Embedding Geographical Information Systems into the Curriculum

1. Embedding Geographical Information Systems into the Curriculum

2. 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

3. 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.

4. The overlapping layers of a GIS Aerial Photography Elevation model Census Data Composite Map

5. 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.

6. 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.

7. Choosing the right GIS Functionality Price Access

8. Decision Making

9. 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.

10. Access to digital maps Pre installed Contact Authority Liaison Officer Streamed Streamed

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 3. GIS as a presentational and analytical tool: location mapping • Prior preparation – project file. • Annotation layer 1 – compass, scale, urban land-use. • Annotation layer 2 – sampling points and environmental observations.

18. 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.

20. 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.

22. 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.

24. 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.

25. 1. Review of basic skills • Grid references • Scale • Straight line distance. • Indirect distance. • Area.

26. 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.

28. 3. Journey to school • Assesses understanding and application of scale and correct interpretation of map data. • Delimitation of spheres of influence.

30. Key Stage 3: Year 8 – Fieldwork preparation • To maximise fieldwork opportunities. Structure: 1. Route planning. 2. Analysis.

31. 1. Route Planning • Fieldwork timing. • Sharing of itinerary. • Route maps on paper. • ‘Hidden’ hyperlinks to familiarise with the environment.

34. 2. Later analysis • Digital photographs hyperlinked. • Fieldwork sketching. • Wider environment. • Route maps on paper. • ‘Hidden’ hyperlinks to familiarise with the environment.

36. Where to next? • Evaluative framework. • Curriculum map. • Time frame. • Further Reading.