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tuesday, 26 may 2015 using story maps in geography lessons a story map is a presentation of several slides featuring a main map window consisting of an aerial photograph, an atlas-style map or even an ordnance survey map. a secondary window then provides text, images, hyperlinks, photographs, embedded video, questions or activities. as you progress through the slides the main map window moves to another location. the true potential of story maps is only limited by ones creativity! “story maps use geography as a means of organising and presenting information. they tell the story of a place, event, issue, trend, or pattern in a geographic context” esri the esri story maps gallery is a rich treasure trove of ready-to-use resources which can be used in lessons as starters, main activities or extended reading for homework. story maps can be used in three main ways in geography teaching: as a resource, student activity and an adventure. american sw water crisis story maps as resource story maps can be used to teach students about new places, for discovering more about familiar places, for contrasting places, for developing aerial photography interpretation skills and for helping students prepare for or remember fieldwork. examples of my story maps include the american sw water crisis , disappearing glaciers and river darent fieldwork . story maps work on any devices but are viewed best on a pc/mac or tablet. no apps or software needs to be downloaded. story maps as student activity teachers can design a whole lesson or series of lessons using a story map as an interactive textbook with questions for students, activities and multimedia experiences. students can easily create their own story maps of their route to school or of their favourite theme parks etc. story maps can be created using a range of templates. the most useful two templates are the easier map tour and more advanced map journal. students will need practice to master creating story maps and they should copy and paste their text from a word processing app to avoid losing any unsaved work. the map journal template will require them to be able to share their photos using web-based storage like dropbox or onedrive. story maps as adventure alastair bonnett in his book ‘ what is geography?’ describes our subject as an imaginative leap into the unknown, its essence is one of exploration which takes us beyond the familiar and makes the unknown known. story maps can enable students to participate in this same sense of exploration and adventure as they discover places entirely new to them. students could create a story map leading readers on an adventure through their local area to visit unexpected sites or places only known to local people. it could include their own photographs and could show how surprisingly diverse their local area is. danakil story map i recently made a story map called into danakil: hottest place on earth which follows an expedition on route from ethiopia’s mekele airport into the heart of the danakil depression. it includes stunning photographs of this extreme environment, a range of mapping types and aerial photography, youtube video clips, questions for students and information on the sites most significant geographical features, both physical and human. creating a story map an arcgis online schools organisational account allows interactive story maps to be easily created and shared with colleagues and students. making story maps also requires familiarity with the making and saving arcgis online web maps. these are very easy to create and should be the starting point for working with agol. posted by garry simmons at 8:44 am email this blogthis! share to twitter share to facebook labels: agol , darent , esri , fieldwork , gis , river darent , story maps saturday, 14 march 2015 communicating academic research to geography teachers this blog post considers the most effective ways of disseminate academic research to geography teachers. last week i attended the teaching about ice cpd day run by the prince's teaching institute (pti). delegates were treated to three fascinating lectures from leading academics professors iain stewart (plymouth), david evans (durham) and neil glasser (aberystwyth). meeting david evans and iain stewart throughout the day, however, i realised that my parts of my subject knowledge and understanding were incorrect or outdated and i am sure that this ‘miscomprehension’ is a widespread issue in the geography teaching profession. the day was a tremendous success for those delegates who were lucky enough to attend but what about the thousands of other geography teachers who would have benefited from being there? this blog therefore asks some questions: what are the most effective ways to communicate the latest academic research findings to a wider professional audience? how do we reach out and develop busy geography teachers? to what extent are geography teachers aware of their cpd needs? i am convinced that there is a need to communicate the latest knowledge to teachers and students. the 'communication routes' below already exist and could be used more effectively to disseminate new science the annual geographical association (ga) conference . many academics already give lectures at this event which attended by over 1000 geography teachers. cpd events run by the royal geographical society (rgs-ibg). a level geography review magazine or geofactsheets . more academics could write regular updates and articles for these publications which are read by thousands of teachers and their students. geography textbooks . academics could be more actively involved in the process of writing a level or gcse geography textbook which reach millions of students nationally. writing an article in the ga’s geography journal . papers are pitched at geography and education. continued publicity for pti cpd events and support from academics. there are clearly many other routes available but i would consider these to be the most effective. if you are an academic with an interest in sharing your research with the wider school geography education community please do consider getting involved in the routes outlined above. posted by garry simmons at 4:50 pm email this blogthis! share to twitter share to facebook labels: cpd , geography education , teacher training tuesday, 23 september 2014 the grow your glacier game this kinaesthetic activity helps students to understand the dynamics of the glacial mass balance in a truly fun and memorable manner. equipment guttering (2 metre long) bubble wrap £1 500 marbles £10 10 pots 10 dice £5 instruction sheet (download pdf) preparation the first job is to cut the u-shaped guttering into 10 x 20cm lengths and sand the edges. line the gutter with bubble wrap (rough side up). give each student 50 marbles in a pot. place one end of the gutter on an atlas to provide a slope. aim the winner of the game is the group that achieves the most net accumulation throughout the 30 year game.the gutter represents the u-shaped valley and the marbles represent ice. ice accumulation = add more marbles; ice ablation = lose marbles. running the game students start with 15 marbles at the top end of the gutter. use the bubble wrap rough side up to stop the marbles rolling everywhere. teacher instructs when students can throw the dice. a low dice throw = net ablation; a high dice throw = net accumulation (see instruction card). each throw represents one year. allow 30 throws for 30 years. each turn when they gain or lose ‘ice marbles’ they must say “net accumulation!” or “net ablation!” as the game proceeds the students’ marble glaciers will advance and thicken or retreat and thin. at the end of the lesson students write up a short account of what happened to the glacier linking the gain or loss of ice marbles to glacier mass balance/ice budget. start with 15 ice marbles the snout advances! posted by garry simmons at 8:37 pm email this blogthis! share to twitter share to

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http://www.garrysimmons.org.uk/search/label/river%20darent
http://www.garrysimmons.org.uk/search/label/teaching
http://www.garrysimmons.org.uk/2014/05/river-darent-fieldwork-teacher-guide.html
http://www.garrysimmons.org.uk/search/label/story%20maps
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http://www.garrysimmons.org.uk/2014/06/success-criteria-barrier-to-achievement.html
http://www.garrysimmons.org.uk/search/label/esri
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http://www.garrysimmons.org.uk/2015/05/using-story-maps-in-geography-lessons.html
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