Latest Contributions by TomBaker

Puzzles pique our curiosity, feed our need to explore, and on occasion, have us pulling out our hair.  For the GIS teacher or student, “GIS puzzles” will check all these boxes – and more. Introduced by Charlie Fitzpatrick over 25 years ago, the puzzles below have been moved into ArcGIS Online and updated where necessary.  The puzzles provide clues and data layers for finding a special location on the planet.     While every puzzle is different, teachers may want to note whether a convergent answer is available for the puzzle.  Such answers can either be in the form of a city name or a latitude-longitude.  In the case of lat-longs, we pad the acceptable responses by a degree or two on both the latitude and longitude. At this time, the puzzles include: Returning Raster (answer: automated check of lat-long) The Lost City of Franklin Shaw (answer: automated check of city name) The Case of the Missing Ship (answer: automated check of lat-long) Wandering Juan’s Treasure (no posted answer) The Left-handed Chocolate Caper (republished by B. Duke) Magic Dan’s Extreme Sea and Ski Resort (answer: automated check of city name) Bigfoot’s Brother  (no posted answer) Clark Louis’ Bad Adventure (no posted answer) The puzzles are listed in order of difficulty – where keen middle school students could certainly tackle the earlier puzzles.  Since the puzzles have maps displayed in the map viewer, turning layers on/off, changing symbology, filtering, measuring and more are accessible.     http://esriurl.com/puzzles   ... View more

Edison robots for classrooms Full workflow in this storymap. "EdMats" are designed for students to have on their desk or table while working with a robot. EdMats  feature a prominent, solid black line - usually in a circular shape - for practicing "line tracking" with a robot. According to the meetEdison website, the black, solid lines should be at least 1.5 cm thick for the line tracking sensor to work. The lines can be drawn with a very large marker or students can use black electrical tape for fictional maps for their robots. The attached storymap outlines the process I used for creating a real map of real streets for my Edison robot to follow.  The same basic workflow should work with any robotics kit that supports line tracking. Learn how to build it!   ... View more

From middle school to graduate school, microcontrollers have been growing in popularity over the past five to ten years.  Especially visible in STEM, Maker, CTE, and computer science classrooms, these affordable little devices can often act as automated GIS data collectors – reporting environmental data like temperature, humidity, sound levels, and proximity warnings.  With a little bit of code, microcontrollers can pass that data back to a waiting feature service in ArcGIS Online.   I’ve created a collection of workflows for using various microcontrollers (and one microcomputer) to collect temperature data and report that data automatically to ArcGIS Online.  Each workflow includes a description of the process, some sample code (various languages), and a sample Survey123 feature service. The following is an overview of the current collection. Submitting data…. : Walks through the basic code for sending simple, POST data to a feature service.  This Python code is the basis for most of the remaining microcontroller examples.  It can also be used in any Python 3.x environment to send data to ArcGIS Online.    The Raspberry Pi microcomputer can natively run Python and has pins for plugging in sensors (like the DHT22 temperature sensor).  While a Raspberry Pi is the most expensive (about $65 US) of the devices discussed here, it is also the most flexible.  It can even act as a desktop computer, if needed. The BBC micro:bit is a microcontroller with several built-in sensors – and it’s built for student learning. In the micro:bit workflow, I leave the device attached to a computer for transmitting temperature data over the USB cable – to an awaiting Python script that pushes the micro:bit data into ArcGIS Online. The Adafruit Circuit Playground Express is a microcontroller with several built-in sensors.  It’s very similar to the micro:bit and the workflow outlined is the same one used by micro:bit.  Why this controller?  It’s more popular in the Maker space in the US and in my opinion, has a strong community base and lots of sample code on the web. I really like the support for Circuit Python on this device! Adafruit Feather running Arduino Sketches is the last microcontroller that I’ve included in this initial collection.  As its name suggests, the Feather is very small and light, making it a great candidate for attaching to moving things (kites, bikes, dogs, etc).  The Feather model in this workflow also has a built-in WiFi card, allowing for simpler deployment anywhere within your school’s network.  Like the Raspberry Pi, this microcontroller required an external sensor to be attached.  Unlike any of the other workflows on the list, this device uses Arduino Sketches to program the controller – to connect to wifi, to read the sensor, and to transmit the data. I’ve included a hardware list in each workflow to help you get started, but beware.  The workflows above aren’t complete enough to take you from “zero to hero”.  Be ready to do some outside reading if you’re not already familiar with these tools. Lastly, the sky is the limit.  Whether you want to create a sensor network to monitor microclimates, noise levels within your school, or nighttime ambient light levels in the neighborhood, some combination of microcontrollers and sensors will probably help you meet your automated data collection needs – at a modest price. Start your exploration! ... View more

  “Over half (of respondents) have never owned a passport.” [source] “Nearly 1 in 6 people have never traveled outside their own state.” [source] Learning may be seldom benefitted by the walls of a classroom.  Today, with increasing staff shortages, rising insurance and transportation costs, epidemic/pandemic viruses, and limited time, getting outside of the classroom is increasingly difficult.  This becomes even more apparent when getting out of the classroom means traveling to a new place (near or far). Classroom field trips are few and far between today. Furthermore, this inability to experience new places doesn’t necessarily self-correct as we age. The resurgence of Virtual Reality (VR) seems to be fueled by the marketing and technical pushes of the larger “metaverse”.  Part of this advancement is evident in the increased number of manufacturers producing VR headsets (e.g. Apple, Meta Cambria, PlayStation 5, Pimax, Somnium Space) and VR content (e.g. Facebook/Meta, YouTube, Insta360).  Using VR to create virtual classroom field trips is not new. One example of this was the launch of Google Cardboard in 2014 (now open sourced).  A Little History Google Cardboard is basically a box that an Android-based (or iOS) smartphone could rest in.  Remember “ViewMasters”?  The Cardboard has two eye pieces and when stereoscopic content designed for consumption in the cardboard was viewed, it appeared to be “immersive” and viewable in 360 degrees.  For classrooms, it was a hit, if the classroom had the wireless networks and a class set of Android devices to view the content.   At that time, creating VR content was not really easy – creating the second “pain point” for massive adoption of the tech. Over the last decade, newer 360 degree cameras have emerged (e.g. Insta360, Ricoh, GoPro) that are relatively simple to use yet powerful and affordable.  These 360 degree cameras take pictures and video using an equirectangular format – that when viewed in Google Cardboard or an Oculus/Facebook/Meta style VR headset would again render an “immersive” image or video, viewable in all directions. A sense of place An image or video can describe a place like no other media.  Maybe your students will read 1,000 words about a tall-grass prairie biome (they probably won’t) but imagine using immersive 360 degree imagery alongside a map.  Use text minimally to identify key features or to explain a concept the image alone just doesn’t illustrate.  Now, add a few more 360 degree images from a few more carefully selected locations in the tall grass prairie – that students can navigate to by map or image.    Remember, these images are spherical – they’re immersive with a VR headset – and many 360 degree images can be served up to the learner with background sound or narration.  This blend of map, 360 degree imagery and video, 3D models (from CityEngine for example), and sound put the learner as close to being in the real space as possible today – without the cost, time, liability, or paperwork of leaving the four walls.  I wouldn’t for a moment argue this is as good as getting kids into a tall grass prairie for an afternoon, but realistically, it offers a sense of place that textbooks alone can’t offer. StoryMap VR expeditions On the Esri Education Team, we’ve been exploring the blending of these media with maps. While there are only a dozen or so “expeditions” today, explore one of them.  Most of the media will also render perfectly fine on a tablet or Chromebook, students just will not feel “immersed”.    View the growing StoryMaps VR expeditions at:  https://esriurl.com/expeditions     If you have a360 degree camera and would like to produce a virtual field trip (or get an existing field trip listed), please email me at [email protected] ... View more

Google Slides is a notoriously “closed” environment for assembling live content from around the web. As long as you don’t want to add anything other than an image, audio file, or video, you’re fine. Forget about 3D objects or anything interactive (like a map).  It’s just not happening (as of August 2022).   For better or worse, Google Slides is very popular in K-12 and higher education for presentations.  It does have some useful features like its price point (cheap/free) and ability to share natively on the web. (It’s probably a good time to mention that StoryMaps make a great presentation tool for classrooms.) So for those who want/need to use Google Slides but still use powerful and compelling content from ArcGIS Online, I offer three ways to increase the exposure of GIS content. 1. Screen shot and link All computers and devices are capable taking “screen shots”.  Screen shots usually create an image file (JPG or PNG) of all or part of a desktop.  That image can then be dropped into many applications – including Google Slides.  Benefits: fast, easy, free Downsides: You have to figure out how your computer takes screenshots, produces static images Sample: https://docs.google.com/presentation/d/1MS5NSbKVbtLShlvzrV2e3Bin_SJWXUkuj-n3LbfqHv0/edit?usp=sharing   2. Screen record a video of interacting with a map This may seem silly at first but consider that recording your screen (while possibly talking) lets you stick to a script, record when you know the map is working, and freezes what might be a data visualization with dynamic data.  There are several tools to create screen recordings, including Apple QuickTime, YouTube, Loom, Microsoft Stream, or built-in iOS app. Benefits: Like a screenshot, screen recording content is frozen forever. Prerecorded video in Google Slides is great for students not in class or reviewing. Downside: Video may need edited and must be posted somewhere, like YouTube.  The content will also become data. Sample: https://docs.google.com/presentation/d/1f2aDoaGY-d4_fdwvncvF0DCQK2Yi5yc9QAOcZPQwOq4/edit?usp=sharing   3. Embed the Google Slides into an ArcGIS Dashboard or StoryMap Just because you can’t embed a GIS map in Google Slides, doesn’t mean you can’t embed Google Slides in an ArcGIS application like Dashboard or StoryMaps. While these approaches take a little extra work to set up, the interactive map content can be presented along with Google Slides. This can be very useful when the map content is live and rapidly changing. Benefits: See the map and presentation at the same time. The map can persist across multiple slides used to describe it. In the sample below, the Google Slide deck was “Published to the web” (under File).  Use the “Embed” option. You can ignore the iframe code and just grab the URL provided.  Paste that Google Slide URL into the embed widget of the dashboard or storymap. Note the presentation will auto-play, but can be paused for your instruction. Downside: Time: You’ll need to set-up a dashboard or storymap and add an embed widget – which is where the published Google Slide deck will reside.  Sample: https://www.arcgis.com/apps/dashboards/c701d3741b004609883e53b08a9f1946     ... View more

Minecraft has been growing in popularity over the past several years in K12 education.  This growth accelerated when Microsoft acquired the 3D adventure game in 2014.  In this blog, I’ll walk through some of the steps to posting Minecraft created objects in ArcGIS Online. My Minecraft 3D floating null island (0.0 lat, 0.0 long) example. We’ll post a floating null island, created in Minecraft, and shared into ArcGIS Online  (viewed through Scene viewer). Review Microsoft’s directions for exporting 3D objects from Minecraft (this process may vary depending on your game's platform). For this blog, we downloaded a pre-built Minecraft object (an island).  Imported the object into CityEngine. Exported as an Esri Scene Layer Pack - and then uploaded and shared as a hosted service in ArcGIS Online.  This workflow is outlined here. The only differences in workflow for this null island: We used a blank scene in CityEngine.  We did not use map data or 3D buildings.  Using a blank scene sets the origin at 0,0 (null). In CityEngine, I wanted my island to float in the sky.  So I used the moved tool to elevate the island.  I mean if you’re going to create your own island, what better way to make it private than to make it float in the sky? Don’t forget the Scene viewer can be used in StoryMaps.  Using the Sidecar widget also allows you to use Map Actions, which can allow a student to show off aspects of their creation. A brief example is here. Of course, students could also create “Slides” inside the Scene Viewer and achieve similar effects.  What’s more, with Slides in Scene Viewer, students could export their null island Scene into the ArcGIS 360 VR Viewer (ideal for VR headsets, like Oculus). Example components: The null island hosted feature service The null island scene viewer (with slides) The null island storymap The null island ArcGIS 360 VR viewer ... View more

While adding 3D buildings from OpenStreetMap is an incredible tool for adding contextual data to your web scene, not all "buildings" are reasonably represented.  Consider non-standard objects in the built environment: monuments, ships, even baseball stadiums are not currently represented well. To the left, is Ellis Island (home of the Statue of Liberty - also the Green Goddess, Lady on a Pedestal, and Mother of Freedom) with only OpenStreetMap 3D buildings.  The monument pedestal is present but not the monument. To improve this, we can download a 3D model from SketchFab, add it to CityEngine, and ultimately publish a hosted scene layer.  That scene layer contains the Statue of Liberty and can be added to anyone's ArcGIS Online 3D Scene. The remainder of this blog presents one workflow to achieve this result. Workflow Head over to SketchFab and download a free model of interest that includes CC licensing.  This link goes to a preset search for the Statue Of Liberty. Download the model. Almost any format is fine but I tend to download OBJ, FBX, or Collada formatted models. Create a new CityEngine project - based on real map data.  Run through the defaults and pick the geography where you want to place your 3D model.  In my case, my CityEngine project was of and around Ellis Island, New York. In CItyEngine, use "Import" to add your 3D object. The object will display in your CityEngine project.  Select the object and use the move tool to carefully and as accurately as possible, nudge the object into the space it belongs. Save your CityEngine project. At this point, I turn off all layers, except my 3D model. Go to the Export Models tool. CityEngine allows for export to an Esri Scene Layer.  Remember where you have saved the file. Login to your ArcGIS Online account (with at least publisher level permissions). Add the item.  Go to Content -> New Item button -> From Device. Add appropriate title and metadata. When prompted, add the file and create a hosted scene layer.  When published, I recommend sharing the hosted scene service publicly.  Be sure to complete the metadata and upload an appropriate thumbnail. Start a new Scene viewer (3D) map.  Add you new hosted feature service.  You can also add "OpenStreetMap 3D buildings".  If you end up with data from the OSM layer instructing your 3D model, you can use a spatial filter to hide the object as outlined in this blog. (Expand the image to the right to see the spatial join window and obstructed 3D model.)   Resources My Statue of Liberty hosted scene layer can be seen here. A Statue of Liberty map with the 3D model and surrounding buildings can be seen here. Mt Rushmore:  Model | Map USS Midway aircraft carrier: Model | StoryMap From CityEngine, you can also export the project into a single OBJ 3D model and publish it to SketchFab, as I did here (USS Midway).               ... View more

AncestryClassroom (Ancestry.com’s K12 program) offers family history data for thousands of US school districts – and millions of students.  The AncestryClassroom licensing however can make it challenging to preform select, highly personalized tasks, like build family trees or get hints about documents for a particular family member. ArcGIS StoryMaps (free for classroom and youth club instruction) can be a great way to capture and present family history.  Whether you want to use the timeline widget or create a map to show the movement of your family over the generations, StoryMaps offers some very flexible tools.   I have used Ancestry.com and worked to build my family history off-and-on for many years.  I’m always amazed at what people accomplished, despite frequent tough times. I created a few example StoryMaps in a collection based on my real family data.  I hope some of my examples will spur you to consider building something for yourself (consider a personal license to StoryMaps.com) or by your students (using the free ArcGIS School bundle).  Teachers: Consider getting a free-tier Storymaps.com account or a personal-use ArcGIS license (includes ArcGIS StoryMaps) at $100 annually.  Either account type will allow you to keep your family or personal StoryMap beyond your tenure at your current school.  My example StoryMap collection can be found at:  https://storymaps.com/collections/1987bac14aaf4d33af848400cc8f7576 At the time of this blog, I’ve created two demonstrations. The first StoryMap is an overview of the Baker family name-bearers over the past half dozen generations.  The second StoryMap is a focus on one particular ancestor.  I plan to add a few more examples in the future, largely to highlight features that I believe can be of benefit as you or your students tell your family histories.   AncestryClassroom Resources AncestryClassroom home     ... View more

Storytelling doesn't have to be didactic. Audience engagement could or maybe should be a pivotal aspect of communicating.  Thankfully, StoryMaps allow us to pursue interactive fiction or "choose your own adventure" forms of narrative.  While this dialogue-driven RPG were popularized in the 1980's, today they seem to be making headway on the small screen, as evidenced by Netflix's two dozen interactive story (series), including Blandersnatch, Captain Underpants, and Minecraft:Story Mode. Let's take a look at what (and how) we can do in Storymaps with interactive fiction. Workflow I loaded a Creative Commons, Choose Your Own Adventure (CYOA) story written by Djimon Jayasundera into a Storymap. There's clearly at least one big difference between a linear and CYOA story in a storymap - much like with a CYOA book - you don't just scroll down the page (or turn page after page), but rather after sections of text, the reader must make a decision for our protagonist.  In terms of storymap construction, we delineate sections by title-ing each section with text formatted as a sub-heading.  This provides a link when the storymap is published and we hover over the subheading (see image).  With this link, we can then add buttons in other parts of the story to send the reader to that section. I also added some space between sections to help visually separate sections for some screens.  In my case, I made a transparent JPG, 1 pixel wide and 1,000 pixels long. I then added a handful of royalty-free images from Unsplash.com to help enrich the pages.   Example You can read the story, A Shadowed Alley here.  This story is most appropriate for students in high school or older.  It contains some mentions of violence that may not be appropriate for younger students.   Benefits Language Arts and writing teachers who assign reading or writing fiction can use this approach.  More realistically, asking students to write in a CYOA manner can be fun and challenging - and when written within a storymap allow for great added extras - like photos, video, or sound.  This type of writing is also described as "game books" - offering added appeal to those students who are "gamers" (or the DnD kids of my generation). Computer science teachers should consider this approach for building your students' capacities to put  game design principals into practice  - without coding. Admittedly, the story I choose to put into an interactive storymap doesn't have a map, but for those writing their own fiction, consider the interactive map to be a critical part of the fiction.  Perhaps the map itself is used to make choices - rather than boring buttons.  Perhaps the map shows the protagonist's progress as they undertake a journey.  Student creativity seems to be the only limit!   ... View more

The article below describes how to extract or inject 360 photographs into ArcGIS 360 VR app files. Related background: How to create an ArcGIS Online map with 360 images Moving GIS Data into Virtual Tours The ArcGIS 360 VR app is a great app for viewing your 3D web scene content in virtual reality.  It turns out that you can break open the ArcGIS 360 VR (*.3VR) file, extract the images, and rebuild them for distribution on other platforms like Momento360, RoundMe, or Kuula.co. Why bother?  These traditional “virtual tour” websites have extra “bells-and-whistles” that can increase the instructional usefulness of your web scene content. Examples My colleague Jason built this ArcGIS 360 VR app as an export from the ArcGIS Online Scene Viewer – a new and very cool feature.  https://www.arcgis.com/apps/360vr/index.html?id=2d324a97b4374bafb38d7ffeebbf8792 I reconstituted the images in his ArcGIS 360 VR file and published a few pictures on Kuula.co. I intentionally added a few extra hotspots – just for demonstration purposes. https://kuula.co/share/NdJRW/collection/7v1Gw?logo=0&info=0&fs=1&vr=1&sd=1&initload=0&thumbs=1 The value Virtual tour sites generally support things like hotspots (in image) that teleport the user to a different image, hotspots for weblinks, and hotspots for subtle text popups.  When a student views a landscape, they can mouse over any number of hotspots to find out what a geographic feature is or any other place-specific content.  Most virtual tour sites also support either background audio or hotspot-based audio.  Want to provide a second learning modality for learners – add an audio track that describes the image or directs a learner to a special place in the image. If you’re concerned about bandwidth, virtual tours generally load one image at a time – making the initial load fast – especially useful with a classroom of students all content via Oculus to the wireless network. My Workflow 1. Download the 3VR file (example). https://k12.maps.arcgis.com/home/item.html?id=2d324a97b4374bafb38d7ffeebbf8792 2. Change the .3VR file ending (extension) to .ZIP 3. Decompress/Unzip the file. The resource subfolder will contain six images plus a thumbnail per slide in the 360 VR Experience. I would display the resource folder’s content alphabetically.  It will nicely arrange the files for cherry-picking. 4. Use this web-based tool to create one spherical image (equirectangular 360 image).  You’ll add all six images (not the thumbnail) to the webpage at: https://danilw.github.io/GLSL-howto/cubemap_to_panorama_js/cubemap_to_panorama.html Update image dimensions to: 6080 x 3040 Rotate the sixth (bottom) image by 180 degrees.  Press Update button. 5. Press the button, “Download (save) result”. I new image file should be in your downloads folder. 6. Upload the new spherical (360) image to your virtual tour image host, such as Momento360 or Kuula.co. 7. Once in these image viewers, you may add hotspots, teleports, HTML popups, and more. An image slide tray is also available (at least in Kuula.co) depending on how you configure your virtual tour. 8. Add hotspots, text, or images and build your new virtual tour using GIS content!   Of course, you can reverse the above workflow..... Moving 360° Photographs into the ArcGIS 360 VR app It's quite possible that you'd like an actual photograph of an area included in your ArcGIS 360 VR app - to illustrate the actual landscape.  Assuming you've acquired a 360° photograph of an area, this is one workflow you can use to inject that photo into your app.  In this demo, I'm going to use a 360° photo and inject it into Jason's original  ArcGIS 360 VR file.     Example  My workflow Note: Uncompressing/Compressing with built-in tools on my Mac produce an error in the JSON file, when attempting to view the 3VR file in ArcGIS Online. I believe this is a file encoding issue caused by the Mac and am looking for workarounds. In the meantime, the process works fine on my Windows 10 computer. 1. Locate your 360° image. In this case, I have a landscape photo from the top of the National WWI Memorial. (See how I use the 360 image in StoryMap Expeditions.)   2. Go to a third-party online image converter, such as: https://panorama-to-skybox.herokuapp.com 3. Upload and process the image. Download the zip file containing six "skybox" or cube set images. My image sizes were about 150Kb uncompressed, per image. 4. Back on your computer, rename Jason's sample .3VR file - replacing the .3VR extension with .ZIP.  Uncompress the zip file. 5. In the new (uncompressed) folder, you will find a json file and a subfolder called Resources. 6. To keep things short and simple, we're going to rename and swap out the six images used in the first skybox/cube set. We will rename our converted equirectangular images to use filenames: 0_2048_0.jpg thru 0_2048_5.jpg . Note: be sure to also change the file extension from .jpeg to .jpg.  Since we're moving from a single file to six files, the sequence of the files (file names) becomes important. Image mappings: The first four images are the "walls" of the cube. The order of the files will be correct, however you may have to shift the files (file number) up or down to get correct alignment with the topmost and bottom-most images.  Expect a little trial and error here. replaced image ending with _4 = your up (full sky) facing image replaced image ending with _5 = your down (full earth) facing image 7. After you have renamed your images, copy them into the uncompressed 3VR resources folder containing the ArcGIS 360 VR files.  In this case, we're actually replacing the JPGs used in the first cube set to use our photo.  We're not going to bother changing the thumbnail or cube set title here - just to keep things simple. 8. Compress (ZIP) the entire 3VR folder - that includes the json and the resources subfolder. 9. A new file is created ending in .zip - change the extension (.zip) to .3VR 10.Upload your new .3VR file to ArcGIS Online. Set the share options.  View the file. My result file can be viewed or downloaded here. Notes - October 2022: 1. If I edit the JSON on a Mac or zip the JSON file and resource folder on a Mac, the resulting 3VR file consistently errors.  If I compress the JSON file and resource folder using 7zip on Windows, the uploaded 3VR file also consistently produces an error. Credits: Topmost "VR"  graphic: Photo by Sara Kurig on Unsplash ... View more

Since the mid-90’s, national educational standards in the US have been used to provide guidance about what students should be taught – and at what level. Standards provide a scope (how deeply or broadly) should a concept be taught – and a sequence (in what order should the building blocks of a concept be taught).  Standards are important for many reasons, but one of the most valuable is the consistency they should help ensure in classroom learning.  Teaching is not an isolated experience (even when the classroom door closes).  Next week a student will change to a different section of the course, next month a student will transfer out of the school, and in May, most will move on to the next grade with a new teacher.  Consistency in teaching and learning helps reduce the disruption of the inevitable changes experienced by students. Save for elective courses, especially those taught by a single teacher in a school or those that are only taught at one level, teachers are generally expected to help students learn a body of knowledge based on a state adoption (often "adaptation") of national standards.  They don’t usually just teach whatever “tickles their fancy” when they wake up that morning. Students also take state-mandated exams based on content outlined in standards and in some states, teacher compensation is based on their student performance on these tests. In GIS and technical fields, professionals often work against a list of performance standards or KPIs.  That’s effectively what national curriculum standards do for learning in the US. How can GIS users help here? Rather than trying to convince an educator that X is more important than a state-mandated topic, how about showing additional elements and perspectives of the topic, using GIS to present a more holistic picture? StoryMaps are quickly becoming the defacto container for a wide variety of map-based and non-map based content in the Esri community.  We see educators increasingly consuming StoryMaps (or having students consume them) as a part of an instructional activity.  To help decipher what aspects of educational standards a particular StoryMap's text may benefit, I’ve assembled a tool to help.  At this time, consider the returned list of standards, as a starting place for where a StoryMap might or might not fit into a standardized science curriculum. Other discipline areas to follow. Visit the storymap, Find the educational value of a StoryMap. ... View more