Course Profile Geographics: The Geographer’s Toolkit, Grade
11, Workplace Preparation, Catholic and Public
Unit
2: Geotechnology in a Changing World
Time: 25 hours
Activity 2.1 | Activity
2.2 | Activity 2.3 | Activity 2.4
In this
unit, students learn how to use a geographic information system (Arcview,
GIS platform) to gather and interpret information about various world issues.
More specifically, students demonstrate an understanding of how different
geotechnology tools can be used to analyse these issues and offer potential
solutions to global problems. Students work with a variety of topics including
both physical and human concerns. Finally, students, as part of their
culminating activity, make use of a GIS, the Internet, and other applicable
software to gather data and perform simple analytical operations to study a
particular global issue. Using acquired data, students construct map layouts
that demonstrate good cartographic design.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
2.1: Use of Geotechnologies in Addressing Matters of Global Concern |
1.5 hours |
GC1.01, GIV.01, GCV.01, GCV.02, GC2.04 |
Thinking/ Inquiry Knowledge Application Communication |
Teacher-directed electronic slide show presentation re: Geography and Technology Brainstorming: Global issues Using the Internet, students discover data on global demographic concerns and compare with their own situation. |
|
2.2: Geotechnology and the Spheres: Atmosphere, Lithosphere, Hydrosphere, and Biosphere |
9.5 hours |
SSV.01, UCV.01, GC2.01, GIV.01, GI1.05, GI1.06, GI2.06, GC2.04 |
Thinking/ Inquiry Knowledge Application Communication |
Students research the different spheres and come up with general descriptions of each. Student groups develop a worksheet to reflect research. Groups use Arcview to produce thematic maps that represent the spheres as discussed. The teacher instructs students on how to use different functions of a GIS platform. Students join tables of data to make comparisons and predictions about a sphere. Students use GIS to measure anomalies within the sphere. Groups present their findings to the rest of the class. |
|
2.3: World Demographic Comparisons: Population, Food, Nutrition, and Their Impact on Quality of Life |
7 hours |
GCV.02, GC1.01, SS2.01, SS2.02, GI2.09, GI2.05, GI1.06, GIV.03 |
Knowledge Application Thinking/ Inquiry Communication |
Students read an article on World Population Growth and brainstorm population problem regions. Students use a GIS to map crude population data. The teacher outlines major thematic mapping classification methods. Students join demographic tables to base maps and export. Students create a new project and construct maps showing Quality of Life. Students use word processors to import maps and provide summaries. The teacher discusses evaluation criteria with class and provides evaluation rubric. Students work in assigned pairs to evaluate one another’s project. |
|
2.4: Industrialization and Quality of Life Solutions to a scenario using a GIS (unit culminating activity) |
7 hours |
GC2.02, GC2.04, GIV.03, GC3.01, GI2.14, GI2.06, GI1.02, GI1.04 |
Thinking/ Inquiry Knowledge Application Communication |
The teacher directs discussion relating to industrial development and guides learning of spreadsheets. Students enter data from text material. Students create a new project and build a map showing urban development and labour force. Students create a series of maps as a culminating activity. |
Time: 1.5 hours
Strand(s): Methods of Geographic Inquiry, Global Connections
Overall
Expectations
GCV.01 -
explain the use of geotechnologies in addressing matters of global concern;
GCV.02 -
explain the role of geotechnologies in understanding peoples and places around
the world;
GIV.01 -
demonstrate an ability to acquire relevant data and materials and to evaluate
their quality.
Specific
Expectations
GC1.01 -
describe the role of geotechnologies in addressing issues affecting the world
as a whole (e.g., global warming, desertification, overpopulation);
GC2.04 -
make systematic use of the Internet to acquire information about different
parts of the world.
·
basic
understanding of how a GIS works and its relevance to everyday life
·
experience
in working with small groups
·
basic
understanding of navigating the Internet
·
the
ability to synthesize information from the Internet and present same in a
coherent, well constructed paragraph
·
Ensure
students have a copy of the electronic slide show presentation subsequent to
the presentation for discussion and review.
·
As
there are many acronyms throughout the material, provide students with a chart
where they can identify the entire terms.
·
Review
the questions identified by student groups to make sure they are appropriate
for classroom instruction.
·
If
this is the first time in the course that students have used the Internet,
review school and board policy.
·
Develop
assessment strategies.
2.1.1/
As a class…
The
teacher directs a short electronic slide show presentation and discussion on
the role of Geography and Technology (15 min). This presentation can be found on
the OAGEE Geokit CD or can be
downloaded by the teacher from the ESRI Canada website
(http://www.esricanada.com/k-12).
2.1.2/
Individually…
Students
brainstorm a global problem that the use of geotechnology would help to solve.
They demonstrate their conclusions in the form of a one-paragraph summary. This
paragraph includes both a description of the global problem and the types of
information/data needed to identify issues within the problem.
2.1.3/
As a small group…
Students
navigate to the Internet site www.planetproject.ca and focus on the “Our World
Core Questionnaire” section. After reading through each set of questions,
students choose one question to discuss and compare their own results. They
also choose a group spokesperson to relate the information to the class. They
then discuss how using geotechnology would help in analysing issues related to
the chosen question. Examples might include the use of maps and graphs to help
communicate the results or an increased understanding of the socio-economic
background of the student participants.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
2.1.1 (class) |
Whole-class discussion |
Teacher-generated checklist |
Formative |
Knowledge Thinking/Inquiry Communication |
|
2.1.2 (individually) |
Creation of paragraph |
Paragraph Rubric |
Summative |
Thinking/Inquiry Application Communication |
|
2.1.3 (group) |
Student-generated verbal group report |
Peer assessment checklist |
Formative |
Thinking/Inquiry Application Communication |
·
Technical
– electronic slide show presentation could be downloaded and turned into
overheads.
·
Technical
– Internet site could be downloaded or printed out to speed up access or work
with classes that do not have fast network availability.
·
Remedial
– A review on paragraph structure may be necessary to bring specific students
up to speed. An exemplar paragraph would also be beneficial at this juncture.
·
Enrichment
- Students could graph the results of the Planet Project’s specific questions.
Print
Audet,
Richard and Gail Ludwig. GIS in Schools.
ESRI Press, 2000. ISBN 1-879102-85-4
Davis,
Bruce E. GIS A Visual Approach.
Onword Press. ISBN 1-56690-098-0
Davis,
David E. GIS for Everyone. ESRI
Press, 1999. ISBN 1-879102-49-8
Getting to Know Desktop GIS. ESRI Press. ISBN 1-879102-42-0
Data
ESRI
Data
GeoGratis – http://geogratis.cgdi.gc.ca/frames.html
GeoKit CD. OAGEE, 1999. Obtainable through OAGEE
regional rep.
Geography
Network: free world data – www.geographynetwork.com
Websites
NASA
(Jet Propulsion Lab) - http://www.jpl.nasa.gov/radar/sircxsar/ecologyagriculture.html
www.planetproject.ca
www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview 3.X. ESRI,
Hydrosphere, and Biosphere
Time: 570 minutes
Students
are engaged in an “inquiry teaching/problem-solving strategy”. Using this
strategy, the learners are actively engaged in determining answers to questions
or resolving problems. The teacher does not provide the answers; students find
the solutions themselves. There are four main areas that students are involved
in: problem definition, hypothesis formation, research and data collection, and
conclusion formation.
Students
use various GIS skills such as querying, buffering, merging, intersection,
charting, table joining, shapefile creating, layout creation, labelling, and
text notation. In the end, students are able to produce thematic maps to
demonstrate their findings.
Strand(s):
Geographic
Foundations: Space and Systems, Global Connections, Methods of Geographic
Inquiry
Overall
Expectations
SSV.01 - demonstrate an understanding of basic
spatial concepts;
GIV.01 - demonstrate an ability to acquire
relevant data and materials and to evaluate their quality;
UCV.01 -
explain the use of geotechnologies in monitoring and predicting change in the
physical and human environment.
Specific
Expectations
GC2.01 -
interpret maps and images to learn about areas that cannot be experienced at
first hand;
GI1.05 -
demonstrate an understanding of basic graphing and charting methods (e.g.,
scatter graphs, line graphs, bar charts, pie charts, population pyramids);
GI1.06 -
demonstrate an understanding of basic thematic mapping methods (e.g.,
choropleth, dot, proportional symbol);
GI2.06 -
use graphics software to produce a range of well-designed graphs, charts, and
diagrams;
GC2.04 -
make systematic use of the Internet to acquire information about different
parts of the world.
UC1.02 -
describe the role of geotechnologies, especially GIS, in predicting processes
and events (e.g., urban sprawl, earthquakes, coastal erosion).
·
skills
learned in Unit 1
·
basic
understanding of thematic mapping procedures
·
experience
with working in small groups
·
basic
understanding of file-management procedures
·
the
ability to collect and synthesize information and present it in a coherent
well-constructed paragraph
2.2.1/
As a class…
The
teacher guides students on an Internet tour of certain sites that contain
information on the four spheres: Lithosphere, Hydrosphere, Biosphere, and
Atmosphere.
In small groups (three to four students)…
With the
research completed, students produce a worksheet to describe their chosen
sphere as well as produce questions to be answered by other students. Other
students complete the worksheets.
2.2.2/
Individually…
The
research should lead students to recognize various activities and processes
within a specific sphere (e.g., they might identify tides within the
hydrosphere or basic global wind patterns within the atmosphere). They also
identify data, which allows for monitoring and forecast change within the
chosen sphere, using a GIS. Students produce maps showing the different spheres
and the activities (or outcomes of activities) that take place within the
sphere.
Examples
of monitored activities are:
·
Earthquakes
for Lithosphere;
·
Tides
for Hydrosphere;
·
Logging
within the Biosphere;
·
Carbon
Dioxide within the Atmosphere.
Information
can come from ArcCanada and ArcVoyager (ministry licensed).
Possible data themes:
1. Hydrosphere themes include: lakes, rivers,
and drainage.
2. Lithosphere themes include: world volcanoes,
world cities, global geology, continents (N.A., Europe, Australia, Africa),
minerals, and faults.
3. Biosphere themes include: ecoregions, rivers,
drainage, vegetation, ecozones, and agriculture.
4. Atmosphere themes include: ecozones, drainage, snowfall, temperature, and rainfall.
(Note: These are only examples. Based on availability, others can be used.)
Students
complete several GIS skills, including querying, distance calculation,
charting, table joining, shapefile creation, labelling, and text notation, and
produce high quality layouts that are used to interpret, forecast and monitor
processes taking place within their sphere.
2.2.3/
As a group…
Each
group generates a report and compiles the findings in a project folder,
including map layouts, charts, and tables. Layouts are then imported into
electronic slides to be
presented to the rest of the class. After all groups have presented, the entire
class should be able to come to a consensus on the characteristics and
processes of each of the spheres.
The focus
of this activity is a summative task. It builds on previous GIS skills learned
and practised by students in Unit 1. This task manifests in a group GIS
project/research portfolio that is demonstrated as an electronic presentation
(students use presentation software) to the class.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
2.2.1.1 (class) |
Teacher-guided Internet research |
Teacher-generated guide sheet |
Formative |
Knowledge Thinking/Inquiry |
|
2.2.1.2 (group with individual input) |
Create worksheets |
Self-check from teacher notes |
Formative |
Thinking/Inquiry Application Communication |
|
2.2.1.3 (group with individual input) |
Answer worksheet |
Peer assessment checklist |
Formative |
Thinking/Inquiry Application Communication |
|
2.2.2.1 (Individually) |
Student-produced maps Identified spheres |
Map component checklist |
Formative |
Thinking/Inquiry Application |
|
2.2.3.1 (group) |
GIS presentation portfolio and demonstration to the class |
GIS rubric and presentation rubric Appendix 2.4.3.1 |
Summative |
Knowledge Thinking/Inquiry Application Communication |
·
Oral
and written (overhead) instructions for brainstorming maybe helpful for ESL and
Special Education students.
·
A
graphic organizer for the creation of factors within worksheets may help ESL
and Special Education students.
·
Check
IEPs for accommodations required for exceptional students, especially when
involved in group work.
·
Pre-select
the group assignment and assign specific tasks to students before they enter a
group.
·
Provide
individual support in GIS project.
·
Extend
the use of GIS for students who require enrichment.
·
The
teacher must be sensitive to an appropriate balance of work so that all
students contribute when working in groups.
·
If
access to computers or LCD-type projectors is limited, presentation could be
done as overhead.
·
A
review of presentation software structure may be necessary for some students.
An exemplar presentation or template may be beneficial.
·
ESL
students and students with special needs may require specific help with key
terms and concepts found in the articles.
·
Provide
extended time on the computer to finish work and allow students to work in
partners.
Websites
NASA
(Jet Propulsion Lab) –
http://www.jpl.nasa.gov/radar/sircxsar/ecologyagriculture.html
Canadian
Soil Information System – http://sis.agr.ca/CANSIS/
Software
ESRI. Arcview 3.X. ESRI, Canada. Obtainable
through Board OESS rep.
Print
Hutchinson,
Scott and Larry Daniel. Inside ARCVIEW
GIS, 2nd ed. Onword Press. ISBN1-56690-116-2
Davis,
Bruce E. GIS A Visual Approach.
Onword Press. ISBN 1-56690-098-0
Davis,
David E. GIS for Everyone. ESRI
Press, 1999. ISBN 1-879102-49-8
Getting to Know Desktop GIS. ESRI Press. ISBN 1-879102-42-0
Data
ESRI
Canada. ArcCanada v.2.0 CD. Toronto:
ESRI Canada Schools and Libraries Program, 1999.
GeoGratis
– http://geogratis.cgdi.gc.ca/frames.html
GeoKit CD. OAGEE, 1999. Obtainable through OAGEE
regional rep.
Geography
Network: free world data – www.geographynetwork.com
and Their Impact on Quality of Life
Time: 420 minutes
Students
learn the basic geography of world population. Further to this, students gain
insight and reinforcement with several tasks that are fundamental to
understanding, manipulating, and processing geographic information encountered
with a GIS. The thematic mapping capabilities of GIS along with data
classification methods are highlighted.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry, Global Connections
Overall
Expectations
GCV.01 -
explain the use of geotechnologies in addressing matters of global concern;
GCV.02 -
explain the role of geotechnologies in understanding peoples and places around
the world.
Specific
Expectations
SS2.01 -
express location correctly by a variety of methods (e.g., latitude and
longitude, street address, postal code);
SS2.02 -
express scale correctly in numerical and graphical form;
GI2.09 -
use GIS software appropriately to perform simple analytical operations (e.g.,
spatial querying, buffering, overlaying);
GI2.05 - use mapping software to generate a
variety of well-designed maps including thematic maps based on statistical
data;
GI1.06 - demonstrate an understanding of basic
thematic mapping methods (e.g., chloropleth, dot, proportional symbol);
GIV.03 -
interpret and analyse data, maps, and images effectively.
·
skills
learned in Units 1 and 2
·
basic
understanding of thematic mapping procedures
·
experience
working in small groups
·
basic
understanding of file-management procedures
·
the
ability to collect and synthesize information and present it in a coherent
well-constructed paragraph
·
Locate
the necessary data and test/examine the data for suitability and usability
before use. Installation on some networks may be confusing for students
initially.
·
Locate
an appropriate article about world population growth. Many magazines have
published articles about the subject and there is information to be found on
the Internet.
2.3.1.1/
As a class…
Students
read an article on world population growth or world population patterns. The
teacher should develop series of questions that relate to the article. Further,
the questions should encourage students to make predictions about where theses
countries are located, which other countries might be nearing a problem with
their population numbers and also address some of the factors that account for
a growing population. Students may suggest regions of the world where
overpopulation is a problem.
2.3.1.2/
Individually…
Once they
are comfortable with basic population terminology and issues, students use a
GIS to map crude population data. The teacher should direct the learning
initially so that students learn the basic techniques of adding data to a GIS
and navigating around the map using a variety of zooming and panning
techniques. Students begin to use the label and find functions in order to
locate and identify the countries under study.
Students
are then directed to add several layers of data in order to better understand
the concept of organizing layers in a GIS. Further, students should be
instructed about the correct techniques for saving their work and should
practise saving and retrieving their work before the end of class.
Finally,
students evaluate their initial assumptions about world population patterns
based on the maps they have generated in a GIS.
2.3.2.1/
As a class…
The
teacher directs a lesson to outline the major data classification methods
available in a GIS. The teacher should show how changing the number of category
divisions and applying different classification methods can produce radically
different maps from the same set of data. The teacher should develop a simple
worksheet, which illustrates the major differences that occur on maps by
changing the number of classes and shows a small number of data occurrences
over a small range.
2.3.2.2/
Individually…
Students work on analysing the
effects of using a Quantile distribution, Equal Interval distribution, and
Standard Deviation distribution on data. This can be done either through a
worksheet and/or as a teacher-directed lesson on overhead. The teacher should avoid
a GIS until mathematical concepts are understood as misuse of mathematical
concepts can lead to gross errors in mapping.
2.3.3.1/
Individually…
The
teacher directs students to work on the GIS, once they are comfortable with the
mathematics behind the classification techniques. Students construct four
separate maps on a GIS at one time and arrange them in views so that they can
be seen simultaneously. Students select the first world map and add a theme
containing data at a global level showing the countries of the world. Students
should set the number of classes to three and observe the pattern created on
the map.
2.3.3.2/
As a Class…
Teacher-directed
discussion should follow about the perceptions of world population
distribution.
2.3.3.3/
Individually…
Students
select the first world map and add a theme containing data at a global level,
and showing the countries of the world. They set the number of intervals to
five.
2.3.3.4/
As a Class…
·
Teacher-directed
discussion should follow about how increasing the number of intervals might
change the viewer’s perceptions of world population distribution. This pattern
should be continued for the next two maps, further increasing the number of
intervals to seven and then nine.
·
The
focus at the end of this series of maps should be about choosing the most
effective number of classes to make the map most effective for a high school
audience. Discussion could also focus on the importance of identifying the
viewing audience for the map.
·
The
teacher should use a short checklist to ensure that the basic cartographic
elements of the maps are complete and correct. They can refer to their
cartographic rubric (Unit 1).
·
The
second part of this lesson involves another series of four maps.
2.3.3.5/
Individually…
Students
(with teacher-led instruction) produce four maps with the same or similar
numbers of classes. However, the classification method should be changed.
·
Map
One should use the Natural Breaks method.
·
Map
Two should use the Quantile distribution method.
·
Map
Three should use the Equal Interval method.
·
Map
Four should use the Standard Deviation method.
Again the
focus should be on how the choice of classification types alters the appearance
of the map.
2.3.3.6/
Individually…
Students
make their own map choosing the number of intervals and the classification
method. They label the top five to ten most populated countries as shown by
their map. Using the capabilities of a GIS, they identify the location of the
capital cities of those countries and label the locations using the text and
label tools.
Students practise previously learned skills
with similar data sets and learn how to export the maps from a GIS for use in
other programs.
2.3.4.1/
As a class…
The teacher gives students a brief
outline of some common file types and their associated usage. This should
include the common ones associated with a GIS as well as file types associated
with graphics programs, word processors, spreadsheets, and databases. The
teacher also notes that all file types need not be covered at this point.
Students construct a world map showing population density using a GIS. Students
are then instructed as to the methods of exporting map views or layouts and the
choices to be made when doing so. The teacher may direct students to the File
Management System to examine the changes in image file sizes based on export
file choices.
2.3.4.2/
As a class…
Students
are directed to start a word-processing program and instructed on importing
graphics. They type a brief description about world population density
patterns. Students should be encouraged to use effective geographic
terminology.
2.3.4.3/
Individually…
Students
are given the remainder of the assignment. Students construct three additional
maps in a GIS relating to birth rates, death rates, and fertility rate. They
export the maps from a GIS and import them into to the word-processing document
already started. They provide a brief analysis of how each of these patterns
compares to the population density map. The teacher uses the rubric (Appendix
2.4.3.1) to assess the maps and the analysis. Care should be taken to ensure
that in the weighting of the rubric, the analysis section is given a
significant portion of the grade.
2.3.5.1/
Individually…
Students
produce a series of maps using world data. The teacher prepares a scenario that
places students in a hypothetical but realistic situation for solving a problem
using a GIS. Students should be given adequate direction and pointed to data
suitable for the project. They save the project for peer evaluation.
2.3.6.1/
As a small group…
·
Students,
with direction by the teacher, attempt to grade the efforts of their peers.
Using a pre-constructed checklist and in pre-assigned small groups, students
examine the four maps, assign appropriate levels (1,2,3,4) to each one, and
average the four map evaluations.
·
The
teacher should use a demonstration model map (of excellent quality) and point
out the various components that comprise a good map. This could be compared to
a pre-constructed (but very poor quality) map, which is lacking many key
components. The teacher then instructs students to use the checklist provided
and evaluate their peer’s work, referring to the sample maps when necessary.
Assessment
of students should focus on the development of critical thinking skills. These
initial lessons will require reinforcement and guided learning. Repetition of
the skill occurs throughout the course and teachers should be aware that it
takes some students longer than others to become proficient. Students need to
have some time to evaluate what their peers have accomplished. There is a
tendency to evaluate the first map with very high marks, as it can appear very
professional. However, care should be taken to ensure that all map elements are
present and that the student has made good use of the techniques reviewed in
Unit 1. Having peers evaluate this first product should help to reinforce
positive efforts and ensure that examples of both good and poor quality maps are
viewed. The goal is to have students create better maps overall.
The teacher should carefully direct
the peer evaluation. This requires the development of a very specific rubric,
which allows only a moderate amount of interpretation on the part of the student.
Eventually, this could serve as a checklist for the basics of map production.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
2.3.1.1 (class) |
Reading to generate whole-class discussion |
Teacher-generated checklist |
Formative |
Knowledge |
|
2.3.1.2 (individually) |
Map raw data in GIS |
View component checklist |
Formative |
Knowledge |
|
2.3.2.1 (class) |
Teacher-led Socratic lesson |
Discussion |
Formative |
Thinking/Inquiry |
|
2.3.2.2 (individually) |
Answer teacher-generated worksheet |
Teacher-generated checklist |
Formative |
Knowledge |
|
2.3.3.1 (individually) |
Map construction of four individual products |
View component checklist |
Formative |
Application |
|
2.3.3.2 (class) |
Whole-class discussion |
Worksheet |
Formative |
Thinking/Inquiry |
|
2.3.3.3 (individually) |
Map construction |
Worksheet |
Formative |
Application |
|
2.3.3.4 (class) |
Whole-class discussion |
Discussion |
Formative |
Thinking/Inquiry |
|
2.3.3.5 (individually) |
Map raw data in GIS |
View component checklist |
Formative |
Knowledge |
|
2.3.3.6 (individually) |
Map raw data in GIS |
View component checklist |
Formative |
Application |
|
2.3.4.1 (class) |
File Types note making |
Teacher-generated Overheads |
Formative |
Knowledge |
|
2.3.4.2 (class) |
Import graphics |
Teacher-led Instruction |
Formative |
Knowledge |
|
2.3.4.3 (individually) |
Map construction |
Worksheet |
Formative |
Application |
|
2.3.5.1 (individually) |
Map raw data in GIS |
Worksheet |
Formative |
Application |
|
2.3.6.1(group) |
Evaluate maps |
Checklist |
Summative |
Thinking/Inquiry |
·
A
review of basic arithmetic classifying may be needed with some students.
·
Some
accommodation may be made for learners encountering difficulty. This may be
done through allowing increased time for the completion of the maps.
·
Oral
and written (overhead) instructions maybe helpful for ESL and Special Education
students.
·
A
graphic organizer for the creation of factors within worksheets helps ESL and
Special Education students.
·
Check
IEPs for accommodations required for exceptional students, especially when
involved in group work.
·
Pre-select
the group assignment for students and assign specific tasks before they enter a
group.
·
Provide
individual support in GIS project.
·
Extend
the use of GIS for students who require enrichment.
·
The
teacher must be sensitive to an appropriate balance of work so that all
students contribute when working in groups.
·
If
access to computers or LCD type projectors is limited, presentation could be
done as overheads.
·
A
review of presentation software structure may be necessary to assist ESL
student and students with writing difficulty. An exemplar presentation or
template may be beneficial.
·
ESL
students and students with special needs may require specific help with key
terms and concepts found in the articles.
·
Provide
extended time on the computer to finish work and allow students to work in
partners.
Websites
NASA
(Jet Propulsion Lab) –
http://www.jpl.nasa.gov/radar/sircxsar/ecologyagriculture.html
www.planetproject.ca
www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview 3.X. ESRI Canada. Obtainable
through Board OESS rep.
Print
Audet,
Richard and Gail Ludwig. GIS in Schools.
ESRI Press, 2000. ISBN 1-879102-85-4
Davis,
Bruce E. GIS A Visual Approach.
Onword Press. ISBN 1-56690-098-0
Davis,
David E. GIS for Everyone. ESRI
Press, 1999. ISBN 1-879102-49-8
Getting to Know Desktop GIS. ESRI Press ISBN 1-879102-42-0
Data
ESRI
Canada. ArcCanada v.2.0 CD. Toronto:
ESRI Canada Schools and Libraries Program, 1999.
GeoGratis
– http://geogratis.cgdi.gc.ca/frames.html
GeoKit CD. OAGEE, 1999. Obtainable through OAGEE
regional rep.
Geography
Network: free world data – www.geographynetwork.com
Time: 420 minutes
This
series of lessons instructs students about the basic geography of global
industrialization. Students gain insight into additional fundamental tasks
encountered when working in a GIS. Adding tabular data, creating charts,
joining tables, and multitasking with other suite-type software programs are
highlighted.
Strand(s): Global Connections, Methods of Geographic Inquiry
Overall
Expectations
GIV.03 -
interpret and analyse data, maps, and images effectively.
Specific
Expectations
GC2.02 -
compare images of different places with a view to identifying similarities and
contrasts;
GC2.04 -
make systematic use of the Internet to acquire information about different
parts of the world;
GC3.01 -
assess the impacts of geotechnologies on various aspects of international
affairs (e.g., use of GIS in disaster relief, GPS in warfare, satellite
monitoring in controlling nuclear proliferation);
GI2.14 -
enter data into the computer by a variety of methods (e.g., keyboarding,
downloading files, scanning);
GI2.06 -
use graphics software to produce a range of well-designed graphs, charts, and
diagrams;
GI1.02 -
identify sources of data, maps, images, and other geographic products (e.g.,
governments, private companies, the Internet;
GI1.04 -
identify the conceptual and design factors that make for a well-designed map or
graphic (e.g., good generalization, symbol contrast, balanced layout).
The
skills learned in Strategy 2.1.2 are utilized throughout the remainder of the
unit and the course. Care should be taken to encourage students to revisit and
build proficiency in these basic map manipulation techniques. Mapping skills in
the following series of lessons rely on the student’s understanding of the
basic classification techniques learned so far.
·
Locate
the data and test the data before use. Installation on some networks may not
allow write access for editing purposes. The teacher should investigate and
make arrangements to move the data to unprotected areas where write access is
granted.
·
Locate
an appropriate article or website about global industrial growth and patterns.
Many magazines have published articles about the subject and there is
information to be found on the Internet.
2.4.1.1/
As a class…
Students
research and read an article on global industrialization or world economic
globalization patterns from the Internet. The teacher should encourage students
to develop a series of questions that relate to the article. The questions
should encourage students to make predictions about where the most highly
industrialized countries are located, which countries may be developing, and
which are underdeveloped. The teacher encourages the use of geographic
reference terms such as
2.4.1.2/
Individually…
Once students
are comfortable with basic terminology and issues, they use a GIS to map
industrialization data using Equal Interval and Standard Deviation techniques.
The
teacher directs the learning initially so that students have practice using the
basic skills learned in previous lessons regarding adding data to a GIS. A
brief review of zooming and panning techniques, as well as additional labelling
techniques, is appropriate. Students begin to use the join table feature so
that non-spatial data can be attached to existing spatial data inside a GIS.
Finally, students confirm, positively or negatively, their initial assumptions
about global industrialization patterns based on the maps that they have
generated in a GIS.
This
teacher-directed lesson’s major goal is to teach how to enter data into a
spreadsheet and then export it as a DBF file for use in a GIS. The teacher
shows students how to save the file and join it to existing spatial data inside
a GIS.
2.4.2.1/
As a team…
·
The
teacher could develop a simple worksheet that shows a small number of data
occurrences so that students are not inputting data for all the countries of
the world. The teacher may also choose to use data from a text or atlas that
would be suitable for use in another course (e.g., World Issues).
·
Students
work in pairs to input the data into the spreadsheet (e.g., one student reads
the data and the other enters it into the spreadsheet, taking turns at the
halfway point).
·
Students
save their data as a spreadsheet file and then export it as a dbase IV file.
Students join the file to existing spatial data and classify their new data
set.
2.4.3.1/
Individually…
Students
construct a map that shows the industrial development levels of countries. They
extract the data from ArcCanada world files and demonstrate these themes
and tables on their maps.
2.4.3.2/
As a group…
The
teacher then directs students to join necessary tables and create graphs using
the classification method CHARTS. The information for these charts and graphs
comes from the attribute table of the identified themes.
2.4.3.3/
Individually…
In a
layout, students compare countries from at least four different continents.
This exercise also may be done using a worksheet style approach.
Students
use problem-solving skills and compile maps to resolve a given scenario.
2.4.4.1/
As a group…
The
teacher develops a scenario that mimics a real-world issue or problem to show
students how geotechnology can be used to investigate international affairs.
The
teacher gives students a brief outline of the problem and provides hints
indicating the kind of information, included with the GIS, that can be brought
to bear on the subject
2.4.4.2/
Individually…
Students
choose the data to be mapped, layout the data in a suitable fashion, and
provide a rudimentary interpretation of the information as to how industrial
development is an indicator of the quality of life in various countries. They
export the maps (layouts) and then import them into to a word-processing
document or print them directly and submit as a paper. Students are encouraged
to use effective geographic terminology.
2.4.5.1/
As a team…
With
direction by the teacher, students attempt to grade their classmates’ projects.
Using a pre-constructed rubric, students examine the maps, assign appropriate
levels to each one, and determine a grade. The teacher, using the same rubric,
grades the map/project for critical feedback to the student.
Assessment of the students should
focus on the development of critical skills. These initial lessons require
reinforcement and guided learning. Repetition of the skills occurs throughout
the course and teachers should be aware that it takes some students longer than
others to become proficient. Also students need to have some feedback as to
what they have accomplished. There is a tendency to evaluate the first maps
with very high marks, as it can appear very professional. However, care should
be taken to ensure that all map elements are present and that the student has
made good use of geographic terminology and of the techniques learned so far.
Having both a self-evaluation and a teacher evaluation should help to reinforce
positive efforts and ensure that maps are viewed in a critical fashion. The
goal is to have students create better overall maps.
The
teacher should carefully direct the self-evaluation. This requires the
development of a very specific rubric, which allows only a moderate amount of
interpretation on the part of the student. Eventually, this could serve as a
checklist for the basics of map production.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
2.31.1 (class) |
Library Resource/Centre and Internet research Whole-class discussion |
Student-generated question sheet |
Formative |
Knowledge |
|
2.3.1.2 (individually) |
Map raw data in GIS |
Map basic data |
Formative |
Knowledge |
|
2.3.2.1 (as a team) |
Teacher-directed lesson |
Worksheet |
Formative |
Knowledge |
|
2.3.3.1 (individually) |
Mapping data |
Teacher-generated checklist |
Formative |
Knowledge |
|
2.3.3.2 (as a group) |
Teacher-directed lesson on constructing graphs on maps |
Checklist |
Formative |
Application |
|
2.3.3.3 (individually) |
Constructing layouts |
Worksheet |
Formative |
Knowledge Application |
|
2.3.4.1 (as a group) |
Scenario |
Worksheet |
Formative |
Application Thinking/Inquiry |
|
2.3.4.2 (individually) |
Mapping data |
Checklist |
Formative |
Thinking/Inquiry Application |
|
2.3.5.1 (as a team) |
Evaluating maps |
Rubric/Checklist |
Summative |
Thinking/Inquiry |
·
Allowing
increased time for the completion of the maps.
·
Oral
and written (overhead) instructions for brainstorming maybe helpful for ESL and
Special Education students.
·
A
graphic organizer for the creation of factors within worksheets may help ESL
and Special Education students.
·
Check
IEP for accommodations required when there are exceptional students, especially
when involved in group work.
·
Pre-select
the group assignment for students and assign specific tasks before they enter a
group.
·
Provide
individual support in GIS project.
·
Extend
the use of GIS for students who require enrichment.
·
The
teacher must be sensitive to an appropriate balance of work so that all
students contribute when working in groups.
·
If
access to computers or LCD-type projectors is limited, presentation could be
done as overheads.
·
A
review of presentation software structure may be necessary for some students
with writing difficulty. An exemplar presentation or template may be
beneficial.
·
ESL
students and students with special needs may require specific help with key
terms and concepts found in the articles.
·
Provide
extended time on the computer to finish work and allow students to work with
partners.
Websites
NASA
(Jet Propulsion Lab) – http://www.jpl.nasa.gov/radar/sircxsar/ecologyagriculture.html
www.planetproject.ca
www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview 3.X. ESRI
Print
Audet,
Richard and Gail Ludwig. GIS in Schools.
ESRI Press, 2000. ISBN 1-879102-85-4
Davis,
Bruce E. GIS A Visual Approach.
Onword Press. ISBN 1-56690-098-0
Davis,
David E. GIS for Everyone. ESRI
Press, 1999. ISBN 1-879102-49-8
Getting to Know Desktop GIS. ESRI Press. ISBN 1-879102-42-0
Data
ESRI
GeoGratis
– http://geogratis.cgdi.gc.ca/frames.html
GeoKit CD. OAGEE, 1999. Obtainable through OAGEE
regional rep.
Geography
Network: free world data – www.geographynetwork.com
When
working with a Geographic Information System, you often deal with several
different types of files. Each of these has different uses within the system
and for generating maps.
The three
letters after the file name that you choose identify file type. You must know
which files perform what function and which ones work together.
Below are
some of the files that we will be using immediately. Others are encountered as
we progress through the course.
|
PCX |
A graphic file that is recognized almost universally by graphics programs. It only holds 16 colours. If your graphic holds more colours than that, they are converted to one of the 16 colours available. Not very good if you have to scale the graphic. |
|
CGM |
Computer Graphics Metafile: Another graphic file type that holds more colours (256). |
|
WMF |
Graphic file type: Windows Metafile (sometimes called Placeable WMF) that holds many colours and, because it is a vector file format, is fully scalable. |
|
JPG GIF BMP |
Other types of graphic files. |
|
TXT |
A text file used for storing only words with no style (bold, italics, etc.) attached to them. This is the simplest form of text storage and works with any program. |
|
WP |
Proprietary file for WordPerfect word-processing documents |
|
DOC |
Proprietary file for MSWord word-processing documents. New versions can read older files. Older version cannot read newer ones even though the extension is the same. |
|
WP3 |
Proprietary file for Quattro Pro spreadsheets. |
|
XLS |
Proprietary file for Excel spreadsheets |
|
SHW |
Proprietary file for WordPerfect Presentations. |
|
PPT |
PowerPoint, the proprietary file for Microsoft office presentations. |
|
APR |
Proprietary file for an ArcView project. This file only contains instructions for the program and cannot be used to print maps directly. |
|
SHP |
Proprietary file for ArcView map files. This is the file that controls the shapes on the map. These can contain points, lines, or polygons. |
|
SHX |
Arcview Interchange file that is required for communication between the shapefile and the computer. It also allows communication between the DBF file and the shapefile. |
|
DBF |
Database file where all the attribute data is stored for use in ArcView. |
Preamble
Some
newspapers articles have recently been concerned with the growing disparity
between rich and poor nations of the world. Some major papers have suggested
that, throughout the 1900s, little progress has been made towards improving the
quality of life in many countries of the world. The United Nations and the
World Bank began work on a project that investigates these claims. Both of these
organizations want to commit significant amounts of money towards ensuring that
all people of the world have adequate access to healthcare and clean water
while improving their overall quality of life.
Situation
You
have been hired as a geotechnologies specialist with the UNESCO branch of the
United Nations. Your project requires you to produce a series of maps that
identify where money should be spent in order to improve the quality of life
for the people in that region.
At press time, UNESCO would like to display a
series of world maps that illustrate the following quality of life indicators:
·
Industrial
Capacity: Show countries that are seriously under-developed in terms of
industrial capacity.
·
Drinking
Water: Show countries that do not have reasonable access to safe drinking
water.
·
Literacy:
Show countries that have a below average adult literacy rate.
·
Other:
Examine data on the number of doctors, teachers, cars, phones, etc.
They are
not able to help you much as they do not appear to understand how geotechnology
can help them at all. However, they have collected considerable amounts of data
on the topic and are keen to see its geographic distribution. Of course, they
understand that you may have additional information available that would allow
you to perform a more detailed study and enhance the content of the project.
Available
Data
Data
available in c:\ArcCanada\Disk2\world\cntry95.shp You should make the whole
part here into a table – it would be easier to read. Example:
|
Field Name in Attribute Table |
Description |
|
Poppdoc |
shows the population per doctor |
|
Heal_pcap |
shows the number of healthcare workers per capita |
|
Safewater |
shows the percentage of the population with access to safe drinking water |
|
Sanitation |
shows the percentage of the population with access to sanitation systems |
|
Litrate |
shows the percentage of the population with basic literacy |
|
Studptch |
shows the average number of students per teacher |
|
GNP_cap |
shows the gross national product (wealth) per capita |
|
|
There are additional fields for number of cars, phones… |
Students
require the directory where this data is located (e.g., c:\…\…\cntry_94.shp and
associated tables).
Note: This data should be available with
the standard default installation of most GIS programs.
The
presentation is due to the printers in two hours. Good Luck.
|
Expectation |
Level 1 (50 – 59%) |
Level 2 (60 – 69%) |
Level 3 (70 – 79%) |
Level 4 (80 – 100%) |
|
Thinking/Inquiry Interpret and analyse data, maps, and images effectively, GIV.03 |
- few of the maps and images have been interpreted effectively |
- some of the maps and images have been interpreted effectively |
- most of the maps and images have been interpreted effectively |
- all of the maps and images have been interpreted effectively |
|
Communication Application Identify the conceptual and design factors that make for a well-designed map, GI1.04 |
- few of the map essentials are present in the layout |
- some of the map essentials are present in the layout |
- most of the map essentials are present in the layout |
- all or almost all of the map essentials are present in the layout |
|
Application Use GIS software appropriately to perform simple
analytical operations, GI2.09 |
- few of the specific operations needed to perform an analysis are accomplished (e.g., clipping and buffering) |
- some of the specific operations needed to perform an analysis are accomplished (e.g., clipping and buffering) |
- most of the specific operations needed to perform an analysis are accomplished (e.g., clipping and buffering) |
- all specific operations needed to perform an analysis are accomplished (e.g., clipping and buffering) |
|
Knowledge Demonstrate an understanding of basic thematic mapping
methods, GI1.06 |
- few of the required themes are present |
- some of the required themes are present |
- most of the required themes are present |
- all or almost all the required themes are present |
|
Thinking/Inquiry Demonstrate an ability to acquire relevant data and
materials and to evaluate their quality, GIV.01 |
- minimum data has been acquired - minimally evaluates data quality |
- some of the data required has been acquired - moderate evaluation of data quality |
- most of the data required has been acquired - considerable evaluation of data quality |
- required data has been acquired - completely evaluates data quality |
|
Knowledge Content-Geography (criteria relates to specific
geographical expecttions) |
|
|
|
|
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Note: This is a culminating task rubric that can be used with any GIS project, regardless of topic or software. With slight modifications, it could be used as a summative assessment tool throughout the unit. It is important that the teacher work with students to demonstrate the specifics of the established criteria. It would also be of benefit for the teacher to show exemplars of specific projects.
Appendix 2.2.4.1
Situation
A
situation has occurred in which the principal of your school has been selected
to come before the Ministry of Education to showcase what is being done with
GIS in your school. While the Ministry knows that this is still a new program,
they would like to see what students have been able to produce so far.
The
principal has suggested that many people do not know how powerful the use of
geotechnology can be when used to solve problems of a global nature. Therefore,
he/she has suggested that students showcase a global problem that can be
examined with different degrees of complexity. Preferably, this problem should
be related to global population issues.
Task
Produce a
series of maps showing data on the status of the world’s population. These maps
should focus on issues such as average life expectancy, population growth
rates, population doubling times, and infant mortality rates.
Files
available for this project can be found on Disk 2 of the ArcCanada CD in
the World folder.
Remember
to do the following:
·
Include
at least four views at various scales (zoom in/out to different areas).
·
Change
the name of the views to non-cryptic titles.
·
Label
map features clearly and concisely.
·
Add
suitable map layers to the appropriate views.
·
Join
non-spatial data to existing spatial data layers.
·
Choose
appropriate data classification methods.
·
Use
a background of the world in a neutral colour\shade if required. Use a
background of water, for the world view.
For this
exercise, no other files are allowed.
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