Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

After Christopher Columbus found the New World in 1492, Spain and Portugal were eager to conquer and claim new lands. The two world powers decided to divide the world in half by drawing a line that ran through the Atlantic Ocean. Based on this line, Spain could claim new lands in the western half of the world, and Portugal could claim lands in the eastern half.

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at http://www.esri.com/geoinquiries

Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

The zoo in your community is so popular and successful that it has decided to expand. After careful research, zookeepers have decided to add an exotic animal to the zoo population. They are holding a contest for visitors to guess what the new animal will be. You will use skills you have learned in classification and analysis to find what part of the world the new animal is from and then identify it.

To help you get started, the zoo has provided a list of possible animals. A list of clues will help you choose the correct answers. You will combine information you have in multiple layers of maps to find your answer.

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

Tornado Alley is an area of the United States that has more tornadoes than any other place on earth. Many people argue about which states are in Tornado Alley. In this lesson, you will learn how to find this area for yourself! By the time you finish this lesson, you will be able to list the states that have the most frequent tornadoes, the strongest tornadoes, and the greatest concentration of tornadoes. From your list, you will be able to identify states that are in Tornado Alley.

Tornadoes are associated with certain weather patterns, and these patterns change with the seasons. In this lesson, you will learn which regions of the United States have tornadoes at different times of the year — winter, spring, summer, and fall.

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

Number of teachers, and types of teachers, by school in Alaska. Includes historical data from 2016 to present. Select 'Open in Map Viewer', or add this data to the Build Your Own Map application. From the Layer List, expand this map service to change what is visible on the map.Source: Department of Education & Early DevelopmentThis data has been visualized in a Geographic Information Systems (GIS) format and is provided as a service in the DCRA Information Portal by the Alaska Department of Commerce, Community, and Economic Development Division of Community and Regional Affairs (SOA DCCED DCRA), Research and Analysis section. SOA DCCED DCRA Research and Analysis is not the authoritative source for this data. For more information and for questions about this data, see: Alaska Department of Education & Early Development Data Center.

NCEA Level 3 activity for students to learn about how geographic information can combine with economics and other businesses in order to make a business/financial decision.

This StoryMap is designed to help teachers guide students through applying spatial analysis to prepare a presentation for a New Zealand company that is looking to create a new ski field specialising in advanced skiing terrain in the South Island High Country Mackenzie District Council area. People have requested facilities which are suitable for advanced skiers only and so the company has contracted you to locate three possible sites for the new ski field and then make a recommendation on the best site.

The ski field’s location has to meet the following requirements for it to be effective:

on land that is between 1300 and 1800 metres in elevationwithin 10 km of a major road, for accessibility

between 40 and 60 degrees slope, which is identified as being ideal slopes for advanced skiers

Students have their own assessment materials to work through, you should not give them access to this Story Map. Click the link below to open the student assessment materials.Student Materials

Mapping Our World Using GIS is a 1:1 set of instructional materials for teaching basic concepts found in middle school world geography. Each module consists of multiple files.

        The ever-changing map of the world reflects the forces of conflict and cooperation among

nations and peoples of the world. In this activity, you will explore one of the first boundary changes of the twenty-first century—the creation of a new border between Yemen and Saudi Arabia. After more than 60 years of conflict, the two nations signed the historic boundary agreement in June 2000. Using data from the Treaty of Jeddah, you will create a map reflecting the treaty’s territory and analyze underlying physiographic and cultural considerations that influenced the location of the boundary.

The Mapping Our World collection is at: http://esriurl.com/MOW.

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

Students learn about the geography and significance of the D-Day invasion. The activity uses a web-based map.

Learning outcomes:

Students will be able to identify key locations and explain the Allied troop movements of the D-Day invasion.Students will be able to evaluate the impact of the D-Day invasion. Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

Students will describe forces at work in mountain building.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

This data is sourced from a large-scale, cluster-randomized, school-based intervention program (hereinafter referred to as “Healing Classrooms”) undertaken in the Democratic Republic of the Congo (DRC) between 2011 and 2014. Specifically, The Healing Classrooms initiative is an integrated teacher training/curricular intervention that targeted 353 primary schools and approximately 480,000 children in three eastern provinces of the DRC (Katanga, South Kivu, North Kivu) in order to improve children’s academic and social-emotional outcomes. Though the data collection for the impact evaluation finished in 2013, the ESRC/DfID funding provided an opportunity to collect a small amount of additional data – geographic (GIS) coordinates of schools in the South Kivu province – that would allow for consideration of how community spatial and conflict variables moderate the treatment impact on children’s learning and well-being outcomes. This is the data we provide here.

Nowhere is access to and quality of education more urgent than in low-resourced states afflicted by ongoing conflict. Of the over 75 million children around the world who are currently out of school, over half live in conflict-affected countries (CACs). Of children in conflict-affected areas who are in school, children are not learning. For example, our own research in three eastern provinces of the Democratic Republic of the Congo (DRC) indicates that 91 percent of primary school children in grades 2-4 could not correctly respond to one reading comprehension question of the Early Grade Reading Assessment (EGRA), a test designed specifically for use in low- and middle-income countries. We take the position that the provision of quality education can mitigate some of the most severe consequences of conflict for children - and potentially help break the intergenerational transmission of poverty and violence - through the effective provision of safe and supportive spaces that promote children's academic and socioemotional development. But as an international community, we are currently failing in our efforts to do so due to the "stunning lack of evidence" as to what works to promote children's learning in the context of conflict and crisis.

The current project aims to generate, communicate, and incorporate into practice rigorous evidence as to how to promote effective teaching and improve children's academic and socioemotional learning in conflict-affected contexts. We will achieve these objectives using three primary strategies. First, we will generate evidence via original analyses of data from a large-scale, cluster-randomized, school-based intervention program (Healing Classrooms) undertaken by the International Rescue Committee, New York University, and other partners in the Democratic Republic of the Congo (DRC) between 2011 and 2014. To our knowledge, this is the only experimental evaluation of an integrated teacher training/curricular development intervention to promote academic and socioemotional learning in a CAC that has ever been undertaken. We will use the rigorous evidence generated from these analyses to: (1) communicate with policymakers, practitioners, and the academic community cutting-edge social science approaches to the design and implementation of future education strategies in CACs; and (2) work with partner organizations to incorporate the evidence into school-based interventions around the world. In generating evidence, we will move beyond assessing whether a school-based intervention works to promote effective teaching and children's learning outcomes: We will use sophisticated statistical methods to consider both the mechanisms by and the contexts in which the intervention worked. Such evidence is essential for: (1) strengthening and replicating the mechanisms of the intervention that do work; (2) and tailoring the intervention to different school- and community-contexts. Given that Healing Classrooms intervention is currently being implemented by the IRC in 12 countries (including the DRC, Central African Republic, Afghanistan, and Chad), the evidence generated by the proposed project - in conjunction with our communication and incorporation activities - has the potential to improve the learning outcomes of millions of children around the world.

An easy-to-customize, low-cost, low disturbance, motorized, and adjustable proximal sensing cart for field-based high-throughput phenotyping is described. General dimensions, motor specifications, and a remote operation application are given. The cart, named "Professor", supports mounting multiple proximal sensors and cameras for characterizing plant traits grown under field conditions. Professor easily adapts to multiple sensor configurations supporting detection of multiple target traits and has two axes of adjustable clearance by design. Professor is useful as a field-based phenotyping platform and offers a framework for customized development and application. Resources in this dataset:Resource Title: S. File 1. File Name: S. File 1.xlsxResource Description: Components needed for the assembly of Professor. Hyperlinks to websites for purchase also provided.Resource Title: S. File 2. File Name: S. File 2.PDFResource Description: Specifications for Swivel wheel assembly. File provides two views of the swivel wheel mount including dimensions and part order assembly.Resource Title: S. File 3. File Name: S. File 3.PDFResource Description: Specifications for wheel support arm assembly. File provides two views of the wheel support including dimensions and part order assembly.Resource Title: S. File 4. File Name: S. File 4.pdfResource Description: Specifications for Front wheel assembly. File provides two views of the front wheel mount including dimensions and part order assembly.Resource Title: S. File 5. File Name: S. File 5.PDFResource Description: Specifications for Motor assembly. File includes two views of the motor mount including dimensions and part order assembly.Resource Title: S. File 6. File Name: S. File 6.PDFResource Description: Specifications for Custom sprocket. File contains dimensions only.Resource Title: S. File 7. File Name: S. File 7.xlsxResource Description: This file contains the collected GPS and timestamp information used to generate Table 1 in the paper. The file was generated by clipping GPS data to plot polygons in Quantum GIS software to show accuracy of placement and consistency of speed of the motorized cart in the field. Table 1. The drive time for each 12.1 m plot for three replicates (Pass) as recorded by a Hemishpere GPS receiver and Campbell Scientific data logger. The average time per plot is calculated below. The difference in time for each plot from the average is listed in the Difference column. Time is listed as minute:second.milisecondResource Title: S. Video 1. File Name: S. Video 1.mp4Resource Description: A short video showing Professor navigate loose soil with small dirt clods in the field. Note the cart is being operated in a reverse configuration. The camera is mounted on the frame and directed towards the swivel wheels to show displacement.Resource Title: S. Video 2. File Name: S. Video 2.mp4Resource Description: A short video showing Professor navigate very loose soil up a small incline. Note the cart does slip and bounce when traction is lost. The video camera is mounted to the operator’s hat.Resource Title: S. Video 3. File Name: S. Video 3.mp4Resource Description: A short video showing Professor navigate bumpy terrain with medium dirt clods. The video camera is mounted to the operator’s hat.Resource Title: S. Video 4. File Name: S. Video 4.mp4Resource Description: A short video showing Professor navigate rough terrain with large dirt clods. Note the cart does require minor assistance in this video. The video camera is mounted to the operator’s hat.

This StoryMap is designed to help you and your students to complete the Climate Change: Glacier Retreat Activity.All videos embedded in this StoryMap show how ArcGIS Online Map Viewer Classic can be used to perform the tasks for the Climate Change: Glacier Retreat activity. As soon as all the functionality for this activity is available in ArcGIS Online Map Viewer the student worksheet and the videos will be updated.Student Worksheet

Students willdetermine patterns of wealth distribution globallyidentify sustainable suggestions for regions of the world.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

Students will:·
describe the scale of urbanisation·
analyse environmental impacts and advantages of urban centres.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

Teacher Guidelines for the "Parking Issue" assessment activityThese guidelines have additional information about the assessment activity to help youguide your students through the assessment, mark the assessment.These guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.Teachers need to be very familiar with the outcome being assessed by Achievement Standard Geography 91433.

Alex Singleton, Lecturer in GIS at Liverpool University has created a set of maps of the 2011 Census Key and Quick Statistics ​released in January 2013 for output areas (small areas) in Camden and for other local authorities. This PSF has the maps for Camden only.

This StoryMap is designed to help teachers guide students through applying spatial analysis to prepare a report for the City of Chicago Mayor that: shows and explains the changing patterns, both spatial and temporal (over time), of the homicide rate in Chicago provides an analysis of whether the location of police stations and police beats appear to be having an effect on homicide rates recommends solutions related to urban development which could address the problem. Students have their own assessment materials to work through, you should not give them access to this Story Map. Click the link below to open the student assessment materials.Student Materials

Thinking Spatially Using GIS

Thinking Spatially Using GIS is a 1:1 set of instructional materials for students that use ArcGIS Online to teach basic geography concepts found in upper elementary school and above.
Each module has both a teacher and student file.

The animal kingdom is quite large, with thousands of animal species identified around the world and more being discovered all the time. To make sense of

all these species, scientists typically classify animals based on their physical characteristics. They start with a general classification and then get more detailed until they end up with a scientific name for the animal. For example, in the Linnaeus classification, the scientific name for a brown bear is Ursus arctos. This means that it has a backbone, is a mammal and a carnivore, and is part of the bear family.

Usually, it is easier to use common names to identify animals. In addition to their physical features, animals have many other characteristics: What country or area do they come from? What habitat do they live in? What kind of food do they like to eat?

The Thinking Spatially Using GIS home is at: http://esriurl.com/TSG

All Esri GeoInquiries can be found at: http://www.esri.com/geoinquiries

In this activity students will analyse the spatial distribution of tectonic systems.Teacher Materials include examples of answers to questions in the geoinquiry.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe

Students will gain an understanding of different hurricane evacuation routes and the effects of different categories of hurricanes on storm surges.Teacher Materials include examples of answers to questions in the geoinquiry.Other New Zealand GeoInquiry instructional material freely available at https://arcg.is/1GPDXe