According to Perkins, Hazelton, Erickson, and Allan (2010), “Spatial literacy is a new frontier in k-12 education.” Spatial thinking can be fostered using GIS technology. The use of interactive web maps can be an effective tool that can be used across different areas of the curriculum. Some of these ways include:

Language Arts:
• Creating narratives using story maps
Math:
• Applying the principles of geometry, measurement
Mapping
• Learning about legends, symbols, grids, landmarks, scales
Social Studies:
• Understand how we use maps to describe our world
• Recognize where we live relative to others
• Using local data in the context of an authentic problem
• Environmental analysis and problem-solving
Science:
• Exploring ecosystems, migration, geologic formations,

In addition, GIS can provide authentic opportunities for students to engage in activities that are community-based. The design of spatial literacy activities using GIS can be achieved using Edelson’s LFU (Learning-For-Use) design framework.
“The LfU model provides a basis for thinking about the design of activities that will contribute to the development of robust, useful understanding.” The FLU design framework consists of three steps: Motivation, Constructions, and Refinement (Edelson, 2001).

By exploring the LFU design framework and the technology available from ArcGIS I was able to construct an outline of a lesson to teach grade four students. The lesson focuses on problem-solving, measurement, and mapping skills. My overarching goal is to provide students the real world application of math structures by using our local community.

The background for this lesson involves taking a field trip to the grocery store. I choose the grocery store because it is a location full of mathematical learning opportunities. In preparation for our field trip, I developed a series of three lessons that incorporate the design principles of LFU by Edelson.

Motivate: Experiencing the Need For New Knowledge:
Activity #1: Create curiosity and identify limits in current understanding
• Start students thinking about maps. Showing them a paper map of Barrie, have them explore different routes to get from the school to the grocery.
• Making sense of visual information. What does this map show? How can we use it to plan our trip to the grocery store? How far is it to the school and how long does it take to get there?
With limited mapping skills, students will likely construct a range of responses. Share and discuss ideas and questions with the intent of having students identify their need for more information and skills related to map reading.

Construct: Building New Knowledge Structures:
Activity 2: Explore and learn about maps and determine the distance to the grocery store.
• Students will be provided with an interactive ArcGIS map of Barrie that will be used to support learning of map features: legends, symbols, grids, landmarks, scales.
• They can use the tools available in ArcGIS to measure distance and build on their understanding of where the school is relative to the grocery store.
Through discussion, exploration students will construct new knowledge structures.

Refinement: Organizing and Connecting Knowledge Structures. Applying knowledge structures in new contexts.
Activity 3: Use knowledge of the distance between the school and the grocery store to plan our trip.
• Using the information learned in activity 2 students will use their knowledge of time measurement to plan the remainder of the trip.
• How long will it take to travel to the grocery store? What time should we leave? What time will we arrive back at the school?
Students will make connections to existing knowledge structures. They may also develop new ideas. For example, some may wonder about alternative routes or modes of transportation.

References:

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109(5), 213-218