As I mentioned in my last post, I was so grateful to have been invited to participate in a GIS training by our awesome Social Studies Supervisor for the Cobb County School District. Being an English teacher by trade (certified from grades 4-12), I have always believed that English Language Arts exists everywhere…and it does which has been one of the driving philosophies in my work this past year as Digital Transformation Coach. In pulling myself beyond my experience as an English Teacher to help teachers make their dream lessons come true, I knew that learning about GIS would be an asset to my ever-growing toolbox of resources to assist others. While I ran toward this new learning opportunity with open arms, there was still a bit of a learning curve once I was dropped into this beautiful intersection of technology and Social Studies. Admittedly, my head hurt a little as the first day came to an end.
Day two arrived and at this point, we learned that we would each earn Digital Badges for our participation (YAY!), however, we first had to create a product using ArcGIS, the program at the center of our GIS training, and pair that with a lesson, either an existing or newly-created one. While I am quite a veteran at creating lesson plans, I had never used the template created by C3 education illustrating the Inquiry Design Model or IDM. This model allows you to sculpt learning activities that inspire deep thought among your students. It took me a couple of read-throughs to fully grasp putting IDM to use, but I finally created the lesson below using the story map below.
- American Music Referencing World Countries (Story Map)
- Inquiry Design Model N. Williams (Lesson Plan)
I have always loved music, and as a product of Pop Up Video and MTV back when music videos were actually played during normal TV-watching hours, I was so excited to see how I could pair this with GIS. I also love finding ways to connect seemingly disconnected content areas together because, in my own experience, it seems as though information is so much easier to grasp and is more meaningful when it is connected to a variety of concepts.
I am really looking forward to seeing how I can apply GIS to lessons and classes in a variety of content areas. If you have any ideas let me know! I’d love to collaborate.
Until next time,
“Nadia!” The voice on the other end of the phone line was bubbling with excitement. It was one of my best friends, Mr. Mizelle, calling to share some fascinating news. “I was asked to take over the GIS class at my school!”
“Yay! That is so exciting,” I added, “but what is GIS?”
GIS, as it turned out was an acronym for Geographic Information System. In essence, it is the computerized system of capturing, collecting, mapping and displaying of data related to positions on the surface of the Earth. As a result, people can begin to see the relationships between various types of data and geographical locations.
Recently, I participated in a 4-day immersion into the world of GIS and it was so fascinating. In this training, hosted in partnership with the Cobb County Schools’ Social Studies Supervisor, Trudy Delhey and West Georgia professor Dr. Jessie Hong which brought K-12 teachers as well as TTISs and yours truly. We delved into the various workings of ArcGIS to work with data showing population density, school locations, and climate regions on maps. My favorite part was learning how to create Story Maps. These take layers of map data and present them in story formats ranging from PowerPoint-style presentations to interactive one-page parallax-style web pages. The training experience culminated in each of us creating our own GIS layer, map, or story map using and writing a lesson plan using the Inquiry Design Model lesson plan template (more about IDM here) which was shared with our colleagues. I cannot wait to receive the Digital Badge associated with completing this training to share with each of you here.
Moving onward, I am quite excited to share what I have learned with my fellow educators to help them create timely connections between geography, Social Studies, and their content areas.
Of course, I will be sure to post updates here and on Twitter.
Until next time, push yourself outside of your comfort zone to learn something outside your realm of expertise.
Days like today make me reminisce on all of the wild and wacky things I would do in my classroom. There was the time I played the sound of a heartbeat as students entered the classroom. Perplexed, they kept asking me, “Ms. Williams, what is that sound? Is that a heartbeat?” I kept playing it off, pretending that I heard nothing. It was amazing watching them squirm and assert that they were not losing their marbles. When I introduced them to our activity of the day, in which we read Edgar Allen Poe’s The Tell-Tale Heart, it all made sense. Back to the Future Day, the day in which Michael J. Fox’s character Marty McFly travels in time and discovers a wild future in Back to the Future Part II, is one that would have played so perfectly into classroom excitement. Since I am no longer a day-to-day classroom teacher, here is what I would have done today if I were a teacher of the following subjects:
- STEM (Science, Technology, Engineering & Math):
- First and foremost, the HOVERBOARD! Imagine the students walking into a room with what looks to be a skateboard with no wheels sitting on the floor. It would have wires, magnets, and circuit boards attached to it haphazardly. After having the students write one paragraph in their STEM notebooks (because, of course they would have notebooks), hypothesizing what it is that lay before them. Then, I would provide a brief explanation…visually. I would play a video clip of Marty McFly zipping through the future on his hoverboard before having the students divide up into groups. Each group would explore the modern attempts made to create a hoveboard by Lexus, Omni, and Hendo. Each group would first identify their overall thoughts, observed pros, and observed cons of the hoverboard they researched, they would then share their thoughts whole group. The students would then compare and contrast the examples presented and use that to help them create their own brand of hoverboard.
- If I were an Art teacher, I would use Back to the Future Day to explore the concept of modernity as it has been shown in art. The classroom would be set up much like a gallery, but with iPads placed around the room, to showcase the work of artists from the 1950s to today. After this gallery walk. the students would then watch a short scene from “Back to the Future Part II” and use that, plus one of the artists they observed in the in-class iPad gallery walk, to create their own work. Their own work could be inspired by the artist they chose in the movie or it could be a rendering of how they imagine the future.
- An alternate version of this lesson would employ some car design, where the students would learn about the DeLorean Motor Company, its rise, its demise, and its rise to iconic status. They would then design their own cars that they think could also become iconic.
- Social Studies:
- Class would start with the students walking into the classroom decorated to look like it was the Wild West (or the mid-1800s). With the student desks in groups, each group would feature a metal bucket with rolled up maps placed inside. Of course, I would not answer a single question about the maps until the right time.
- In the movie, Marty McFly does not change geographical locations as he and Doc Brown embark on their travels, but in time. With this in mind, I would have the students watch a brief clip showing when Marty and Doc are transported to two distinct placements in time. Thereafter, the students would be presented with maps of the school’s community. They would work in groups to identify which maps were from today, which came from ten years ago, and which came from fifty or one hundred years ago. They would make observations about these changes and pair this with their prior knowledge to identify potential reasons (other than population growth) for the changes in the community’s layout.
- Language Arts:
- I absolutely LOVED teaching English Language Arts because any of the lessons here could be used to teach literacy, grammar, audience, tone, etc., etc., etc.
- Um, no ma’am. Math is not in my wheelhouse. That said, perhaps I would challenge the students to identify places within the film where math would have had to have been used.
- Film Studies:
- This film would pair so nicely with others that predict the future such as the “Terminator” films, any “Star Trek” or “Star Wars” film, “Mr. Nobody,” or even the so-called first science-fiction film “Metropolis.” I would embark upon a whole unit or section of study on films that focus on the future. The students would be invited to consider the historical context in which the films were made, the genre of films they explored, as well as the features they found made some versions of the future more believeable in some films than others.
Alas, I am no longer in the classroom on a daily basis, but I know many awesome educators who would be willing to create crazy connections to days like today. If you are such a teacher, please do not hesitate to use the inspiration above to make some classroom magic happen! If you do, please let me know and I would love to come to see it in action. If you’re to afraid to do so, I’ll gladly come to your room to co-teach with you for a day (seriously). While I cannot tell the future, I think its safe to say that ultimately a fun classroom is one where students love being and one in which we educators love working.
To quote the great Doc Brown, “your future is whatever you make it, so make it a good one.”
Until next time,