Using the web GIS in the classroom
Biology, Integrated Science – 50 min. periods
In preparation (previous week): 3D to 2D, topography, coordinates (lat./long.).
Also, have studied biodiversity already.
Week schedule:
 M,T,W: Explore website (GIS), paper maps
 Homework: scaffolded vocabulary activities
o Crossword puzzles, jigsaws, matching
 Th, F: Planning/Presentation in groups: Research in computer lab. Learn
about stakeholder
Standards:
 Biology
o 6b. changes in ecosystem
 Calif. Geology
o 9a. Economic impact
o 9b Natural hazards – levee
o 9c Importance of water to south
 I and E
o a-m (except f)
Culminating activity: Poster presentation
 A TV press conference is being held on voting for or against the
Peripheral Canal. You are part of the panel.
 Stakeholder (explain who they are)
 Stance on peripheral canal
o Include how to deal with water to LA issue
 Population considerations (US Census website).
o Include 3 reasons to back up your point
o Include list of vocabulary terms for glossary
 Evidence using GIS (include layers) which best supports your stance
 Picture
Integrated Science
Final Task:
Standard covered:
 CA Geology 9c (origins of CA freshwater, supply an demand….)
 Bio/Life Science 6b (changes in ecosystem from climate, human activity
Prior knowledge:
 Topo maps – reading and interpreting
 Watershed concept
 Ecosystems
Final task introduction/presentation or student worksheet for computers
Task layer board – CA water use
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State map layers (in order)
1. Agriculture – what does agriculture need? (water)
2. Layer rivers – S. Calif., no rivers, how does ag. get water?
3. Layer canals – S. CA, no ag. but canal, why?
4. Layer urban – water use?
5. Can continue with grasslands, forests
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Focus on Delta – Zoom-Layer Delta (show, turn off)
1. Layer: Agriculture, Islands, Levees, Flood area (can continue with
living factor layers)
 Conclusion: Water critical to CA; Delta critical for CA water; lots of
human activity/interests
Final task: Stakeholders
 Issue: Stakeholder research/decisions probably too advanced and time
consuming for our classes (before CSTs)
 Solution: focus on “possible solutions”
 Plan
 Note: Add population growth as layer or factor
1. Divide class into groups
2. Assign 1 solution per group
3. Students research solution including:
 Background info/data (what, where, how much…)
 Readings, websites (need more help!!!)
 Who is impacted by solution (people, plants and animals)
 Presentation/paper giving solution and if they feel it would
work (or why not).
Earth Science Integration
Phase 1: Maps Unit (standard 9d)
 Introduce familiar maps – road (AAA)
o Incorporate activities such as: distance to destination, major
symbols, scale
 Saran wrap/transparency over topo map (e.g. topo map of Hawaiian
volcanoe (USGS))
 From transparency – build model
 Topo maps proper – contour lines, scale, etc.
 Intro to GIS (worksheet from day 1; website explorations)
Phase 2: Hydrologic/Nutrient cycles ( standards 9c, 6b, 7a)
 Introduce water cycle/hydrologic cycle
 Zoom in on Delta (Sac delta) – Research history, development, Delta
vs. other water bodies, current conditions
 Water – wetlands – nutrients all connected – info.
 Guest speaker – Kathy Aruda (Santa Clara Valley WD)
 Intro to Delta from GIS website
Phase 3: Stakeholders project – “steakholders” project (standards 9a, 9b)
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Biology
Day 1:
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Day 2:
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Finish Delta exploration, move into final task
Divide number of students by number of stakeholders
Each group is given basic info.
Research how Delta project relates to each stakeholder
o Middle school – give students a position
o High school – students determine position
Each person plays role in court case
o Teacher – judge
o Students – have rubric to assess case presentations
Teacher sends case to legislature
Proposition “Delta 1” on ballot
Students vote – everyone gets rewarded!
Intro problem: Water management in the Delta
1-page fact sheet to each group: Summary (homework)
~2 min. position statement presentation from each group.
Each group creates a management plan; including who is impacted
(+/-) by the plan.
Day 3:
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Presentation of management plans
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Students vote on plan
Student self-assessment (like/dislike; hard/easy; learn?)
Teacher closure (Delta commission): no easy answer
Day 4:
APES
 Use introductory GIS activities on Delta (salmon pass through – adults
and fry)
 Use Google maps to examine human impact on the Yuba (dams, braided
patterns, mine tailings)
 Modify final problem to consider proposed management changes in
Delta/Yuba river.
 Stakeholders
o Yuba County water agency
o EPA
o Commercial/ sports fishing (PCFFA)
o SYRCL
o PG&E
o Dept. of water resources?
o CalFed?
 Changes/solutions
o Dam modification/removal
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o Pumping in Delta
o Pesticide control
o Removal of Hg
o Export of water from the Yuba
Student groups analyze a solution from point of view of different
stakeholders or all solutions from single stakeholder
o Present/debate/reflect
Middle school (6th, Earth Science; 7th, Life Science; 8th Physical science)
 Basic map and computer GIS skills
o Scavenger hunt
o Topography mapping using clay or cardboard; 3D to 2D or 2D to 3
D
 Scaling, proportion
o Maps, microscopes, paper maps, computer maps
o Use paper and transparencies
o School area mapping – using GIS – scaling elevation – trace flow of
water
o Transparencies of plants, human-made features, measuring areas
of school – compare grassland (park with grass/trees)
 Water basics
o Scientific investigation skills; problem hypothesis, prediction,
experimenting, data gathering, analysis
o Water quality – testing pH, temperature, samples bottled water, tap,
standing water
o Serial Dilution – ppm
o Percent of water available on earth – measurement
o Salinity – Bay and Fresh
o Surface and underground
 Local water sources
o Where does our water come from?
 Research investigation – how do we get answers to these
questions?
o Where does waste water go?
o Trace water from tap to source and from drain to waste treatment to
Bay
o Use GIS to trace? Can mark points but not draw lines on GIS
CA Water resources/geography
 Use GIS/paper CA map
o rivers, delta, mountains, etc.
o So.Cal. situation/aqueduct
 Population – connection to living things/biodiversity
Water cycle/weather/seasons
 Topo map of CA
6th Grade
 Plate tectonics, faults, volcanoes, earthquakes, etc.
 Water shapes landscape (erosion by moving water)
 Sedimentation
 Watersheds
 Ecology: food webs, etc.; biodiversity
th
7 grade
 Tools, print and electronic resources, scale, communicate
th
8 grade
 Plan/conduct investigation, evaluate data, construct graphs
Culmination project – March/April – towards end of year
 Stakeholders meeting/decisions
1. Use years’ portfolio to determine water needs of stakeholder they
represent
2. Present to Water Board
3. Water Board hears presentation and determines allocation
a. 1 student from each group
b. 1 rep from local water dept.
4. Water Board rep presents decision and group determines
consequences
Reflection
 How will student use skills and info. in the future?