Maps in Urban Ecology

Part of this weeks assignment was to locate or create an activity that incorporates mapping technologies into the curriculum. For my mapping technology I choose to use ARCview GIS software. The reason I choose this software is that it allow you to import information packages that can be obtained from both government and private data sites in information as diverse as demographics to climate patterns. This data can be very useful when investigating an Urban Environment. For my activity I will be using part of the Mapping the Environment curriculum developed for ARC view by the Missouri Botanical garden: http://www.mobot.org/education/mapping/mapcr.html. In particular, the students will be investigating the "Mapping Ecosystems" and "Mapping Urban Forests" units.

Unit 1: Mapping our ecosystem

In this unit we will be exploring climatic and environmental information that may have an impact on urban birds. We will be using the ARCview GIS mapping software to look at information as it pertains to our particular area on the map. Unit time line:

Week 1 Classroom Resources:

Week one will focus on orienting students to the software.

• Introduction to ARCview GIS software
• Making your first map online - demographics: http://mapapps.esri.com/create-map/index.html
• The data Package files for the remainder of the lesson:

1. Mapping Ecoregions (13.3 MB)
2. Mapping Urban Forests (3.41 MB)

Week 2 Data Collection Resources:

Week two will focus on student review of existing data and collection/entry of their urban tree data. (n.b. urban tree data may already have been collected during the earlier field site reviews.)

• Student review of demographic data. Do demographics have an impact on urban ecology?
• Student review of ecoregions data. Does the ecoregion have an impact on urban ecology?
• Student entry and review of urban tree data. Do trees and tree types have an impact on urban ecology?

Week 3 Data Entry and Analysis Resources:

Week three focuses on student synthesis of information and the creation of a report that can be shared with the class on their conclusions.

• List of Essential Questions (http://edtech2.boisestate.edu/caronj/541/ss-database.html) for the thematic unit to guide student exploration and class discussion.
• Student formation of hypotheses and conclusions.
• Generation of reports.