20%, 20-40%, 40-60%, 60-80%, and 80-100% and symbolized, with dark colors showing more sagebrush core and growth. In addition, they are scored 1-5 with 1 signifying HUCs averaging the least amount of Sagebrush per HUC and 5 being areas averaging the most Sagebrush per HUC. The Beaver Restoration Assessment Tool (BRAT) downloads for the state of Idaho were incorporated into the analysis. The results for perennial streams were queried to include only the streams categorized in the BRAT analysis as Easiest- low hanging fruit, or Straightforward with the purpose of selecting streams where it might be easiest to provide process-based restoration. After the BRAT data was filtered on these categories it was clipped to find only the streams that were falling within Sagebrush Core and Growth areas or a 500ft buffer of Core and Growth Areas. The resulting BRAT streams that fit these two criteria – in Easiest or Straightforward areas and within a 500ft boundary of Sagebrush Core and Growth areas were summed based on stream miles per HUC. They were binned into 5 categories using Quantile and scored 1-5 with the HUCs having the most stream miles for potential restoration receiving a 5, and those with the least stream miles receiving a 1. These steps were taking for both HUC 8 and HUC12.

Summary Rail Crossings is a spatial file maintained by the Federal Railroad Administration (FRA) for use by States and railroads. Description FRA Grade Crossings is a spatial file that originates from the National Highway-Rail Crossing, Inventory Program. The program is to provide information to Federal, State, and local governments, as well as the railroad industry for the improvements of safety at highway-rail crossing. Credits Federal Railroad Administration (FRA) Use limitations There are no access and use limitations for this item. Extent West -79.491008 East -75.178954 North 39.733500 South 38.051719 Scale Range Maximum (zoomed in) 1:5,000 Minimum (zoomed out) 1:150,000,000 ArcGIS Metadata ▼►Topics and Keywords ▼►Themes or categories of the resource  transportation * Content type  Downloadable Data Export to FGDC CSDGM XML format as Resource Description No Temporal keywords  2013 Theme keywords  Rail Theme keywords  Grade Crossing Theme keywords  Rail Crossings Citation ▼►Title rr_crossings Creation date 2013-03-15 00:00:00 Presentation formats  * digital map Citation Contacts ▼►Responsible party  Individual's name Raquel Hunt Organization's name Federal Railroad Administration (FRA) Contact's position GIS Program Manager Contact's role  custodian Responsible party  Organization's name Research and Innovative Technology Administration/Bureau of Transportation Statistics Individual's name National Transportation Atlas Database (NTAD) 2013 Contact's position Geospatial Information Systems Contact's role  distributor Contact information  ▼►Phone  Voice 202-366-DATA Address  Type  Delivery point 1200 New Jersey Ave. SE City Washington Administrative area DC Postal code 20590 e-mail address answers@BTS.gov Resource Details ▼►Dataset languages  * English (UNITED STATES) Dataset character set  utf8 - 8 bit UCS Transfer Format Spatial representation type  * vector * Processing environment Microsoft Windows 7 Version 6.1 (Build 7600) ; Esri ArcGIS 10.2.0.3348 Credits Federal Railroad Administration (FRA) ArcGIS item properties  * Name USDOT_RRCROSSINGS_MD * Size 0.047 Location withheld * Access protocol Local Area Network Extents ▼►Extent  Geographic extent  Bounding rectangle  Extent type  Extent used for searching * West longitude -79.491008 * East longitude -75.178954 * North latitude 39.733500 * South latitude 38.051719 * Extent contains the resource Yes Extent in the item's coordinate system  * West longitude 611522.170675 * East longitude 1824600.445629 * South latitude 149575.449134 * North latitude 752756.624659 * Extent contains the resource Yes Resource Points of Contact ▼►Point of contact  Individual's name Raquel Hunt Organization's name Federal Railroad Administration (FRA) Contact's position GIS Program Manager Contact's role  custodian Resource Maintenance ▼►Resource maintenance  Update frequency  annually Resource Constraints ▼►Constraints  Limitations of use There are no access and use limitations for this item. Spatial Reference ▼►ArcGIS coordinate system  * Type Projected * Geographic coordinate reference GCS_North_American_1983_HARN * Projection NAD_1983_HARN_StatePlane_Maryland_FIPS_1900_Feet * Coordinate reference details  Projected coordinate system  Well-known identifier 2893 X origin -120561100 Y origin -95444400 XY scale 36953082.294548117 Z origin -100000 Z scale 10000 M origin -100000 M scale 10000 XY tolerance 0.0032808333333333331 Z tolerance 0.001 M tolerance 0.001 High precision true Latest well-known identifier 2893 Well-known text PROJCS["NAD_1983_HARN_StatePlane_Maryland_FIPS_1900_Feet",GEOGCS["GCS_North_American_1983_HARN",DATUM["D_North_American_1983_HARN",SPHEROID["GRS_1980",6378137.0,298.257222101]],PRIMEM["Greenwich",0.0],UNIT["Degree"

Wake County Public School System schools data - locations, grade levels, magnet, Title 1, capacityUpdated 8-31-2015 Source: https://services1.arcgis.com/a7CWfuGP5ZnLYE7I/arcgis/rest/services/WakeCountyPublicSchools/FeatureServer/0Metadata: Wake County Public SchoolsLicense Wake County Geographic Information Services

Summary: Week 2: Quiz Answer KeyStorymap metadata page: URL forthcoming Possible K-12 Next Generation Science standards addressed:Grade level(s) K: Standard K-ESS3-2 - Earth and Human Activity - Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weatherGrade 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) 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-PS2-3 - Motion and Stability: Forces and Interactions - Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each otherGrade 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) 6-8: Standard MS-PS2-3 - Motion and Stability: Forces and Interactions - Ask questions about data to determine the factors that affect the strength of electric and magnetic forcesGrade 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-ESS1-4 - Earth’s Place in the Universe - Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old historyGrade 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-ESS3-5 - 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-PS1-3 - Matter and Its Interactions - Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particlesGrade level(s) 9-12: Standard HS-PS1-7 - Matter and Its Interactions - Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reactionGrade 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-PS3-2 - Energy - Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects).Grade level(s) 9-12: Standard HS-PS4-2 - Waves and Their Applications in Technologies for Information Transfer - Evaluate questions about the advantages of using digital transmission and storage of informationGrade 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-LS2-2 - Ecosystems: Interactions, Energy, and Dynamics - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scalesGrade level(s) 9-12: Standard HS-LS3-1 - Heredity: Inheritance and Variation of Traits - Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspringGrade 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:questionscaleApproximate 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.

Analysis of ‘Wake County Public Schools’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/511b0308-3986-4d24-ab11-b9d2cccc85b9 on 27 January 2022.

--- Dataset description provided by original source is as follows ---

Wake County Public School System schools data - locations, grade levels, magnet, Title 1, capacity

Updated 8-31-2015

Source: https://services1.arcgis.com/a7CWfuGP5ZnLYE7I/arcgis/rest/services/WakeCountyPublicSchools/FeatureServer/0

Metadata: Wake County Public Schools

License Wake County Geographic Information Services

--- Original source retains full ownership of the source dataset ---

Boundaries for the SCCPSS K through 8th grade school attendance zones. Updated annually or as requested by SCCPSS.

Summary: NEW VERSION is at https://esriurl.com/agoschoolcompStorymap 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 propertiesGrade 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-LS4-2 - Biological Evolution: Unity and Diversity - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.Most frequently used words:competitionesrihsstateApproximate Flesch-Kincaid reading grade level: 10.3. The FK reading grade level should be considered carefully against the grade level(s) in the NGSS content standards above.

This layer depicts BRAT easiest and straightforward miles that fall within Sagebrush core and growth habitat are scored based on how many miles per HUC 8. A total score is created by binning and scoring 1-5 where 5 is the most miles.The Beaver Restoration Assessment Tool (BRAT) downloads for the state of Idaho were incorporated into the analysis. The results for perennial streams were queried to include only the streams categorized in the BRAT analysis as Easiest- low hanging fruit, or Straightforward with the purpose of selecting streams where it might be easiest to provide process-based restoration. After the BRAT data was filtered on these categories it was clipped to find only the streams that were falling within Sagebrush Core and Growth areas or a 500ft buffer of Core and Growth Areas. The resulting BRAT streams that fit these two criteria – in Easiest or Straightforward areas and within a 500ft boundary of Sagebrush Core and Growth areas were summed based on stream miles per HUC. They were binned into 5 categories using Quantile and scored 1-5 with the HUCs having the most stream miles for potential restoration receiving a 5, and those with the least stream miles receiving a 1. These steps were taking for both HUC 8 and HUC12.

School Districts are administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels annually from state education officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children aged 5 through 17 in families in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districtsThe Census Bureau tabulates data for four types of school districts: elementary, secondary, unified, and administrative. Each school district is assigned a five-digit code that is unique within state. School district codes are the local education agency number assigned by the Department of Education and are not necessarily in alphabetical order by school district name.Unified school districts provide education to children of all school ages. In general, if there is a unified school district, no elementary or secondary school district exists. If there is an elementary school district, the secondary school district may or may not exist. Administrative school districts were added in 2022 and provide administrative, planning, and educational services for all grade ranges. Currently, the Census Bureau maintains administrative school districts only in Vermont, and they represent supervisory unions and supervisory districts.The Census Bureau categorizes school districts based on the grade ranges for which the school district is financially responsible. These may or may not be the same as the grade ranges that a school district operates. A typical example would be a school district that operates schools for children in grades Kindergarten (KG)-8 and pays a neighboring school district to educate children in grades 9-12. The first school district is operationally responsible for grades KG-8, but financially responsible for grades KG-12. Therefore, the Census Bureau would define the grade range for that school district as KG-12. If an elementary school district is financially responsible for grades KG-12 or Pre-Kindergarten (PK)-12, there will be no secondary school district represented for that area. In cases, where an elementary school district is financially responsible for only lower grades, there is generally a secondary school district that is financially responsible for providing educational services for the upper grades.Download: https://www2.census.gov/geo/tiger/TGRGDB24/tlgdb_2024_a_us_school.gdb.zip Layer: School_District_UnifiedMetadata: https://meta.geo.census.gov/data/existing/decennial/GEO/GPMB/TIGERline/Current_19115/series_tl_2023_unsd.shp.iso.xml

School Districts are administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels annually from state education officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children aged 5 through 17 in families in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districtsThe Census Bureau tabulates data for four types of school districts: elementary, secondary, unified, and administrative. Each school district is assigned a five-digit code that is unique within state. School district codes are the local education agency number assigned by the Department of Education and are not necessarily in alphabetical order by school district name.Unified school districts provide education to children of all school ages. In general, if there is a unified school district, no elementary or secondary school district exists. If there is an elementary school district, the secondary school district may or may not exist. Administrative school districts were added in 2022 and provide administrative, planning, and educational services for all grade ranges. Currently, the Census Bureau maintains administrative school districts only in Vermont, and they represent supervisory unions and supervisory districts.The Census Bureau categorizes school districts based on the grade ranges for which the school district is financially responsible. These may or may not be the same as the grade ranges that a school district operates. A typical example would be a school district that operates schools for children in grades Kindergarten (KG)-8 and pays a neighboring school district to educate children in grades 9-12. The first school district is operationally responsible for grades KG-8, but financially responsible for grades KG-12. Therefore, the Census Bureau would define the grade range for that school district as KG-12. If an elementary school district is financially responsible for grades KG-12 or Pre-Kindergarten (PK)-12, there will be no secondary school district represented for that area. In cases, where an elementary school district is financially responsible for only lower grades, there is generally a secondary school district that is financially responsible for providing educational services for the upper grades.Download: https://www2.census.gov/geo/tiger/TGRGDB24/tlgdb_2024_a_us_school.gdb.zip Layer: School_District_ElementaryMetadata: https://meta.geo.census.gov/data/existing/decennial/GEO/GPMB/TIGERline/Current_19115/series_tl_2023_elsd.shp.iso.xml

A polygon feature class of Miami-Dade County, Public Schools attendance zones for Elementary schools. This includes schools with grades PK-5 and K-8 Centers. K-8 Centers are elementary schools that have middle school grades.Updated: Annually The data was created using: Projected Coordinate System: WGS_1984_Web_Mercator_Auxiliary_SphereProjection: Mercator_Auxiliary_Sphere

Updated yearly using enrollment data, employment data, information from websites, phone calls, and any other resources as available. At time of update fields were added to include employment data, enrollment data, building code, school code, TAZ08, and school website. Please verify information before use as it will be updated on an ongoing basis. Please contact COMPASS with any questions or any knowledge of updates, alterations or modifications that need to be made. FIELDS:UpdateBy: Name or initials of last person to update the recordUpdateOn: Date the record was last updated onSchoolName: Name of the school at the pointSchoolDist: School district the point physically is withinType: Describes the nature of the building and grade/age range of students enrolledValues:PRE K: Preschool &/or Nursery school & Day CareELEMENTARY: Traditional Kindergarten through 6thgradeK-8: Kindergarten through 8th gradeK-12: Kindergarten through 12th grade MIDDLE: 6thgrade through 8thgradeJUNIOR HS: 7thgrade through 9th gradeSENIOR HS: 9th through 12thgradePOST SR: College, University, Technical or Professional SchoolsOTHER: Irregular range of grades or ages ADMIN: Administrative Building/ServicesRETAIL-EDU: Retailor or seller of educational materials or suppliesSiteAddres: Physical address of the school or buildingSiteCity: City the school or building is located inSiteState: State the school or building is located inSiteZip: Zip code the school or building is located inSiteCounty: County the school or building is located inBuilding_Code: Building Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_Code:School Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_JoinID: Concatonated field of Building Code + School Code as a 7 digit code assigned by the 2012 Enrollment data sheet. If the School Code is only a three digit code an additional ‘0’ is added before the code to achieve the full seven digits necessary for the field. Where the number is not available or this does not apply the value used is ‘N/A’Notes: Any pertinent information that was not suited for another fieldEmploy13:Number of employees according to the 2013 employment final point fileTAZ08: TAZ08 in which the point liesType_II:Describes the nature of the school – public vs private runValues:PUBLIC: Owned, operated, funded, governed and sanctioned by the Idaho Department of EducationPRIVATE: Owned, operated & funded by private donors, foundation, trust or other source. May or may not meet State or Federal curriculum requirements/standardsOPT_ENROLL: Y/N field indicating if there is an open enrollment boundary for the schoolType_III:Any further information or description about the school. Values:AG PRODUCTION & RESEARCH: U of I extension campuses with specific research focus and use intentionALTERNATIVE: Any alternative learning environment, field may contain a ‘-_’ for a further description about what the alternative style is; teen parents, night school, at risk, ect…CHARTER: Any public school classified as a charter by the State Board of EducationCOLLEGE, UNIVERSITY, TRADE SCHOOL: Any post-secondary education institution, includes graduate programs, law schools and vocational training programs.COMMUNITY EDUCATION – ENVIRONMENTAL: Nontraditional classroom facilities which offer courses for the community (child and adult) to promote higher learning and understanding of the environment, care of the environment and environmental issues.CULTURAL: Any school which offers cultural enrichment or a multi-cultural learning environment. Field may also contain ‘-_’ to describe what the specific culture the school educates in.DURRING INCARCERATION: Schools are run through the Juvenile Detention Centers. These schools are acknowledged by the State Department of Education, and are recognized by the State. Available to students during the time of their incarceration. FAITH BASED: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum.FAITH BASED BOARDING: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum. These school also offer a live in facility option to students.HEADSTART: Formal pre-kindergarten education programsINTERNATIONAL BACCALAUREATE: School which offers programs for International Baccalaureate credit for studentsLANGUAGE AND CULTURE: Private (non-charter) language and culture focused schools. Field may also contain ‘-_’ to describe what the specific culture the school educates in.MAGNET: Any school with a particular subject area focus intended to draw students with natural aptitudes or specific interests, these schools have open enrollment boundaries with an application process, as long as the student resides within the school district to which the school is a part of. MONTESSORI: Private schools with a focus on experiential learning rather than traditional learning methods. MUSIC: Schools with an additional focus on musical aptitude and methodsONLINE OR HOME SCHOOL: Virtual or online classroom optionsSPECIAL NEEDS: Schools with facilities and resources for students with special needs or additional assistance and attention. Access: Indicates whether the point is the actual building location itself or an access point. Building locations are coded as "Loc" and access points are coded as "PV" for pedestrian/vehicle access.Main_Acc: Identifies if an access point is the main entrance/exit location for each school.Source: Where the numbers for the employment data and/or student enrollment were gathered from.Enrollment: # of students enrolled according to the 2012 enrollment data, or based on best information we were otherwise able to obtain (if not on the 2012 enrollment data).Website:Most recent URL if able to locate, if unable to locate indicated in field with “UTL”Status: Used to describe if the school is currently active, closed, or planned (used to query out inactive schools for performance monitoring purposes)UniqueID: Made by combining District number and building number in from DDDBBBB. _Updated Fall 2013 From School District WebsitesUpdated 9/11/11 From School District WebsitesJuly 2010 . Canyon County has since requested a new data structure to match their address points. The new schools file has the new structure. The point location of this file is identical to the new schools point file May 2010 - Edited the Ada County schools to align with school sites on NAIP imagery and confirmed schools against respective school district websites Jan - March 2010 - Worked with Jay Young over a several month period and several renditions to reconcile the Canyon County side of this file. December 2009 - Merged with Jay Young's Canyon point file in order to build a new data structure that meets Emergency Service data standards. Went through point by point to ensure alignement with buildings on NAIP imagery and attribute values.

This layer creates a total mesic restoration potential score. Total score of 1 is lowest priority and 10 is highest priority. The score is composed of 2 sub scores described below.For both Planning and Site Level work, this layer includes polygons showcasing the percentage of each Idaho HUC (8 or 12) in Sagebrush Core and Growth categories based on the Sagebrush Conservation Design. These HUCs are divided into 5 equal intervals 0-20%, 20-40%, 40-60%, 60-80%, and 80-100% and symbolized, with dark colors showing more sagebrush core and growth. In addition, they are scored 1-5 with 1 signifying HUCs averaging the least amount of Sagebrush per HUC and 5 being areas averaging the most Sagebrush per HUC. The Beaver Restoration Assessment Tool (BRAT) downloads for the state of Idaho were incorporated into the analysis. The results for perennial streams were queried to include only the streams categorized in the BRAT analysis as Easiest- low hanging fruit, or Straightforward with the purpose of selecting streams where it might be easiest to provide process-based restoration. After the BRAT data was filtered on these categories it was clipped to find only the streams that were falling within Sagebrush Core and Growth areas or a 500ft buffer of Core and Growth Areas. The resulting BRAT streams that fit these two criteria – in Easiest or Straightforward areas and within a 500ft boundary of Sagebrush Core and Growth areas were summed based on stream miles per HUC. They were binned into 5 categories using Quantile and scored 1-5 with the HUCs having the most stream miles for potential restoration receiving a 5, and those with the least stream miles receiving a 1. These steps were taking for both HUC 8 and HUC12.

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.

This data provides the geographic location for parcel boundary lines within the jurisdiction of the Carteret County, NC and is based on recorded surveys and deeds. This dataset is maintained by the Carteret County GIS Division. Data is updated on an as needed basis. The description for each field name in the layer is included below.FieldAliasMeaningPIN15Parcel NumberTax Parcel ID Number (PIN4+ PIN5)ROLL_TYPERoll TypeRoll type of property (regularly taxed property or tax-exempt)GISMOTHERMother ParcelMother ParcelGISMAPNUMPIN1First 4 digits of PIN15MAPNAMPIN2PIN1 + 2 digitsGISBLOCKPIN3Digits 7 and 8 of PIN15GISPINPIN4PIN2 +PIN3GISPDOTPIN5Digit numbers 9 to 12 of PIN15CONDO_Condo unit #Condo numberGISPRIDOld Tax IDOld parcel number style based on prior mapping system before NC GRID system mapsOWNERTax Owner 1Tax parcel ownerOWNER2Tax Owner 2Secondary tax parcel ownerSITE_HOUSESite House #Site Address House NumberSITE_DIRSite DirSite Address Street directionalSITE_STSite StreetSite Address Street NameSITE_STTYPSite Street TypeSite Address Street Suffix (e.g., Dr., St., etc.)SITE_APTNOSite AptSite Address UnitSITE_CITYSite CitySite Address City/CommunityPropertyAddressPhysical AddressProperty AddressMAIL_ADDRESS1Mailing address and streetConcatenated mailing addressMAIL_ADDRESS2Mailing unitSecondary mailing addressMAIL_CITYMailing cityMailing address CityMAIL_STATEMailing stateMailing address StateMAIL_ZI4Mailing Zip4Mailing address Zip Code + 4MAIL_ZI5Mailing Zip5Mailing address Zip CodeFullMailingAddressFull Mailing AddressFull mailing address concatenatedDBOOKDeed BookDeed book containing the most recent deed to the propertyDPAGEDeed PageDeed page containing the most recent deed to the propertyDDATEDeed Dateunformatted most recent deed date for the propertyDeedDate_2Formatted Deed DateFormatted most recent deed date for the propertyMapBookPlat Map BookMap BookMapPagePlat Map PageMap PagePLATBOOKPlat BookRecorded Plat BookPLATPAGEPlat PageRecorded Plat PageLEGAL_DESCParcel Legal DescriptionLegal descriptionLegalAcresLegal Acres (new)Deeded or platted acresDeededAcresLegal AcresAcres from recorded deedsCalculatedLandUnitsTaxed AcresTaxed land acreageGISacresCalculated AcresCalculated GIS acresGISacres2Calculated Acres (new)Calculated GIS acresLandCodeTax Land Category CodeLand CodeLandCodeDescriptionTax Land Category DescriptionLand Code DescriptionMUNICIPALITYMunicipality/ETJIf parcel is within the corporate limits or ETJTOWNSHIPTownshipTownship codeRESCUE_DISTTax Rescue DistrictTax rescue district that the parcel is withinFIRE_DISTTax Fire DistrictTax fire district that the parcel is withinJurisdictionTax District CodeTax District CodeNBHDNeighborhood CodeNeighborhood codeNeighborhoodNameNeighborhood NameNeighborhood code descriptionBuildingCount# BuildingsNumber of buildings within the propertyY_BLT_HOUSEYear Built HouseYear house was builtBLT_CONDOYear Built CondoYear condo was builtTOT_SQ_FTTotal Sq FootTotal square footage of structure on propertyHtdSqFtHeated Sq FootHeated square footages of structure on the propertyBldgModelBuilding ModelBuilding ModelBEDROOMS# Bedrooms# BedroomsBATHROOMS# Bathrooms# BathroomsBldgUseBuilding UseBuilding UseConditionBuilding ConditionBuilding ConditionDwellingStyleDescriptionDwelling DescriptionDwelling style descriptionExWllDes1Exterior wall 1Exterior wall type 1 descriptionExWllDes2Exterior wall 2Exterior wall type 2 descriptionExWllTyp1Exterior wall 1 codeExterior wall type 1ExWllTyp2Exterior wall 2 codeExterior wall type 2FondDes1Foundation Description Foundation type 1 descriptionFondTyp1Foundation Description CodeFoundation type 1RCovDes1Roof # 1 Covering DescriptionRoof covering type 1 descriptionRCovDes2Roof # 2 CoveringDescriptionRoof covering type 2 descriptionRCovTyp1Roof # 1 CodeRoof covering type 1RCovTyp2Roof # 2 CodeRoof covering type 2RStrDes1Roof Structure DescriptionRoof structure type 1 descriptionRStrTyp1Roof Structure CodeRoof structure type 1GradeBuilding GradeTax gradeGradeAndCDUBuilding Grade & ConditionBuilding Grade & ConditionHeatDes1Heating/Cooling TypeHeating type 1 descriptionHeatTyp1Heating/Cooling CodeHeating type 1FireplaceCountFireplacesFireplacesSTRUC_VALStructure ValueValue of structure(s) on the propertyLAND_VALUETax Land ValueValue of the land on the propertyOTHER_VALOther Structures ValueOther value of the propertyTotal_EMVTotal Estimated Market ValueTotal estimated tax valueSaleImprovedorVacantSALE_PRICEVacant or Improved SaleRecorded Sale PriceVacant of Improved SaleRecorded sale priceSaleDateRecorded Sale DateRecorded sale dateSubdivision_NameSubdivision NameSubdivision NameSubdivision_Platbk_pagSubdivision Plat Book/PakeSubdivision Plat Book and PageCommissioner_DistrictCommissioner District #Commissioner"s DistrictCommissioner_Name1Commissioner NameCommissioner"s NameCommissioner_InfoCommissioner LinkLink to Commissioner"s contact info Elementary_SchoolElementary DistrictElementary school name/districtMiddle_SchoolMiddle School DistrictMiddle School name/districtHigh_SchoolHigh School DistrictHigh school name/districtIsImprovedProperty ImprovedBuilt on = 1, Vacant = 0IsQualifiedQualified SaleQualified = 1, Not Qualified = 0Use_codeTax Use CodeLand use codeUse_descTax Use Code DescriptionLand use descriptionPerm_De1Permit # 1 DescriptionPermit #1 descriptionPerm_De2Permit # 2 DescriptionPermit #2 descriptionPerm_Is1Permit # 1 Issue DatePermit #1 issue datePerm_Is2Permit # 2 Issue DatePermit #2 issue datePerm_N1Permit # 1 NumberPermit #1Perm_N2Permit #2 NumberPermit #2Perm_Ty1Permit # 1 TypePermit #1 typePerm_Ty2Permit # 2 TypePermit #2 typeACTL_DA1Permit #1 Completion DatePermit #1 - actual completion dateACTL_DA2Permit #2 Completion DatePermit #2 - actual completion dateReviewedDateTax Office Review DateDate ReviewedNoise_lvlBogue Air Field Noise LevelNoise level zones surrounding military air basesRisk_levelBogue Landing Risk LevelRisk level for military air plane accident potential within the AICUZ zonesaicuzBogue Air Field AICUZAir Installation Compatible Use Zone - planning zones pertaining to military air bases and the surrounding real estateOBJECTIDOBJECTIDESRI default unique IDSHAPEShapeESRI default fieldSHAPE.STArea()Shape AreaESRI default fieldSHAPE.STLength()Shape PerimeterESRI default field

School Districts are administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels annually from state education officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children aged 5 through 17 in families in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districtsThe Census Bureau tabulates data for four types of school districts: elementary, secondary, unified, and administrative. Each school district is assigned a five-digit code that is unique within state. School district codes are the local education agency number assigned by the Department of Education and are not necessarily in alphabetical order by school district name.Unified school districts provide education to children of all school ages. In general, if there is a unified school district, no elementary or secondary school district exists. If there is an elementary school district, the secondary school district may or may not exist. Administrative school districts were added in 2022 and provide administrative, planning, and educational services for all grade ranges. Currently, the Census Bureau maintains administrative school districts only in Vermont, and they represent supervisory unions and supervisory districts.The Census Bureau categorizes school districts based on the grade ranges for which the school district is financially responsible. These may or may not be the same as the grade ranges that a school district operates. A typical example would be a school district that operates schools for children in grades Kindergarten (KG)-8 and pays a neighboring school district to educate children in grades 9-12. The first school district is operationally responsible for grades KG-8, but financially responsible for grades KG-12. Therefore, the Census Bureau would define the grade range for that school district as KG-12. If an elementary school district is financially responsible for grades KG-12 or Pre-Kindergarten (PK)-12, there will be no secondary school district represented for that area. In cases, where an elementary school district is financially responsible for only lower grades, there is generally a secondary school district that is financially responsible for providing educational services for the upper grades.Download: https://www2.census.gov/geo/tiger/TGRGDB24/tlgdb_2024_a_us_school.gdb.zip Layer: School_District_SecondaryMetadata: https://meta.geo.census.gov/data/existing/decennial/GEO/GPMB/TIGERline/Current_19115/series_tl_2023_scsd.shp.iso.xml

Summary: Hotspots and burned areas in forest ecosystemsStorymap 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-ESS3-1 - 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.Grade level(s) 6-8: Standard MS-ESS3-2 - Earth and Human Activity - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effectsGrade level(s) 6-8: Standard MS-ESS3-2 - Earth and Human Activity - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effectsGrade 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:firesforestareasburnedalsoApproximate 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.

School Districts are administrative units within which local officials provide public educational services for the area's residents. The Census Bureau obtains school district boundaries, names, local education agency codes, grade ranges, and school district levels annually from state education officials. The Census Bureau collects this information for the primary purpose of providing the U.S. Department of Education with annual estimates of the number of children aged 5 through 17 in families in poverty within each school district, county, and state. This information serves as the basis for the Department of Education to determine the annual allocation of Title I funding to states and school districtsThe Census Bureau tabulates data for four types of school districts: elementary, secondary, unified, and administrative. Each school district is assigned a five-digit code that is unique within state. School district codes are the local education agency number assigned by the Department of Education and are not necessarily in alphabetical order by school district name.Unified school districts provide education to children of all school ages. In general, if there is a unified school district, no elementary or secondary school district exists. If there is an elementary school district, the secondary school district may or may not exist. Administrative school districts were added in 2022 and provide administrative, planning, and educational services for all grade ranges. Currently, the Census Bureau maintains administrative school districts only in Vermont, and they represent supervisory unions and supervisory districts.The Census Bureau categorizes school districts based on the grade ranges for which the school district is financially responsible. These may or may not be the same as the grade ranges that a school district operates. A typical example would be a school district that operates schools for children in grades Kindergarten (KG)-8 and pays a neighboring school district to educate children in grades 9-12. The first school district is operationally responsible for grades KG-8, but financially responsible for grades KG-12. Therefore, the Census Bureau would define the grade range for that school district as KG-12. If an elementary school district is financially responsible for grades KG-12 or Pre-Kindergarten (PK)-12, there will be no secondary school district represented for that area. In cases, where an elementary school district is financially responsible for only lower grades, there is generally a secondary school district that is financially responsible for providing educational services for the upper grades.Download: https://www2.census.gov/geo/tiger/TGRGDB24/tlgdb_2024_a_us_school.gdb.zip Layer: School_District_AdministrativeMetadata: https://meta.geo.census.gov/data/existing/decennial/GEO/GPMB/TIGERline/Current_19115/series_tl_2023_sdadm.shp.iso.xml

The layer "FCC ACP EligibleHH" shows the tracts containing households that meet the Affordable Connectivity household income requirements based on their household size per the data table on the ACP website https://www.affordableconnectivity.gov/do-i-qualify/. This layer is symbolized to show the Median Household Income for all households within a tract. The data was downloaded Feb. 2023 using 5-year ACS data for 2017-2021.Data Processing Note from author:The eligible tracts were determined by 1) Selecting census tracts with centroids that fell within Dallas Proper 2) Applying a filter with a series of "OR" clauses that selected for households that were less than or equal to the ACP threshold median income for the respective household size (Ex. 1-person households whose median income was less than or equal to $27,180).The American Community Survey (ACS) Household dataset (https://dallasgis.maps.arcgis.com/home/item.html?id=388cebd5976e49faa77af91a5d73dfee&view=list&sortOrder=desc&sortField=defaultFSOrder#overview) is limited to household sizes with the largest household size being "7 or more." Where the ACP had a median income threshold for household sizes 8 and 9, the threshold for household size 7 was used. Data Update Note:In order to retain historical data, this layer will require an update as the Census Bureau releases new data. The source layer is updated automatically when the most current vintage of ACS data is released each year, usually in December. The layer always contains the latest available ACS 5-year estimates. It is updated annually within days of the Census Bureau's release schedule. Click here to learn more about ACS data releases.Data Source Note from the Census: This layer shows household size by tenure (owner or renter). This is shown by tract, county, and state boundaries. This service is updated annually to contain the most currently released American Community Survey (ACS) 5-year data, and contains estimates and margins of error. There are also additional calculated attributes related to this topic, which can be mapped or used within analysis. To see the full list of attributes available in this service, go to the "Data" tab, and choose "Fields" at the top right. Current Vintage: 2017-2021ACS Table(s): B25009, B25010, B19019Data downloaded from: Census Bureau's API for American Community Survey Date of API call: December 8, 2022National Figures: data.census.govData Note from the Census:Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see Accuracy of the Data). The effect of nonsampling error is not represented in these tables.