Day 2

GIS Storm Sewers Unit

Introduction to mapping and AEJEE.
Students will learn basic tool features of AEJEE and will use handheld GPS devices to acquire geographic coordinates.

Guided Warm up: Students learn to open AEJEE, add data layers, and view and hide layers using earthquake and plate data sets.

1. Distribute the handout: Explore the Earthquake Data to each student.

2. Use an LCD projector to launch AEJEE and present an overview of the application.

3. Show how data gets added and maps are displayed.

4. Model each segment on the Explore the Earthquake Data handout. Have students repeat each task on their own computer.

5. Model step-by-step instructions for each segment on the handout, have students complete each task and answer the associated questions.

6. Review each response before moving on to the next task.

Main activity:

1. Ask students: When you draw map, what features should it have? Discuss responses

2. Model the construction of a sketch map on the board of a 2-block area around Broughal. Include features suggested by students. Be sure to note and include the following:
• North is oriented towards the top of the paper.
• Provide a compass rose.
• Explain the term “block”. Smallest area that is surrounded by streets. Includes the space for buildings, parking lots, parks, or other structures within the street pattern of a city.
• Include streets and label with names.
• Include all structures (for example, parking lots, buildings, grass areas). Label each structure with a name.

3. Present a 10 minute Mapping PowerPoint presentation that introduces GPS and how data is received by satellites. Emphasize how negative numbers translates into latitude/longitude positions.

4. Give students the geographic coordinates of the school.

5. Ask students to locate the school on a map using a projected image in the front of the room.

6. Reverse the latitude and longitude coordinates of the school and ask students to locate this position.

7. Next, change the latitude position of the school to a negative number.
Ask students to locate this position.
Emphasize the difference between the north and south positions when using positive and negative latitude numbers.
Repeat this sequence for the longitude position.

8. Clearly articulate behavior expectations for going outside.

9. Walk around the block or a nearby field with GPS units.
Focus on cardinal directions – N, S, E, W.
Instruct students how to view satellite acquisition screen and how to read latitude and longitude. Discuss the accuracy reading.
Have students note how the magnitudes of the latitude and longitude readings change when they walk in a specific direction.

Materials needed:
Handout: Explore the Earthquake Data [wu_explore_earthquake.doc]
GIS data sets: qts20012005, country, plates
Mapping presentation slides [Located in Teacher Resources]
GPS

Planning Note:
Extra people are needed to help with student groups outside. Groups of no more than 4 per adult are ideal.

Notes:
GIS layer descriptions:
1. country – this layer displays the world countries
2. qks20012005gt4 - this layer displays earthquakes that have occurred between 2001-2005
3. plates – this layer displays the world’s tectonic plates

 

Instructional Sequence | GIS Storm Sewers Unit

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