Interactive Teaching of U.N. Goals


Interactive Teaching of UN Goals


[Jerry Bartz]:  Thank you for coming for this session on what is sustainability in lesson planning. I thought on today's keynote speaker by Mr. Garrett, he surprised me. I had somebody from art using a map and that's what we're gonna talk about. We're gonna talk about something that you call a map, but what it actually is is it's data capture. Now these maps, I'll go into them in a little bit of detail, is anything you can put onto a spreadsheet, you drop it into the program, and if you have an XY coordinate, maybe an XYZ coordinate, it comes up on a map, and what you get are patterns and trends, and patterns and trends are so important in areas of science, business, real estate, social studies, because they're showing us what is happening, it's showing us grouping. I'm gonna go to the next slide here, let's see. Okay, so my name is Jerry Bartz, I'm a GIS coordinator at Brookhaven college, and somebody might ask you know, what is why are you talking about lesson plans? What is your experience in sustainability? Well here's some of my sustainability project experiences. Back in 1970, I helped reduce freshwater lake eutrophication. Big word, what it means is that the algae was building up in the lakes, it was taking out all the oxygen through the decay, it was settling to the bottom, eventually the lake disappears. What we found out is that it was due to phosphate in wash day detergents. So that's where I started. My master's thesis, I did work on waste in radioactive elements in the environment in western Puerto Rico under the then Atomic Energy Commission, so you get to see a depth of what I can do in chemistry, what I can do in math, what I can do in models. In 1993 I pulled off the first sequestering of radioactive waste at a military nuclear facility without having one of my workers exposed to radiation. In 2011, biodiversity, I have over 800 spottings and 300 species identified on places like iNaturalist and Project Noah, and then in 2016 like I was talking about, that is probably my 15 minutes of professional glory, I actually had them stop lease fracking, they withdrew the lease, on the Lake Lewisville dam, and that was done using mapping, GIS.

[Speaker A]:   So all of this was done with GIS?

[Jerry Bartz]:  The the 2011 and 2016 was done with GIS. I could've done I could've done 1970 but they didn't have GIS there, and my master's thesis, I surely could've used GIS for it instead of the raw mapping that I did. But it's capable of it. Okay, educator experience. I have a BS in chemistry, an MS in geology, the infamous Ph.D ABD, that means anything but dissertation, in this case it means anything but my second draft. I'm probably one of the few students that went with my second draft, went into industry, and the company I worked for in R&D patented my dissertation. I have four patents as a scientist, so that's pretty good. Okay, I have 4 ½ years using a Texas teacher's license in chemistry and physics, so I know how to talk to students, to pedagogy, I know what they're looking for. One of my students achieved National Merit Scholar, another one is a Washington, D.C. political consultant, and these are students from south Dallas, by the way.

[Speaker A]:   From Brookhaven?

[Jerry Bartz]:  Not Brookhaven, Faith Family Academy if you know where that's from, okay. Two years adjunct professor of geology at UT Austin, I got a fellowship for teaching excellence, and then two years as a tutor in geospatial technology, GIS, and I'm a contributing editor to three IS – to three GIS textbooks. So I love the subject. So when we talk about students and we talk about sustainability, we talk about the importance of getting sustainability concepts to our students, but all of our students are different. They have different needs, different interests. For instance, for the business major, here's an interesting one in the Dallas Morning News. Tequila producers lay groundwork for sustainability, sustainability of the agave plant. For the environmental science majors, sustainability may mean – as I did – Dallas geologist warns of fault lines under the Lake Lewisville dam, which was at that time ranked as the 8th most hazardous dam in the United States, and very fortuitously, I gave a presentation showing where the proposed fractures were going, which I proposed. Within one or two days, that dam failed within 300 feet of one of my fracture zones. Now we didn't have a lot of water going, but the backside sorta collapsed and we – they had some problems.

[Speaker B]:  [unintelligible]

[Jerry Bartz]:  Pardon?

[Speaker B]:  [unintelligible]

[Jerry Bartz]:  The fracking system, that was on a federal lease. What happens with your – when you have a waterway that comes, a dam, a lake that we built, that becomes government property, and so the area that they wanted to frack was actually in the lake in a fracture system that would've connected directly to the dam, and you never can tell what could happen. Now for our biodiversity science majors, sustainability may mean, here is photo documentation in 2019 of two species in the Caribbean that I did, and it's very important as we get to be citizen scientists that we are able to say that we actually have these species and this is the first time they're in this area. We are now showing that that area has increased biodiversity, which is SDG 14, marine life. And then for all of our DCCCD students, sustainability involves sustainable cities, and all of these sustainable cities are economic prosperity, social equality and environmental quality. So all of your students that you have, have to have some interest in sustainability. In 2016 the UN put forth 17 sustainable development goals, and these reflect environmental concerns and human aspirations for peace and justice in future generations. Sustainability is not a choice, it's a necessity. I want to read from something that I I put here, sustainability is not a choice, it is a necessity. Without it the human species will suffer extinction, which was the fate of 99% of the species that existed on Earth during a 3.5 billion year span of Earth. The human species has proved its resilience. Approximately 75,000 years ago the human species survived extinction, and what the studies found was that mankind was limited to between, whichever study you go, as few as 40 to 1,000 breeding pairs. That is why we have that same maternal DNA that we all have. Some have attributed this event to global winter, crop failure caused by the eruption of the super volcano Toba. So sustainability for us, we have to be able to sustain. Usually I will say, I'll deal with food and water, and I'll get to that later because that's a necessity, but really this is about social justice and sustainability. So let's take a look at this. Well, whenever we're talking about lesson plans, we've noticed that, within the United States as whole, our test scores have been declining, and then I came across this article by Sugata Mitra, he's a TED prize winner for 2019, and he came up with a statement and he says, our schools aren't broken, they're just outdated, and what he went into was with a computer study, and he found out by using computers, letting the students, with their curiosity, discover and keep on working out problems with a minimum level teacher, the teacher did not even have to know the subject matter, the teacher only had to encourage the students, and Mitra went out and he tried this out on a distant village, and after he tried it out and after he tested it, his students tested out as some of the best students in the private colleges in India. Most of our student – most of our teachers you know, don't like to get involved with the computers, particularly something like a mapping program or something like GIS, because they don't know it, but they don't have to know it. The students will learn it and that's all they have to be is encouraged. So Mitra's method fostered problem solving and critical thinking, this is what the private sector is saying they need our students to have. They develop computer inquiry skills, again, this is what industry says they want with our graduates, and the third thing, it promoted collaborative teamwork. The students were helping one another, they did not need the teacher, they helped one another, and again, this is probably the third trait that our private sectors want in our graduates. Many people are visual learners, and so we could see that with our students. They look a lot at this. So let's start using the computer screens, the Google screens, whatever screens. Actually I can take all my maps and I can put them out on this cellphone, to tell you the truth. So these what we call maps or expressions, are universal languages for organizing and communicating concepts. But now, how do we incorporate sustainability into our lesson plans for a student body with diverse interests? I found on the web this particular what we call a story map, and this is what we're trying to encourage the students to develop, it's called a story map. So they can express their views, they can go and they can grab images, they can put these images in into something a lot more powerful than a PowerPoint. We're talking about something that you can zoom into areas, you can cover many many areas. So let's see, and this was on redlining and racial capitalism. As you look over here, I put my comments. Okay, I said the first topic is redlining and racial capitalism in Louisville, Kentucky, in 1937. The legal language can get a bit insensitive, as it was at that time, but let's go and let me go and take a look at C17 I think I have. This is what the student embedded. So he found old records and he embedded it in here and you go through here and this is a form for obtaining mortgages, and you can scroll through.

[Speaker C]:  [unintelligible]

[Jerry Bartz]:  Yeah yeah, it it can be done here.

[Speaker C]:  It starts with a J if I'm not mistaken, it's where the [unintelligible] – I can picture it in my head but don't remember the name.

[Speaker D]:  Okay, so this is discriminatory [unintelligible]

[Jerry Bartz]:  Now right over here is the racial discrimination. That particular applicant got a C because it was in an entirely black neighborhood, so I quickly went and I went to B15 right over here, I'm gonna close this, and if I got this right, I'll go all the way to the bottom, in a white area very similar, this is a white applicant, and for the loan, B. Now your students, I I just did that, I don't know what else is in there. There's a lot of data in there. This student went and did a lot of work. Now the quality, since I teach GIS, the quality is really basic, but with that basic ability to that student, he caught my eye. He was able to communicate, he was able to communicate to somebody he didn't know, and this is available throughout the world. Now another amazing thing about this student, he came in and he switched presentation modes and put in a timeline of photos from 1860 all the way to 2019, and each of these photos, you can come over here, Ken, and it gives an address on it, and you can go down to here and see that it is on North Street and you can see the exhibit that he has. So he's doing a lot of work, then he went, view neighborhoods, compare segregation, compare income, compare poverty, compare race. This student did an excellent job with just a bare minimal knowledge of GIS, probably with a teacher, mentor, saying, you're doing a good job. I can hear Mitra now, you're doing a good job. Wow.

[Speaker F]:   I still cannot use GIS, even – I mean –

[Jerry Bartz]:  You don't have to.

[Speaker F]:   Oh, I do, I think I should be able to do it.

[Speaker G]:  Yeah, I mean I didn't know about that, but my head is running, like you're saying. It's like, I can do like a million things with this, and I teach English.

[Jerry Bartz]:  Yeah.

[Speaker F]:   I need you to be my teacher –

[Jerry Bartz]:  Well wait wait wait 'til you see what else I have for you on this. So I'm not gonna stop here, I mean as far as this. I'm gonna give you an area, and it's all in here, where you can go and it's broken down according to subject areas and you can start teaching tomorrow. Yeah, well there there is there is a lot to learn, it's it's sort of like – it really is sort of like an advanced PowerPoint you know, but but what what it gives you, it gives you a live map where you can go in and look at it, and it gives you that ability to take that spot on the map and put in things like documents, pictures, statistics.

[Speaker F]:   So you start creating socio-historical you know –

[Jerry Bartz]:  Right, right. It's it's really it's truly an amazing tool. Well, then as I was going through again and I went and I said, wow, this presentation chronicles one person's viewpoint on the March for Fair Housing, circa 1967, Milwaukee, Wisconsin. Guess who was in Milwaukee, Wisconsin.

[Speaker F]:   Martin Luther King.

[Jerry Bartz]:  No no, I wish he were. I was.

[Speaker F]:   Oh oh, okay.

[Jerry Bartz]:  Okay, and the leader of the march happened to be my religious mentor, Father James Groppi, and so I had somewhat of a connection to this and so I was looking at it, and I wanted to see it from this person's viewpoint, and mine is a little different. I'll tell you why I think his is a little different, because there were more white college students in those marches, but what you will see is mostly black faces, okay. This was a sort of a semi-community effort where we said you know, this is unfair, I guess back in the '60s – I went to a integrated high school, so –

[Speaker F]:   You?

[Jerry Bartz]:  Yeah, oh yeah.

[Speaker F]:   Where?

[Jerry Bartz]:  Milwaukee, Wisconsin.

[Speaker F]:   In the '60s it was integrated?

[Jerry Bartz]:  Yes, it it was a technical and trade school, so you got in there on merit, and since you got in there – but it was an all boys school, and of course, guess who had the best football team in the state. We had over 2,000 boys and some of them were in plumbing and auto mechanics and had natural biceps, you know. But anyway, so this is a picture in Milwaukee where we had Afro-American groups, and yes, we had our people that were biased so – on color, but those of us that were exposed to the black community, speaking of it – plus I'm Polish – oh, here here comes an interesting little bias over here, my family's also mixed race, okay. So not mine, but my daughter is married to a man of color, and so excuse the expression. You – are you from the Dallas area? No, okay. You familiar with the expression bright?

[Speaker F]:   Oh yeah, oh well that's –

[Jerry Bartz]:  Okay.

[Speaker F]:   It has nothing to do with Dallas.

[Jerry Bartz]:  Yeah, okay. So so anyway, so I have three three grandchildren that are mixed race, and they they're wonderful grandchildren and I have one of them that just is really kinda, I'm gonna get ya, you know. And so the other day the one of the counselors came up to to my granddaughter and said, what's your culture? And my granddaughter looked at him, I'm pure Polish, my daughter's pure Polish, my granddaughter says, I'm Polish.

[Speaker F]:   You know Archie Bunker would've loved that one.

[Jerry Bartz]:  Well anyway, here's here's the viewpoint. Now notice the difference in the style, now we have a little bit more advanced. Notice over here on this side how this person uses larger text so you can read it, but still you know, that other person caught my attention. So a little bit difference in style, you can either drop down and hit this and it will go to here, but what you need to do is go over and press this button. Now this is historical data, and I say I live through this, and what you can do with this is you can actually zoom in and get a good viewpoint of what Milwaukee looked like back in the '60s, that students should've done better, but I sorta like this presentation, and went over here and showed the typical house. This is the person, Fred Reed, and I never met the man, but this is his story. So the way he has his set up, you don't move down, you click on the picture, and now you have historical footage of what the Fair Housing was, March was. Well and not only that, but look at here's where it occurred, and he's got an address there, and then you can zoom in, notice I'm moving it along.

[Speaker G]:  So you can connect it to Google Earth, too, because that's very specific, but if you do the link to the address, with Google Earth you can physically see it.

[Jerry Bartz]:  Right, if Google Earth has a 1967 –

[Speaker G]:  Well no, but I mean so that they can compare then and now, so like if they're talking about comparison and contrast – for me, for my case –

[Jerry Bartz]:  Right, and you can timeline on Google Earth also. Excellent, excellent, I agree with that. And by the way, when you get into advanced – and you can always give me a call on it – I can show you how to convert a KML, Google Known Markup Language, into GIS. Here the student or or the man talks about the black churches in the area that were in with the marches, the and mentions Father Groppi – no, I'm Roman Catholic, so he's my priest. No, he he's my spiritual mentor, I I grew up with him and he helped me through some rough times in my life. And that again, when we go and we take a look at that, the student did a really good job, he he's got the Eagles Club identified over here. We have – when you see, this is called pixelation, we've gone down too far – but anyway, I'm gonna get out of this one and go back to, PowerPoint slide, to the next one that I thought. Okay, now what I want to look at is the UN SDGs. I've been following these for many years. By the way, if you're not aware of it, these are supposed to be all done by 2030. This is the second attempt of sustainable development goals. Some of them worked, some of them didn't in the first one, so we're re-looking at them, but this is a really good thing to show to your students and you can see how it's coming up. Again, we're dealing with the dot patterns, and now when you go to the patterns, you go on here and you get actual values and name of the company – country. Matter of fact, you can actually take these boxes and you can put other categories in them. You've got a lot of data there, you've got a lot of data you can you can work with, and again, I have proprietary databases on these that are easier to get. You can get them from the UN but they're really rough. I have them pretty well worked up. When you're looking at this point over here, it's a column, one of many columns in a very long, what looks like an Excel sheet, and you can go over there and say, I wanna look at this column, I wanna look at this column. Okay, so you have actually, through the Esri corporation, access to 150 computer activities in science, history, geography, elementary science and social science topics. There are 15 minute activities accessible from any internet capable device. That means it can be a tablet, it can be an iPad, it can be a Chromebook or a laptop, and they can be loaded on Blackboard or your Blackboard equivalent. Like I say, all you need is the internet. It's built to share, and I will give you also access to the ability to take – it comes normally in a PDF, I have a program there that will convert them over to Microsoft Word, you can put whatever questions you want on this, we have it with just your basic questions – and and we'll go over that and show you what one example looks like – and but you can modify it, and to help you as the granny teacher, guess what. On the first set of exercises, they have the answers for you that you don't have to give to the students. Now I just want to bring you back, so sustainability is meeting the needs of the present generation without compromising the ability of future generations to meet their own needs. We've always had that, I've always had that, I never wanted to use more than I needed, and that's what we need to stress. We want our students not only to use what they need in the environment, but to make it a better place, not only for themselves but for the generations that follow them. Here's what one looks like and here's the one I chose, because I said, what I wanna look at is food supply. That's number two of the SDGs. Without food, without water, you can forget about the other ones. But that doesn't mean you're restricted to it, but I just wanted to take a look for that. So what it gives you is the critical things that I remember from teaching. You will, the student will learn, the student will learn, the student will learn, and we also have this geared for Texas –

[Speaker H]:  [unintelligible]

[Jerry Bartz]:  Okay, so you see your learning objectives, and now what you can do – and on not the following yet, okay – and that is basically how the farming one opens up. Whoa, I bet I got too many open. Okay, I got that. That that was that was something else I was doing. While that was up there, you noticed that that was a flash that one of the layers that I have up there requires a license, a very very high license. What Esri does to every K12, you can get a free license.

[Speaker I]:    Is that per school, per teacher?

[Jerry Bartz]:  Per school.

[Speaker I]:    Per school.

[Jerry Bartz]:  Per school, and but that covers everybody in that organization. Now if you're from Brookhaven –

[Speaker I]:    [unintelligible]

[Jerry Bartz]:  A license covers everyone in the organization as long as they're using it for education purposes. Now the reason I backed up on that is because Brookhaven has their license, it's my – you know, that I use, that my students use, that faculty at Brookhaven uses – but administration, our main offices, they need a business license. They can't use our license, they have their own. So if your if your administration decides that they wanna use it for things like dashboards to measure some of the goals that they're trying to achieve and that, then you need a – they need a separate license. Not you, not your students, but this is strictly for the students. So we take a look at this and we can see that we can collapse it and just get details like this, or we can expand it like this. Now what I've gone through is, on these sheets, they they won't come up very well so I want you to take a look at, these are the questions that the students will be asking, and in italics are the answers for the questions, and again, this is editable. You don't give up the answers to your students. So it says, click the URL above to start the map, which we have, and what does arable mean? They'll have to look that up. Okay, then it says click on a country to reveal a popup. Okay, let's – I'm gonna zoom in a little bit, now you're gonna see the quality of the maps. So I wanna go to Sudan, I click on it, and remember I said you can put a lot in those columns?

[Speaker J]:   Now does the number mean a decrease or an increase?

[Jerry Bartz]:  Well that's – okay, that's one of the questions, by the way. So you look over here and you see 46, down to 2015, it's 29. Now here's your critical thinking, student, why do you think that there's less arable land? What has happened to the land, is it being developed?

[Speaker J]:   Global warming.

[Jerry Bartz]:  Yeah, so then the next question is, click on a country – okay, using the world agricultural land, which countries have over 60% arable land? So what we're teaching the student now is how to read a map, what we call a map, but really what did we call it before? We called it a graph, didn't we? In mathematics we called it a graph, because here are your values. So now what we're teaching the student to do is associate a color with a percentage of arable lands, and that these are classifications, and then it says in one of these, let's take a look at Saudi Arabia, what's unusual about that? So we go out over here and notice around Saudi Arabia, we have 3% - 4%, 37%, 28%, Saudi Arabia went from 40% to 81%, how did they do that? Irrigation, right?

[Speaker J]:   Where do they get the water from?

[Jerry Bartz]:  Well, the sea, and they desalinate it, right?

[Speaker J]:   That costs a lot of money.

[Jerry Bartz]:  That costs – they got a lot of money. Okay, and then we look at some other areas, and I'm gonna zoom out, and we look at Russia, and we're looking at 13%. Big country, but what is different about Russia than the ones to the south?

[Speaker J]:   Does this have to do with the ice caps melting 'cause they're so far north?

[Jerry Bartz]:  So far north, so it's colder, so you don't have a lot of a lot of land that you can you can farm, you've got some permafrost there. Siberia, I don't know if it ever gets warm enough to do anything. But what did you do? You just asked me a question, that's what we want the students to do.

[Speaker K]:  And then the construction with permafrost is completely different than the construction here as well.

[Jerry Bartz]:  Again, more questions, more critical thinking.

[Speaker L]:   You know what my issue is? My students don't have this in their classroom, they don't have laptops. We can't even – I'm in an underprivileged school.

[Jerry Bartz]:  Yeah.

[Speaker L]:   They don't even take [unintelligible] so it's unfortunate.

[Speaker M]:  I have the same problem, but I'm wondering if it would be just enough by using your teacher to talk about it and then based on their questions.

[Jerry Bartz]:  Like I'm doing here.

[Speaker L]:   Oh, I see what you're saying. Yeah yeah yeah, oh yeah, that's a good – yeah, we still do that, so it'd be part of the lesson –

[Speaker M]:  So it becomes an integrated lecture.

[Speaker L]:   Yeah yeah yeah yeah yeah, you're right, you're right.

[Jerry Bartz]:  Believe me, you can get them to put it onto a cellphone if –

[Speaker M]:  Oh yeah, yeah.


[Jerry Bartz]:  That, they can have – if their cellphone is internet connected, they can get this map. I mean it's gonna be difficult to –

[Speaker L]:   Oh, I see what you're saying.

[Speaker M]:  But I do that, they all have a cellphone and I do that, I make them do things with their phone because you're right, they're on their phone 24/7, and unless you use the phone to keep them engaged –

[Speaker L]:   Gotcha, okay.

[Jerry Bartz]:  Yeah.

[Speaker L]:   That makes – I had –

[Jerry Bartz]:  So so you can you can have them do it, and they'll consider that a challenge. I'll tell you what, if I were a teacher in that situation, I'd bring up this map and you would see –


[Speaker L]:   You've got 5 minutes to [unintelligible]

[Jerry Bartz]:  Well we're we're coming to an end here on amount of time, I thank you. So I have added all this, where you can get geo-inquiries and it's right over here on this page right over here, and then I go and I put all the 150 lessons in all the areas that you have them, and this is what they're like. Now if you have any questions you know, you can call me, I've given you cheat sheets on this, I've even I've even gone through on some of these things and said hey, you wanna see a pretty map? Here's the URL for it.

[Speaker L]:   Okay, I need your office hours 'cause I wanna come visit you for something I'm doing on my dissertation, for me.

[Jerry Bartz]:  If you have – anything you have, please contact me by email, and then after you contact me by email, give me your phone number where I can contact you, okay, and I will get back to you when I can, and happily, and you know, you can spread this out to your to your fellow teachers.