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Embedding Geographical Information Systems into the Curriculum. Learning Outcomes. Clear knowledge of GIS Confident understanding of the potential of GIS in the class room - PowerPoint PPT Presentation
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© Digital Worlds
Embedding Geographical Information Systems into the Curriculum
© Digital Worlds
Learning Outcomes
Clear knowledge of GIS Confident understanding of the potential of
GIS in the class room Be able to apply knowledge and
understanding of GIS to a range of teaching and learning opportunities within your class room
© Digital Worlds
What is GIS?
Computer database system capable of capturing, storing, analyzing, and displaying geographical data from a vast variety of sources.
Most associated with electronic or digital maps.
A GIS allows layers of spatially referenced information to be layered. Information is said to be spatially referenced when it has a location associated with it, for example census data or satellite images.
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The overlapping layers of a GIS
Composite Map
Census Data
Aerial Photography
Elevation model
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Why use a GIS?
A powerful geographical tool. An core skill on the curriculum:-
Rose Primary Review Revised QCA KS3 specification Revised GCSE specification Revised GCE specifications.
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Getting started with GIS
GIS is accessible in the class room and at home.
Choice of freely available and commercial applications. Some commercial GIS, in addition to the purchase price and any network licence demand an annual subscription charge.
Careful and informed decision making necessary.
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Choosing the right GIS
PricePrice
AccessAccess
FunctionalityFunctionality
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Decision Making Choice of GISChoice of GIS
PricePrice
No cost Commercial
FunctionalityFunctionality
Customise Analysis
AccessAccess
Home School
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Access to information
Spatially referenced (or geo-referenced) data.
Some data is freely available (e.g. census data) whilst high quality imagery (e.g. elevation models) can be expensive.
Digital maps, at a variety of scales, are now becoming far more accessible as a result of lowering of restrictions by Ordnance Survey.
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Access to digital mapsAccess to Access to
Digital Map Digital Map DataData
Academies, International
and Independent Schools
LEA Maintained
Commercial GIS Provider Map Pilot LEA Commercial
Purchase download
Pre installedPurchase download
Streamed Streamed
Pre installed
Contact Authority Liaison Officer
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GIS within the curriculum Three case studies from Key Stages 3 and 4 to
illustrate the potential of GIS. GIS software is Digital Worlds. Tools and techniques are readily transferable to a
majority of other GIS applications. Three stand-alone examples, yet the processes
involved are generic and applicable in a variety of contexts, including Primary years as well as Sixth Form.
Aim is to generate ideas and stimulate discussion.
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Key Stage 4: GIS as a fieldwork tool
Urban investigation undertaken by Year 10 as part of their GCSE coursework.
Structure:
1. Use of a GIS to help inform prior planning and organisation.
2. Collection of additional, appropriate electronic data on the day of the fieldwork.
3. Use of a GIS as a sophisticated presentational and analytical tool.
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1. GIS to inform prior planning and organisation
Identify clearly defined geographical areas – allowing ‘physical’ boundaries to be set on the day of the fieldwork, thus promoting a safer working environment.
Introduce each area and allow familiarisation, everyone is aware of ‘what to expect’, and consequently, may prepare accordingly.
Present secondary (census and crime) data – thus avoiding intrusive questionnaires.
Support personalised learning.
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2. Student data collection
Students collect and record geographical (and by nature, georeferenced) data associated with a particular location. Examples include: land-use survey detailed observations environmental survey parked car registration service/amenity provision field sketches digital photographs.
© Digital Worlds
3. GIS as a presentational and analytical tool: georeferenced data
Pupil access to georeferenced data saved as a project file:- digital electronic OS map files 2001 census data historical maps satellite photography digital fieldwork photographs.
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Prior preparation – project file. Annotation layer 1 – compass, scale,
urban land-use. Annotation layer 2 – sampling points
and environmental observations.
3. GIS as a presentational and analytical tool: location mapping
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© Digital Worlds
3. GIS as a presentational and analytical tool: digital photography
Aerial photography. Oblique digital photography. Fade and swipe tools – allow
connection between the two dimensional map and the environment.
Hyperlinks – facilitate interaction with the underlying map.
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© Digital Worlds
3. GIS as a presentational and analytical tool: historical data
Extension work for more able pupils. Overlaying of historical map data
over base map. Temporal dimension. Social and environmental contrasts.
© Digital Worlds
© Digital Worlds
3. GIS as a presentational and analytical tool: census data
Invaluable, accessible and reliable secondary resource.
Providing the ‘data’ a geographical meaning.
Selective mapping using different ‘layers’ - mapped data is overlaid on top of previously saved layers, including satellite imagery and the OS map, delivering striking geographical patterns for later analysis are identified.
© Digital Worlds
© Digital Worlds
Key Stage 3: Year 7 - Introducing GIS as a geographic skill
Introduction to the use of GIS. Use of free maps for 11 year olds.
Structure:
1. Review of basic skills.2. Site and situation.3. Journey to school.
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1. Review of basic skills
Grid references Scale
Straight line distance. Indirect distance. Area.
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2. Site and situation
Elevation models. Map symbols. Comparison to cross-sections. Three dimensional mapping allow
association of human landscape with physical landscape.
Facilitates student analysis of patterns.
© Digital Worlds
© Digital Worlds
3. Journey to school
Assesses understanding and application of scale and correct interpretation of map data.
Delimitation of spheres of influence.
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© Digital Worlds
Key Stage 3: Year 8 – Fieldwork preparation
To maximise fieldwork opportunities.
Structure:
1. Route planning.2. Analysis.
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1. Route Planning
Fieldwork timing. Sharing of itinerary. Route maps on paper. ‘Hidden’ hyperlinks to
familiarise with the environment.
© Digital Worlds
© Digital Worlds
© Digital Worlds
2. Later analysis
Digital photographs hyperlinked.
Fieldwork sketching. Wider environment. Route maps on paper. ‘Hidden’ hyperlinks to
familiarise with the environment.
© Digital Worlds
© Digital Worlds
Where to next?
Evaluative framework. Curriculum map. Time frame. Further Reading.