Creating GIS Maps

Lesson 5

Purpose

To demonstrate to students the analytical, scientific, and persuasive qualities of designing their own map using ArcMap/AEJEE. They will brainstorm the relevant information for their respective stakeholder and insert this data into their maps. Students will analyze their data, make scientific observations and discuss the overall impact of hog farming on the watershed from their stakeholder’s perspective.

Overview

Students will learn the fundamentals of ArcMap to enable them to create their own map. This map will capture and support the position of their stakeholder by drawing upon data such as watersheds, streams, wetlands, soil science, weather, land cover, wind velocity, etc. These maps will allow students to develop a spatial awareness as well as to enforce cause and affect relationships between location of hog farms and environmental, social, political, and economic impacts. A personal relationship will be created between the development of hog farm and the repercussions it might have on the students themselves. This connection will enhance the students’ advocacy roles within their stakeholder’s group.

Driving Question

How can you use maps and related data to support your position?

Materials

  • Computer lab
  • ArcMap computer application
  • Internet Explorer (or similar internet application)
  • Unzipping application
  • Lesson 5 worksheet
  • Hog Wild website
  • Notebooks

Preparation

  • Reserve computer lab or laptops
  • Photocopy the ARCMAP/AEJEE Guide for all students.
  • Ensure that every student computer has ArcMap, Internet Explorer, and Unzipping software installed.
  • Create a short cut on every student computer for ArcMap/AEJEE and Internet Explorer.
  • Download data from hog wild and unzip.
  • Identify drive where data resides and note on student handout.

Time

3 class periods

Learning Objectives

  1. Students will be able to classify and categorize data in order to compare and contrast the causes and affects of the establishment of hog farm in the Finger Lakes Region from the perspective of their respective stakeholder.
  2. Students will be empowered to tackle environmental, social, and political, economic advocacy roles in their own community.

Assessment Criteria

Students will be assessed on the quality, function, and argumentative power of their maps. Data layers should be thoughtfully chosen to enhance the stakeholder’s point of view. Maps must have a legend, compass, and title.

Procedure

DAY 1

  1. Engage students in a classroom brainstorm activity to:
  2. Understand the strengths and weaknesses of using maps as a visual learning and teaching tool.

“First, what can maps show? [Students will answer: to drive cross-country, to find my friend’s house, to show the location of McDonalds Restaurants in New York, to know where to hike, etc.]

“So you have told me what maps are used for, so now let’s think of how maps can be good or bad? [Students will say: they are good because they show us where to go, they have north arrow, key, etc. and they are bad because they can be deceptive and show only the interests of the individual making the map, etc.]

  1. Hypothesize which data layers will be most useful to the individual stakeholder groups

“Data layers in the mapping program that we are about to use are extremely important. To understand what data layers are important, let’s look at what layers we would use to map the Adirondacks. What would you want to see on a map? [Students will say: lakes, rivers, elevations, land that is forested, major roads, hiking trails, etc.] That is a great list! Now each of these descriptors is data layer, much like a layer of cake….”

  1. Distribute Lesson 5 worksheet to students.
  2. Demonstrate/ walk students through ArcMap, using Lesson 5 worksheet.

“If you know how to use Microsoft Word and PowerPoint then you already know how to use ArcMap”

DAY 2 (Optional)

  1. Demonstrate Layout view of ArcMap

“At this point each group has a map, but how would someone not familiar with your ma understand it? What features would help? Think about when you go hiking or use the GPS in your car? What is on every map? [Students will say: legend, north arrow, scale bar and title of map]

  1. Show students how to insert: legend, north arrow, scale bar, title of map, and name of group members.

“Follow along with me on 8 a-c of your Lesson 5 worksheet. Please raise your hand if you have any questions.”

  1. Continue to work on maps

DAY 3

  1. Finalize Maps
  2. Save maps as .PNG file

“Follow along with me on 9 a-c of your Lesson 5 worksheet. Please raise your hand if you have any questions.”

  1. Revise group position statement to show ideas generated from map lesson.

Show maps of maps of wind, water, phosphorous levels, temp and have them brainstorm point of map

Hog Wild Lesson 5: Creating GIS Maps

© 2007 GIT Ahead Project