GEOTECH 2013 SUMMER WORKSHOP Jennifer Stitt Helix Charter HS GIS/CAD Workshop Plans to Develop GIS/Business Tech GIS Lesson
INFUSING GIS IN BUSINESS TECH CLASS LESSON 1 Students will download USGS Earthquake CSV data and display and analyze the data via ArcGIS online. Driving Question: How can data be visualized in a spatial manner? Thus, once visualized, what other layers can be utilized in order to see social and science patterns associated with earthquakes. 1. Choose a Basemap 2. Drag in Table or Import file to ArcGIS Online 3. Display Data 4. What patterns to do you see? 5. Find at least 3 layers to add in to display with your map 6. Create a PowerPoint presentation on your map and present to class, be sure to discuss patterns and ask why, why, why?
Business Tech Lesson Go to: CLICK HERE
Business Tech Lesson Keep options the same, except change the date to your BIRTHDAY!
Date Selection, Business Tech My Birthday
Continued Get results and click on CSV link
Once you click on CSV Right click all the text on page and save as a.txt file in your folder. QuakeBirthday.txt
Putting.txt file into the map. Go to: Login: T3GS149 Password: raider1978
Getting data into map Once logged in, go to MAP at the top of web- page: go to ADD
Adding Data Add Data from a file and navigate to your.txt file.
The MAP 1000 features only….it is ok if you get this message.
Earthquake Map
Map Extras Symbolize your birthdayquake layer Add in three different layers and compare earthquakes to other data. What patterns do you see? Is there further analysis that can be accomplished? Save three maps, make sure your name is with your title: Jstittquake1 Jstittquake2, etc.
Final Maps Here is what your map may look like at the end…changed symbology of quakes by depth, and added in World Pop Density…a question I could ask would be, do quakes tend to occur near highly populated places? What other factors may lead to people wanting to live in these areas?
First Explore these websites and begin to get an idea of what a heat island is After viewing the resources, take out a clean sheet of paper, and draw a graphic of what you believe is a heat island is. Our goal of the next activities is to take a few days to collect temp, humidity, and wind data around Helix Campus to see if you can find data supporting if Helix has a heat island on campus. CEO Rachel prepares darts for Elephant Rescue Effort GIS: Helix the Heat Island (Lesson 2) Driving Question: Do you believe Helix Charter HS campus exhibits the heat island effect? What is the heat island effect?
Heat Island Lesson Set Up Students will work in groups of 3-4 Equipment: GPS, Science Probe, Empty Data Table (Paper), Mobile Device (to take pictures out in the filed..if applicable) Campus is divided into several zones. Students will be given a piece of paper showing the zones around campus. We have 7. Students will take temp, humidity, wind readings in EACH ZONE at different areas in the zone. Each Zone: Shade Concrete, Shade Grass, and Sun Concrete, Sun Grass (so 4 readings of temp, 4 of wind, etc in each zone) Students will also choose one extra thing to map, trash, cell phone bars, etc. AreaTempHumidityTrash Zone 1 Shade Grass 805 Zone 1 Shade Concrete 604 Zone 1 Sun Grass 756 Zone 1 Sun Concrete 902
Helix Campus Map
/ Map Data Poaching routes Elephant Mortality Seasonal Trends – Snaring and Poaching GIS: Heat Island Continued After students map out campus, they will begin to load their data into notepad and then bring their data into ArcGIS online. Look for patterns, answer questions based on hot spots around campus for data complied. Then after data is looked at students will develop story maps to describe their journey around campus. (need lesson for Story Maps) Students are encourage to take pictures with smart phones while they work around campus Notepad example to be placed here soon.
Notepad to ArcGIS Online