Discipline/ Subject：GIS, Design
Key Themes: GIS Campus Map, Sign Design
This was initially a "boarding project" course, where the teacher designed the research questions, project outcomes, and all the acceptance criteria in advance. However, the teacher, Mora, found this approach uninteresting. So, after analyzing examples of how GIS can impact everyday life, she would always ask the learners, "Do you have any issues you want to vent about, or projects you'd like to tackle, or problems you think can be solved using geographical thinking? Let's work on them together. If not, you can work on the project I've prepared. Your choice."
In the fall semester of the 2024-2025 school year, a group of 9th-grade freshmen who wanted to create their projects found an area of interest: modifying the school's map and wayfinding system (landmarks and signage). As freshmen, they often found themselves lost on campus, unable to navigate properly. After some complaints in class, they decided to tackle the school's map and wayfinding system. Mora suggested they consult other members of the community to determine if this was indeed a real issue.
They interviewed students, teachers, school administrators, and parents, and distributed surveys to all students, teachers, and parents.
"Have you ever had difficulty finding a classroom on campus?" In the 175 valid surveys, 90% answered "Yes."
"What do you think is the biggest problem with the school's map, landmarks, and signage system?" Missing or incorrect information on the map; the inner circle signage system provides no information.
Based on the survey and interview results, they corrected errors in the school's map, added a more user-friendly "current location" feature, and focused on improving the inner circle wayfinding system. They thought this would solve the problem, but as the project progressed, an obstacle appeared: the school's classroom numbering was chaotic and irregular. To quickly locate classrooms, the room numbers needed to be rearranged. Without this, adding more maps and signage would still result in people getting lost.
Reordering the room numbers for the entire school was far beyond their capability.
CPS: Project Goal Setting, Planning and Implementation, Managing challenging issues, Monitoring and iterating, Understanding Roles and Organization, Individual and team reflection
Cognitive skills: Asking Questions, Planning and Carrying Out Investigations, Organizing and representing information, Constructing an evidence-based explanation
Content Knowledge:
Explore geographical issues to understand the application of geographic information technology. (Geography Compulsory 1 & 2)
Learn to use various means to collect and analyse geographic information and design practical plans. (Geography Elective 9)
Learn the basic methods of social investigation and conduct field investigations. (Geography Elective 9)
Learn to write investigation reports and make presentation and communication. (Geography Elective 9)
SDG: Goal 11 Sustainable cities and communities, LEED Zero