embedding geographical information systems into the curriculum

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Embedding Geographical Information Systems into the Curriculum

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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

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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.

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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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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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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.

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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.

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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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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.

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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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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.

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2. Later analysis

Digital photographs hyperlinked.

Fieldwork sketching. Wider environment. Route maps on paper. ‘Hidden’ hyperlinks to

familiarise with the environment.

embedding geographical information systems into the curriculum

Documents