Geography and Civic Inquiry
Spatial Analysis of the Built Environment
NCGE conference
Austin, TX
22 Nov 2019
DRL-1614216
Tom Hammond
Alec Bodzin
Lehigh University
Shannon Salter
Building 21 High School, Allentown (PA) SD
(Before we begin; will be repeated at end)
The project and its context
NSF ITEST grant, 2016-19. Grant team included
Setting
Targeted outcomes
Output: Socio-Environmental Science Investigations (SESI)
Curriculum-aligned instructional materials that integrate geospatial technologies
Cross-curricular: 9th grade social studies and science
Sequence of authentic local geospatial investigations; each activity starts with student data collection
Projects for students to demonstrate spatial thinking, tool mastery
Materials available at https://eli.lehigh.edu/sesi
Flexible: Can run consecutively or concurrently, can move to adjust to weather or curricular demands, etc.
Sample SESI activity: Trees & Ecological Services
Starts w/local data collection: identify trees on school campus, detect patterns
Sample SESI activity: Trees & Ecological Services
Expands to look at entire city….
Sample SESI activity: Trees & Ecological Services
...and directs students to observe inverse correlation between tree canopy and crime rate
Sample SESI activity: Trees & Ecological Services
Culminates in a decision-making stage: How can you improve your local neighborhood using the information you learned in this investigation?
Examining the mix of social studies & science
Investigation topics (can be flexibly sequenced):
Project topics
Examining the mix of social studies & science
Investigation topics (can be flexibly sequenced):
Project topics
science
social studies
Examining the mix of science & social studies
Investigation topics (can be flexibly sequenced):
Project topics
Zoning investigation
School is at nexus of many zones...
Zoning investigation
...but some are not easily distinguishable to viewer!
Zoning investigation
Waypoints to structure / spread out data collection
Zoning investigation
Student data collection results
Zoning investigation
Juxtapose student data against city zoning map
Zoning investigation
Discussing discrepancies, propose changes
Intended outcomes from zoning investigation
(Zoning exists! Things are not built / replaced / removed randomly; there is a controlling set of laws and intentions)
Things that humans place into the environment are part of the built environment
Notice and pay attention to the built environment; there are patterns and purposes within it, visible to those who know.
[ fish : water :: student : built environment ; “This is water!” ]
...and now to pivot from Zoning to Built Environment
...any questions about the zoning investigation?
...next step in sequence is the Built Environment activity
(Zoning essentially just a stage-setter, getting them to look at their built environment with new / critical eyes)
Built Environment
Evolution in our instructional design: From sandbox...
...to Story Map: Scaffolds the instruction, chunks the analysis for students
Built Environment
Studying data layers: Demographics, education, safety, etc.
Built Environment
Propose two changes to the city to better meet needs
| My first ward | My second ward |
In what ward will you make a change? | | |
What does this ward need more (or less) of? | Education Safety Recreation & leisure Medical care | Education Safety Recreation & leisure Medical care |
What will you add (or subtract) in this ward? (Example: A library, a police station) | | |
Explain the connection between the NEEDS in this ward and the RESOURCE that you want to add. | | |
Built Environment
Sample final product
Sequencing for “critical geography” & a curriculum in tandem
science
social studies
“Geographic reasoning is essential to the development of citizens as informed decision-makers who creatively participate in a diverse, democratic society and in an interdependent world”
- Kenreich, 2008, p. 129
(As promised!)