Online Collaboration for
Inquiry Education
and GIS Instruction
Presenter Credentials
Al Lewandowski
•Geography Instructor
•Teacher Consultant
•GIS Education Trainer
•Online Facilitation
Coordinator
Student Endorsement
Your teaching methods, which were more interesting than
probably any other teacher in the school, probably had a
positive influence on the quality of thinking. When you
taught, you tried to make us think in terms of a
geographer and not a learner.
However, I was bored to death.
Presentation Goals
•Explore Inquiry
•Explain GIS
•Describe VISIT
•Demonstrate Project Results
•Take Questions
A Model for Inquiry
Inquiry Model3
Inquiry Model2
Inquiry spiral1
Inquiry Spiral2
Geographic
Model for inquiry
Ask (geographic) Questions
Acquire (geographic) Information
Arrange/Explore (geographic)
Information
Analyze (geographic) Information
Answer (geographic) Questions
Asking
Asking
Acquiring
Asking
Acquiring
Exploring
Asking
Analyzing
Acquiring
Exploring
Multidisciplinary
Integrated
Asking
Holistic
Answering
Analyzing
Acquiring
Exploring
A (brief!) introduction to
Geographic Information Systems
GIS
18
GIS components
Spatial
data
GIS
Computer hardware /
software tools
?
Specific applications /
decision making objectives
GIS: a formal definition
“A system for capturing, storing, checking,
integrating, manipulating, analysing and
displaying data which are spatially
referenced to the Earth. This is normally
considered to involve a spatially referenced
computer database and appropriate
applications software”
Chorley Report, 1987
Say What??
A quick demonstration will make
things easier to understand.
We’ll start with some simple data:
Data United
in “raw”States
form. Census!
The 
1990
 45 different measurements for
83 Michigan counties.
 Stored in an MicroSoft©
Excel™ file to aid in data
manipulation and analysis.
 Requires complex analytical
skills to draw conclusions from
this data.
A simpler way to analyze the
data might be display it visually.
By hand
(colored pencil on a base map)
 A hands-on activity for
students.
 Complex mathematical,
mapping and coloring skills
required.
 Requires significant
instruction time by
teacher.
 Difficult to make revisions.
 Material intensive.
By computer
(using MicroSoft© Paint™)
High quality, consistent
maps.
Initial map requires
significant work, however,
editing future maps much
easier.
Still requires students to
manipulate and analyze
data by hand.
Changing the data requires
producing a new map.
With A GIS
Students can:
 Quickly produce quality maps and
legends.
 Engage in inquiry based learning.
 Experiment with color, texture and
style to produce an analysis meaningful
to their own unique style of learning.
GIS: Describing Our World
Location
Information: Where
is it?
Attribute
Information:
51°N, 112°W
We can describe any element
of our world in two ways:
What is it?
Species: Oak
Height: 15m
Age: 75 Yrs
GIS - Links Data Sets
GIS software links the
location data and the
attribute data:
GIS - Layers
These are just a few of
the kinds of layers a
GIS can contain:
Base Map Data
Elevation
Surface Geology
GIS contains many layers of information:
GIS Is an Instrument for
Implementing Geographic Thinking.
Managing Parts
Seeing the Whole
Student Investigations
Using GIS
Great Lakes Bioregion
Forest Cover
People with money vs. people
who can read and write
people
people with
with money
money
GNP per capita, 1989
< $ 1,000
$ 1,001 - 2,500
$ 2,501 - 5,000
$ 5,001 - 10,000
> $10,001
No Data
Newsweek Data by Litracy70
-99
-98 - 25
26 - 57
58 - 85
86 - 99
Ocean
people who can read and
and write
By looking at these two maps
you can analyze that the
areas with a higher % of
people who can read and
write are the same areas with
a high amount of money. For
example Austrailia has a very
large % of people who can read
and write and also a large %
of people whith money.
Cortogrepher: Chellsie Donaghy
April 23,2001
Date:
Newsweek
Source:
Robinson
Projection:
The Life Expectancy of females and general population
Life Expectancy of females
-99
-99 - 58.66
58.66 - 70
70 - 76.05
76.05 - 82.27
No Data
Countries
Ocean
Life Expectancy
-99
-99 - 56.16
56.16 - 66.6
66.6 - 73
73 - 79.3
No Data
Ocean
The life expectancy of females
is higher in richer countries
while the life expectancy of
the general population is
also high in the richer countries
Cortographer:
Date:
Source:
Projection:
Chris Sanders
April 23, 2001
News Week
Robinson
Septic vs. Sewers in the
Great Lakes Bioregion
Making this atlas was by far one of the most challenging projects that I
have ever worked on. As a class we had to learn how to use new software,
ArcView to be exact, and we also had to think of new things to map that
have never been mapped before.
The map above shows the area surrounding the Mercy
Wetland site. Our school is, as you can see, just down the
road from the wetland site.
C.S.O. stands for Combined
Sewage Overflow. What we are
in the process of doing is
separating all of the
combined sewers into
separated systems. This will
prevent the overflow of
wastewater from happening.
The twenty-four points on
the map are located on the
Black River and all along
the St. Clair River. The
city has already separated
ten of the twenty-four
points. After the process is
finished, the twenty-four
active C.S.O. points will no
longer dump sewage into the
river during periods of
rain.
Warning!
Women of childbearing age, particularly those who are pregnant or nursing,
and children under 15 should not eat these fish due to high mercury levels.
VISIT:
Virtual Immersion in Science
Inquiry for Teachers
Teachers helping Teachers
Dr. Yichun Xie
Professor and Director
Eastern Michigan University
Institute for Geo-spatial Research and Education
125 King Hall
Ypsilanti, MI 48197
Tel: (734) 487-8655
Fax: (734) 487-5396
March, 2003
(Materials are taken from the VISIT project)
What is VISIT
(Mission Statement)
The goals of VISIT are to:
• Engage teachers in scientific investigations using digital
data and integrating science benchmarks, or educational
standards.
• Learn science in context of real-world problems.
• Expand the professional roles of teachers in inquiry-based
teaching.
How the VISIT works?
• VISIT works with teachers through online collaboratory
as well as through face-to-face workshops.
The VISIT
Vision of a Collaboratory
enables teachers and others from different regions to
draw upon their own and others’ expertise, share tools,
build knowledge.
learn about and create and evaluate educational
projects and experiences and use with their own
students.
develop scientific and geographic investigations that
take advantage of tools for spatial visualization and
analysis & geo-referenced data.
Provides a series of options for obtaining graduate
credits in science education free from Eastern Michigan
University, or modest fee from Colorado School of
Mines.
VISIT:
Levels of Collaboration
1. GIS for Teachers: Getting Started
Prepare teachers with online communication skills and with
basic skills of operating a GIS software package while
exploring prepared GIS activities
2. Classroom Tryout Tools
GIS-based short science inquiry lessons enable teachers to
conduct science inquiry and hands-on exercises.
3. Developing GIS Lessons
Teachers practice the basic steps of developing and
implementing a GIS-based investigation for classroom use.
VISIT Online Collaboratory
Overview of GIS Tools
Contents3
(partial) List of Data Sources
Communication
The value of the culture of collaboration
cannot be overemphasized and the
importance of this atmosphere becomes
obvious when one observes that other
institutions of great tradition and research
strength are trying to develop a culture of
collaboration where none exists.
Weekly Announcements
Forums
Social Studies 03
EarthQuake1
EarthQuake2
GIS in Ed1
GIS in Ed2
GIS in Ed3
GIS in Ed4
Chat Spash
Al Doyle>> I was wondering, I' in a very urban environment,
what kind of projects could we get involved with?
Alew>> Good question, Al. What content area?
Al Doyle>> I like to do something with neighborhoods, which
would complement a map unit I do. I teach Technology which I
integrate other curricula, my choice
Steve >> There are a lot of things you can do with census
blocks and tracts that center on specific areas.
Al Doyle>> That sounds like it could work
Alew>> How large is your actual school site?
Al Doyle>> We are in Manhattan, near Central Park
Steve Wanner>> Most cities and counties now use GIS . I have
had a great response from these people when I have wanted
local data.
Steve Wanner
Al Doyle
Alan Sills
LeaderCh
at2
Steve Wanner
Al Doyle
Alan Sills
1
Al >> I have a contact in planning for the NYC Mass Transit Authority. I
wonder what software they use to create their maps
Alew>> it would be interesting to hear what they’re using.
Al >> I will look into it
Steve>> That would be perfect . They could probably have
access to information on other topics as well.
Alew>> And when you do Al, post a short message, successful
or not, telling the rest of us what you tried to do.
Al>> Where is that(TIGER data), I know I've seen it somewhere
Alew>> You can also go to the ESRI K-12 site and get
a complete set of directions for accessing the 1995 TIGER
data, I'll post a message tomorrow
with URL's to all of this stuff.
Al>> You da man
Alew>> Not really, you're pushing my envelope, but I'll do what I
Alew>> Next, choose <how to use the atlas>
Alew>> then click on the little esri magnifying glass at the top.
Pam>> OK I did that
Alew>> Great. Are you looking at the map, or a page of text?
Pam>> map
Alew>> welll, then you're home free.
Alew>> you can display or turn off themes by clicking
in the check box in front of the name
Pam>> Thanks for your help. I don't know if I'll be
home free, but it will give me something to play around with
Alew>> You add new layers by clicking on the green
"+" sign in the upper left hand corner
Pam McDonald
TechCh
at2
BEV>> I wish teachers would say something about what they
think they are learning when the post up their lesson results
in the GIS class
RON>> Maybe we can give them the goal and always come
back to it in our responses; How to use it in their classroom
AL>> I'm begun asking how individuals intend to apply the ideas
in their practice
BEV>> yes. every time. what is point of the exercise results if
they do no thinking about what to do with it?
RON>> Right from day one ...How can kids look up gis data to
the last day, “ here is my unit…”
BEV>> i think after they post their lesson they dont come back till
they have another one to post so there is no interaction,
reflection, inquiry going on. have to change that!
RON>> We could scale back and say part of the grade is to post
then we hook them with great conversation on the craft
Bev Hunter
Ron Robinson
LeaderChat
1
Alew>> Hello Pam.
Pam>> Hi Al, I've got the disc in, but I can't find
show me. Where do I look for it?
Alew>> OK....go start, programs
Alew>> and you should find either voyager, or arcvoyager.
Pam>> OK let me try that.
Alew>> that should keep opening until you come to the
actual program icon (a little boat!)
Pam>> I have arc vogager
Alew>> Sound like an astronaut!
Alew>> ok, now, choose show me, its the third choice, I believe.
Pam>> Thanks! I found it.
Pam McDonald
T
e
c
h
C
h
a
t
TeleAgenda
Gis Lessons
for Classroom Integration
Race and Ethnicity Lesson
RaceCompile1
RaceCompile2
U.S. Landforms Lesson
Meap1
Meap2
VISIT
GIS-based Science Inquiry Lessons
1. The GIS-based VISIT science inquiry lessons are short
science lesson plans with:
• an interesting science topic,
• clearly defined curriculum objectives,
• pre-compiled science data sets,
• hands-on exercises written with step-by-step instructions
based on a GIS software
• student worksheets promoting science inquiries,
• using GIS scientific visualization capacities (thematic
mapping or graphics),
• using spatial reasoning/analysis and
• with an intention for teachers to learn, and to bring them
back to teach in classrooms.
Climate Activity
Developing Inquiry Lessons
VISIT Teachers’ Investigations
Water
• Ecological classification of
streams in Michigan
• Phosphate levels in Maine
lakes
• Visualizing parameters of
water quality
• Mapping Passaic County
streets and streams
VISIT Teachers’ Investigations
Environmental Topics
• Cancer rates & cement plants
• Environmental justice
• Forest management
• Economic development &
ecological footprints
• Ozone monitoring in New
Jersey
http://maps.acad.emich.edu/smpInv/sampleIndex
.htm
Calculating
Your Ecological Footprint
Foo
tpri
nt1
Footprint2
Investigating A Restless Planet
Emily Bolinger
Volcano1
Stack Development by
Al Lewandowski
Be Gentle With the Mother
Alew222@yahoo.com
ArcLessons1
GIS Applications
Facilities management
Marketing and retailing
Environmental
Transport/vehicle routing
Health
Insurance
and many more . . .
“…An organized collection of computer
hardware, software, geographic data, and
personnel designed to efficiently capture,
store, update, manipulate, analyze, and
display all forms of geographically
referenced information.”
From:
“Understanding GIS”
By:
Environmental Systems Research
Institute, Inc.
GIS
Defini
tion
Manipulation and analysis
What would happen if . . .
A chemical leaked into a river?
Where does . . .
The Green Belt exist in relation to the City?
Has . . .
Population changed over the last ten years?
Is there a spatial pattern related to . . .
Car ownership in our area?
How do I apply to participate?
Submit application form at:
http://www.emich.edu/visit/application.html
For More Information Contact:
Dr. Yichun Xie 734-487-7588 gis_xie@online.emich.edu
Beverly Hunter 540-937-4038 bev@piedmontresearch.org
Steve Wanner (303)442-2430 ext.5312 wanner@bvsd.k12.co.us
What makes data spatial?
Grid co-ordinate
Placename
Latitude / Longitude
Postcode
Description
Distance & bearing
Inquiry Model1
A Series of VISIT Science Curriculum Materials
GIS-based Science Inquiry Lessons (ready-to-use, short,
subject-specific science lesson plans for classrooms)
VISIT Investigations (Water Quality, HazMat, Radon,
Watershed Management, River Eco-Studies, Benthic)
Adaptation of other educational or curriculum materials
from,
• the Work/Site Alliance Training Manuals and
Cases Studies
• LATE (Look At Environment) GIS Lessons
• MFteach Lessons
• IDRISI Lessons
Culture of Collaboration
Who Can Participate in VISIT?
• Educators teaching science in middle and high
schools
• Educators teaching geography, social science, math,
engineering, and technology
• Other middle and high school personnel
Benefits to the Participants
• Classroom-ready lesson plans
• Professional development as teachers and teacher
leaders
• Collaboration with peers and working scientists
• Develop technical skills
Tech Forum
VISIT
GIS-based Science Inquiry Lessons
1. The GIS-based VISIT science inquiry lessons are short
science lesson plans with:
• an interesting science topic,
• clearly defined curriculum objectives,
• pre-compiled science data sets,
• hands-on exercises written with step-by-step instructions
based on a GIS software
• student worksheets promoting science inquiries,
• using GIS scientific visualization capacities (thematic
mapping or graphics),
• using spatial reasoning/analysis or database analysis
functions, and
• with an intention for teachers to learn, and to bring them
back to teach in classrooms.
BaseMap Instructions