Académique Documents
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Culture Documents
The Make a Plan: Save a Life project will have its beginnings at Val Vista Academy
within the middle school grades in the Science classroom. Located in the main building, on the
second floor, this classroom offers a combined lecture and laboratory setting. With class sizes
small and grades 6th through 8th able to rotate through the Science room, receiving fifty-minutes
worth of instruction on a daily basis, it is very reasonable to set aside a duration each week for
students to work on this project in the classroom. The project will be introduced within the first
week of class and then be gradually worked on throughout the semester. To prepare students to
be successful in their project, there will be class days set aside to demonstrate and practice using
the technology/application. Work on this project will mostly occur on a weekly basis in the last
twenty minutes of class on Thursdays.
When working on this project, students will utilize both the lecture portion of the
classroom and the lab area. When technology and application use is being modeled on the
SMART Board, students will be seated by group in the lecture portion of the class so that they
may more easily view the demonstration. The lecture portion of the classroom allows students to
view the SMART Board, whiteboard, and examples provided under the doc cam. In the lecture
portion of the classroom, desk arrangements form an E shape allowing groups to easily gather
and collaborate as needed. Though the room has a few computers, there are not enough for each
student to use nor is there enough room for them to share and group around them. For this
project and future student projects and technology integration in the class it is necessary that a
laptop be available to each student at least one lesson out of the week.
At times when students are given the opportunity to collaborate with their group to
discover and create together, the students will be situated in the lab area to better accommodate
their group collaborations. The lab includes six group tables, functionally spaced, designed to
seat up to four students. For the purpose of this project, students will be working in groups of
three. When working on the projects students will have their materials and laptops out while they
work together on making decisions, performing and analyzing research, as well as designing and
creating maps and plans that propose improvements and measures for disaster response and
relief. In the final stages of the project, this is the area where map printing will take place. To
better portray the real life application of this project a large format printer would be ideal.
However, in the science room we do not have access to any printing so printing at this time has
to be done at home or in the computer lab if supplies allow. If our school is able to acquire a
large format printer we could use this technology not only for the purpose of this project but
teachers could use it to create their own maps and diagrams for teaching materials.
Val Vista Academy provides the perfect setting to begin this project with our 6th to 8th
grade students. Having the reluctance of small class sizes and daily Science instruction in a
setting that is perfect for providing demonstrations and facilitating collaboration, we have the
perfect opportunity to get this project underway. Our current technology, however, does not
allow for this project to enter full swing. Students must have at minimum access to a laptop and
map creating software. The large format printer would be an ideal addition to the project and
would facilitate teaching and demonstration in many other ways as well. With laptops, other
teachers at Val Vista Academy have endless possibilities and can even apply ArcGIS software to
address their content area using geospatial data and/or perspective. With implementation of this
project, students will be able utilize this technology in variety of applications that build toward
understanding, analyzing, and solving real-world problems of today. With the appropriate tools,
this project can take off and allow students to engineer solutions for our future.
relief to the natural disaster/s that affect the chosen area, and deliver a PowerPoint presentation
to describe their findings and plan. Students will also divvy up individual assignments which will
cover: describing the geographic area selected, identifying and explaining the natural disaster/s
that affect this area, examining the geography and previous disaster occurrences, and searching
out current response and relief systems in place and their effectiveness. Throughout individual
work students will collaborate with their partners and teacher on their approach to these
assignments.
This project will impact student understanding of our natural world and the communities
within it. On an even bigger scope, this project encourages innovation and allows students to
demonstrate their ideas and propose improvements toward situations that have real world
application. While this project may start in one classroom it has the ability to be utilized in
various content areas and for many different applications bringing others to utilize geospatial
information systems to describe, explain, predict, and develop. If this particular project branches
into the other content areas of this small school, it is estimated that by 2020 over two hundred
students will be affected in this school alone.
Coming from a background of very little technology use during my time as a student in
the public schools I understand how important it is to have these 21st century skills. Many of my
own knowledge on the subject has been learned throughout my college years or self-taught.
Having the opportunity to have technology integrated into the curriculum is imperative in todays
society and I believe it is important that it is being applied in all schools. The sky is the limit with
technology and all students should receive effective instruction while utilizing and learning new
technologies that have real world applications outside of the classroom.
The reason I became a teacher is to make a difference in this world. It is my belief that
big changes come from inspired youth. With a passion to learn, drive to succeed, and the
knowledge of how to accomplish these things our students can make a huge impact on this
world. As a student of schools prior to the explosion of technology at our fingertips I never had
the opportunity in school to benefit from the many applications and devices that are available to
todays youth. I also wasnt reluctant enough to have a teacher inspire a thirst for knowledge nor
a drive to succeed. From these deficiencies grew a passion to give my students the opportunities
and support that I didnt receive. All students deserve to have a cheerleader telling them they can
do it, a mentor helping them to get there, a teacher inspiring them to learn, and the tools that will
lead them to success.
Project Based Narrative
Title:
Project Need:
Project
Impact:
This project will impact student understanding of our natural world and the
communities within it. This project encourages innovation and allows
students to demonstrate their ideas and propose improvements that have
real-world applications. This project has the ability to be utilized in various
content areas and for many applications, bringing other teachers and
students to discover the geospatial view of a wide spectrum of information.
Teachers and students will be able to utilize this project to describe, explain,
predict, and develop in terms of a variety of real-world implications. In this
specific application, students actively working to make effective response
and relief plans for real-world communities opens up possibilities for
growth and improvement on current practices.
Learning Goals:
21st Century
Objectives
Skills
Taught Directly
or Through
Learned
Discovery
Evidence of Success in
Achieving Identified
Learning Target
Critical
Thinking
Critical
Thinking
S3C1.PO1
Evaluate the
effects of the
following natural
hazards:
sandstorm,
hurricane,
tornado,
ultraviolet light,
lightning-caused
fire.
S3C1.PO2
Describe how
people plan for,
and respond to,
the following
natural disasters:
drought,
flooding,
tornadoes.
Critical
Thinking,
Communication
, Collaboration,
and Creativity
S3C2.PO1
Propose viable
methods of
responding to an
identified need
or problem.
Critical
Thinking,
Communication
, and
Collaboration
S3C2.PO2
Compare
possible
solutions to best
address an
identified need
or problem.
disasters/hazards.
In groups of 3-4, students
will propose the creation
of or improvement to an
existing plan/practice of
prevention, response,
and/or relief to a
community in terms of the
effects of a natural
disaster/hazard.
Critical
Thinking,
Communication
, Collaboration,
and Creativity.
21st Century
Skills
Critical
Thinking,
Collaboration,
Teaching Strategies to
Guide Application
Teacher will model the
use of ArcGIS software
and internet search in
Evidence of Success
In groups of 3-4, students
will identify an area that is
affected by a natural
Communication
, and Creativity
generate new
ideas and
products.
10
identification of areas
affected by natural
disasters/hazards.
Students will receive a
Project Checklist to help
guide them through the
expectations of the
project.
Teacher will provide a
Resource Guide of
websites to use and
indicators of credible
websites if students
choose to utilize internet
search.
Critical
Thinking,
Collaboration,
Communication
, and Creativity
disaster/hazard using
resource websites and
internet search to be
identified on the groups
Project Checklist.
Students will have
collected information using
the resource websites
and/or appropriate
websites found through
internet search.
Student crafted questions
allow for student
investigation, discovery,
and innovation and are
appropriate toward the
overall project goals. To be
identified on both the My
Plan Check-In and the
My Map Check-In.
Students demonstrate
effective use and
application of ArcGIS
software in making
connections between the
area and the natural
disaster. (My Map CheckIn is used to check on
student understanding
throughout the project, My
Students will use ArcGIS Map Rubric (See
software to create a map
Appendix B) is used to
that identifies patterns and evaluate application in the
trends in relation to the
end product.)
area of observation and
the natural
Groups will create a map
disaster/hazard(s) that
that receives a score of 3 or
affect the area.
higher on the My Map
Rubric for identify
patterns and trends.
Critical
Thinking
Critical
Thinking,
Communication
, Collaboration,
and Creativity
S3C .PO5
Follow copyright
laws when using
text, images,
videos and/or
other sources
and obtain
permission to
use the work of
others and cite
resources
appropriately.
S4C2.PO1
Plan and manage
research using
credible digital
resources to
develop
solutions to
answer a
question.
11
12
Driving Question:
How can a geospatial perspective influence our understanding of the impact of natural
disasters on the communities they affect and the methods of prevention, response, and relief to
these areas of concern?
Assessment Plan:
Classroom
Assessments and
Knowledge Checks:
Individual
Group
Vocabulary Terms WS
Project Checklist
Natural Disaster Video WS
Correlate the Damage Activity
Making a Plan WS
Project Targeted ThingLink
Create your own ThingLink
My Map Check-In (for
WS
feedback)
Create your own Map WS
My Plan Check-In (for
Group Discussions (participate
feedback)
in)
Project Reflections
Group Member Feedback
Self-Evaluation
Collaboration: Collaboration Rubric
Content Knowledge: Presentation Rubric
Critical Thinking and Problem Solving: My Map Rubric (See
Appendix B) and My Plan Rubric
Reflections:
13
The Product:
Following the natural disaster unit and various activities to supplement and guide, students will
create a presentation and map to be communicated to the class. Students will imbed content
knowledge, technology, creativity, critical thought, and collaboration into the creation of their
presentation of a disaster response and relief plan for a real-world area of concern. Maps will
depict the area of observation and include various features and information that support student
plans and information.
Product: Disaster Response and Relief Presentation
Knowledge and Skills Needed
Already
Learned
1. Natural Disasters Content
2. How to use a Laptop
X
3. Create a ThingLink
4. Create a PowerPoint
X
5. APA Citations
X
6. Working in Groups
X
7. ArcGIS Software
8. Creating Maps
9. Creating a Plan of Response
10. Presenting to the Class
X
Taught Before
the Project
X
Taught During
the Project
X
X
X
X
X
X
X
X
X
X
X
Resources:
Technology Support:
The teacher will help students navigate websites and provide training on use of the software.
Students will also have access to tutorials on how to navigate and use the sites.
Technology:
Hardware to be used includes laptops and a large format printer. Software to be utilized includes
ArcGIS and PowerPoint. Other technology resources will include online resources such as
internet search, ThingLink, Wikispaces, and approved websites (including those listed on the
Resource List).
Resource Handouts:
How to Craft the Perfect Question
14
15
the disaster on the community and/or environment. Groups will compile their information in
their My Plan Check-In and My Map Check-In, which will allow for accumulative research
record keeping and discovery. Groups will use consider their research and work together to craft
a question that will guide them in their investigations in this project, students will be provided
with a How to Craft the Perfect Question worksheet to provide assistance in creating an
effective question. Students will also receive guidance and resources on APA citations, so that
students may organize sources as they build their project.
After having become more familiar with the area and disaster under observation, the next
activity will involve individual creation. Students, individually will create a ThingLink account
and create an interactive image of their choosing that includes a minimum of three different types
of links (i.e. image, document, video, website). After completing individual practice on how to
utilize this site, students will receive their Project Targeted ThingLink handout along with
verbal instruction on the expectations of the Project Targeted ThingLink. Students will have
the opportunity to add to their group ThingLink throughout the project.
The next group activity in this project will require creating an ArcGIS account and
training on how to use the software. To best help students with this understanding the teacher
will model step-by-step on the overhead while students follow along on their laptops. On a
weekly basis the teacher will check in with students on understanding of the software and will
model starting with basic features, gradually addressing more advanced abilities. In addition to
teacher modeling and walk-through demonstrations, students will be provided with resources to
help them utilize this technology (i.e. step-by-step guide, online tutorials). To provide practice,
students will utilize the Create your own Map WS to design and create their own map.
16
After having given student sufficient instruction and resources to be successful, the
groups will come together and work on creating their My Map targeted toward their area of
observation. Students will receive the My Map Rubric (See Appendix B) and will collaborate
with group members on how they want their area to be mapped and displayed.
With sufficient understanding of the software and the area of observation, it is time for
students to start thinking about how they are going to create a plan for prevention, response,
and/or relief for their designated area. To obtain a better understanding, students will work
individually on the Making a Plan WS, which helps students to create their own plan of
prevention, response, and/or relief to assist a community that is regularly hit by hurricanes.
After obtaining better individual understanding, students be given the My Plan Rubric
and will come together in their groups where they will individually search and contribute
information on past and present practices of response and relief for their area and/or areas subject
to similar circumstances. During this group activity, students will utilize their My Plan CheckIn to help organize information and ideas.
Now that students have an understanding of the natural disaster, the area that it affects,
and practices of prevention, response, and relief students will link these understandings by
geospatial perspective using ArcGIS. Students will add layers to the map created in previous
activity. The layers added are aimed at helping an audience visualize the connections between the
different areas of observation (i.e. how the geographic area relates the occurrence of the natural
disaster, how the community/structures relate to damage inflicted, etc..). To help students in their
map creation they will reference the My Map Rubric (See Appendix B) and will continue to add
to their My Map Check-In.
17
Reaching the final phases of the project, groups will come together and review research
and maps to finalize their plan of prevention, response, and/or relief for their designated area.
Groups will work together to organize their research, group projects, map, and plan into a
PowerPoint presentation to be communicated to the class. To help students create an exemplary
presentation, students will be provided with the Presentation Rubric. After previewed and
approved by the teacher, the group My Map will be printed on the large format printer.
Groups will present to classmates on their geographic area, the natural disaster that
affects it, and the impact on the community. Groups will use their maps to provide a geospatial
perspective on how these factors correlate with one another and explain how this perspective
aided them in the creation of their plan for prevention, response, and/or relief. Finally, the group
will share with the class their My Plan and elaborate on how their plan will improve current
procedures in the area. To close out the project, students will reflect on their contributions and
the contributions of their peers. They will submit the Self-Evaluation and Group Member
Feedback forms following completion of their presentation.
Sustainment:
To enable evaluation of the project from the lesson planning stand point, students will
complete a Project Reflection. This reflection will offer a method of feedback from the student
perspective to help in understanding of what areas may need further clarification or practice.
Student reflections will be used to help refine the structure of the project to support student
interest and success. In future projects, similar structures will be used but improvements will be
made as necessary.
The success and impact of this project may trigger the interest of other teachers and
content areas. To assist in spreading the underlying goals of this project into other content areas,
18
this project can be utilized as a template to be modified to fit a variety of needs. In the interest of
inspiring geospatial perspectives, resources can also be made available to help other instructors
utilize this technology and project basis within their area of expertise.
Innovations:
This project will allow students several opportunities to innovate new ideas both small
and large scale. Innovations students will partake in, include ideas and creations that are geared
toward real-world application and create possibilities of improved practices in current
applications. Students will be able to utilize this project to describe, explain, predict, and develop
in terms of an innovating or improving current practices of prevention, response, and/or relief to
a natural disaster/hazard allowing students to become the scientists and engineers of a better
future.
BestBuy.com
ArcGIS Software (ConnectEd)
esri.com
LUXOR LLTP24-B Laptop/Tablet
Cost
Quantity
Taxes
(8.05%)
Shipping
Cost
Total
Cost
$249.99
26
$523.23
Free
$7022.97
Free
N/A
$0.00
$0.00
$0.00
$689.99
$55.54
Free
$745.53
19
Charging Cart
Amazon.com
HP DesignJet T520 Wireless Color 24
Inkjet ePrinter, CQ890A
Officedepot.com
HP Universal Inkjet Large-Format Coated
Paper Roll, 24 x 150
Item # 598864)
Officedepot.com
HP 711 3-pack 29-ml Cyan Ink Cartridges
- Cyan - Inkjet - 3 / Pack
Officedepot.com
HP 711 3-Pack 29-ml Magenta Ink
Cartridges - Magenta - Inkjet - 3 / Pack
Officedepot.com
HP 711 3-Pack 29-ml Yellow Ink
Cartridges - Yellow - Inkjet - 3 / Pack
Officedepot.com
HP 711 80-ml Black Ink Cartridge Black -
$1643.89
$132.33
Free
$1776.22
$23.99
$9.66
Free
$129.61
$66.39
$5.34
Free
$71.73
$66.39
$5.34
Free
$71.73
$66.39
$5.34
Free
$71.73
$66.99
$5.39
Free
$72.38
20
Inkjet
Officedepot.com
Total Budget ($)
$10,000.00
$9961.90
Explanation of Budget
The expenditures for this project include: $7022.97 for the cost of 26 laptops (Lenovo Flex 3 2-in-1 11.6" Touch-Screen Laptops), $745.53 for the charge/storage cart (LUXOR
LLTP24-B Laptop/Tablet Charging Cart), $1776.22 for the large-format printer (HP DesignJet
T520 Wireless Color 24 Inkjet ePrinter), $129.61 for five rolls of large-format paper (HP
Universal Inkjet Large-Format Coated Paper Roll, 24 x 150), and $287.57 all together for the
supply of recommended ink cartridges for printing (HP 711 3-pack 29-ml Cyan, Magenta,
Yellow Ink and HP 711 80-ml Black Ink Cartridge Black). There is no cost for the ArcGIS
program, these online mapping tools and activities are free to schools. All other materials
necessary are already being provided by our current facilities, such as: internet/WiFi connections,
IT/product support, worksheets, teacher laptop, projection equipment, project support, and other
materials.
The important resources funded by the grant, will be utilized in the following manner.
Laptops will be checked out within the classroom, and students will use both individually and in
collaboration. Students will be put in the drivers seat of this project and will utilize laptops for
online research, collaboration with specialists, mapping an area prone to natural hazards,
discovering connections, creating a plan for prevention, response, and/or relief for their mapped
area, and communicating their findings in class presentation. Outside of the project, the laptops
will have many other applications in the classroom as well; allowing students to type papers,
21
providing a portal for research, and enabling technology based learning in the classroom. To
keep the laptops ready-to-go and safe, another material that is requested is the laptop charging
station and storage cart. This cart will allow for laptops to be charged and ready-to-go for activity
use and will keep them safely locked away when they are not needed.
Also requested is the large format printer. This machine will enable students to produce
their ideas into a tangible map and to introduce their connections in understanding and propose
solutions to real-world problems. This technology will allow the students to be the map-makers
and the innovators, producing tangible materials to support their new ideas. Students will use this
printer to print their maps for presentation at the end of the project. Outside of the project this
printer will offer many other applications for production and presentation of information and
ideas. For example, this technology can be used by students and teachers to create educational
diagrams and models to post in the classroom; or can be used by students in conjunction with a
variety of other classroom projects. To keep this machine running effectively, the necessary
accessories are also being requested: large format paper, and the recommended ink cartridges.
The materials that will be funded by the requested grant include: laptops and a
charging/storage cart, and a large format printer along with the coordinating large-format paper,
and the ink cartridges. This project has an emphasis on utilizing technology to explore our
worlds natural processes, to discover and analyze the impact on the communities they effect,
and to evaluate and innovate ideas to respond to these real-world problems. By putting the
students in the drivers seat and making them the solution to the problems of this world, they can
better understand the importance and applications of their learnings. Through use of this
technology students will become the explorers of real-world problems and the innovators to their
solutions.
22
Appendix A
Inquiry Lesson Plan Template
Teachers:
Danielle Accetta
Subject:
Science
Grade:
6th
Standard:
S3C1.PO1 (Science): Evaluate the effects of the following natural hazards: sandstorm, hurricane,
tornado, ultraviolet light, lightning-caused fire.
S1C1.PO1 (Tech): Analyze information to generate new ideas and products.
S1C3. PO1 (Tech): Identify patterns and trends to draw conclusions and forecast possibilities.
Objective (Explicit):
SWD the use of background knowledge and group research to create a map (utilizing ArcGIS software)
that illustrates and describes connections between the natural disaster and both the geographic area and
the community under observation.
Evidence of Mastery (Measurable):
Students will complete the My Map Guide as they work through this project. This guide will help the
instructor to see the group progress and check for understanding.
Exemplar maps will include:
Geographic map of the area of their project focus
A minimum of 3 layers (data applied to a map)
Two links that provide additional insights (documents, photos, etc)
23
Students will be assessed with and receive a copy of the My Map Rubric (See Appendix B). This rubric will
outline the expectations for the assignment and allow students to verify all items have been addressed.
Final products (finished maps) will score an average of 3 or higher to demonstrate mastery.
Sub-objectives, SWBAT (knowledge, skill, purpose):
SWBT recall and identify the natural disaster by the characteristics and damages it causes.
SWBT discuss natural disasters (hurricane, tornado, flooding, ultraviolet light, lightning-caused fire,
sandstorms, and drought) and their effects on the community/environment with their class and group
members.
SWBT relate this information in the creation of their maps.
SWBT examine data and select the best fit for project goals and creating connections.
SWBT develop a map that provides a geospatial perspective into what, where, why, and how natural
disasters occur; and how these events impact society.
Key vocabulary:
Materials:
tornado
Laptops/computers (teacher laptop linked to
Tornado Alley
ultraviolet light
overhead for demonstration purposes)
Internet connection
Fujita Scale
lightning-caused fire
ArcGIS software
Doppler Radar
wildfire
My Map Guide
hurricane
lightning
My Map Rubric (See Appendix B)
storm surge
sandstorm
Pencils
typhoon
dust storm
Example map
cyclone
evacuate
Classroom textbook
flooding
Large format printer
drought
Engage
Teacher Will:
Students Will:
24
25
Teacher Will:
Students Will:
26
I will pass out to you a guide (My Map Guide) and the
My Map Rubric (See Appendix B) to help you in
understanding my expectations for your maps. As you
create your maps, follow along and fill-in your My
Map Guide. I will periodically check your My Map
Guides and will collect them when I score your rubrics.
For a passing grade, you must receive a 2 or higher in
each category of your rubric.
(leaves map up for reference)
Please get into your groups and begin working on
your maps, I want each group member to provide their
input on one of the layers and/or links so that everyone
contributes at least one item to the final product.
Teacher will then have students get into their groups to
begin working on the activity. As the students are
getting comfortable in their groups, the teacher will
pass out the My Map Guide and My Map Rubric to
each student (See Appendix B).
Teacher will then walk the classroom to answer
questions and provide support.
During group exploration, the teacher will remind
students of the driving questions stated/noted earlier
and/or ask students which driving questions they are
addressing.
Teacher will help guide students by repeating,
rephrasing, or elaborating on the driving questions as
needed.
Co-Teaching Strategy
To maximize understanding a co-teacher will walk the room assisting with techonolgy as the teacher
provides instruction.
Co-teacher will assist in providing understanding by repeating, rephrasing, or elaborating on the
driving questions as needed.
Differentiation Strategy
Teacher will provide verbal, visual, and hands-on instruction.
Students will be given an assignment guide (My Map Guide) and a rubric to reinforce assignment
expectations.
Students who require assistance with computers, will buddy with a student who is following along
with the teacher.
Teacher will provide links to videos that aid in understanding of ArcGIS operations, so that students
may get additional help, work ahead, or learn advanced operations.
27
Teacher Will:
Students Will:
28
Students Will:
You see maps like these every day on the news, giving
If so, how?
the public a geospatial view on what weather is headed
their way and what to prepare for. (display a weather
Students will answer the above questions utilizing
map)
terminology and/or real-world application
references.
These particular maps you are creating have similar
goal. Your maps will help you in analysis of your area
Students will use their learnings from this activity
and the natural disaster that effects them. (provide a
in their creation of the Make a Plan, Save a Life
illustration of connections in an area that was not an
project, in which students will be commissioned to
option for the student projects)
create a plan of response in prevention and/or
relief of the are they mapped in throughout this
With this geospatial perspective you can see the
activity.
affected areas which will help you to, later, formulate a
response for disaster prevention and relief in the final
activity for this project.
(pull up mapquest to display on overhead)
29
Students Will:
Appendix B
Student Name:
30
My Map Rubric
_______________________________________
2 - Approaching Proficien
t
Unclear connections
between the area and the
natural disaster
demonstrated by the
layers. Some layers are
utilized appropriately.
Layers are utilized and
recognized.
1 - Unsatisfactory/
Not Included
Connections are not
provided. Layers have
not been applied
appropriately.
3 - Proficient
Layers demonstrate
some connections
between the area and
the natural disaster
under observation.
Most layers are utilized
appropriately. Layers
are clear and easily
recognized.
Response
and Relief
Integration
My Map effectively
provides a geospatial
perspective on real-world
problems. My Map
demonstrates a clear and
effective plan for
response and relief for
the area.
Map clearly identifies the
observed area. The color
scheme is professional
and visually pleasing.
Layers and map notes are
depicted appropriately
and add to the visual
story of the map.
My Map provides a
geospatial perspective
on real-world
problems. My Map
demonstrates a clear
plan for response and
relief for the area.
My Map provides a
geospatial perspective.
My Map demonstrates a
plan for response and
relief for the area.
My Map provides an
unclear geospatial
perspective. Plan for
response and relief for
the area is unclear.
The geospatial
perspective of the
map is unclear.
Design and flow of
the map is confusing
to the audience. The
map has repeated
spelling and
grammatical errors.
Map Design
Overall