CMaP PROJECT Project Title: Giving Back Created by: Robyn Dulco, Draper Park Middle School, Canyons

School District Class: 7th Grade Team Project Description In each community there are many people in need due to economic, financial, and hardship reasons. The students in this project will interact within their community by helping community partners obtain essential items for care packages. The students will apply critical thinking and problem

solving skills while using GIS/ GPS Technology; meanwhile, executing cartographic skills to represent data spatially.
Community Issue or Problem Selected -How project evolved? The purpose of this project is to engage students in a meaningful service-learning project, while implementing GIS/GPS technology. Service learning teaching method

propositioned enriches learning by engaging students in meaningful service in their school and community. Students become life long learners through paced community based education and are able to find a purpose using GIS/ GPS Technology.
This project evolved to meet community service requirements at Draper Park Middle School to teach students how to Give Back to their community. Community Partner(s) Food Bank (South County Neighborhood Center, Murray Cap, Indian Walk-In Center, St. Theresas, Utah Food Bank Services) Shelter (The Road Home, Midvales Womens Shelter) Grocery Store (Smiths, Fresh Market, Reams) UTA Transit Canyons Family Center Students will participate in a scavenger hunt to help families in need by collecting food and other household supplies. Students will map the location of community resources and transit routes. Students will create a flier for scavenger hunt items. Students will provide community members with paper grocery sack for scavenger hunt items.

Project Objectives

Utah Core Standards/Objectives

Information Technology Education Introduction into Geographical Information Systems 2.1.a Demonstrate the components and function of a GPS 2.1.b Use a handheld GPS receiver to collect data 2.1.c Identify the limitations of the data collected with a GPS receiver 2.1.d Import data from a GPS receiver 2.1.e Manipulate data from a GPS receiver for use in a GIS application 7.2.a Understand and apply basic cartographic design principles 7.2.b List elements that can be included on a map 7.2.c Create a map layout 7.2.d Create and modify a map legend 7.2.e Add and modify a map legend 7.3.f Convert feature labels to annotation 7.3.g Apply a template to design a map layout 8.1 Develops and uses workplace skills and behaviors 9.1 Identify, plan, complete, and publish a local geo-spatial project English Language Arts Text Type and Purposes 1.1 Write an argument to support claims with clear reasons and relevant evidence. Speaking and Listening Comprehension and Collaboration 1.1 Engage effectively in a range of collaborative discussions with diverse partners on issues; meanwhile building on others idea and expressing their own clearly

Essential Question(s) -Spatial Issue

1) How does the community help those in need? 2) Where are the community resources located? 3) What transit routes are available for access to community resources?

Assessments (rubrics, scoring guides)

Rubric addressing the objectives, participation, and final project. Students will map the location of community resources and transit routes. Students will create a flier for scavenger hunt items. Students will provide community members with paper grocery sack for scavenger hunt items. Students will create a flier for scavenger hunt items. Students will provide community members with paper grocery sack for scavenger hunt items. Students will provide collected resources for community partner

Project Products

Project Timeline (include a step by step Procedures)

1) Conduct a discussion with the students about giving back (using statistics of homelessness and factors associated to it) 2) Contact partner what are their needs and how can the students help others in need 3) Create a flier for community members determining the items needed for care packages (community partner) 4) Map the location of community resources on ArcGIS 5) Using GPS handheld device mark a way point 6) Attach fliers to paper grocery sacks (included on the flier thank the community member for their support) 7) Distribute flies/sacks to community members with a specific pick up date (Sacks can be placed on the community members porch) 8) Groups separate and prepare items for delivery to community partner 9) Map the general neighborhood of donations received 10) Wrap-Up Reflect/ Discussion How did the use of technology engage students

in providing meaningful service in their school and community? What are other ways GIS can be implemented in community
Resources Needed Computer Microsoft Flier template Handheld GPS device Paper Grocery Bags ArcGIS Maps Statistics factors affecting individuals in need

Skills Required

Knowledge of computer programs, GPS device, ability to work in partner/ small group (e.g. collaborative discussions)

Project Team Member Roles

Teacher(s): Direct students in community service project, contact community partners, obtain and distribute supplies Students: Create fliers, distribute, and collect items Partner(s): Provide resource information, items of need (scavenger hunt items), and bags for collection

Celebration/Presentation

Wrap-Up Reflect/ Discussion: How did the use of technology engage students in

providing meaningful service in their school and community? What are other ways GIS can be implemented in community
Share information with community partners, school and district website Project Evaluation Wrap-Up Reflect/ Discussion: 1) How does the community help those in need? 2) Where are the community resources located? 3) What transit routes are available for access to community resources? 4) What went worked? What didnt work? How could the project be improved? ArcGIS http://www.arcgis.com/features/ UTA Transit Routes http://www.rideuta.com/ Other ideas: Mapping walking/bike routes to bus stops/ TRAX/ Front Runner

Project Bibliography Plans for Future CMaP Activities

Optional: -Lesson Plans -Student Artifacts -Publicity