More Examples

Percent Change and Population Growth

1. Post the link(s) to the Web-based data you plan to use.
   For example,
   Resident Population Census 2000 and 1990 Census
   https://www.census.gov/programs-surveys/decennial-census/decade.2000.html
   Historic Census Data for States, Divisions, & Regions
   https://www.census.gov/programs-surveys/decennial-census/decade.1990.html
2. Briefly describe the first data-rich activity you will use with your students.
   For example,
   While learning about percent change in math class, students will import state-level census data into Excel. They will create a formula to calculate percent change, determining which states experienced the fastest and the slowest growth during the last ten years. They might also, analyze the data from a geographic perspective by mapping it with ArcVoyager/ArcExplorer GIS. As an extension, students could also examine historic census data, searching for the fastest and slowest growing states 100 and 200 years ago.
3. Provide a simple set of instructions for downloading at least one data set, importing it into the software, and doing an analysis. The instructions may not be as detailed as you'll need for a middle school student, but should be clear and complete. For example,
   • Download the census data from the U.S. Burea of the Census
   • Open the spreadsheet using Excel
   • Insert a column in the spreadheet
   • Create a formula to calculate percent change from 1990 to 2000 and copy it down the newly added column
   • Sort the percent change field to determinte the fastest and slowest growing states in the U.S.
4. Describe how the activity supports the curriculum requirements you need to address for your district.
   For example,
   ...While studying percentages in math class:
   
   • Students will calculate the percentage change between two values.
   • Students will recognize that total population of states can be misleading and should be normalized by area before making comparisons.

Mapping the Earth

1. Post the link(s) to the Web-based data you plan to use.
   For example,
   Scanned Topographic Quad Images
   https://www.mass.gov/info-details/massgis-data-usgs-topographic-quadrangle-images
   Orthophoto Quads Index
   https://www.mass.gov/info-details/massgis-data-digital-orthophoto-index
   Department of Environmental Protection (EPA) Bureau of Waste Prevention (BWP) Major Facilities
   http://www.mass.gov/eea/agencies/massdep/about/programs/bureau-of-air-and-waste.html
   MBTA Rapid Transit Lines
   https://www.mass.gov/info-details/massgis-data-mbta-rapid-transit
2. Briefly describe the first data-rich activity you will use with your students.
   For example,
   While learning about mapping in Earth science class, students will use ArcVoyager/ArcExplorer GIS to interpret topographic maps. They will layer the topographic data together with orthophotos, hazardous waste sites, and transportation data to determine areas that might be affected by a natural disaster, such as flooding. The primary analysis techniques will be turning themes on and off and outlining the affected areas with drawing tools.
3. Provide a simple set of instructions for downloading at least one data set, importing it into the software, and doing an analysis. The instructions may not be as detailed as you'll need for a middle school student, but should be clear and complete. For example,
   • Download the two shapefiles and the two images from the MassGIS Web Site.
   • Launch ArcVoyager and navigate to the Creating New Worlds, Start Up Project.
   • Add data to the view by selectiong View
   • Navigate to where the Massachusetts data was downloaded and add it to the view.< /li>
   • Arrange the layers so that the shape files are above the image files.
   • Place the topographic map image above the orthophoto image and turn the layers on and off to examine patterns.
   • When given an elevation at which flooding might occur, use the drawing tools to outline areas that might be affected.
   • Make the ImageJ Results Window active and choose File>Save As....to save the results as a text file.
   • Choose File>Print to keep a copy of the resulting map.
4. Describe how the activity supports the curriculum requirements you need to address for your district.
   For example, 
   While learning about mapping:
   
   • Students will create a GIS map showing Earth's common physical features.
   • Students will interpret a contour map.