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

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.

Animals are a big part of our life. Animals fascinate us, whether they live with us as pets or roam wild places on our planet. One exciting way to connect with animals from beyond our back yard is to visit the zoo. Zoological parks, or zoos, are a great way to bring people closer to animals. It is a chance for people to more deeply appreciate and understand how animals live and what they are like.

Zoos have been around for a long time. Queen Hatshepsut of Egypt had one about 3,500 years ago, and the Chinese emperor Wen Wang created a large zoo named the Garden of Intelligence about 3,000 years ago. Many leaders used zoos to show power and wealth. Zoos became popular starting about 500 years ago in the 1500s, when European explorers brought animals from the New World (the Americas) back to Europe.

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

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

Create your own initiative by combining existing applications with a custom site. Use this initiative to form teams around a problem and invite your community to participate.

In this tutorial, you will be introduced to the basics of the ArcGIS Online Web-based Geographic Information System (GIS) software tool. You will begin by exploring spatial data in the form of map layers that are available on the Web as well as map applications (apps). You will then use the ArcGIS Online Map Viewer to search for content, add features to a map, and save and share your completed map with others.

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

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

If you would like to configure your ArcGIS Online account to use Single Sign On please see the guidance https://doc.arcgis.com/en/arcgis-online/administer/saml-logins.htm

1) Measure how far it is from London to Sydney in Australia2) Navigate to Mount Vesuvius and use the dynamic contouring tool

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

Click here to open the ArcGIS Online Map Viewer and work through the examples shown belowTo add spreadsheet data to ArcGIS Online you need to log in.

This Teach with GIS lesson maps educational achievement throughout the USA. The lesson focuses on the benefits of predominant mapping. This lesson is for training purposes only.

One of my favourite layers in ArcGIS Online, for loads of reasons. It's a great layer to use to monitor hazards such as wildfires and volcanic eruptions in real time, but also gives opportunities to tell a wealth of other geographical stories.

The GIS in Schools Programme has a fun lesson that simulates a Zombie attack in New Zealand. This CSV file contains fictitious data for a Zombie attack in New Zealand that is used for this lesson.This simulation and data should not be relied on for any purposes.

Teacher Guidelines for the "Location, location, location" assessment activityThese guidelines have additional information about the assessment activity to help you guide 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 91014.

This StoryMap is designed to help you and your students to complete the Child Poverty New Zealand Activity

The map allows you to pick any location of interest and quickly and simply create an elevation profile.Accurate elevation data from inside ArcGIS Online is used to produce an info-graphic for any area.Use as a front of class tool to explore with students, or as a resource for their own independent investigations.

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.

In successful geoinformatics education, students’ active role in the learning process, e.g. through applying self-assessment, show an increasing interest but the evidence of benefits and challenges of self-assessment are sporadic. In this article, we examine the usefulness of an online self-assessment tool developed for geoinformatics education. We gathered data in two Finnish universities on five courses (n = 11–73 students/course) between 2019 and 2021. We examined 1) how the students’ self-assessed knowledge and understanding in geoinformatics subject topics changed during a course, 2) how the competencies at the end of a course changed between the years in different courses, and 3) what was the perceived usefulness of the self-assessment approach among the students. The results indicate support for the implementation of self-assessment, both as a formative and summative assessment. However, it is crucial to ensure that the students understand the contents of the self-assessment subject topics. To increase students’ motivation to take a self-assessment, it is crucial that the teacher actively highlights how it supports their studying and learning. As the teachers of the examined courses, we discuss the benefits and challenges of the self-assessment approach and the applied tool for the future development of geoinformatics education.

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