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National Geographic FieldScope

                Annie Evans
       Virginia Geographic Alliance
Overview of Session
 Introductions/Activity
   – What is GIS?


 What is citizen science?

 What is FieldScope?

 What is geo-reasoning?

 How can I get my students involved?



                                        Page 2
What is GIS?
 Activity –




               Page 3
What is GIS?
 Activity –

 Key Features:
       • “layers” of information - all geo-referenced
       • Shape, line, point files
       • Ability to make queries




                                                        Page 4
What is citizen science?
 Voluntary collection of data to contribute to a larger cause,
  question, or database.
 Examples:




                                                                  Page 5
What is FieldScope?
 A GIS- and web-based platform for exploring citizen science data




 Highlights
   – Learner Friendly
   – New data is being added all the time (it’s alive!)


                                                                     Page 6
What is geo-reasoning?
 Decision Making
   – Geographic (location, transportation)
   – Far-reaching (remote consequences)


 Systems Thinking
   – Human systems
   – Environmental systems
   – Human-environment interactions



   Source:
   Daniel Edelson, VP Education, NGEP



                                             Page 7
FieldScope and geo-reasoning
 Geographic Decision Making




                               Page 8
Human Systems




                Page 9
Environmental Systems




                        Page 10
Human-Environment Interactions




                                 Page 11
Far-reaching Decisions




                         Page 12
How can I get my students involved?
 Get involved with a citizen science organization that is using
  FieldScope
   –   FrogWatch USA
   –   Project BudBurst
   –   Trash Free Potomac Watershed
   –   Nature Bridge – Olympic National Park
   –   BioBlitz 2013 in New Orleans


 Stay tuned for “project builder” tools…
   – For updates check www.natgeoed.org/fieldscope


 Use FieldScope to explore issues as we just did


                                                                   Page 13
Going Deeper
 Which FieldScope project do you want to dive into more deeply?

 How can you see using it with your students?




                                                                   Page 14

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Fieldscope training

  • 1. National Geographic FieldScope Annie Evans Virginia Geographic Alliance
  • 2. Overview of Session  Introductions/Activity – What is GIS?  What is citizen science?  What is FieldScope?  What is geo-reasoning?  How can I get my students involved? Page 2
  • 3. What is GIS?  Activity – Page 3
  • 4. What is GIS?  Activity –  Key Features: • “layers” of information - all geo-referenced • Shape, line, point files • Ability to make queries Page 4
  • 5. What is citizen science?  Voluntary collection of data to contribute to a larger cause, question, or database.  Examples: Page 5
  • 6. What is FieldScope?  A GIS- and web-based platform for exploring citizen science data  Highlights – Learner Friendly – New data is being added all the time (it’s alive!) Page 6
  • 7. What is geo-reasoning?  Decision Making – Geographic (location, transportation) – Far-reaching (remote consequences)  Systems Thinking – Human systems – Environmental systems – Human-environment interactions Source: Daniel Edelson, VP Education, NGEP Page 7
  • 8. FieldScope and geo-reasoning  Geographic Decision Making Page 8
  • 9. Human Systems Page 9
  • 13. How can I get my students involved?  Get involved with a citizen science organization that is using FieldScope – FrogWatch USA – Project BudBurst – Trash Free Potomac Watershed – Nature Bridge – Olympic National Park – BioBlitz 2013 in New Orleans  Stay tuned for “project builder” tools… – For updates check www.natgeoed.org/fieldscope  Use FieldScope to explore issues as we just did Page 13
  • 14. Going Deeper  Which FieldScope project do you want to dive into more deeply?  How can you see using it with your students? Page 14