GIS Data Storage

Set Goals
Content
Area(s):
Time Required:
Content
Standard(s):

Learning
Objectives:

GIS data storage

Author:

3 class periods of 1 hour 15

minutes
Data storage is an essential
part of GIS. Without proper
data storage, extra work is
created, files are lost or
corrupted, and projects may
not be able to be completed
in a timely manner.
Big Ideas or Key Concepts
Understand naming
conventions and file systems.

Grade Level/Audience:

Jackie Luke
New Employees at a
company

Library guidelines indicate that data

storage is essential, as is integration
of national data to interpret and
inform programs.

Knowledge and Skills

To explain the need for specific file
names that follow naming
conventions.

Dispositions or Attitudes
Appreciate the time saved
through easy to access or
share files.

To demonstrate a knowledge of how

to create a geodatabase.
To keep a working inventory of all
files with proper metadata.

Analyze Status
Analyze
learners (List
at least 3
different kinds
of learners)

25 recently hired entry level positions

9 learners of different cultures
3 learners with strong logical-mathematical intelligence
17 learners with strong spatial intelligence
11 learners from low-SES backgrounds
10 learners with low motivation

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2015)

University of Toledo, Dr. Judy Lambert instructor Completed by Jackie Luke

PreAssessment
(How will you
determine what
learners know
before lesson?)

What will you

differentiate?
(Content,
Process, or
Product)

How will you

differentiate?
(Readiness,
Interest,
Learning Profile)

6 question survey asking students to describe the proper way to name a file and why, how to
store data and why, and when to share data and when to not share data.

Content: Provide a tutorial two weeks before the class showing basic computer terms/skills
needed for the class. Tutorial will be provided for all students, but may help low-SES
students who do not have as strong of a computer literacy based
Process: Provide several options for projects, alone or in a group, with multiple types of
media and websites to find information.
Product: Use online multimedia program to allow students to demonstrate understanding of
the topic of their choice.
Readiness: 3-2-1 Cards (e.g., three things you know, two questions you have, one thing
youd really like to learn) and content area test
Interest: Questionnaires and Provide choices for activities and materials
Learning Profiles: Multiple Intelligences Test given 2 weeks prior to start of class

Apply Status
Identify UDL
Methods and
Materials

Representation (Content)
(Give learners options for
acquiring information)

Multiple forms of research

materials including given
websites, journals, blogs,
forums, as well as
additional websites

Engagement (Process)
(Tap into learner interest, need
for challenge, and motivation)

Students can pick the topic most

meaningful to them or that they
have the greatest amount of
interest in.

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2015)

University of Toledo, Dr. Judy Lambert instructor Completed by Jackie Luke

Action & Expression

(Product)
(Give learners options for
demonstrating what they
know)
Students have the choice
of several different
websites to use or one
they find on their own to
create a multimedia
2

explanation of data
storage and management.
Materials used are student
choice.

Teach UDL Lesson

Procedures
(Describe steps
of lesson
including
instructional
methods and
learner
activities)
PostAssessment
(How will you
evaluate
learners and
success of
lesson?)
Websites Used
in this
Lesson/Unit

Introduction of the topic through a hand drawn animation video with live tutorial clips
showing the need for data management and storage. Two employees (animated) will be
featured in the tutorial. One will properly store data, the other will not. Consequences of
each action will be shown.
During the days of the course, students will independently research the reason for data
storage as well as different approaches to geodatabases. Students will be asked to create a
multimedia project to share what they have discovered and post to the internal course site.
Student presentations will be used to assess if the students have mastered the concepts.
Additionally, students will critique their peers multimedia projects for strengths and
weaknesses. This allows an additional learning opportunity and can reinforce material.
The pre-survey will be administered to see if there are differences in answers from the
beginning of the class to now.
Interactive program to create multimedia to share:
https://www.thinglink.com/
Resources:
http://www.esri.com/library/brochures/pdfs/arcgis-for-national-gis-data-sharing.pdf
https://www.esri.com/library/brochures/pdfs/open-data-gov20.pdf
http://blogs.esri.com/esri/esri-insider/2015/02/17/top-10-reasons-to-share-your-data-witharcgis-open-data/
http://gis.stackexchange.com/questions/7886/data-naming-convention-starting-with-anumber

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2015)

University of Toledo, Dr. Judy Lambert instructor Completed by Jackie Luke

http://forums.esri.com/Thread.asp?c=93&f=986&t=229723
Computer Skills:
http://pc.net/glossary/

ETPT 6/8150 Designing Instruction for Diverse Learners (Summer 2015)

University of Toledo, Dr. Judy Lambert instructor Completed by Jackie Luke