This video demonstrates how school board administrators map and analyze student achievement using ArcGIS Maps for Office and ArcGIS Online. Specifically, it covers how to prepare and map student data from Microsoft Excel, how to enrich that data with the geoenrichment service in ArcGIS Online and how to share, communicate and present your work in Microsoft PowerPoint and in Story Map applications.

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

Attend this session to find out how teachers are using GIS to engage students in hands-on learning.Engaging Secondary Students with Spatial Community Based ProjectsCory Munro, Saugeen District Secondary School, Bluewater District School BoardStudents become engaged when they collect and analyze data for projects that produce meaningful results. This session will briefly highlight the work of several student and class projects at the local and international level. Forming community partnerships in recent years has provided excellent opportunities for students to build their spatial analysis skills using ArcMap, ArcGIS Online, Survey123, Story Maps, and Collector for ArcGIS. Projects to be highlighted include mapping safe routes to school based on local infrastructure and student surveys, tracking school graduates and their post-secondary destinations, fire safety in Saugeen Shores, and more.

Instructions on how to make an ArcGIS map, add georeferenced points, adjust appearances , configure pop up boxes, upload images and sharing a map. Introduces students to ArcGIS mapping. Students learn how to organize and upload designated places onto an ArcGIS map. Students learn how to configure pop-up boxes for each designated place and populate them with information they have uncovered. Students learn how to add images to their designated places on their maps. Once completed, students learn how to import into other media i.e. StoryMaps, Word documents to tell a bigger story about the places on the map.

Data in this digital opportunity dashboard comes from students' and families' answers to the Internet Access at Home Survey, which school districts use to gather data on home internet and learning device access for students in their districts. While this is an optional data collection, DPI encouraged districts to collect this information and push it to WISEdata to help drive statewide initiatives to improve digital learning opportunity in Wisconsin. Data is given in percentages to protect student privacy. View statewide digital opportunity data on the WISEdash Public Portal.The digital opportunity questions are the result of a coordinated effort with the Council of Chief State School Officers (CCSSO), Education SuperHighway, and the Ed-Fi Alliance (affiliated with the Dell Foundation). In May 2021, the US Department of Education added these questions as data elements to the Common Educational Data Standard (CEDS). CEDS is the federal government’s framework for all education data, adding significant validation to the questions and items. See the questions DPI provided to districts to use in their surveys here.

Special offer - free student access to Esri Press books (PDF).A special offer for students via VitalSource._Communities around the world are taking strides in mitigating the threat that COVID-19 (coronavirus) poses. Geography and location analysis have a crucial role in better understanding this evolving pandemic.When you need help quickly, Esri can provide data, software, configurable applications, and technical support for your emergency GIS operations. Use GIS to rapidly access and visualize mission-critical information. Get the information you need quickly, in a way that’s easy to understand, to make better decisions during a crisis.Esri’s Disaster Response Program (DRP) assists with disasters worldwide as part of our corporate citizenship. We support response and relief efforts with GIS technology and expertise.More information...

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 United States population has grown quickly during the past several hundred years. Keeping track of the nation’s population dates to the country’s origins. The U.S. Constitution adopted in 1787 called for a population count every 10 years, starting in 1790. This process, called the census, would keep track of the population, its activities, and its movements. More importantly, the census would ensure that each state received fair and accurate representation in the U.S. House of Representatives.

The 1790 Census recorded almost 4 million people. By comparison, the 2000 Census counted almost 300 million. That’s more than 70 times the number of people that lived in the United States 210 years ago! It is estimated that by 2050 there will be 392 million people living in the United States! The United States now is the third most populated country in the world after China and India.

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

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

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

This document is a 12-page PDF document that is part instruction, part self-assessment tool, part helpfile reference tool. Users are taken from accessing ArcGIS Online without login, through ArcGIS Online public account, to ArcGIS Online Organization account. Quickly browsable content chunks let users scan topics and focus on those skills and concepts with which they have not yet grown comfortable.

This layer shows the location of Student Health Service Centres and Special Assessment Centres in Hong Kong. It is a subset of the data made available by the Department of Health under the Government of Hong Kong Special Administrative Region (the “Government”) at https://DATA.GOV.HK/ (“DATA.GOV.HK”). The source data is in XLSX format and has been processed and converted into Esri File Geodatabase format and then uploaded to Esri’s ArcGIS Online platform for sharing and reference purpose. The objectives are to facilitate our Hong Kong ArcGIS Online users to use the data in a spatial ready format and save their data conversion effort.For details about the data, source format and terms of conditions of usage, please refer to the website of DATA.GOV.HK at https://data.gov.hk.

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.

Ferdinand Magellan was the first European explorer to reach the Pacific Ocean by crossing the Atlantic Ocean when his expedition sailed through an opening, or strait, near the tip of South America in 1520. He named the ocean Mar Pacifico, which means peaceful sea. The strait, which connected the Atlantic and Pacific oceans, was later named for him.

At that point in his journey, Magellan and his fleet had been at sea for more than a year. He had lost two of his five ships. Now he would cross the Pacific Ocean with three ships, looking for the coast of Asia and the Spice Islands. However, he had no idea the Pacific Ocean would be so big!

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

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

Counts of homeless students in Clackamas, Multnomah, and Washington counties in schools years from 2012-13 to 2018-19.Data source is the Oregon Department of Education Homeless Student data downloaded from https://www.oregon.gov/ode/schools-and-districts/grants/esea/mckinney-vento/pages/default.aspx

In this activity, students will explore areas within the Pacific Ocean, the role of ocean currents, and the human impact on debris accumulation.It will allow students to demonstrate their understanding of the spatial distribution of a phenomenon and its impacts on place, in line with the NCEA Geography 1.1 Assessment Standard.This activity will also allow students to explore the ocean using data, in line with the NCEA Geography 1.2 Assessment Standard.This is one of a series of Geoinquiries developed with links to the NCEA Level 1 Geography curriculum. Learning OutcomeStudents will gain a deeper understanding of what marine debris consist of and what processes cause the accumulation in certain zones. Teachers can learn more at NEW ZEALAND GEOINQUIRIES https://arcg.is/1GPDXe

Enrollment is a head count of all students receiving their primary PK-12 educational services through Wisconsin public schools. This map is in a series of maps that show enrollments by district for a particular student group (demographic) for every school year since the 2008-2009 school year. Additional enrollment data are available for the public to view on the WISEdash Public Portal. Enrollment data is sourced from the WISEdata system. DPI collects data to meet all required school, district, state, and federal reporting mandates, e.g., Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act (IDEA), and Title II Higher Education Act. These data inform education research and data analysis. Multiple teams from IT and content areas work together at DPI to build tools for data collection, to support districts in data collection, and to report on and facilitate the use of data based on federal and state reporting mandates. Through the DPI dashboard and reporting tools, DPI staff, teachers, administrators, parents, and researchers are better able to understand and improve educational outcomes for Wisconsin students.

The Michigan Center for Educational Performance and Information (CEPI), working with the Michigan Center for Shared Solutions (CSS) provided Data Driven Detroit (D3) with census block codes approximating student residence locations from the October 2013 student count for all students attending a public school in Detroit (DPS, Charter, EAA). With this data, D3 calculated the street-grid distance traveled from home (approximate location) to school for each student that attended a school in Detroit. We then calculated an average distance traveled by students of each school. Ann Arbor Magnet school (and possibly others) is not included in these data due to omission from the original data submission to D3. Average distances were calculated after first removing outlier student locations in counties outside of Wayne, Oakland, Macomb and Washtenaw. Distances were calculated using shortest distance routes from schools to the center of the Census Tract of residence.

Students will:identify time zones by their common namescompute the time in two places by time zone using a mathematical formula.Requires only 15 minutes for a teacher to deliver.Other New Zealand GeoInquiry instructional material freely available at http://arcg.is/1GPDXe

Count of students in each grade (PK-12) enrolled in each Alaska public school. These data are taken from the official October 1 student count. This data set features historical data from the 2012-2013 school year to the present. Source: Alaska Department of Education & Early Development

This 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.

Lesson in ArcGIS Online to help determine what rural land could be successfully converted to Forestry without impacting productive farmland. This lesson can be used to supplement existing materials you may already be teaching in the classroom.It is not designed for assessment.This lesson requires students to have a username and password for the schools ArcGIS Online subscription.For assistance with adding your students into the schools ArcGIS Online subscription or to order a schools ArcGIS Online subscription free of charge contact gisinschools@eagle.co.nz

The number of children who have registered for and attend 1st through 5th grade at a Baltimore City Public School at any point during the school year. Source: Baltimore City Public School SystemYears Available: 2009-2010, 2010-2011, 2011-2012, 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2018-2019, 2019-2020, 2020-2021, 2021-2022, 2022-2023

Dropout rates for Alaska public school districts. The dropout rate is defined by state regulation 4 AAC 06.895(i)(3) as a fraction of students grades 7-12 who have dropped out during the current school year out of the total students in grades 7-12 enrolled as of October 1st of the school year for which the data is reported.A student is considered to be a dropout when they have discontinued schooling for a reason other than graduation, transfer to another diploma-track program, emigration, or death unless the student is enrolled and in attendance at the same school or at another diploma-track program prior to the end of the school year (June 30).Students who depart a diploma track program in pursuit of GED certification, credit recovery, or non-diploma track vocational training are considered to have dropped out.This data set includes historic data from 1991 to present.GIS layers for individual years can be accessed using the Build Your Own Map application.Source: Alaska Department of Education & Early Development

This 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