Ed u c a t o r G u i d e

Geo-Inquiry
ask

COLLECT

Process:
VISUALIZE

create

Ed u c a t o r G u i d e
ACT

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Hero Images/Getty Images
 | GEO-INQUIRY PROCESS

a s k COLLECT V I S U A L I Z E c r e a t e ACT

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| contents

In tro d u cti on t o G e o - I n q u i r y ......... 04

Org ani z i ng c l a s s r o o m t e a m s .......... 05

• Whole Class Led
• Small Group Led

| Phase 1 : ASK | Phase 4: CREATE

Devel o pi ng a G e o - I n q u i r y Q u e s t i ON.... 07 Devel o pi ng Geo -I nq u i ry St o ri es. . . . . . . . . . . 29
• Introducing the Concept • Understanding Geo-Inquiry Stories
• Developing Skills and Exploring Topics • Preparing Your Geo-Inquiry Story
• Taking Action • Storyboarding
• Refining Geo-Inquiry Questions • Collecting and Creating Story Elements
• Putting It All Together
| PHASE 2: COLLECT
A cqu i ri ng G e o g r a p hi c I n f o r m a t i on..... 1 3 | Phase 5: ACT
• Understanding Geographic Information Sha ri ng Geo -I nq u i ry St o ri es....... . . . . . . . . . . . 36
• Gathering Background Information • Preparing to Share
• Identifying Necessary Data • Ways to Share a Geo-Inquiry Story
• Collecting Data • Developing and Delivering Presentations

| Phase 3: VISUALIZE | Assessment ........................ . . . . . . . . . . . . 4 1

O rg ani z i ng a n d A n a l y z i n g • Reflecting on the Learning

Geog ra ph i c I n f o r m a t i o n ................ ........ 2 2

• Creating Rough Draft Maps | CREDITS ..................................... . . . . . . . . . . . 4 2
• Organizing Geographic Data
• Analyzing Geographic Data
• Creating Final Map Versions

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| introduction
to geo-inquiry

More than ever, our world is interconnected and today’s The Geo-Inquiry Process endeavors to help students develop
students need to understand how the complex and dynamic the skills, knowledge, and tools of a geographer. It provides a
human and natural systems interact in order to make smart systematic way to investigate and understand the world through
decisions and function effectively. The study of geography is the patterns, processes, and interactions between human and
essential to the comprehension of how our world works. natural systems and then to act on their conclusions.

Geography, the study of places and the relationships between The Geo-Inquiry Process is a five-step method designed to
people and their environments, seeks to understand where teach the skills necessary to think and reason geographically,
things are, why they are there, and how they develop and and includes asking Geo-Inquiry Questions, acquiring
change over time. Geography offers students two avenues to geographic information, organizing and analyzing information,
understand the world, human and physical geography. Human and using the information to answer Geo-Inquiry Questions for
geography studies cultural, political, technological and social informed action. The Geo-Inquiry Process relies on geographic
systems, and physical geography studies Earths physical and perspective as a foundation, offering students a unique lens to
natural systems. analyze space, place, and the interconnections of systems in our
world. Geographic perspective is interdisciplinary and allows for
Geographers, those who study geography, observe the the examination of complex issues at various scales. Think of
world in spatial terms, and are interested in three basic scale as being the “zoom lens” of geography. The scale can be
questions: Where is it? Why is it there? Why care? They local, regional, or global. By using a geographic perspective with
seek to describe the world using the knowledge, skills, the Geo-Inquiry Process, students begin to connect complex
and tools of the discipline, such as maps, globes, graphs, components, see patterns, and make connections as they look
photography, video, and remote sensing images. These at the world differently in order to make informed predictions,
instruments are suited for different purposes and illustrate a well-reasoned decisions, and take action.
range of information including showing patterns, interactions
and change over time.

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| Organizing
THE Classroom into Teams

The Geo-Inquiry Process is designed to build on student on their interests. Alternatively, you can assign tasks to students
questions that reflect their interests and issues in their local based on their strengths and challenges.
community. This process is project-based, authentic, and
experiential in nature. It requires students spend time asking, Setting Goals
investigating, organizing, analyzing, and creating. This process Set class learning goals for the project. What process skills do
is best done in groups rather than individually. We suggest two you want students to practice and/or master? What subject-
ways to organize the learning: (1) by collaborating as a whole specific content do you want them to understand at the end of
class to answer one Geo-Inquiry Question, or (2) by having the project? In addition, have students create their own goals
small groups generate their own unique Geo-Inquiry Questions. for individual participation and learning. For example, students
Below are tips for arranging each of these scenarios. who tend to be followers during group projects may set a goal
to take leadership over one aspect of the project. Students
Whole Class Led who tend to take over a project might set the opposite goal: to
While a whole class led project might be easier to manage, care listen to their classmates more. Students may also set specific
should be taken to select a topic interesting to most students. academic goals, such as improving their spelling on project
work or mastering new vocabulary.
Generating Questions
It is important the entire class participates in framing the Geo- Small Group Led
Inquiry Question. Some ways to select a question are: Having students work in small groups to pose their Geo-Inquiry
• As a class, have students brainstorm local issues or Questions gives them more control to select a meaningful
problems they would like to explore. topic, but having multiple groups might also present
• Select a specific issue or problem for them to research. organizational challenges.
In either case, have students brainstorm queries related
to the topics and then vote for the question they would Es ta b l i s h i n g a To p i c
like to investigate. Students can be given complete autonomy within their groups
to identify a topic of interest, or you may ask groups to come
Creating a Project Plan up with specific questions within a wider topic. For example,
Once students have selected the Geo-Inquiry Question, they you might identify a local issue related to a topic you are
will need to determine the following: studying in class, but then have each small group generate
• What data will they need to collect? and investigate its own related Geo-Inquiry Question. In either
• How will they collect the data? case, carefully vet students’ initial idea to be sure they can
• How long will it take to collect the data? meaningfully explore it with available resources.
• What type of research will they need to do?
• Who should they talk to about the issue? Setting Milestones
You can assign specific tasks to small groups of students with Establish a timeline with frequent milestones that all groups
clear due dates. Identify and assign tasks to small groups at each must meet so teams will not fall behind. Some checkpoints
phase of the Geo-Inquiry Project using a timeline. Depending on might require teacher review and approval, such as the initial
the project and time frame, all groups could work in parallel on topic or an action plan that has students working outside of the
the same task (e.g., conducting a survey) or have different tasks classroom. Others can be quick check-ins for the teacher to
(e.g., some students may gather maps while others interview local confirm the milestone was met, rather than evaluating it.
leaders). Whenever possible, allow students to select tasks based

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| Organizing
THE Classroom into Teams

The timeline should include regular ongoing and throughout-the-project reflection. Use the
Ongoing Reflection worksheet after each phase of the project has been completed or after
students complete a milestone. Ongoing reflection allows students to check their progress
C OL LAB O RAT I O N
against their plan, identify challenges and opportunities for growth, celebrate accomplishments,
AC R O S S
and assess their learning. Remind students that they can develop their basic abilities through
D ISC I P LI N E S
The Geo-Inquiry Process is dedication and hard work.
a cross-disciplinary process,
so consider enlisting the Group Roles and Project Plan
assistance of other teachers Have groups identify roles and responsibilities for each team member. Review teams’ positions
or school staff, such as and task lists to ensure all students are actively and evenly participating. Student roles might
librarians, to support this include leader, teacher liaison, communications manager, and editor. Individuals may take on
project. Students could more than one job or change positions throughout the process. Specific member tasks might
choose to address a variety include developing surveys, presenting background research, contacting relevant community
of issues and collect social
groups or organizations, recording data, or creating a Geo-Inquiry Storyboard.
science or scientific data,
develop graphs, and capture
Pe e r a n d M e n t o r S u p p o r t
photographs or video.
Peers can be excellent motivators. Create support groups consisting of one person from each
They will write text and use
team and have them meet periodically so members can share progress, receive feedback, or
technology tools. Science,
collaborate to solve problems. Adults with expertise or interest can also serve as support for
art, math, technology,
and other teachers could small groups during the project.
assist in planning and
implementing the project.

G EO - I N Q U I RY
PRO C E S S
R ES O U RC E PAC K E T
C ONN E C T I O N S
• Ongoing Reflection
worksheet

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 | Phase 1: ASK
Developing a Geo-Inquiry Question

a s k COLLECT V I S U A L I Z E c r e a t e ACT

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Developing a Geo-Inquiry Question

Have your students use the Geo-Inquiry Tubric to help them develop their Geo-Inquiry Questions.
Tubric courtesy of the Buck Institute for Education.

Asking good Geo-Inquiry Questions is at the heart of the Geo- Use the first question (where) to help students identify
Inquiry Process. These activities can be used to help students ways to describe a location. For example, their school’s
develop their skills in asking geographic questions and to give location can be described by the street name and
them a chance to explore a variety of local issues or problems. building number; the city, county, and state; the country;
These materials are designed to help students narrow in on a hemisphere; and the latitude and longitude.
specific topic or issue, and frame and refine their geographic 3. Ask students for additional questions and then model
questions into a Geo-Inquiry Question that will drive their project some more complex Geo-Inquiry Questions, such as:
and be the focus of the subsequent phases of the project. Why is the school located here? Why are specific places
located near the school? What does this location have in
Introducing the Concept common with the location of other schools in your town?
1. Explain to students they will be doing a project to explore What is different about the locations of the schools? Ask
a local issue or problem through a geographic lens and will students to think about where a new school might be built
start by posing a Geo-Inquiry Question. Explain that the in the district. Model how to develop some Geo-Inquiry
Geo-Inquiry Question will address three main questions: Questions to help them determine the best place for a
• Where is it? new school including why people care where a school
• Why is it there? is located. Guide students to think about different kinds
• Why care? of information such as major roads, student population,
2. For example, have students think about their school. What geographic space for the school, and regional building
geographic questions might they ask about the school? costs. Work toward developing more complex questions
Model some simple examples, such as: Where is the that explore how and why things change from one location
school located? Why is it located there? What is located to another and the results of those changes.
near the school?

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Developing a Geo-Inquiry Question

4. Give students additional practice differentiating Geo-Inquiry Questions from the

nongeographic queries using the list included in the Geo-Inquiry Questions worksheet. On
the list, numbers 1, 3, 6, 7, 9, 11, 13, 14, 15, 16, 18, and 19 are Geo-Inquiry Questions.
5. Share example questions with the class that allude to the importance of places: Why are
good harbor facilities an important part of New York City’s location? How does the climate
of Florida’s cities affect the movement of vacationing winter visitors? How does the climate
and terrain of Vail, Colorado, contribute to its popularity as a ski resort? Place students into
small groups and ask them to write questions about your town that would help to explain
the importance of some of its features or its location.
6. Ask students questions that encourage them to explore the interconnectivity of human or
physical features: Where do most people live in the world? Why are so many large cities
located along rivers? Working in small groups, have students write questions investigating
how people or physical features are organized in your town.
7. If students need extra practice asking Geo-Inquiry Questions, have them brainstorm queries
based on their town. Place students into small groups. Give students prompts related to
your town. For example, you might specify an area of your town, an important economic
activity or industry, or a physical feature of your town. For each prompt, give students two
minutes to think of as many related Geo-Inquiry Questions as they can. After you have given
them two or three prompts, have them reexamine their question list and strike-through any
they feel are not actually Geo-Inquiry Questions. Then have them circle a few questions that
interest them and add them to the Possible Geo-Inquiry Questions worksheet. You may also
want to use the Geo-Inquiry Tubric for students to practice creating Geo-Inquiry Questions.

GEO- I N Q U I RY D e v e l o p i n g S k i l l s a n d Ex p l o r i n g To p i c s
PR O C E S S News Survey
RES O U RC E PAC K E T 1. Have the class survey the local newspaper(s) in print or online and/or watch or listen to the
C ON N E C T I O N S local news over a period of one or two weeks. Ask them to take notes on any news stories
• Geo-Inquiry that interest them. Encourage them to record what happened in the story and any people or
Questions worksheet organizations mentioned.
• Possible Geo-Inquiry 2. Once students have accumulated a list of interesting news stories, put them into small
Questions worksheet
groups and have them share what they selected. Have each team pick a few topics and
• Geo-Inquiry Tubric
complete the Practicing Geo-Inquiry Questions worksheet for one or two subjects. Note:
Students will use the Practicing Geo-Inquiry Questions worksheet several times as they
explore topics. You may wish to provide several copies or have students answer the
questions on a separate sheet of paper.
3. Ask students to add the most interesting questions to the Possible Geo-Inquiry
Questions worksheet.

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Developing a Geo-Inquiry Question

Issues Asking the Community

1. Instruct students to focus on issues or disputes in your 1. Divide students into small groups and have them create
local area and research them by searching news articles a list of five questions they can ask community members
online or in print, requesting information from local groups, to determine what those individuals think are important
listening to an expert or speaker visiting your class, or community issues. They should list these questions in
identifying familiar topics. the Asking the Community worksheet. Have groups peer
2. Have students work in small groups to complete the review each other’s lists and provide feedback. Students
Practicing Geo-Inquiry Questions worksheet for one or two can poll community members informally. If you prefer for
topics of interest. Students should circle any questions students to create a formal survey or interview, you can
they are interested in exploring and add them to the find additional information in Phase 2 and the Conducting
Possible Geo-Inquiry Questions worksheet. Interviews worksheet and Developing a Survey handout.
2. Encourage students to speak with a range of community
Brainstorming members to get their ideas of important local issues.
1. As a class, begin brainstorming general topics that interest Brainstorm types of local experts, such as government
students (e.g., sports, birds, or social issues). Give them officials or community organizers, who might have special
two or three minutes to note their ideas. Remind students insight into the community. If possible, reach out to these
that brainstorming means listing everything you can think of community members to determine what problems or issues
quickly, without comment or judgment. they think are important.
2. During the brainstorming session ask students to use a 3. Have students summarize what they learned through
web concept map to deconstruct the high-level topics speaking with community members in the Asking the
that interest them to a local level. For example, when Community worksheet.
investigating ecosystem management, they might drill down 4. Instruct students to identify two or three topics or issues
to a particular location and ecosystem, and then focus on that interest them from speaking with the community and
a particular topic, such as the reintroduction of wolves. complete the Practicing Geo-Inquiry Questions worksheet.
Encourage them to be specific and focus on local topics. Have them add the interesting questions to their list in the
3. After students have brainstormed, display all the lists Possible Geo-Inquiry Questions worksheet.
and concept maps from each of the small groups. Give
students different colored markers and have them put
their initials beside any ideas that interest them. Have
students select a partner with similar interests and have
them choose two topics and complete the Practicing
Geo-Inquiry Questions worksheets for each subject. They
should choose the best questions from each and add them
to the Possible Geo-Inquiry Questions worksheet. The
class lists can also serve as a starting point for organizing
students into small groups by interests or for narrowing
down topics for whole class projects.

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Developing a Geo-Inquiry Question

A d d i t i o n a l Wa y s t o G e n e r a t e To p i c s
GEO- I N Q U I RY
PR O C E S S • Create an interest board. This can be a physical bulletin board in the classroom or
RES O U RC E PAC K E T an online platform. Students can add newspaper clippings, web links, images, or
C ON N E C T I O N S brief write-ups.
• Geo-Inquiry Questions • If possible, invite community speakers into the classroom to discuss areas of interest.
worksheet
• Have students take photographs in their community and use these as prompts to
• Practicing Geo-Inquiry
identify issues or topics.
Questions worksheet
• Discuss issues important to students, such as specific social and environmental
• Asking the Community
issues, and look for reflections locally.
worksheet
• Take students on a field trip to the local newspaper office, city building, or nature
center. Have students learn more about what the staff does and the local issues
they address. If you have already selected a general topic for the class, take the
students to a relevant place in the community to further explore that topic.
• Share the National Geographic Geo-Inquiry Case Studies included in the Geo-Inquiry
Process Resource Packet with students. Their work started with a Geo-Inquiry
Question. Have students read about these explorers and their projects and have them
identify the Geo-Inquiry Questions on which the projects are based.

Ta k i n g A c t i o n
1. As students are crafting their Geo-Inquiry Questions, they should consider how answering
this question could have the potential to make a positive change in their community.
Remind them that they will create a Geo-Inquiry Story based on their question and they will
G EO - I N Q U I RY use that story to take action on a specific issue.
PRO C E S S 2. Have students read and discuss the Taking Action worksheet. Explore how some issues
R ES O U RC E PAC K E T
require a public policy change and some can be addressed through community action. Give
C ONN E C T I O N S
students the example of a city park with a lot of litter. Ask them to think of a way to address
• Taking Action handout
this concern through policy. For example, they address their concern by attending a city
• National Geographic
council meeting and requesting that the city provide more trashcans and a few recycling
Geo-Inquiry Case Studies
bins to help remove litter. Alternatively, they could address the issue through community
action. For example, they could organize weekly park cleanup days.
3. Instruct students to keep these different ways to address community problems in mind as
they write their Geo-Inquiry Question.

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Developing a Geo-Inquiry Question

Refining Geo-Inquiry Questions

1. Once students are familiar with writing Geo-Inquiry Questions and have explored possible
community topics, have them focus on one issue or problem they want to investigate. If
you have preselected a topic or issue for this project, introduce that topic to students. If
students will be developing their own question(s) in small groups or as a class, have teams
review the Possible Geo-Inquiry Questions worksheet and select a query or two related
questions that interest them as a starting point for developing their Geo-Inquiry Question
which will drive their project.
2. The questions students select may reflect an interest in the issue but will need refinement to
become the Geo-Inquiry Question or driving question of the project. Students should briefly
research their topic to gather more information. The goal is for students to have enough
information about their topic to lead to a meaningful Geo-Inquiry Question. Have students
use the Refining Your Geo-Inquiry Question worksheet to hone their questions. Their final
Geo-Inquiry Question should be specific, actionable, thoughtful, something that cannot be
answered by simply looking at a map or searching the Internet for the topic, and something
that genuinely interests students. This will be the driving question for the rest of the project.
As students fine-tune their Geo-Inquiry Question, circulate around the room and prompt students
to develop questions that dig deeper into the topic. If the whole class will be working on the same
question, have small groups propose one or two questions and then have the class vote on the
question they most want to pursue. You can also work as a class to refine the question.

T i p s f o r H e l p i n g S t u d e n t s De v e l o p
Good Geo-Inquiry Questions
• When brainstorming, encourage students to write their initial questions without
editing them. Encourage them to write for at least three minutes and coax them to
GEO- I N Q U I RY write the entire time. Brainstorming in this way can force students beyond the first
PR O C E S S basic questions that come to mind.
RES O U RC E PAC K E T • Have students write additional queries after researching their topic or issue.
C ON N E C T I O N S
Sometimes students lack the knowledge about a topic to craft the questions that
• Possible Geo-Inquiry
can drive a project.
Questions worksheet
• Tell students to choose questions that they cannot answer just by looking at a map
• Refining Your Geo-Inquiry
or searching the Internet for the topic. Ask: If I gave you ten minutes, could you
Question worksheet
find the answer to this question? If the answer is yes, students should move on to
• Geo-Inquiry Questions
Flow Chart worksheet
another question or rewrite the existing question to dig deeper.
• Give students general but more complex questions that they might apply to their
specific topic or issue. For example: Why is this there? Does this form a spatial
pattern? How does this being here affect the people or natural environment nearby?
• Students can test if they have a Geo-Inquiry Question by using the Geo-Inquiry
Flow Chart.

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 | Phase 2: collect
Acquiring Geographic Information

a s k COLLECT V I S U A L I Z E c r e a t e ACT

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Acquiring Geographic Information

A student explores a stream using a homemade water scope. Photograph courtesy of Lori Epstein/National Geographic.

Once students have framed their Geo-Inquiry Question, they will need to conduct background
research and then acquire the data that will enable them to answer their questions. The
possibilities for types of information students will need to gather and ways in which they can
gather this information are diverse. The activities in this section are designed to help students
build solid background information about their topic through questioning, research, and
data collection; to make sense of what types of data may be helpful to them; to identify data
collection methods; and to design data collection tools. Since students’ data needs will depend
G EO - I N Q U I RY
on the issue they are investigating and the questions they asked, you should select the activities
PRO C E S S
that best apply to students’ project(s).
R ES O U RC E PAC K E T
C ONN E C T I O N S
• Geo-Inquiry
U n d e r s ta n d i n g G e o g r a p h i c I n f o r m a t i o n
Process handout Introduce students to the vocabulary terms listed in the Vocabulary handout. Not all of these
• Vocabulary handout terms will apply to every project, so this list is just to familiarize students with terms they may
encounter in their data collection.

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Acquiring Geographic Information

Gathering Background Information

1. Ask groups to create a list of general questions (Need-to-Knows) or topics they will need
to know more about in order to answer their Geo-Inquiry Question and write them in the
GEO- I N Q U I RY
Background Information worksheet. The goal is for students to become experts on their
PR O C E S S
topic, so their Need-to-Knows should focus on an overall understanding of the issue or
RES O U RC E PAC K E T
C ON N E C T I O N S topic. For example, if students asked a question about how factory runoff is affecting a local
• Background Information stream, they may want to research ways to measure stream health.
worksheet 2. Have students identify people or organizations in their local community with knowledge
• Sources of Information in and expertise on their topic or issue. Refer them to the Sources of Information in Your
Your Community handout Community handout. Ask students to list names, titles or positions, contact information,
• Contacting Community and area of expertise in the Background Information worksheet. At this point, students can
Experts worksheet email or write these individuals or organizations to request information not already available
• Evaluating Resources on an organization’s website. The Contacting Community Experts worksheet will guide them
worksheet
through several ways to contact community members.
• Taking Notes worksheet
3. Students should conduct library and Internet research to identify resources that may be
useful to them for this project. Students should evaluate these materials for quality and
accuracy. A key to examining sources is available in the Evaluating Resources worksheet.
4. Students should create an annotated bibliography in the Background Information worksheet
to organize their research and easily return to documents later in the project to answer their
Need-to-Knows.
5. Students can use the Taking Notes worksheet to track their research throughout the project.
6. Students should look for ways in which this issue or topic, or a similar one, has already
been addressed and analyze previous solutions. Ask students to add this information to the
Background Information worksheet.
7. Once students have gathered information on their topic or issue, they should write a
summary in the Background Information worksheet. This summary should include a brief
analysis of any previous solutions to the issue, if applicable.
8. Students should also craft a one- to two-sentence statement explaining why this topic or
issue is important to their community.
9. After researching their topic or issue, students may want to adjust their Geo-Inquiry
Question. This should be students’ last opportunity to do this, and any changes should be
minor and not send them in a different direction from their original question.

I d e n t i f y i n g N e c e s s a r y Da ta
B r a i n s t o r m i n g Da ta Ty p e s
1. Brainstorm what types of data might be helpful to answer the Geo-Inquiry Question.
Geospatial data can include statistics, surveys, observations, scientific measurements,
interviews, images, and videos tied to a geographic location.

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Acquiring Geographic Information

2. Encourage students to think more about geospatial data, such as principals, or school board members to get
which may be less familiar to them. Some examples include characteristics of good school locations or look at local
various types of maps; basic location information; census ordinances and legal requirements that govern the sites
information, such as population and statistics; topographic of educational facilities. Students may want population
information; satellite imagery; and place-based scientific data to determine areas with more children, and examine
data, such as temperature and water quality; and survey aerial photographs to identify areas that might have
and interview data. Introduce some of these examples and enough room for a large structure.
then give students additional time for brainstorming. 6. Another example, if needed, is based on the Geo-Inquiry
3. Prompt students to think about both primary and Question, Why are the trees on Maple Street losing their
secondary sources. Have students look back over the leaves in April? Some smaller questions they might ask
brainstormed list and identify examples of each. Then give are what kind of trees are on Maple Street? Are they all
them time for additional brainstorming. the same species? What do these particular trees need to
live? Is there a bug that could be eating these trees and
Unpacking Geo-Inquiry Questions making them lose their leaves? Have they gotten enough
1. Regardless of whether students developed their own Geo- water? What is located near these trees?
Inquiry Question or it was given to them, deconstructing 7. Once you have finished modeling the process, have your
the question can help students to look at it in a different class work in small groups and follow the process to
way and help them to better see what kinds of data they deconstruct their Geo-Inquiry Questions. This method
will need in order to answer it. Model this for students is also outlined in the Deciding What Data You Need
using the example question: Where should a new middle worksheet. As teams brainstorm data types best suited to
school be located in the school district? answer each Need-to-Know, they can refer to the class list
2. First, have students identify and define the terms used developed earlier.
in their question. In our simple example, students should 8. Instruct students to create a final, very specific list of data
define school and location. and record each type on the table in the Planning Your
3. Next, ask students to write a hypothesis. For example: Data Collection worksheet. For example, they should write,
We will learn which locations have the necessary “pH and dissolved oxygen levels in the French Broad River
characteristics for a new school. upstream and downstream of the paper mill,” not “water
4. Use the statement of what they will learn to write simpler quality data.”
questions or Need-to-Knows that underlie the more 9. Once students create their data list, they should complete
complex question they are asking. One might ask: What the chart in the Planning Your Data Collection worksheet.
makes a good location for a school? Where are other That plan may be as simple as looking at a map or as
schools located? Are there any rules about where schools complex as arranging an expedition to a river to collect
can be located? Are there any schools that are too data and should include a project timeline.
crowded? How much space does a school need? How
much does it cost? Who decides to build a new school?
5. Instruct students to look at the simpler questions
and identify the data they will need to determine an
answer. In our example, students need to know the
locations of other local schools and a map including
each campus. They may consider interviewing experts,

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Acquiring Geographic Information

C o l l e c t i n g Da ta
C o l l e c t i n g S u r v e y o r I n t e r v i e w Da ta
1. For surveys and interviews, students will need to create the questionnaire or prepare
GEO- I N Q U I RY
questions for their specific question.
PR O C E S S
2. Instruct students to exchange their survey or interview questions with another team. Groups
RES O U RC E PAC K E T
C ON N E C T I O N S should review, test (if applicable), and provide feedback on each other’s work.
• Deciding What Data You 3. Using peer feedback, students should revise their questionnaire or interview questions as
Need worksheet needed, and complete a final review of their document to ensure that (1) their design will
• Planning Your Data provide the data necessary to answer their Geo-Inquiry Question and (2) the data they
Collection worksheet collect can be measured and analyzed effectively. Students should be thinking ahead to
• Taking Photographs and make data organization and analysis easier at that phase of the project.
Video handout
• Photograph and Video C o l l e c t i n g P h o t o g r a p h i c a n d Vi d e o Da ta
Release handout
1. In Phase 4, students will develop a Geo-Inquiry story about their project and should think
• Photography: The Basics
about the images or video they will need for that prior to data collection. Make sure they
handout
understand returning to get photographs or video may not be possible. Stress that it is
• Videography: The Basics
better to have more images or footage than they need than to not have enough.
handout
2. Be sure students are competent in the basic mechanics of the equipment they will use to
capture photographs or videos. Students should have a backup plan such as their phones.
3. Examine some photographs with students and discuss each one. Ask: Which images do you
like best? What elements draw your attention? Why? You can address composition: Where
are the objects, people, or animals in the shot (foreground or background, in the center, or
to the sides)? Is there a sense of movement in the image and how is that captured? What
draws your eye first in the image and how does your eye move across the picture? From
which perspective is the photograph being taken? How is the image cropped? What story
is the image trying to tell? Students can write down some of the key elements that make
the photographs successful for reference when taking and editing their own photographs.
If possible, work with an art teacher or local photographer or videographer to discuss the
basics of producing a good photograph or video.
4. Direct students to the Taking Photographs and Videos handout, Photograph and Video
Release form, Photography: The Basics handout, or Videography: The Basics handout for tips.

C o l l e c t i n g S c i e n t i f i c Da ta
1. Students may collect scientific information through field tests or observation.
2. Be sure that students have thought out their data collection method and have a written plan
for data collection before they go into the field.
3. Check students’ data collection plans to make sure they are scientifically valid and that they
will likely yield the correct information for the project.
4. Have students think about the best way to organize the data they plan to collect and
prepare a data sheet if appropriate.

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C o l l e c t i n g Da ta i n t h e F i e l d

• Getting students into the community to collect data is a key component of this process. Going into the field
essentially means getting out of the classroom to collect data. Gathering data can be low tech with paper and
pencil or high tech with smartphone applications, spreadsheets, or specialized collection kits. Generally, field
activities include surveying, interviewing, mapping (paper or digital), collecting scientific data, taking photographs,
and capturing video.
• Field-based data collection tips are provided for students in the Collecting Data in the Field handout.
• Location data is a type of geospatial data that students should always collect when they are in the field. Most
smartphone mapping applications allow you to drop a pin and record the latitude and longitude of your current
location. You can also download applications designed to capture geolocation data. If available, a GPS unit also
captures this data. Students should always check location data with another reputable source as bad signals can
sometimes cause errors and impact data quality.
• Be sure to have the proper permissions from your administration, from parents, and from locations and organizations
when collecting data in the field.
• Scout locations where students will be collecting data to avoid any surprises on the day(s) of data collection. This
step will help you to determine what additional adult support you need.
• If students intend to capture photographs or video, encourage them to plan for several individuals to do so in case
of equipment malfunction and to take shots from multiple perspectives. If students will be publishing or publicly
presenting their work, ensure they have the proper permissions from any individuals in their photographs or video.
• Ensure students have the proper safety equipment for their data collection. For example, individuals collecting data
in or near a body of water may need life jackets, protective clothing, rubber boots, or gloves.
• Students collecting data in an urban location should select a safe area with the appropriate amount of adult
supervision. Prior to fieldwork, discuss how to approach people to answer survey or interview questions safely and
professionally.
• For students who will be collecting field data independently, send information home with tips and safety precautions
and ask parents to sign an acknowledgment that students will be working independently and that parents or
guardians are responsible for providing appropriate supervision.
• Students should carefully consider methods for recording and organizing their data. Each team should discuss and
prepare a plan for collecting and organizing their data prior to beginning this project. Students should create any
recording tools (e.g., a spreadsheet, table, or image folder) before collecting their data and have a plan to save their
data in multiple locations. Ask them to consider the following questions: Is it appropriate and safe to use a laptop
or tablet to record data? Could a cellular phone be used for data collection? Would it be best to record the data on
paper and enter it into a computer in the classroom?

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Da ta C o l l e c t i o n : S u r v e y s
1. The Developing a Survey handout provides information about types of surveys and survey
questions and will guide students through creating surveys. Students should create their
GEO- I N Q U I RY
survey and have it peer-reviewed prior to collecting data.
PR O C E S S
2. Encourage students to limit their survey questions so participants can take the survey
RES O U RC E PAC K E T
quickly and are more likely to complete the entire questionnaire.
C ON N E C T I O N S
• Developing a
Survey handout Da ta C o l l e c t i o n : I n t e r v i e w s
• Conducting 1. The Conducting Interviews handout provides tips for conducting interviews and a space for
Interviews worksheet individuals to list their interview questions. All queries should be written, peer-reviewed, and
• Collecting Data in the revised before conducting the interview.
Field handout 2. Interviewing is a skill, and students should practice with a peer, receive feedback, and make
changes to either the question or their delivery. Provide examples of scenarios that students
may experience while interviewing, such as interviewees who give short answers. Record
students’ interviews and let them assess their technique.
3. Remind students that although they have prepared questions in advance, they can ask
additional questions if answers need to be clarified.
4. Students should obtain permission from participants in advance or at the beginning of the
interview. Be sure to monitor students’ contact with interviewees to ensure the project has
been properly explained and that both parties understand the logistics.
5. The interview should be recorded (either video or audio) and students should notify the
participant in advance or at the beginning of the discussion and ask them to sign a photo
and/or video release if appropriate. Students should also take notes during the interview.
6. If possible, have students conduct interviews with their small group. Each student should
assume a role. One student can ask the questions, one can record (video or audio) the
interview, and one or more can take notes and ask follow-up questions as necessary.
7. Although in-person interviews are best, they are not always possible. For interviews
conducted remotely, students can use an online video conferencing service that can record
the conversation. Most computers are equipped with a standard program that can record
conversations over the Internet. If these options are not available, students can conduct
the call over speakerphone and record it using an audio recording device. Again, students
should obtain permission from the interviewee prior to recording.

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T i p s f o r C o n ta c t i n g C o m m u n i t y M e m b e r s
G EO - I N Q U I RY
PRO C E S S • Have groups designate one person as the liaison to each community group
R ES O U RC E PAC K E T or individual they plan to contact to avoid confusion and the appearance of
C ONN E C T I O N S
“pestering.” The worksheet, Contacting Community Experts, provides tips for
• Contacting Community
calling, emailing, and mailing community experts.
Experts worksheet
• Students should be as sure as possible that they are contacting the right person
or group. They may be able to find appropriate contact information online or make
a preliminary call to inquire who the appropriate person is to discuss the topic.
• When calling a community member or group, students should plan what they
need to ask in advance and write a list of talking points so they are clear and
concise even if they get nervous. They need to schedule the call with the expert
in advance and let the person know generally what they will discuss. Students
should record the conversation (with the person’s permission) or take good notes
so that should a second call be necessary, they do not repeat questions.
• Often, email is the best way to reach a community member or organization. Email
gives the organization or individual time to gather the requested information and
respond. Emails should be formatted as a business email, with a clear subject line.
A template for writing a business email is included in the Contacting Community
Experts worksheet. Students should have their email reviewed and edited before it
is sent. If students do not get a reply in a week, they can send a follow-up email or
make a preliminary call. If they don’t get a response after the second contact, they
should move on to another source.
• In some cases, students may need to send a typed letter to request information.
The letter should be reviewed, carefully edited, and include a self-addressed,
stamped envelope for the person or organization to send a response.
• Regardless of the method students use to contact a community member or
organization, they should make sure what they are asking for is (1) something
the person or organization is likely to have or know where to get (2) not an
overwhelming request, and (3) written clearly and concisely.

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Da ta C o l l e c t i o n : R e s e a r c h
1. Students will need to find data online through a library or public records. In some cases, a
group may need to visit a library or other institution to look through microfiche, archived,
GEO- I N Q U I RY
or other nondigital material. You can consult the tips in the Collecting Data in the Field
PR O C E S S
handout as appropriate.
RES O U RC E PAC K E T
2. Students using online data should evaluate the source of their information using the form
C ON N E C T I O N S
• Evaluating
included in the Evaluating Resources worksheet. Additionally, the form in the Taking Notes

Resources worksheet worksheet may help students without a preferred note-taking method.
• Taking Notes worksheet 3. Many city and county websites have basic, local demographic data, and the contact
• Collecting Data in the information for staff that could direct students to further information on a particular topic.
Field handout They can start by looking through the site’s menu to see what is available, identify relevant
• Collecting Geospatial departments, or download or request publicly available datasets.
Data handout 4. The open data movement is a popular mission to place city data online for greater
transparency. Information that can be found through open data includes demographics,
maps and boundaries, property information, public safety information (often including crime
maps), transit information, and more. To access this material, students should search for the
name of their city or town, state, and “open data.”
5. Gathering geospatial information may be new to students. Students can reference the
Collecting Geospatial Data handout.

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Organizing and Analyzing Geographic Information

a s k COLLECT V I S U A L I Z E c r e a t e ACT

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Organizing and Analyzing Geographic Information

Data visualization is key to telling a story. Check out this National Geographic map of bee movement across the continental
United States. Map courtesy of Virginia W. Mason, Jason Treat, and Matthew Twombly/NG Staff; Meg Roosevelt. Sources:
Nicholas Calderone, Cornell University; National Agricultural Statistics Service; Economic Research Service, USDA.

Collecting data is only one step in answering Geo-Inquiry Questions. This section guides students through organizing the data
they have collected, visualizing that data in a way that conveys an understanding of the issue they are researching, and putting
that data onto a map or displaying it with visuals. The Geo-Inquiry Process focuses on using the geographic lens as a way to
better share data and tell a story.

Creating Rough Draft Maps

Having students create a working map(s) up front emphasizes the geographic nature of the Geo-Inquiry Process and serves as a
way to organize data as it is collected.

1. Introduce different types of maps to your students using the Basic Types of Maps handout.
2. Have students begin by creating a basemap of their study area. Several basemap types are described in the Creating a
Rough Draft Map worksheet. Students can find maps online by searching for the name of their school, town, or their study
site. They should select the type of map, such as a street map or satellite view, that best suits their purposes. Have them
print out three to five copies of their maps. If you cannot print the maps, you can often order similar maps or find them for
purchase in your town.
3. Alternatively, students can create basemaps using online mapping software and save them for later editing. There are a
number of mapping tools available online that enable students to add points and data to a basemap. Most computerized
mapping programs allow students to select a basemap (e.g., political map, satellite map) and navigate to their study area by
typing in a location. Data layers, such as population or land use, can be downloaded from different online sources and added
to these maps.

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Organizing and Analyzing Geographic Information

4. As students collect data, they can add it to a copy of their basemap. For example, if students
collected numerical data, such as dissolved oxygen, from several places, they can plot the
collection sites on their map and add the numerical data. Students conducting surveys at
G EO - I N Q U I RY
different locations can mark those locations; they can add highlights, quotes from the survey,
PRO C E S S
or a chart or graph synthesizing the data. If students are using printed maps, they should only
R ES O U RC E PAC K E T
C ONN E C T I O N S add one kind of data (i.e., survey or dissolved oxygen) per map. They can write directly onto
• Creating a Rough the map or number the locations and jot information on numbered sticky notes, so they can
Draft Map worksheet move them around more easily.
• Basic Types of 5. Students using an online mapping tool have several options for adding data to their
Maps handout basemap. The simplest way for students to add their collected data to their maps is by
placing a marker on each point. They can also draw shapes, which can be useful for
highlighting areas of the map. Students can choose from several styles of point markers
or lines and change their colors. Varying colors can allow the user to emphasize important
features of the data or distinguish variables. When using online mapping tools, students can
place all relevant data on one map, as they will be able to turn the items they add on or off
so they can look at one type of data at a time.
6. Students can also add photographs and other images to their basemaps. If students are
using printed maps, they should paste several images per page into a word processing
document so that they can print out multiple images per page. They can then cut them out
and add them to the map. For best results, they should glue the map onto a larger paper,
such as poster board. Then the students can glue the images around the map and draw
lines to link them to the appropriate location on the map.
7. If students are using an online mapping site, they can typically add an image or link to
any marker they create. Note that students will usually need to click on the markers to
see the images.
8. Students can also add any initial impressions they have about the areas they have been
studying. These might include landmarks, resources, or interesting divisions they noted. As
with other data, students can write directly onto a map or use sticky notes. If they are using
an online mapping site, they can add a marker with this information.

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Organizing and Analyzing Geographic Information

Geographic Information Systems (GIS)

Students may create a thematic map to visualize their data. Today, most maps are created with geographic
information systems (GIS), a system for capturing, storing, checking, and displaying data related to positions on the
Earth’s surface. GIS helps trained personnel study the distribution and patterns in nature and human development.

Instruct students to review the different map types and decide which best represents the data to the audience.
Examples of common map types are listed below.

Choropleth Map
This map uses color in shades in geographic areas to provide visual values showing variation or
patterns. Example: 2016 USA Population Density ([Link]
html?webmap=9dddd19fa70e4a92a0578666c57ac272)

Graduated Symbol Map

This map uses symbols that change in size according to the value of the data reflected in an area represented.
Example: Ebola Outbreak: March 2014–April 2015 ([Link]

Dot Distribution Map

This type of map uses a dot is scaled in proportion to intensity to show the quantity, value and presence of data in an
area. Example: Veterans Statistics—Veterans Day 2015 ([Link]
[Link])

O r g a n i z i n g G e o g r a p h i c Da ta 2. When creating spreadsheets, students should think

How students organize collected information is dependent about the information they want to display and how many
on the data type. The goal of data organization is to place elements it contains. The first row of the spreadsheet
students’ materials into a format that allows them to easily see should include column headings for each variable
patterns or trends. represented on the document. For example, if students
collected water temperature, dissolved oxygen, and pH
1. Many types of data can be organized onto a spreadsheet, from three locations along a river or stream, then they
most of which can export data into compatible charts need a column for temperature, one for dissolved oxygen,
or graphs. Students may have already created tables or and one for pH.
spreadsheets as a data collection tool. If they did not, they
should create them at this point.

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Organizing and Analyzing Geographic Information

3. Have students select a graph to visualize their data, if appropriate. Students can view
examples of graphs in the Choosing the Graph You Will Use handout.
4. Once students have their data in the appropriate chart, graph, or map form, they can
G EO - I N Q U I RY
examine their data for trends and patterns.
PRO C E S S
5. Students should ensure all relevant data is linked to locations on their draft maps. By the
R ES O U RC E PAC K E T
C ONN E C T I O N S end of this step, students should have visual representations (charts, graphs, other) of their
• Choosing the Graph You data and maps.
Will Use handout
S e l e c t i n g Vi s u a l s
Data visualization is the process of communicating or understanding data using a visual
context. The goal of data visualization is to communicate large numbers and complex concepts
clearly, precisely, and efficiently. It is important to select visuals that best explain the data and
further the story you are telling.

Types of Visualization Examples

Column, Bar, Circular Area,

Comparison—comparing one or many sets of data
Line, Scatter Plot, Bullet, Table

Composition—how individual parts make up the whole of Pie, Stacked Bar or Column,
something Area, Waterfall

Distribution—understand outliers, the normal tendency, and Scatter Plot, Line, Column,
the range of information in your values Bar

Trend—how data set(s) performed during a specific time period Line, Dual-Axis Line, Column

Relationship—how one variable relates to one or more

variables. Used to show how something affects another Scatter Plot, Bubble, Line
variable in a positive, negative, or neutral way.

Complex—how to show multiple components and Infographics, GIS,

interrelationships of data Photograph, Video, Maps

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Organizing and Analyzing Geographic Information

A n a l y z i n g G e o g r a p h i c Da ta
Using their visual representation, tell students to examine their data for patterns and trends and
try to comprehend what is displayed. Data analysis is dependent on material collected. Ask
G EO - I N Q U I RY
students to recognize trends and to ask questions to better understand how or if those patterns
PRO C E S S
R ES O U RC E PAC K E T relate spatially, and how they answer the Geo-Inquiry Question.

C ONN E C T I O N S
• Analyzing Your 1. Have students inspect the trends on their graphs or charts and note ways variables may
Data worksheet relate to places on the map. Ask: Do you think some measured variable depends on its
proximity to other features on your map? What evidence supports this? What evidence
disagrees with this? Look at other measured variables. Do you see any matching trends
among those variables?
2. Ask students to consider using color schemes or symbols to display patterns clearly. Other
techniques they could consider are shading graded between the highest and lowest values
or circling high values in one color and low ones in another color. Keep in mind that some
colors have meaning. Red, for example, is often used to mark areas of danger or very high
or low values, and blue often represents water.
3. Ask students questions to help them see the patterns or trends in their data. What you ask
will depend on the subject that groups are investigating and on the type of data collected.
Here are some examples of questions you might ask:
a. What features are located around areas where there are high values?
b. What trends do you notice happening on the landscape?
c. Where are their more businesses? more homes?
d. Is there a linear trend in the data?
e. Is there a radial trend in the information?
f. Is the data distributed evenly, in clumps, or randomly?
g. Does the data pattern seem to follow any other trends? (e.g., wind direction,
access to better transportation, proximity to business facilities, stores, topography,
food, entertainment)
4. Instruct students to complete the worksheet Analyzing Your Data worksheet, which
provides a set of questions to help with the data analysis.
5. When students finish analyzing their maps, they should be able to answer their Geo-Inquiry
Question. If they cannot, they should revisit their data, adjust maps and graphs, or conduct
more research to help them see the information in a different way. They should begin to think
about the Geo-Inquiry Story that their data tells. If students could not answer their Geo-Inquiry
Question, they can still look at the data they gathered to see if there is a story to tell.

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Organizing and Analyzing Geographic Information

Creating Final Map Versions

Once students have answered their Geo-Inquiry Question, they should create a map or maps to
illustrate the data and tell their Geo-Inquiry Story.
G EO - I N Q U I RY
1. Have students examine their maps for the clearest patterns that answer their Geo-Inquiry
PRO C E S S
R ES O U RC E PAC K E T Question and support their story. They need to study critically the information they gathered.

C ONN E C T I O N S Not everything collected, mapped, or graphed is necessary to tell their story. Groups should
• Creating a Geo-Inquiry archive their culled materials. Use the Creating a Geo-Inquiry Map with Your Solution
Map with Your Solution handout to walk students through this process.
handout 2. Students working with printed maps should edit and finalize one or more of their working
• Creating the Final Version maps or create clean documents showing just the key data. Groups using online mapping
of Your Map worksheet programs can create different versions of their map by selecting which markers and other
data are visible. They can print and/or save the resulting versions. Students should use the
checklist in the Creating a Final Version of Your Map worksheet.
3. Remember that students will be creating Geo-Inquiry Stories that can include text, narration,
images, and other types of visuals in the next phase. At this point, students may want to
represent some of these elements spatially on a map.
4. Students can finalize any graphs or charts they plan to use in their story. They can
make adjustments to the graphs they created during data analysis or create new versions.
They should include a title and description and make sure all the labels are clear and
easily readable.
5. The graphs and maps they want to use may change as they begin to plan their story, so
they may revisit these steps in Phase 4.

Creating Final Map Versions

Once students have answered their Geo-Inquiry Question, they should create a map or maps to
illustrate the data and tell their Geo-Inquiry Story.

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Developing Geo-Inquiry Stories

a s k COLLECT V I S U A L I Z E c r e a t e ACT

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| P h a s e 4 : C R E AT E
Developing Geo-Inquiry Stories

Learn how National Geographic Explorers’ work fits the Geo-Inquiry Process. Photograph courtesy of Mark Thiessen/National Geographic.

In this phase of the project, students will put the information they gathered and the data they analyzed into context using it to tell
a Geo-Inquiry Story that answers their Geo-Inquiry Question. This phase of the Geo-Inquiry Process includes a set of activities
that introduces Geo-Inquiry Stories, guides students through the process of storyboarding, and assists in tying all of the Geo-
Inquiry Story elements together.

U n d e r s ta n d i n g G e o - I n q u i r y S t o r i e s
L e a r n i n g f r o m Ex a m p l e s
1. Have students review two National Geographic Geo-Inquiry Case Studies. Ask them to complete the Analyzing Geo-Inquiry
Case Studies worksheet. Students will be asked to identify the elements they think work well in the story and the sections
they find less effective.
2. Instruct students to create a list of elements important to a Geo-Inquiry Story, such as specific types of images, video tones,
compelling storylines, or clear charts and graphs.

Ex p l o r i n g Wa y s t o T e l l a G e o - I n q u i r y S t o r y
1. Have students briefly review some different ways and tools they can use to tell their Geo-Inquiry Story. Preview each one
before sharing it with your students.
2. As students review the tools, have them analyze three of the tools using the Choosing the Way to Tell Your Geo-Inquiry Story
worksheet. They will refer to this list later when selecting the tool they want to use to share their Geo-Inquiry Story.

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Developing Geo-Inquiry Stories

P r e p a r i n g t o T e l l Yo u r G e o - I n q u i r y S t o r y
Have students complete the Preparing to Tell Your Geo-Inquiry Story worksheet. This worksheet
asks a series of questions designed to help students to reflect on their work plan for their Geo-
GEO- I N Q U I RY
Inquiry Story. Guide them through this process using the information below:
PR O C E S S
RES O U RC E PAC K E T
C ON N E C T I O N S 1. What is your Geo-Inquiry Question? Students should restate their question.
• Analyzing Geo-Inquiry 2. What kinds of data did you collect? Students should list the types of data they gathered, for
Case Studies worksheet example, a survey of teachers, video interviews with students, a map of school boundary
• Choosing the Way to lines, water quality over time, or time-lapse photographs.
Tell Your Geo-Inquiry 3. What did you learn from this data? Students should summarize what they found from their
Story worksheet data in relation to the driving question. The summary does not need to directly answer their
• National Geographic Geo-Inquiry Question.
Geo-Inquiry Case Studies 4. How will you represent that data in your story? Students should think about the most
• Creating the Final Version
effective visuals they have created and if they need to edit or design new materials. They
of Your Map worksheet
may include all of these elements in their story, but here, they should focus on the best ways
to present their data.
5. What is the answer to your question/proposed solution? Students should explain the answer
to their question or a proposal to answer the question based on their data and research.
Encourage your students to explore if the proposed solution has spatial connections beyond
the immediate locale, and if the solution is transferable to other communities.
6. What action would you like to take based on your findings? Students should tie what they
found through the Geo-Inquiry Process directly to the action they wish to take and use
it to framing their story. The action students are encouraging should drive their choice of
audience. For example, if they are aiming for a change within their school, they might speak
to their teachers, principal, or school board. If their solution requires a change in law, then
their audience would be state or local government officials.
7. What kinds of elements will be most important to tell your story? Students should look
beyond what they did during the project and how they will present their data, and think
about how to frame the entire story. Ask: Can you tell your story effectively through narration
or would it be better presented in text as a report, news article, or letter? Will you use video?
photographs? infographics? maps? Will these tools be the focus of you presentation or will
they be used as illustrations?
8. What is the best tool to use to tell your story? Students should return to their list of
advantages and disadvantages of the various tools and consider which best matches
the most important elements of their story. For example, if they want the bulk of their
presentation to be image and sound, then their selected tool should make including images
and sound easy or one that will give them more control over those resources. If they largely
rely on text, they might choose a different tool.
9. Why is this the best tool? Ask students to verbalize why they selected a certain tool for their
story to make sure they are selecting the best tool. If they cannot explain why a particular
tool is a good choice, they should look at their options again.

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Developing Geo-Inquiry Stories

Storyboarding
Outlining
1. Introduce students to the Geo-Inquiry Story Rubric. Explain how they can use it as they
GEO- I N Q U I RY
create the Geo-Inquiry Story, and to assess their progress.
PR O C E S S
2. Have students create an outline of what they want to include in their story. This outline does
RES O U RC E PAC K E T
C ON N E C T I O N S not need to be very detailed but should provide the basic flow and important components
• Preparing to Tell Your of their story. They can refer to their answers to the questions in the Preparing to Tell Your
Geo-Inquiry Story Geo-Inquiry Story worksheet to help them create the outline. Students should keep the
worksheet issue they want to take action on in mind as they design their Geo-Inquiry Story.
• Geo-Inquiry Story Rubric
• Geo-Inquiry Storyboard Creating a Storyboard
worksheet 1. Explain that storyboarding is a process used to plan a multimedia product. Storyboards are
used for the creation of animations, video games, videos, and multimedia presentations.
2. Have students examine the Geo-Inquiry Storyboard worksheet. This worksheet provides a
place to organize visual, audio, and text elements of their Geo-Inquiry Story. Explain that
one frame of the storyboard represents one scene, slide, or component in their presentation.
Discuss the information students should include for each section.
3. Scene box: Students should number each scene or component of their story. In the box
provided, they should loosely sketch what that section will look like. This sketch is a draft
and should show the basic visual elements (text, image, chart) that will be on the screen.
4. Description: Students should specifically describe the visual elements they want to include.
For example, they may write: “Image of the front of the school with text box beneath,”
“chart showing water quality data,” “map of the river with map key on right,” or “video of
the interview with Mayor Smith.”
5. Text or narration: Students do not need to put the full text into the storyboard but can
briefly describe what should be covered in that scene. For example, they may write: “why
this question is important.” If there will be separate text boxes on the screen, students can
indicate this with numbering. For example: “Text 1: Geographic question. Text 2: why this
question is important.”
6. Audio: If there will be sound (music, narration, or sound effect) playing while on this
screen, students should indicate it here and describe it briefly. They do not have to write
out a full script.
7. Length: If students know the length of narration/background music, they should note it; but
if they are not yet sure, they may leave this part blank. They should consider how long it
would take someone to read on-screen text or if the viewer would be scrolling through the
story at their own pace, in which case length is unnecessary.
8. Transition: Students should include this if they want a unique transition, such as a fade,
between scenes.
9. Other: Students should add any notes they want to make to themselves about the scene or
any additional elements they want to include.

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Developing Geo-Inquiry Stories

10. Have students use the Geo-Inquiry Storyboard worksheet to plan their Geo-Inquiry Story,
based on their outline. As students work, they should reference existing images or video
and incorporate them into the storyboard.
G EO - I N Q U I RY
11. Have groups exchange storyboards, review the other’s work, and offer constructive
PRO C E S S
feedback. They can organize their feedback with the peer-review form in their workbooks.
R ES O U RC E PAC K E T
C ONN E C T I O N S 12. Once groups receive peer feedback, they can adjust their storyboards as needed. Collect
• Geo-Inquiry and review students’ storyboards before they resume creating their story.
Storyboard worksheet
C o l l e c t i n g a n d C r e a t i n g S t o r y El e m e n t s
Naming and Storage Conventions
1. Before students begin assembling the elements they will use in their Geo-Inquiry Story,
they should come up with naming conventions and a storage plan. For example, they may
want to start each image and graphic file name with the number of the scene in which it
will be used (e.g., 1_school front or 5_density map). For sound files, it may also be helpful
to include the length of the clip in the file name (e.g., 3_Smith interview_2_20). Encourage
students to keep file names simple but descriptive. Groups should also decide if they
want the text and/or narrative script to be in separate files for each scene or just as one
document clearly labeled with the appropriate numbers.
2. Ask students to determine how they will organize their files. They may want to create a folder
for the files or paste them into a word processing document. No matter the method selected,
students should ensure all group members have access to the assets, even from home.
Students may organize materials using folders for each element type or scene and may want to
keep original and edited images and video separate so the final version is clear. Give students
examples of naming and organizing conventions, but let each group agree on a system.

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Developing Geo-Inquiry Stories

C r e a t i n g S p e c S h e e t s a n d A s s i g n i n g Ta s k s 3. Using their Geo-Inquiry Storyboard worksheet as a guide,

1. Using their Geo-Inquiry Storyboard worksheet as a guide, students should list all the text and narration elements
students should create a master list of images and video. they will need in the Tracking Geo-Inquiry Story Elements
If students already have the materials for a scene, they worksheet. This can include the topic and a rough idea of
should write the file name on the list. If they need to the text/script length.
capture the image or video, they should instead list the 4. Ask students to assign tasks to group members and
specifications. This should include a specific description establish a timeline. At this point, students should write
of the shot they want, as well as orientation (vertical or text and scripts; collect audio; edit photographs, videos,
horizontal), and in the case of video, approximate length. and text; create or finalize graphic elements; record
Students can use the charts provided in the Tracking narration; and take and edit additional photographs
Geo-Inquiry Story Elements worksheet to compile this or videos, if needed. Groups may decide to have one
information and track progress. member in charge of each type of element, divide scenes
2. Students should follow the same process to create a among members, or create their own assignment method.
master list of graphic elements including charts, graphs, Students should write the assignments down clearly
maps, or tables. If they still need to create it, they should and turn them in before beginning work. Review groups’
be specific about what they need to create, including the assignments and ask for a revision if the workload seems
type, orientation, and color scheme. to be distributed unevenly or unfairly.

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Developing Geo-Inquiry Stories

T i p s f o r Ed i t i n g I m a g e s , Vi d e o , a n d A u d i o
G EO - I N Q U I RY
PRO C E S S 1. There are a number of free editing programs available online and most computers
R ES O U RC E PAC K E T come with a basic image, video, and audio editing software. Think about your
C ONN E C T I O N S students’ capabilities as well as their timeframe when selecting editing tools, as
• Tracking Geo-Inquiry Story
some tools are more simple, while others allow more flexibility and greater control
Elements worksheet
but take more time. You may want to select both a simpler and more advanced
• Taking Photographs and
editing tool for each asset type (audio, video, and photograph) to accommodate a
Videos handout
variety of skill levels.
• Geo-Inquiry Story Rubric
2. Familiarize yourself with the tools you will introduce to students. You need to have
• Geo-Inquiry Storyboard
enough knowledge about the programs to assist them with basic troubleshooting.
worksheet
3. If students already have software preferences, you can allow them to use it
instead, though this can be problematic if students run into problems with the
program and you are not familiar with it and cannot help them troubleshoot.
4. If the programs you select require a download, make sure to install them on
multiple computers, so several groups may work simultaneously.
5. If students are not familiar with the editing tools, give them a brief tutorial or instruct
them to watch an existing tutorial.
6. If your school has a technology coordinator, consult them, as they may be able to
help you with this process.

C o m p l e t i n g t h e G e o - I n q u i r y S t o r y El e m e n t s
1. Ask students to begin working on their assigned tasks. Tips for taking and editing
photographs and videos can be found in the Taking Photographs and Videos handout.
2. Text and scripts should be reviewed and edited by a group member other than the original author.
3. As the elements are completed, group members should review them for mistakes and
suggest revisions.

P u t t i n g I t A l l To g e t h e r
1. Using their Geo-Inquiry Storyboard worksheet as a guide, ask students to put their audio, text,
graphic, image, and/or video elements into the selected storytelling tool. Some elements may
need to be revised, so be sure to give students ample time to complete this step.
2. Once their elements are in place, groups should review their entire Geo-Inquiry Story using
the Geo-Inquiry Story Rubric and make any adjustments needed.
3. Once groups are satisfied with their Geo-Inquiry Story, have them exchange their story
with another team who should review the story using the rubric and provide constructive
feedback. Students should revise their story as needed based on peer feedback.
4. Review each group’s Geo-Inquiry Story and make any final suggestions for revision.

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 | Phase 5: ACT
Sharing Geo-Inquiry Stories

a s k COLLECT V I S U A L I Z E c r e a t e ACT

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Sharing Geo-Inquiry Stories

A student presents to an audience. Photograph courtesy of Monkey Buisness Images/Shutterstock.

The final step in students’ projects is to share their Geo-Inquiry Story and to use their stories to
take action. The activities in this section guide students through exploring the best way to present
their work, identifying their audience, and, finally, sharing their story and reflecting on the process.
G EO - I N Q U I RY
PRO C E S S
R ES O U RC E PAC K E T
Preparing to Share
C ONN E C T I O N S 1. Have each group share the action or issue they would like to raise awareness for using their
• Developing an Action Geo-Inquiry Story. Even if the class is working on the same Geo-Inquiry Question, this can
Plan worksheet be a way to help students describe their findings into their own words.
• Choosing the Way to 2. In Phase 4, students described the audience they wanted to reach with their Geo-Inquiry
Share Your Geo-Inquiry Story. Have students revisit this now. Ask: Is this still the best audience for the action or
Story worksheet issue you want to raise awareness for? Are there additional people you should target?
Have students answer the questions in the Developing an Action Plan worksheet. They
may need to conduct additional research to answer all the questions. This process should
help them solidify the action or solution they are proposing, as well as its advantages and
disadvantages. It should also help them to identify who they have to convince to have their
proposal enacted and highlight their best arguments.
3. If students will select their method of sharing their Geo-Inquiry Story, briefly introduce
them to some ways they might present their story to an audience. Have groups brainstorm
additional ideas. Students can track preferred methods with the Choosing the Way to Share
Your Geo-Inquiry Story worksheet.
4. Ask students to consider their issue, audience, and story, and select a presentation method.
In some cases, you might want to select one method in advance or to limit students’ options.

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Sharing Geo-Inquiry Stories

Wa y s t o S h a r e a G e o - I n q u i r y S t o r y
Website
Students can use a free web application to create a web page to host their Geo-Inquiry Story. These platforms are
often so simple to use that students will be able to create their Geo-Inquiry Story without any specialized knowledge.
Students can include text, audio, and/or images to introduce and create context around their Geo-Inquiry Story to
take action. They can also include links or contact forms to encourage further audience action. Websites are easily
accessible by anyone, and a good choice if the audience is unable to gather for a live presentation. However, students
should be particularly cautious about copyright and permissions when creating a public website.

Wr i t t e n P r e s e n ta t i o n
Students can write an introduction to their Geo-Inquiry Story, explaining the importance of the subject, and describing the
action they hope their audience will take. This write-up can be sent to their audience along with the Geo-Inquiry Story.

Po s t e r S e s s i o n
Groups can create poster displays using text, images, and artifacts to contextualize their Geo-Inquiry Story and explain
their call to action. Students can set their poster presentations up in one room and designate a time when visitors
can tour the displays and ask questions about their projects. Students should write talking points in advance and
practice asking each other questions about their projects before the day of the poster presentation. This is a low-tech
presentation solution that can be completed more quickly than digital presentations.

Ev e n t
In some cases, students may want to organize an event where they can share their Geo-Inquiry Story. For example, if
their story leads to taking action for water pollution, they may want to organize a cleanup day at a nearby stream. They
can share their Geo-Inquiry Story and explain why they think it is important to kick off the event.

D e v e l o p i n g a n d D e l i v e r i n g P r e s e n ta t i o n s
1. Share the Geo-Inquiry Presentation Rubric with students.
2. Review the information in the Storytelling: The Basics handout.
3. Have students develop their presentations using the Planning Your Presentation worksheet. Though the delivery method
students use will vary, all students’ presentations should have those basic components.
4. Students should also review the planning chart in the Planning Your Presentation worksheet they created to track
assignments, responsible parties, and delivery dates for their presentations.
5. Have students use the Peer Review form to assess the other groups’ presentations.
6. Finally, have students share their Geo-Inquiry Stories and follow up as needed to implement their action or solution.

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Sharing Geo-Inquiry Stories

T i p s f o r L I V E P R E S E N TAT I O N S
G EO - I N Q U I RY
PRO C E S S • Have students create a typed presentation script using large, easily readable font.
R ES O U RC E PAC K E T Ask them to divide the script into easily identifiable sections. Students should
C ONN E C T I O N S
distinguish each section with a number, color-coding, or they may print each part
• Geo-Inquiry
on a separate page.
Presentation Rubric
• Give students ample time to practice. The more they practice, the more confident
• Storytelling: The
they will be in front of an audience.
Basics handout
• After practicing their presentations some students may be comfortable enough to
• Planning Your
Presentation worksheet use prompts rather than a script for their speech. This can help them look down
less often and can make the speech sound more natural.
• As students practice, instruct them to focus on different aspects of presentation,
such as projection, enunciation, emphasis, body language, and making eye contact
with the audience. As novices, students need to be made explicitly aware of all the
skills involved in a good presentation. If you have the time, introduce these after
students have gained some confidence with the language of their speech.
• Make sure students have at least one “dress rehearsal,” where they can test any
technology they will be using.
• If possible, record students giving their presentations so they can self-evaluate.
• Have students use the Peer-Review worksheet to provide feedback on their
classmates’ speeches.

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Sharing Geo-Inquiry Stories

Inviting the Audience

• Students will need to determine the best way to let their intended audience know about their Geo-Inquiry Story and
their proposed action or solution. This will depend on how they plan to present their Geo-Inquiry Story.
• For any live or poster presentation, you will need to make advance arrangements to host the event. Students must
consider their audience, available resources, and their availability to determine the best time, date, and place for
the presentations. Once these are set, students should issue invitations to their target audience. They can create
actual invitations or send an email or letter to attendees. Students may also want to create an invitation using an
online invitation tool to make it easy for guests to RSVP.
• If students will not be presenting live, they will need to determine the best way to inform their target audience.
Students should not email attachments to people they do not know. For this reason, it is easiest if students’ work
can be hosted privately on a school website. Students can then send a link to their presentation along with an
introductory email or letter directly to the people they hope to reach. If students created a public website, they can
share the link directly with their audience through email. They can also share the link more widely via social media
(as age appropriate), flyers, or other methods.
• If sending an attachment is the only option students have for sharing their presentation with a particular audience, they
should first send an introductory email briefly explaining the project and ask for permission to send an attachment.

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| ASSESSMENT

Use the rubrics in the Geo-Inquiry Process Resource Packet to assess students’ Geo-Inquiry
Stories and presentations. Share the rubrics with students before they begin work on each item.
Peer-Review, Self-Evaluation, and Ongoing Reflection forms are included.
GEO- I N Q U I RY
PR O C E S S
Reflecting on the Learning
RES O U RC E PAC K E T
C ON N E C T I O N S 1. Have students complete the Final Reflection form. This includes writing prompts to help
• Peer Review form students identify what they are proud of, what they would have done differently, what they
• Self-Evaluation form learned, and how they might apply that learning in different areas.
• Ongoing Reflection form 2. Have students complete the Self-Evaluation form.
• Final Reflection form 3. After students have had time to reflect in writing, discuss the project as a class, using the
reflection prompts as starting points for discussion.
4. Discuss any follow-up actions students will take, including ways to track their influence on
the problem or issue.

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| CREDITS

Wr i t e r s :
Cassandra Love, Educator and Curriculum Developer

Ed i t o r s :
Elizabeth Wolzak, National Geographic Society
Brenda Barr, National Geographic Society

Ex p e r t R e v i e w e r s :
Anita Palmer, GISetc
Roger Palmer, GISetc

Ed u c a t o r R e v i e w e r :
Jim Bentley, Buck Institute for Education

G r a p h i c De s i g n :
Keven Ramirez, Divertido Design

Ed u c a t i o n N e t w o r k s m a n a g e r :
Alexandra Perrotti, National Geographic Society

Project Specialist:
Sarah Appleton, National Geographic Society

Pa r t n e r :
Center for Civic Education

Published by the National Geographic Society

Gary E. Knell, President and CEO
Jean Case, Chairman
Kathleen Schwille, Vice President, Education and Executive Director, Education Foundation

Created by
National Geographic Education © 2017 National Geographic Society

n a t g e o e d .o r g