Saturday, 10/27/18   Ute History Museum – GIS for K12 STEM  Esri_HistoryColorado_2018Workshops (1)-1imc1jn

Saturday 11/3/18 CMU Ballroom – Giant Maps for K12 Educators

Friday 11/9/18 – Colorado Science Conference – Denver Merchandise Mart – Martian Mapping and Colorado Geo-Inquiry

March 2nd,  2019 – Girls in STEM Conference – Mission to Mars!

Welcome to the resource page for your National Geographic Geo-Inquiry Training! 

Here is a summary of the links and resources for the Geo-Inquiry portion of your teacher summit training!  

Sunday – Introduction to Geo-Inquiry

Resource Purpose Link or Location
Geo-Inquiry Process National Geographic Resources to implement NG Geo-Inquiry within a classroom
Our Geo-Inquiry Video The West Middle School Geo-Inquiry Materials Heidi’s Materials: Mike’s Video:
The 4th Second To show excitement for using GeoInquiry within your classroom!

Monday- ASK and COLLECT

Resource Purpose Link or Location
Ask Video To establish questions. Tubric
Collect Video To establish how to collect 2 types of data: scientific and storytelling
WMSSTEMGJ Human Ecosystem Paperwork See an example of work organizational project support See PDF Below.
Survey 123 To gather data using GIS technology

Survey for GeoInquiry Institute

Make a survey using Survey123 You will need your ArcGIS login for Survey 123

WMSSTEMGJ Geo-Inquiry PBL -15wq43o Tuesday – COLLECT con’t

Resource Purpose Link or Location
Vertical Video Syndrome Vertical Video how not-to’s
Rule of 1/3rds Photo how to’s


National Geographic Certified Educator Phase 1 Workshop STORYMAPS Database 


Resource Purpose Link
Visualize Video To identify how to visualize data.
Various Map Resources Maps, Graphs, Charts, infographics. Google “Google My Maps” GISETC – GeoInquiries
Heidi’s Helpful MapTime Training Handout Lots of visualizing
Create Video Step 4 of GeoInquiry
Act Video Final GeoInquiry Step
Padlet Collaborative Story Boarding
Google Drawing and/or Google Slides Story Boarding G-Suite or Google Drive
Paper Stuff that is made from trees that we can put our brain’s ideas upon!
Map Video In French

Google Earth Timelapse Change Matters – Landsat 



Final Survey123!!! 


on “Geo-Inquiry
32 Comments on “Geo-Inquiry
  1. 1. How can we, as Skyview students, protect pollinators in the Colorado Springs community (and beyond)?
    2. No questions 🙂
    3. Hands-on time – I learn by doing!

  2. Geo-Inquiry Question: How does the environment influence adaptation? (overarching question for class to then develop their own specific questions.)

    What are some good ways to intro using the survey tool with classes/groups? How do you approach taking the data into follow up mode before going to the next phase?

    • It’s helpful to start with a simple, whole-class survey, first. The data for the project will shine through at all levels of your Geo-Inquiry project. It will help start other questions, other survey collection points, and it will also be a focal point as students move into create and act.

  3. 1. How can we, as responsible citizens protect historical sites?
    2. I don’t have any questions.
    3. No needs that I can think of.

    Thank you!

  4. Geo-Inquiry Question:
    How can a community preserve open space–for instance the wetlands area in particular?

    Since I do not really know this process, I do not know what to expect in the ‘visualize’ stage. Is there any data I should look at in order to prepare for this next step?

    • Visualize and Collect will go hand in hand. There are lots of ways to collect data and move from collect into visualize. The visualize stage is also the online GIS work as well. 🙂

  5. 1. How does the environment influence adaptation?

    2. How do you allow the student to use the survey123 platform? Do you create individual accounts for each student? Do you create a general account all students can access?

    3. No needs. Great day! Thanks for the opportunity to play with the survey123 tool.

    • I have used Survey123 in both ways, with just a class survey, then creating accounts for teams or individuals to build their own surveys. Start small and limited first, then let the students take the reigns!

  6. Thank you for letting us get out into the field to do our research. Steamboat Springs is the perfect place for this activity. It also reminded me how important it is to get kids outside.

  7. 1. How can Steamboat preserve/protect its community from the negative effects of population growth?

    2. How do you print a hard copy of the survey?; In the collect phase, are students collecting data for the answer to our question or to get information to test our question?

    3. I am curious to find out how much we let students have voice and choice and how much we guide it.

    • Sounds like a great GeoInquiry question! You could potentially print a hard copy of this survey or even use a Google Form for survey purposes. In the collect phase, students are gathering as much data as possible, about the topic.

      Voice and choice level is up to you. It is amazing to see what students can come up with when provided opportunities to guide their own learning!

  8. Geo-Inquiry Question: How can the town of Steamboat Springs preserve and protect its community from the negative effects of population growth?

    We collected location data about where people were from using the location map. How do we see that data on a map?
    Have you done a survey with students and then gone out and done another one based on the information you received?

    • Great question! In Survey123, go to the Analyze tab within your survey, scroll down to your mapped question(s) and on the far right there is a “map” tab.

      Yes, you may find it necessary to do more than one survey/data collection, within the field. Remember, these can be low tech or high tech. We’ll show some additional “Collect” action steps today within the Collect/Visualize stages. 🙂

  9. How does the urban development of Steamboat Springs effect it’s natural features?
    No questions at this time
    Handouts about the process (First do this, next do this) would be helpful for me to remember everything we are learning. We are learning so much that I’m afraid that I’ll miss a crucial step.

  10. Q1: How can a community preserve open space (wetlands specifically) and why should they?

    Q2: I am still struggling with the “Ask” portion of this process. I am need to sift through the resources that are available to understand how to craft and guide students with this process.

    Q3: Are we using today’s data for tomorrow’s visualize exercise?

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