Connie Wood's Module

G.L.O.B.E. Hydrology Analyses Using ArcView GIS Software

Connie Wood

Belton Junior High School

August, 1999

Unit Goals:

In this unit students learn how to use :

- a Global Positioning System receiver to determine latitude, longitude and elevation of selected water sites

- G.L.O.B.E. water testing instruments in standard G.L.O.B.E. protocols

- Arcview Geographic Information System software to analyze water data along Nolan Creek

- ArcView geographic Information Systems software to produce a template describing the findings

- PowerPoint presentation software to communicate their analysis (extension)

Objectives:

1.The students will determine testing sites for water quality by obtaining information about the Brazos River Watershed and Nolan Creek.

2. The student swill learn how to use a Global Positioning System receiver to determine latitude, longitude and elevation of a given water testing point.

3. The students will apply the mathematical theory of triangulation to GPS usage.

4. The students will use the mathematical skills of averaging and unit conversion to determine latitude, longitude and elevation of each water test site.

5. The students will learn to test water for dissolved oxygen, surface temperature, pH, transparency and nitrates.

6. The students will collect and test five water sites on Nolan Creek, two above the G.L.O.B.E. hydrology site and two below the G.L.O.B.E. hydrology site.

7. The students will learn to take digital photographs and insert them into GIS

and presentation software.

8. The students will create a database from the water site information.

9. The students will learn to use ArcView software to produce a map project of the water test and pre-existing water quality data sets.

10. The students will use the ArcView map project to insert water site pictures, create database links, and analyze the sources of possible water quality concerns in the Nolan Creek area.

11. The students will produce a Project template to communicate the information they have research and collected and the conclusions and question that they have developed.

Materials:

GPS receiver
GPS G.L.O.B.E. report sheets|
Water quality testing instruments
- dissolved oxygen kit
- nitrate kit
- thermometer
- pH meter
- Succi disk
Digital camera
Compass
Computer and Internet connection
ArcView Software
PowerPoint software ( extension )

Procedures and Activities:

Days 1-2

1. Students will discover the meaning of the term watershed and how it applies to Nolan Creek through text readings and Internet research.

2. Students will use given Internet sites to find information concerning the Brazos River watershed and Nolan Creek.

- Where does the Brazos River watershed originate?

- Where does the Brazos River watershed drain?

- Through what cities does Nolan Creek run?

- Are there sewage treatment plants in all of these cities?

3. Students will trace the course of Nolan Creek on a large map of the Bell County area.

4. Students will brainstorm in discussion groups and determine as many variables as they can that might impact water quality in Nolan Creek. They will then share

them with the class and form a master list.

Examples:

- Crop pesticide runoff

- Crop fertilizer runoff

- City sewage effluent

- Industrial emissions

- Livestock runoff

5. Students will search Internet sources for G.L.O.B.E hydrology data and local water quality data.

Days 3-4

1. Students will read G.L.O.B.E. " Scientist Letter to Students" by Whit Smith on GPS usage.

2. Students will read and discuss G.L.O.B.E. GPS Introduction.

3. Students will perform the G.L.O.B.E. Learning Activity Celestial Navigation to determine the latitude and longitude of another site by measuring each site’s sun angles at solar noon.

4. Students will read and discuss GPS receiver procedures from G.L.O.B.E. protocol.

5. Students will calibrate GPS receiver units.

6. Students will form groups of three and use GPS receivers to record latitude, longitude and elevation readings on a G.L.O.B.E. worksheet at selected points on campus.

7. Students will record, convert to decimal and average 15 acceptable readings at each site.

8. Students will compare readings from each site and determine if they seem reasonable.

Days 5-6

1. Students will learn and review G.L.O.B.E. hydrology testing protocols for dissolved oxygen, nitrates, surface temperature. pH, and transparency.

2. Students will determine five points along Nolan Creek that they think will indicate changes in water quality from previous research and analysis. Two of the points will be upstream from the G.L.O.B.E. hydrology site and two of the points will be downstream for the G.L.O.B.E. hydrology site.

3. Students will perform the hydrology protocols as listed in procedure 1.

4. Students will take GPS readings ,15 acceptable and average, at each site.

5. Students will take three digital images of each site to include information about the water flow, bank construction and any contributing features of the surrounding area.

***The following are instructions on how to use ArcView to add you local data and hot link digital pictures. maps to form shape files are referenced in the resource section.***

GIS Instructions -Getting To Know ArcView

Chapter 16: Joining, linking, and hot linking

Often, you'll have information stored in tables that don't belong to a theme. To associate these tables with features in a view, you join or link them to a theme table. In a join, the attributes of records in one table (the source table) are appended to matching records in the other table (the destination table). In a link, the selection of a record in the destination table results in the selection of matching records in the source table.

The hot link function in ArcView allows you to link a feature in a theme to a text file, an image, an ArcView document (a view, table, chart, or layout), or another ArcView project. Clicking on the feature then displays the data source to which it's hot linked.

Suppose you're a staff writer for a monthly magazine about California. You've just been assigned to write a feature article on the best counties to live in. You hope this means lots of travel and visits to some choice spots, like Marin. But your editor wants county-by-county rankings, based on hard data and geographic analysis. It looks like you'll be spending the next few weeks at your desk, but at least you've got ArcView.

1. If necessary, start ArcView. From the File menu, choose Open Exercise. In the Exercises scrolling list, select "ex16a," then click OK. When the project opens, you see a view of the state of California with county boundaries.

You'll start by evaluating economic status. Your data includes a table of per capita income values. Your first goal is to create a map classifying the counties by per capita income.

2. Click the Open Theme Table button to display the Attributes of California Counties theme table. The theme table doesn't contain an income attribute.

3. Make the Project window active by selecting "ex16a.apr" from the Window menu. Click on the Tables icon if it's not already highlighted. Click the Add button to display the Add Table dialog box.

4. In the dialog box, select the drive where you installed the data for this book, then navigate to \gtkav\data\ch16 in the Directories list. Click on the "income.dbf" file to select it.

5. Click OK to add the income.dbf table to your project.

Note that there is one record per county in both the theme (destination) table and the income.dbf (source) table. When there is a one-to-one (or many-to-one) record relationship between the destination and source tables, it's appropriate to join them.

6. Move the income.dbf table to the upper left corner of the ArcView window. Move the Attributes of California Counties table to the lower right corner of the ArcView window.

The Cnty_name field in the income.dbf table contains the same data as the Name field in the theme table. You'll use this common field to join the two tables.

7. Make the income.dbf table active. Click on the Cnty_name field title to make it active.

8. Make the theme table (Attributes of California Counties) active. Click on the Name field title to make it active. Whichever table is active at the time of the join becomes the destination table.

9. With the theme table active, click the Join button . ArcView appends the attributes of records in the income.dbf table to the theme table and closes the income.dbf table.

10. Enlarge the theme table window. Notice that it now contains the fields and attribute values from the income.dbf table. Now you can classify the counties using the joined data.

11. Close the theme table. Make the view active, then double-click on the theme name in the Table of Contents to open the Legend Editor. (You may need to move the Legend Editor so it doesn't obscure the view.)

12. In the Legend Editor, select "Graduated Color" from the Legend Type drop-down list, and "Inc_p_cap" from the Classification Field drop-down list. Select "Green monochromatic" from the Color Ramps drop-down list.

13. Click Apply in the Legend Editor to apply your changes to the view. Close the Legend Editor.

The view shows the counties of California classified by per capita income. You can choose Remove All Joins from the Table menu to restore the theme table to its original appearance.

If you want to go on to Exercise 16b, leave the project open.

In this exercise, you want to evaluate the counties of California by the number of recreational areas they contain. You'll add a new table to the project. Because most of the counties have more than one recreation area, there is a one-to-many relationship between the theme (destination) table and the recreation (source) table. When a one-to-many relationship exists between tables, it's appropriate to link rather than join them.

1. If ex16a.apr is still open, make the Recreational Resources view active by selecting it from the Window menu. Otherwise, choose Open Exercise from the File menu, select "ex16b," and click OK. When the project opens, you see the Recreational Resources view.

2. Click the Open Theme Table button to open the theme table.

3. Make the Project window active by selecting "ex16b.apr" from the Window menu. Click the Tables icon if it isn't already highlighted. Click the Add button. In the Add Table dialog box, select the drive where you loaded the data for this book, then find \gtkav\data\ch16 in the Directories list. Click on "rec.dbf" to select it, then click OK to add it to the project.

The table contains a record for every recreation area in California.

4. Move the rec.dbf table to the upper left corner of the ArcView window. Click on the Cnty_name field to make it active.

The Cnty_name field in the rec.dbf table contains the same data as the Name field in the theme table. You'll use this common field to link the two tables.

5. Make the theme table active. (Select it from the Window menu if you can't see it.) Move it to the lower right corner of the ArcView window. Click on the Name field to make it active.

6. From the Table menu, select Link. A one-way link is established from the theme table (destination) to the rec.dbf table (source). Both tables remain open.

7. In the theme table, click on the record for Modoc County (it's the third from the top). All Modoc County records are selected in the rec.dbf table and Modoc County is highlighted in the view.

8. Make the rec.dbf table active, then click the Promote button to move the selected records to the top of the table.

You see the recreation areas in Modoc County. You can't classify the theme on fields in the linked rec.dbf table. To classify the counties by number of recreation areas, you'd need to summarize the rec.dbf table on the Cnty_name field, then join the summary table to the theme table.

9. Close the two open tables.

If you want to go on to Exercise 16c, leave ArcView running. Otherwise, choose Exit from the File menu.

Copyright® 1995, Environmental Systems Research Institute. All rights reserved. Getting to Know ArcView Suppose you're a biologist working in Brazil. You've just returned from a trip to the coastal rain forests in the northeastern part of the country, and you're going to give a presentation on ecological efforts under way in the region. You'll show a map of the area, along with photographs of animals you encountered on your trip. You'll hot link points on the map to your photos. When you click on a point, ArcView will display the photo.

Note: During this exercise, you'll edit data and save the changes to disk. To repeat the exercise in its original form, you'll need to recopy the data from the CD to your hard disk. (Navigate to the gtkav\data directory on the Getting to Know ArcView CD and copy the ch16 folder to the gtkav\data directory on your hard disk.)

1. From the File menu, choose Open Exercise. In the Exercises scrolling list, select "ex16c," then click OK.

The view shows a map of the coastal rain forest area you visited. Two point themes, Mammal sites and Bird sites, show the locations where you took photos.

2. From the Window menu, choose "ex16c.apr" to make the Project window active. You see that the project contains several views.

In addition to the Photo sites view, there are views containing pictures of animals. In each of these views, a scanned photograph has been loaded as an image theme. These views will be hot linked to the features in the point themes.

3. Double-click on "Photo sites in the Brazilian rain forest" to make the view active.

You'll hot link the two point features in the Bird sites theme to the two photographs of birds. To do this, you'll add a new field to the Bird sites theme table.

4. With the Bird sites theme active, click the Open Theme Table button . The Attributes of Bird sites table appears.

5. From the Table menu, choose Start Editing.

6. From the Edit menu, choose Add Field. The Field Definition dialog box appears. In the Name field, type Photo. From the Type drop-down list, select "String." In the Width field, type 40.

7. Click OK to create the new field in the theme table.

8. Click on the Edit tool . In the Photo field, click in the first record and type Brazilian tanager. (Spelling matters, but case doesn't.) Press Enter to commit your edit.

9. Type Northeastern macuco in the next record. Press Enter.

10. Choose Stop Editing from the Table menu. The Stop Editing dialog box appears. Choose Yes to save your edits.

11. Close the theme table.

Now you'll tell ArcView that the Photo field contains the hot link information and that items in the Photo field are ArcView documents.

12. From the Theme menu, select Properties to open the Theme Properties dialog box. Scroll down and click on the Hot Link icon to display the hot link property options.

13. From the Field drop-down list, choose "Photo." This specifies the field in the theme table that contains the hot link information. From the Predefined Action drop-down list, choose "Link to Document" (in this case, the document is a view).

A default script (program) called "Link.Document" is automatically selected.

14. Click OK to set the hot link properties.

15. Make sure the Bird sites theme is active and click on the Hot Link tool . (This tool is enabled when hot link properties have been set for the active theme.) The cursor changes to a lightning bolt as you move it over the view. Place the tip of the lightning bolt on the bird site in the upper left corner of the view and click. The view containing a photo of the Northeastern macuco opens.

If the view doesn't open on the first click, move the tip of the lightning bolt closer to the center of the marker and try again.

16. Close the view of the photograph and click on the other bird site. A view with a photo of the Brazilian tanager opens.

You've completed the hot links for the Bird sites theme. The hot links for the mammal photo sites have already been done.

17. Close the view of the Brazilian tanager. Make the Mammal sites theme active by clicking on it in the Table of Contents. With the Hot Link tool, click on a mammal photo site. Close the photo view and click on the other mammal photo sites.

If you want to go on to Chapter 17, leave ArcView running. Otherwise, choose Exit from the File menu.

Chapter 23: Creating shapefiles

You already know that a shapefile is ArcView's format for storing feature locations and attributes. In this chapter, you'll create shapefiles in two ways. First, you'll convert existing features into shapes. (ArcView can convert features from any format it reads, including other shapefiles.) Second, you'll create new themes and add your own shapes to them.

Imagine that you're a geologist studying volcanic activity in the Mojave Desert. You've collected several rock samples and located the collection sites on an air photo. Now you want to use the air photo to create a feature-based map of the area.

1. If necessary, start ArcView. From the File menu, choose Open Exercise. In the Exercises scrolling list, select "ex23a," then click OK. When the project opens, you see an air photo image of the volcanic field. Two cinder cones and a dark lava flow issuing from the lower cinder cone are visible. The Sample locations theme shows the sites where you collected rocks.

You plan to study the cinder cone in the lower half of the view. You want to create a theme that contains only the sample locations in your study area. You'll isolate the points you want to save as shapes by selecting them with a graphic.

2. Make sure the Sample locations theme is active. Click and hold the Draw tool to display the drop-down list of tools. Select the Rectangle tool.

3. Draw a rectangle that includes the sample locations on the lower volcano and its lava flow. (Your rectangle doesn't have to match exactly.)

4. Click the Select Features Using Graphic button . The features of the Sample locations theme that lie within the rectangle are selected and highlighted in yellow.

Now you'll convert the selected points to shapes in a shapefile, and add the shapefile as a theme in the view.

5. From the Theme menu, select Convert to Shapefile. The Convert Sample locations dialog box displays.

6. Select a drive:\directory where you want to save the shapefile. In the File Name text box, change the name to samples.shp, then click OK.

The Convert to Shapefile dialog box displays with the question "Add shapefile as theme to the view?"

7. Click Yes. ArcView creates a new shapefile called "samples.shp" in your directory and adds the Samples.shp theme to the view.

8. Turn on the Samples.shp theme by clicking on its check box in the Table of Contents.

You don't need the original Sample locations theme or the rectangle graphic any more.

9. Make sure the rectangle is selected. (If it's not, click on it with the Pointer tool. Handles will appear around it when it's selected.) Press the Delete key.

10. Make sure that only the Sample locations theme is active. From the Edit menu, select Delete Themes. The Delete Themes dialog box displays, and asks if you're sure you want to delete the theme.

11. Click Yes. The Sample locations theme is removed from the project. (No files are deleted from the hard disk.)

You now have a theme containing only those sample locations that are within your study area.

If you want to go on to Exercise 23b, leave the project open.

Your our next task is to draw the outline of the cinder cone and the lava flow for your map. You'll create a new theme, draw two polygon shapes, then save the shapes in a shapefile.

1. If ex23a.apr is open, continue. Otherwise, choose Open Exercise from the File menu. In the Exercises scrolling list, select "ex23b," then click OK. When the project opens, you see a view displaying the air photo image and the sample sites for the study area.

To draw the cinder cone and the lava flow, you'll create a new, empty theme, then add shapes to it.

2. From the View menu, choose New Theme. The New Theme dialog box displays.

3. Click on the Feature type drop-down arrow and select "Polygon," then click OK.

4. Specify the drive:\directory where you want to save the new theme, then change the file name to volcano.shp. Click OK.

A new theme called Volcano.shp is added to the view. The theme's check box has a dashed line around it, indicating that the theme can be edited.

5. From the Draw tool drop-down list, choose the Polygon tool .

6. Draw the boundary of the cinder cone. Click to start each side of the polygon, then double-click to finish the polygon. (The shape you draw can be approximate.)

Selection handles appear around the completed shape. Now you'll use the Autocomplete tool to form a common boundary between the cinder cone shape and the lava flow shape you're about to draw.

7. Select the Autocomplete tool from the Draw tool drop-down list.

8. Click inside the existing cinder cone shape. Extend the line outside the shape and draw the boundary of the lava flow, clicking to change direction in the line. When you're finished, overshoot the boundary of the cinder cone shape again and double-click inside it. ArcView creates a new shape by combining the line you drew with the edge of the existing shape.

The Volcano.shp theme now contains two shapes. The lava flow shape has handles around it because it's selected.

9. From the Theme menu, select Stop Editing. You're prompted to save your edits. Click Yes to save the shapes you've drawn to a shapefile.

The dashed line around the Volcano.shp check box in the Table of Contents is gone. This means that the theme is no longer editable. The lava flow shape is highlighted because it was selected when you stopped editing.

10. Click the Clear Selected Features button to unselect the highlighted shape.

11. Drag the legend for the Samples.shp theme to the top of the Table of Contents. The Samples.shp theme redraws on top of the Volcano.shp theme.

If you want to go on to Exercise 23c, leave the project open.

Suppose you want to add a few new sample points at places where you've recently collected rocks. You'd also like your map to depict roads leading to the volcano.

1. If ex23a.apr or ex23b.apr is open, continue. Otherwise, choose Open Exercise from the File menu. In the Exercises scrolling list, select "ex23c," then click OK. When the project opens, you see a view with the air photo, sample points, and the polygons you drew in the last exercise.

2. Click on the Volcano.shp theme's check mark in the Table of Contents to turn off the theme.

3. Make sure the Samples.shp theme is active. From the Theme menu, select Start Editing. A dashed line appears around the theme's check box to show you that editing is enabled.

4. From the Draw tool drop-down list, select the Point tool .

5. Move the cursor over the cinder cone and lava flow. Click in a few different places to add three or four sample points. Every time you click, a new point is added. The most recently added point is selected.

To undo your most recent edit, choose Undo Feature Edit from the Edit menu. By choosing this option repeatedly, you can undo all edits made from the time you started editing.

6. From the Theme menu, select Stop Editing. Click Yes to save your edits.

7. The selected point is now highlighted. Click the Clear Selected Features button to unselect it.

Now you want to map the roads that lead from the desert floor to the cinder cone. In the lower right corner of the view is one that looks like a thin, curving scratch mark. You'll add a new line theme to the view and trace this road.

8. From the View menu, select New Theme. The New Theme dialog box opens. From the Feature type drop-down list, choose "Line," then click OK.

9. Specify the drive:\directory where you want to save the new theme, then change the file name to road.shp. Click OK.

A new theme, Road.shp, is added to the view.

10. From the Draw tool drop-down list, select the Line tool .

11. Draw a line tracing the road that curls around the cinder cone. Click once to start the line and click again to change direction. Double-click to end the line. (If you don't like your line, press the Delete key and start again.)

12. From the Theme menu, select Stop Editing. Click Yes at the prompt to save your edits.

13. The line is highlighted. Click the Clear Selected Features button to unselect it.

If you want, you can bring up the Legend Editor and change the color or thickness of the line.

14. Click on the Volcano.shp theme's check box to turn it on.

If you want to go on to Chapter 24, leave ArcView running. Otherwise, choose Exit from the File menu.

Chapter 25: Creating themes from coordinate files

ArcView lets you create themes from events. An event is location information (such as an address or a pair of x,y coordinates) stored in a table. In this chapter, you'll create a theme from a table of geographic coordinates. Geographic coordinates may be obtained from paper maps, field surveys, GPS receivers, and other sources. ArcView reads the geographic coordinates from fields you specify in a table and creates a point feature for each location.

As a part of a wildlife management program, African villagers have agreed to monitor protected areas and prevent poaching inside these areas. Recently, more than twenty antelope have fallen prey to poachers inside protected areas. Your inspectors have recorded the precise locations of the kills with GPS equipment. The x,y locations are measured in decimal degrees, where x is the longitude and y is the latitude. You've received the data in a dBASE formatted file and you want to create an ArcView theme.

1. If necessary, start ArcView. From the File menu, choose Open Exercise. In the Exercises scrolling list, select "ex25a," then click OK. When the project opens, you see a view with two themes, Villages and Protected Areas. Each village is a point; each protected area is a polygon defining a conservation unit. There is one conservation unit for each village. Beyond the Village Protection areas is a large Federal Protection area.

You'll bring the dBASE file containing x,y locations into the current project as an ArcView table.

2. From the Window menu, make the Project window active, then click on the Tables icon.

3. Click the Add button to open the Add Table dialog box. From the lower left drop-down list (List Files of Type), choose "dBASE [*.dbf]." From the Drives list, select the drive where you installed the data for this book, then navigate to \gtkav\data\ch25 in the Directories list. From the File Name list, choose "antelope.dbf."

4. Click OK to add the antelope.dbf table to your project.

When the table opens, you see two fields, X_coord and Y_coord. You'll use the location coordinates in these fields to create a new theme of point features.

5. Close the antelope.dbf table. Make the view active, then choose Add Event Theme from the View menu. The Add Event Theme dialog box displays.

Antelope.dbf is selected in the Table list. ArcView reads the field names in this table to find fields likely to contain x,y coordinates. The names of these fields, X_coord and Y_coord, appear in the X field and Y field lists.

6. Click OK to create a new theme from the x,y coordinates in the antelope.dbf table.

7. Click on the check box in front of the theme name to turn it on. ArcView draws the view with the new theme.

Now you can see exactly where the antelope poachings took place. For each poaching site, you want to know the name of the protected area it's in. You can find this out with a spatial join.

8. Make the Antelope.dbf and Protected Areas themes active by holding down the Shift key and clicking on each theme. Click the Open Theme Table button to open the attribute tables for both themes.

9. Make the Attributes of Protected Areas table active, then click on its Shape field to make it active. Do the same to the Attributes of Antelope.dbf table.

10. Make sure the Attributes of Antelope.dbf table is active, then select Join from the Table menu. ArcView appends the attributes of each protected area to the poaching sites it contains.

The Attributes of Antelope.dbf table displays with additional fields appended from the Attributes of Protected Areas table.

11. Widen the table so you can see all of the fields. For each antelope poaching site, there's now an attribute naming the protected area it's found in.

Now that you know the names of the protected areas where poaching incidents occurred, you could summarize the table to find out how many antelope were killed in each protected area and which villages need to improve their performance.

If you want to go on to Chapter 26, leave ArcView running. Otherwise, choose Exit from the File menu.

Evaluations:

Evaluations for this project will be base on project and procedure rubrics.

Rubric for Assessing Cooperative Learning
Provided by Kathy LaMorte, Venice Area Middle School, Venice, FL

Grade Level: Middle School
Subject Area: All Subject Areas

Major Goals:
1. Students work cooperatively to successfully complete a project or activity
2. Students display responsibility and sociability

Makes No Attempt 0

Attempts Tasks 1

Meets Standard 2

Exceed Standards 3

LEADERSHIP:

¥ Follows assigned role

Makes no attempt to follow assigned role

Attempts to follow assigned role but gets side-tracked

Successfully performs assigned role in the group

Performs assigned role and helps others to perform theirs

¥ Involves all group members

Makes no attempt to involve group members; either does nothing or does task alone

Unsuccessfully attempts to involve group members

Successfully encourages participation from group members

Involves all group members in problem solving and decision making

¥ Sets a positive example

Makes no attempt to set a positive example either by doing nothing or by acting inappropriately

Is a positive role model part of the time but not consistently

Consistently stays on task, performs assigned role, encourages others, and uses materials properly

Consistently models cooperative behaviors and successfully refocuses the group as needed

COMMUNICATION:

¥ Listens

Makes no attempt to listen either by ignoring speaker or by talking when speaker talks

Listens to speaker some of the time but loses interest or is distracted

Actively listens to speaker as indicated by body language (i.e. eye contact, leaning forward, nodding head)

Actively listens to speaker and refocuses group members on speaker

¥ Summarizes

Makes no attempt to summarize what speaker says

Unsuccessfully attempts to summarize

Successfully summarizes the speaker's main idea

Is able to restate the ideas of the speaker in words that help group members understand the speaker

¥ Expresses own ideas, opinions, and feelings

Makes no attempt to express ideas or opinions either by ignoring the group or by off-task behavior

Occasionally offers an idea or shares an opinion with the group

Freely shares ideas and opinions with group members

Freely shares own ideas and opinions, encourages others to share, and respects the opinions of others

Makes No Attempt Attempts Tasks Meets Standard Exceeds Standards

0 1 2 3

GROUP DYNAMICS

¥ Solves conflicts in positive ways

Makes no attempt to solve conflict or makes conflict

Positively attempts to solve conflict some of the time

Recognizes and creatively solves problems by defining the problem, investigating causes, and identifying possible solutions

Leads group through problem solving techniques and works to achieve group consensus

¥ Cooperates as a team member

Makes no attempt to cooperate either through no interaction or through disruptive behavior

Attempts to cooperate some of the time but because of absence or off-task behavior does not always complete fair share of task

Successfully cooperates by being present consistently, performing assigned role, and completing assigned task

Personally meets all criteria of a cooperative group member and helps other group members by assisting when needed

RESPONSIBILITY:

¥ Displays punctuality and regular attendance

Makes no attempt to attend all group sessions

Attempts to meet group meetings but misses or is late more often than one time

Is punctual and attends all group meetings

Is punctual and attends all group meetings, reminds group members of meetings, updates absentees

¥ Completes assigned tasks on time

Makes no attempt to complete assigned task on time

Completes assigned task late or only partially completes assigned task

Completes assigned task on time

Completes assigned task on time and makes sure all group members have done the same

¥ Takes care of materials and/or equipment

Makes no attempt to care for materials or equipment either through nonuse or misuse

Sometimes but not always takes care of materials/equipment

Returns materials/equipment to their proper places in good working order

Returns materials/equipment to their places in good working order and sees that group members do the same

Extensions:

Extensions for this unit include:

- the production of a PowerPoint presentation of data tables, maps, queries, and templates

- giving the PowerPoint presentation to other students and community organizations

Additional Information:

Map Sources for Shape files:

1. http://terraserver.microsoft.com/default.asp

2. http://www.epa.gov/ost/BASINS/download.htm

3. http://www.esri.com/library/jumpstation/jump_dom_fed.html

( contains many other links )

4. http://politicalgraveyard.com/geo/TX/BL.html

5. http://www.tnrcc.state.tx.us/gis/other.html

Resources:

G.L.O.B.E. Teacher’s Guide. GPS and Hydrology Sections.

http://www.globe.gov

GIS for schools and Libraries. Environmental Systems Research Institute, Inc.

380 New York Street, Redlands, CA

http://www.esri.com/k-12

Getting to Know ArcView Tutorials.Environmental Systems Research Institute, Inc.380 New York Street, Redlands, CA

http://www.esri.com/k-12

Rubric or Accessing A Project. K.LaMorte. Venice Area MS,FL.

http://www.coed.usf.edu/sacee/goals2K/projrub.htm

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