Unit 5: Case Study Group Work-Spatial Data Investigation

Rebecca Boger, Brooklyn College, rboger@brooklyn.cuny.edu, Amy E. Potter, Armstrong State University, amy.potter@armstrong.edu, and Russanne Low, Institute for Global Environmental Strategies, rusty_low@strategies.org.

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Initial Publication Date: December 15, 2016 | Reviewed: July 17, 2017 (see revision history: 2 events)

Summary

Unit 5 will delve more into an examination of food security using online ArcGIS. The class begins with a GIS-based exploration of data available for the three regions. The rest of the class period is provided for group work creating an action plan for a food insecurity issue teams have identified for their region. Students will utilize their maps from ArcGIS Online within their action plan. One component of the summative assessment, to be submitted in Unit 6, is a community-based action plan of how the selected community can increase food security and lessen vulnerability.

Geography, Soils, Geoscience, Food Production and Distribution, Human ...(more) | College Introductory

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Topics

Geography, Soils, Geoscience, Food Production and Distribution, Human Population, Sustainability, Environmental Science, Health Sciences

Grade Level

College Introductory

View Standards Details »

These materials have been reviewed for their alignment with the Next Generation Science Standards as detailed below.

Overview

The class period begins with a discussion of food deserts and a short demonstration of how food deserts can be recognized through spatial analysis, using an online GIS map. Class time is used to create a GIS map for identification of food deserts in the student's case study region. Teams continue to work on their regional plans.

Science and Engineering Practices

Analyzing and Interpreting Data: Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships. MS-P4.2:

Engaging in Argument from Evidence: Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). HS-P7.6:

Constructing Explanations and Designing Solutions: Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables. HS-P6.1:

Constructing Explanations and Designing Solutions: Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. HS-P6.5:

Asking Questions and Defining Problems: Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information. HS-P1.1:

Analyzing and Interpreting Data: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success. HS-P4.6:

Cross Cutting Concepts

Patterns: Graphs, charts, and images can be used to identify patterns in data. MS-C1.4:

Structure and Function: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. HS-C6.1:

Patterns: Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. HS-C1.3:

Disciplinary Core Ideas

Global Climate Change: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. HS-ESS3.D1:

Ecosystem Dynamics, Functioning, and Resilience: Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. HS-LS2.C2:

Biodiversity and Humans: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. HS-LS4.D1:

Performance Expectations

Ecosystems: Interactions, Energy, and Dynamics: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-6:

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Learning Goals

(After students have completed Units 4, 5, and 6) they will be able to:

Brainstorm solution(s) to the wicked problem of food security using spatial tools.
Synthesize multiple data sets and types of background material.
Describe the various factors that influence food security in three different regional contexts.
Make connections between the Earth system and cultural, economic, and political processes to understand the wicked problem of food security.

Context for Use

Unit 5 builds on understanding of the wicked problem of Global Food Security and provides an opportunity for students to apply their knowledge by identifying and addressing a food security issue from a regional context. In Unit 5, we shift our focus to utilizing already created data sets in ArcGIS Online (AGO). The instructor will provide data sets in AGO, however, they are not limited to using these data sets. Ideally the students will have two class periods to complete Units 4 and 5 and will present their analyses to the class in Unit 6.

This unit builds on food security and Earth system science covered in the first three units. It can be taught in any course discussing food security or it can be modified to fit a variety of courses in the sciences and social sciences. The activities included in this unit are appropriate for introductory-level college students or as a basis for more in-depth class discussions on food security for upper-level students.

This unit is designed for a 90-minute face-to-face class and is appropriate for lower division undergraduates who are enrolled in social science, environmental science, or ecology courses. The lesson as designed requires a prior introduction to the basic sociopolitical, cultural, and economic aspects of global food security (see unit 1 as an example), an introduction to Earth's climate zones and climate change (see Units 2 and 3), and regional background provided in Unit 4. Ideally, students will have access to a computer lab to conduct the spatial analysis assigned for classwork. Alternatively, the instructor can demonstrate the activity and assign as homework if a computer lab is not available.

Description and Teaching Materials

5.1 Group Discussion (50 minutes)

Students will meet in their regional groups, and work through the AGO materials provided. After their analysis, students will create maps to be included in their final presentation.

Region 1 (New York City): ArcGIS Online Activity: NYC AGO Activity (Microsoft Word 2007 (.docx) 165kB Dec2 16)
Region 2 (Nebraska): Nebraska AGO Activity (Microsoft Word 2007 (.docx) 25kB Dec2 16)
Region 3 (Caribbean): ArcGIS Online Activity Caribbean AGO Activity (Microsoft Word 2007 (.docx) 157kB Dec2 16)

5.2 Group Work (40 minutes)

The rest of the class period is provided for group work creating an action plan for a food insecurity issue teams have identified for their region.

5.3 Post-class Activity

Students will continue to work on their case studies as homework in preparation for the gallery walk.

Teaching Notes and Tips

Data sources for each case study region (New York City, Nebraska, and CARICOM) are provided to assist students in completing the AGO assignment. You may find it desirable to include your own community within a case study region, in which case you will need to identify resources with a regional focus beforehand. More detailed analysis is possible if students are assigned part of the work as a homework project and there is a week of time or more between Units 4 and 5 and the submission of the assignment in week 6.

Here are instructions on how to create an AGO activity for a new region: AGO template instructions (Microsoft Word 2007 (.docx) 22kB Dec2 16)

Each region is unique in terms of the types/quantity of data that are available for student analysis (particularly the Caribbean). This is an opportunity to have a discussion on the unevenness of data availability with your students.

Learn more about Gallery Walks from Pedagogy in Action http://serc.carleton.edu/sp/library/gallerywalk/index.html

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Assessment

Instructors who wish to provide feedback on individual map products can apply the Universal Rubric for Assignments Units 1-5 (Excel 2007 (.xlsx) 40kB Dec1 16).

References and Resources

Food Deserts and Access

Whitacre, P., Tsai, P. and Mulligan, J., eds. (2009) The Public Health Effects of Food Deserts: Workshop Summary. National Academies Press, 115p.

NYC

Segal, A. (2010) Food Deserts: Global Crisis in New York City: Causes, Impacts and Solutions. Consilience: The Journal of Sustainable Development 3(1) 197-214.

Nebraska

Bailey, J. (2010) Rural Grocery Stores: Importance and Challenges. Center for Rural Affairs.

Caribbean Community and Common Market (CARICOM)

FAO (nd.) Antigua, Barbuda and FAO: Building Sustainable Food and Nutrition Security.
Government of Antigua and Barbuda. 2012 Food and Nutrition Security for Antigua and Barbuda.

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Unit 5: Case Study Group Work-Spatial Data Investigation

Summary

Activity Classification and Connections to Related Resources
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Topics

Grade Level

Overview

Science and Engineering Practices

Cross Cutting Concepts

Disciplinary Core Ideas

Performance Expectations

Learning Goals

Context for Use

Description and Teaching Materials

5.1 Group Discussion (50 minutes)

5.2 Group Work (40 minutes)

5.3 Post-class Activity

Teaching Notes and Tips

Assessment

References and Resources

Teaching Themes

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