BRING THE ADIRONDACKS INTO YOUR CLASSROOM
|POPULATIONS - Undercurrents & Trends
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|Grade: 9th - 12th grade
Class: Social Studies & Science
|NYS Content Area Standard:
History of the United States and New York
|NYS Interdisciplinary Standard:
Math, Science & Technology:
Standard 6: Interconnectedness: Common Themes
|Adirondack Curriculum Content Area:
Human HistoryNatural History
|Keywords: mapping, populations, GIS|
|Investigative Question or Issue: What role has water played in shaping populations in the Adirondacks?|
Challenge originally created by Chris & Sarah Fink.
This challenge is meant to be customized for specific locations. GIS software is required.
In this challenge students will be investigating the link between populations and the waterways that they live near/in. Students will use GIS to create an interactive map of selected locations in the Adirondacks that they have visited and/or researched. These locations could include:
Prior to visiting each location, students will have researched the human settlement near these locations, all of which originally developed because their proximity to water. Students will collect data from primary sources, such as date of settlement and population of settlements in various years. Transportation and economic issues related to each location will also be incorporated into this research. Students will then incorporate this human data into layers of the interactive map. Students will also look at the plant and animal "history" at each location, and incorporate this into a map layer.
While visiting each location, students will conduct hands-on scientific research, including water quality testing, macroinvertebrate sampling, and collecting sediment cores. This data will be used to assess the overall health of the ecosystem and as a comparison to other locations. Each student will be assigned to a specific role (such as recorder, collector, equipment handler, photographer, etc.), which will rotate for the different locations. After all of the historical and scientific data collection is complete, the class will begin working with GIS software (ArcView 3.x) to collaboratively create an interactive map. Each student will be responsible for mapping one location, and will then combine data to make one complete class map
Project supported in part by the New York State Museum Biodiversity Research Institute
1) Each location on the map is interactive and includes appropriately linked historical data, scientific data, and photographs.
2) Each location is easily identifiable by distinct map properties such as color and symbol.
3) The map reveals connections between the historical spread of the human population and the locations of major waterways.
4) The map shows the historical, present, and/or future biodiversity at each location.
5) Map properties are consistent with accepted qualities of "professional" digital maps (legible, well-organized, attractive layout, includes scale, compass, and legend, effectively uses color, etc.).
|Product Quality Checklist
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|Standard/Criteria:||Points Possible:||Points Awarded:|
Each location on the map is interactive and includes appropriately linked historical data, scientific data, and photographs.
Each location is easily identifiable by distinct map properties such as color and symbol.
The map reveals connections between the historical spread of the human population and the locations of major waterways.
The map shows the historical, present, and/or future biodiversity at each location
Map properties are consistent with accepted qualities of "professional" digital maps (legible, well-organized, attractive layout, includes scale and compass, effectively uses color, etc.).
This Challenge has not yet received any recommendations.