Unit+3

**Background/Rationale:** One of the core 21st Century skills is Global Awareness. [] In today's globalized world, being spatially literate is a critical skill for every student that goes beyond basic geographic knowledge. Geospatial literacy combines maps, images and data sets to create visual models of location and scale - virtual terrain, and links images and information to events recent, historic and predictive. Today's mapping software like Google Earth and other GIS options make spatial data real and understandable. (Science, Technology, Engineering and Math) STEM connections between math, science and technology are enhanced by GIS use. Future workforce skills will require knowledge, use, interpretation and creation of GIS systems. Teaching students to use, adapt, gather, question and design material using geospatial tools will enable them to succeed in future jobs. Higher level thinking is a critical component of GIS tools. These tools enhance questioning and problem-based learning. Students can identify trends, similarities and differences, make connections with curricular material, understand patterns, create meaning, transfer learning and create their own geo-representations of information. Critical thinking about relationships is a powerful outcome of project based GIS lessons. Possible uses for GIS information include but are not limited to anthropology, urban planning, zoology, botany, mathematics, geography, migration, archaeological exploration, epidemiology, disaster monitoring, geologic, seismic data, travel, GPS positioning, Government and NGO information energy and commerce data, people, culture, migration patterns, and current events. In the book, “Learning to Think Spatially, the National Research Council identified three components of spatial thinking and included examples for each component. They propose thinking spatially entails knowing about: 1. Space – for example, the relationships among units of measurement, different ways of calculating distances, the basis of coordinate systems, and the nature of spaces. 2. Representation – for example, the relationship among views, the effect of projections, the principles of graphic design. **3.** Reasoning – for example, the different ways of thinking about shortest distances, the ability to extrapolate and interpolate, and make decisions. **Definition:** GIS – Geographic Information Systems: is a mapping system used to layer spatial data to better understand relationships. [] **Learner Outcomes** **At the end of this Learning Topic, you will be able to:** 1. Analyze the importance of GIS to enhance student learning and understanding. (evaluation - Discussion 1- Critically evaluate a peers lesson plan) 2. Explore and become familiar with using the features of Google Earth: searching, navigation, tilt, measurement, views, layers, places, 3D buildings, place-marking, creating paths and recording tours. (evaluation - Project 1 Create lesson plan using Google Earth to support curricular topics) 3. Locate and examine existing Google Earth resources evaluating them for curricular tie-in opportunities. (evaluation - Project 1 Create lesson plan using Google Earth to support curricular topics) 4. Create a lesson plan using Google Earth to present information to students asking them create a projects based on their new use of this tool that is tied to curricular standards and goals. (evaluation - Project 1 Create lesson plan using Google Earth to support curricular topics) 5. Evaluate KML files from peers works. Give constructive critique of these files based on reading and exploration (evaluation - Discussion 1 Critically evaluate a peers lesson plan) 6. Explore other Geospatial tools to identify and compare areas for curricular use that draw students to higher level of Blooms Taxonomy. (evaluation - Project 2 Create a chart comparing various Geospatial tools for curricular and thinking value) 7. Reflect on the importance of Geospatial literacy in today's education system. Set goals for personal next steps in Geospatial learning and share learnings and connections made in this unit to other literacies / (discussion 2 - Reflect on your learning and importance of geospatial tools in your practice.) **Readings and Research:** **Geospatial Literacy** • Fischer, F. (n.d.). Learning in Geocommunities. Education Highway. Retrieved February 3, 2010, from [] • Learning to Think Spatially. (n.d.). Earth and Live Studies. Retrieved February 2, 2010, from [] • Scharl, A., & Tochtermann, K. (n.d.). The geospatial web: how geobrowsers ... - Google Books. Google Books. Retrieved February 3, 2010, from [|http://books.google.com/books?hl=en&lr=&id=9WK-NMrBavMC&oi=fnd&pg=PP11&dq=geospatial+literacy&ots=BuALc2fqHd&sig=QC02J_DMBiTbnQ7pASd-O24WZ6k#v=onepage&q=geospatial%20literacy&f=false] - Read Chapter One • The Partnership for 21st Century Skills - Framework for 21st Century Learning. (n.d.). The Partnership for 21st Century Skills - Home. Retrieved February 3, 2010, from [] • Walker, M., Casper, J., Hissong, F., & Rieben, E. (n.d.). BLM Environmental Education--GIS: A New Way to See. DOI: BLM: National Home Page. Retrieved February 3, 2010, from [] **Learning Activities** **Activity 1 Explore Google Earth** Google Earth is the biggest and fasted growing social geospatial program around today. The use of Google Earth in the classroom presents some excellent opportunities for learning in a collaborative environment. For this activity, you will be developing a lesson plan that incorporates Google Earth. Don't disregard this program if you are not a Social Studies teacher. It can be used for every subject in some way. Everything from Literature trails to the Crisis in Darfur to Katrina can be explored in-depth beyond geographical detail. Demographics, space shots, photos, videos, website links, and commercial aspects can all be accessed from layer markers. Teachers or students can create tours on Google Earth to support curricular study. Google Ocean, Sky, Mars, and Moon add additional support to students. Step 1: Download your free Google Earth for Mac, PC or Linux. This is a free download from Google. It allows users to fly to specific locations or just explore new territories. KML files “Layers” (KMZ are compressed (Keyhole Markup Language files which are Zipped to compress their size) are additions to the Google Earth that you can click to download or create your own.   Step 2: Watch a few videos to gain knowledge on all the Google Earth can offer. Review the user’s guide and tutorials. These will help you to understand how to use the features, be sure to scroll down the web page, there is a lot of information on these pages.    Step 3**:** Research Google Earth resources. Choose a few that have relevance to your preferred student age and content area. Craft a lesson plan that includes using Google Earth in project based learning format. Encourage student to use Google Earth to build a project build using Google Earth, a tour or topic layer - KML file. Write 3-5 paragraphs describing your proposed lesson idea and share with your classmates in the following discussion forum. Include a sample KML or KMZ file as an example of what a student would produce. **This project will become an artifact for your final portfolio** Step 4: Post your project in the discussion forum for this activity. Read and respond to two or more colleagues’ postings. **Assessment** For information on how you will be evaluated, please see the Google Earth Exploration Lesson Project Grading Criteria **Activity 2 Discussion**–Evaluate KML File Step 1: Evaluate your peers KML file. Give critical feedback on their lesson. What are the strengths? What recommendations do you have to improve or expand the lesson? How could the lesson span more than one curricular area? What do you identify as the critical thinking component of this assignment, support your reasoning? Post your response to the Discussion Forum for this activity. REPLY to two or more of your colleague’s responses providing feedback. **Assessments** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated. **Activity 3: GIS Data Representations** There are several other mapping software applications besides Google Earth. ESRI International Software offers their professional software at educator prices. National Atlas lets you create maps representing information from huge databases [|http://nationalatlas.gov] / (conduct an internet search using the search terms: National Atlas). National Atlas can show populations, West Nile progression and a number of other yearly statistical collections represented on maps you can create. These are great for showing trends and asking students for predictions. Click on Map Maker to create a series of maps to help visualize any number of statistical trends and other subjects. UNAVCO (a non-profit membership-governed consortium, facilitates geoscience research and education using geodesy)) is another mapmaker showing GIS Geographical information. Tectonic plates, ocean bottom age, volcanoes and earthquakes and their velocities are just a few of the objects you can work with. []  .   Step 1: Choose a base map and then "add features" and "velocities"    Step 2: Then click on "Make Changes" on the left side of header area to update your map.    Step 3: Review the resources below to focus on how these tools could support learning and thinking in your curricular area.    Applied math? Try Google Maps pedometer []   Students can map out their routes or hikes, find topographical information, chart altitude, calories burned and save their routes.   Great Map Blog: Interesting Maps [] has some amazing maps on a variety of subjects and forms. Cluster Maps are popping up on several websites and blogs. They show the location of visitors to the site. Get your own Cluster map API free at: [] Step 4: Apply your new knowledge - Create a graphic organizer like the one below. Step 5: Complete the graphic organizer by finding or creating 10 curricular ideas from Google Earth layers, UNAVCO, Applied maps, Gmap-pedometer, Strangemaps or Cluster maps. For each resource identify areas of critical thinking (Blooms) and potential curricular application in your classroom. Step 6: Submit your graphic organizer in the discussion forum GIS Data Representation **Assessment** Applied Maps Project Criteria project checklist **.** **Activity 4: Discussion - GIS Field** Discuss your learning in the GIS field. -What is your comfort level? -What are your next steps to continue your learning process? -Why is Geospatial literacy important to your students? -What new understandings do you have about the area of GIS? - Review your colleagues’ responses and REPLY to two or more of their responses **Assessment** Refer to the Discussion Rubric in the Course Resources folder for more information on how you will be evaluated.
 * Learning Topic 3: Geospatial Literacy**
 * Site or application ||  Curricular Application  ||  Level of Blooms  ||