Several new content pieces invite you to do hands-on work with web GIS technology:

[1] 10 Things you can do with ArcGIS Online in education. These include: (1) Use web mapping applications. (2) Make your own map. (3) Get a school, club, or university organizational account in ArcGIS Online. (4) Use and modify existing curricular resources. (5) Explore the Living Atlas of the World. (6) Modify and ask questions of maps. (7) Conduct spatial analysis on mapped data. (8) Add multimedia to maps. (9) Explore your world in 3D, and (10) Map and analyze field-collected data.

[2] Introduction and Advanced Work with Story Maps: Slides and hands-on exercises. These include how to build a story map from a web map, and how to build map tours, map journals, swipe, series, and other types of story maps.

[3] Teaching with Web Apps. Set of resources and activities. These include examining Pacific typhoons in 3D, demographics of Zip Codes, creating viewsheds and buffers, and much more.

[4] Spatial Analysis in Human Geography. These include the 1854 cholera epidemic in London (activity), a Boulder County hazards analysis (map), and an examination of the Human Development Index around the world (map).


I created this content for the Esri mapping lab for the 2017 National Conference on Geography Education, but it can also be used to support your own professional development or for your own instruction.

This is a Google Slide on biodiversity and then activities followed by a Google Forms quiz.

This is a simple lesson to introduce the 5 Themes of Geography to your students.

This is a simple lesson to introduce the 5 Themes of Geography to your students.

In this video, learn how communities in the arid high-mountain region of Ladakh rely on glacial water to feed streams and water crops during the spring and summer months. Global warming is dramatically reshaping the future of these areas. Meet a Ladakhi teacher and engineer who devised a method to capture and store glacial runoff into magnificent ice pyramids that are used as water resources throughout the summer and during peak agricultural months.

In this 6-part activity, students learn about climate change during the Cenozoic and the abrupt changes at the Cretaceous/Paleogene boundary (65.5 million years ago), the Eocene/Oligocene boundary (33.9 million years ago), and the Paleocene/Eocene boundary (55.8 million years ago).

This module examines the nature and variability of subduction margins through examination of data sets that document subduction zone inputs, deformation, and resulting morphology in different settings.

This is an example of a large coordinated project designed to adapt school yards to heat waves.

On November 26, 2020, trade unions in India reported that over 250 MILLION people took part in a strike. What could prompt such massive protest? Farming. Today, we’re going to take a closer look at GMOs, which are organisms whose DNA has been modified in a laboratory, and examine the impact of one GMO in particular, Bt Cotton, in the agrarian crisis in India.

This assignment was designed for students in the pathways introductory chemistry class and the first year seminar and aligns with the Inquiry and Problem Solving core competency. In this context, there is a focus on framing the issues (identifies and/or addresses questions and problems), evidence gathering (assembles, reviews and synthesizes evidence from several diverse sources), evidence (analyze the data to address the questions posed) and conclusions (critical thinking, reflect on the outcomes, draw conclusions and generate new knowledge). There is also a Global Learning component based on comparing data collected locally with corresponding data from other locations or countries. The assignment includes the written communication ability with a focus on "Content Development and Organization," as well as the clarity of the communication and its purpose. The overall aim of this assignment is to enhance students' conceptual learning and understanding of key issues related to society as well as their course. This assignment was developed as part of a LaGuardia Global Learning mini-grant and CUNY Experiential Learning and Research in the Classroom mini-grants.
The assignment will be scaffolded over about 3 weeks and is worth about 10% of the final grade.
To further increase the success of this assignment, instructors might want to consider the following: Use class discussions to focus on the relevance and importance of conceptual learning. In order to improve the data analysis aspect, incorporating class demonstrations of how to conduct the analysis and guide discussions about what the data means. Giving students more detailed rubrics with formal expectations of the requirements of the assignments, particularly in the written format Find ways to increase student participation in class discussions.
When this assignment has been utilized in previous semesters, students clearly displayed the capability to relate the co-curricular experiences in the data collection and its analysis to concepts and ideas covered during class. Evidence for this came from very dynamic and interactive class discussions based on air pollution as well as from the output of the written assignment, in which students were able to relate the nature, sources and chemical properties of the pollutants to their impact on the environment, health and society in general.
LaGuardia's Core Competencies and Communication Abilities
List the Program Goal(s) that this assignment targets
Global Learning based on comparing pollutant levels around the LaGuardia campus with those in other locations or countries. It is also an IPS assignment, incorporating scientific literacy and thinking, as students need to analyze the data, interpret it and reflect on the outcomes.
List the Student Learning Objective(s) that this assignment targets
Identify and apply fundamental chemical concepts and methods. Gather, analyze, and interpret data.
List the Course Objectives(s) that this assignment targets
Explore the complex connections between chemistry and society. Apply chemical principles to real world issues, including ethical aspects. Gather, analyze, and interpret data.
Write a short description of the pedagogy involved in executing this assignment
Students collect and analyze the data, interpret the results in terms of pollution levels, safety and ethics and compare with EPA standard levels and with levels in other countries.
Outside the classroom events will be organized for data collection. There will be class and group-based discussions focused on the data, its analysis and the connections to society.

SYNOPSIS: In this lesson, students learn about particle pollution.

SCIENTIST NOTES: This lesson introduces students to gain elementary knowledge about air pollution, its sources, and implications on air quality. It provides critical insights on the impacts it has on low-income communities of Los Angeles. The lesson materials are well-written and cited. Thus, this lesson has passed our science review.

POSITIVES:
-This lesson dives deeper into the concept of air pollution and how to monitor air quality.
-This lesson involves movement and allows kids to have fun while learning about something serious.

ADDITIONAL PREREQUISITES:
-You will need to prepare the appropriate materials for The Cilia Game before class begins.
-The Cilia Game is quite silly. Be prepared for some laughs as the "cilia" try to defend the "lungs"!
-Cilia are tiny hair-like structures in our respiratory system that protect our lungs from foreign matter like particle pollution.
-In this lesson we use the term "particle pollution." This is usually referred to as "particulate pollution" or "particulate matter." For the purposes of this lesson, we have decided to use the simpler "particle pollution."
-"Air pollution" is kind of a catchall term, referring to things like ozone, particulate matter, and even greenhouse gases. This can be tricky for elementary students to sort out. The purpose of this lesson is for students to better understand particulate matter.

DIFFERENTIATION:
-Curious students may want more time to explore the interactive map of air quality.
-Students who complete their journal entry early can make their own air quality monitor.
-Be sensitive to your students' health situation. Some students with asthma or who know someone with asthma may find it difficult to learn more about this topic.

SYNOPSIS: In this lesson, students connect air quality with environmental justice.

SCIENTIST NOTES: This lesson introduces the relationship between environment and justice. Students understand if their community is healthy and what to do to create a fair, just, equitable, and sustainable planet for all to thrive. Additional materials are suitable to broaden their understanding on a wide range of topics such as segregation, the connection between climate and justice, racial justice, and social justice. All materials in this lesson are properly cited and are void of scientific contradictions. In this light, this lesson has passed our science credibility process.

POSITIVES:
-This lesson allows students to create their own meaning of environmental justice before viewing the explanatory video.
-The EPA's Environmental Justice Screening and Mapping Tool is amazing. Students will love it.

ADDITIONAL PREREQUISITES:
-The video explaining environmental justice might be tough for 3rd-5th graders to understand. Students should understand the core message in the video, even if they might not understand all the details.

DIFFERENTIATION:
-Some students may want more time to explore the EPA's Environmental Justice Screening and Mapping Tool.
-The reflection journal at the end of the lesson has options for student creativity and imagination.

These educational videos provide an invaluable resource on Ancient Nubia for Middle and High School Ancient World History and Geography teachers and students. The video content aligns with Geography, Economics, Civics, and Historical Thinking Social Studies standards across the nation. Key concepts and inquiry skills from each content area weave seamlessly throughout the videos and associated lesson plans. This unit overview document links to developed resources on the Archeology in the Community site.

SYNOPSIS: This lesson introduces students to the impacts of climate change on the Arctic.

SCIENTIST NOTES: This lesson demonstrates the impacts of climate change on the Arctic region and thus provides a background for students to reflect on the causal relationship between temperature changes and ice melting, glaciers, permafrost, and sea level rise. Accordingly, this lesson is interactive, properly cited, and has passed our science credibility.

POSITIVES:
-This lesson situates the Arctic globally and introduces students to people who call the Arctic home, including youth.
-Alongside climate change, students learn about infographics as a way to understand and share information.

ADDITIONAL PREREQUISITES:
-For the game “Is It an Infographic?” game, teachers should present the Teacher Slideshow in slideshow mode to conceal the answer at first glance.
-When teaching this lesson, teachers should have a baseline understanding of how climate change works. This short interactive course offers easy-to-understand information on the basics of climate change.
-Teachers will need to plan ahead for the gallery walk.

DIFFERENTIATION:
-If teachers would like to spend more time on the infographic, both in teaching about infographics as a way to share information and on how to create an infographic, this website is an excellent resource.
-Infographic creation could be digital, adding technology skills to the outcomes, if students have access to technology and the appropriate software.

Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.

Nebraska Honors Program
CLC Expanded Learning Opportunity Clubs
Arts Around the World Club Curriculum
Spring 2019
Grade Level: Kindergarten through second grade
Ideal Number of Attendees: 7-15 students
Goal of Club: Increase the cultural and global awareness of students
Resources: Various Pinterest ideas
Content Areas: Social Studies and Arts
Final Products: Weekly crafts that are related to the country being studied
Introduction to Club: This Arts Around the World club introduces students to other countries
and cultures through engaging crafts
Length of Club: 1 hour and 15 minutes
Tips and Tricks: Have extra activities (such as coloring pages or worksheets) available for
children who finish at a faster pace, and watch for students who are becoming distracted.

An interactive map based on four decades of satellite images helps residents, resource managers, and stewards of the land anticipate and plan for coastal change.