Course Profile Geomatics: Geotechnologies in Action (CGO4M),
Grade 12, University/College Preparation, Public
Unit
3: Analysing and Understanding Patterns
of Information
Time: 25 hours
Activity 3.1 | Activity 3.2 | Activity
3.3 | Activity 3.4 | Activity 3.5 | Activity
3.6 | Activity 3.7 | Activity 3.8
Unit
Description
Students
identify and examine patterns that emerge from physical systems, human systems,
and urban systems. Using a GIS, students have opportunities to map the
relationships that exist between these systems. Furthermore, by exploring
methods of data classification, students also map and appreciate the spatial
distribution of unique human characteristics such as ethnicity, indigenous
people, and socio-economic patterns. The culminating activity of this unit
focuses on urban patterns within cities. The socio-economic patterns such as
crime in the city are mapped using the GIS.
Time: 1.5 hours
This
activity acquaints students with the use of GIS and its role in mapping
physical regions by visual comparison. Using a relief image/map of the USA
students outline the different physical regions, define what is a physical
region, identify what makes it a region, and indicate the specific regions that
they highlighted. Students then demonstrate the differing physical regions of
the
Overall
Expectations
SSV.04 -
explain the use of geotechnologies in studying physical and human systems;
SSV.05 -
use geotechnologies effectively to display and analyse patterns and regions on
the earth’s surface;
GCV.03 -
analyse how perceptions of places, situations, and events are affected by maps.
HEV.01 - explain the use of geotechnologies in studying human-environment interactions;
HE1.02 - explain the role of geotechnologies in addressing environmental problems resulting from human action (e.g., pollution, deforestation, species extinction).
The student should have:
·
an
understanding of how a GIS works and its relevance to geospatial analysis;
·
an
understanding of navigating the Internet;
·
skill
in the retrieval of geographic data from the Geography Network Internet site.
·
Make
sure the appropriate data is available on the computers.
·
Ensure
students have a
·
If
this is the first time in the course that students have used the Internet,
review school and board policies.
·
Develop
assessment strategies.
3.1.1
– The purpose of
this lesson is to acquaint students with the use of GIS and its role in mapping
physical regions by visual comparison. Using a relief image/map of the USA
students outline the different physical regions, define what is a physical
region, identify what makes it a region, and indicate the specific regions that
they highlighted.
Teachers
acquaint students with some concepts and terms used to differentiate the
different physical regions. Also, the teacher outlines the differences between
Ecozones, as studied in Grade 9, and physical regions.
During
the classroom discussion the teacher describes what characteristics define
regions such as economical, political, cultural, and physical characteristics.
3.1.2
– Individually the
students show the different physical regions of the
(It is
felt that students at the senior level will have had a strong Canadian focus up
to this point and therefore a wider North American context will have definite
benefits. This activity could be a
The focus
of this activity is for students to identify the different physical features of
the
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement Category |
|
3.1.1 |
Whole-class
discussion |
Teacher-generated
rating scale |
Formative |
Knowledge/Understanding Thinking/Inquiry Communication |
|
3.1.2
(individual) |
Creation
of a relief map |
Map
component checklist |
Formative |
Thinking/Inquiry Application |
Enrichment
– students can identify smaller regions and place more detailed information in
the theme table.
Print
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
OAGEE.
Monograph Fall, 2001
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Data
US_48big.tif,
Websites
–
www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview
3.X. ESRI,
Time: 1.5 hours
This
activity acquaints students with the use of GIS and its role in mapping human
settlement and systems. The teacher initiates a class discussion on some of the
reasons for urban settlement, e.g., water a
Once
students have a
Overall
Expectations
SSV.04 - explain the use of geotechnologies in
studying physical and human systems.
Specific
Expectations
SS1.10 -
describe applications of geotechnologies relating to human systems (e.g.,
marketing, route planning, precision farming, land use planning).
Students should have:
·
an
understanding of how a GIS works and its relevance to geospatial analysis
·
an
understanding of navigating the Internet
·
an
idea of what characteristics make up Physical Regions
·
skills
in the retrieval of geographic data from the Geography Network
·
Make
sure the appropriate data is available on the computers.
·
Ensure
students have a
·
If
this is the first time in the course that students have used the Internet,
review school and board policies.
·
Develop
assessment strategies.
3.2.1
– The purpose of
this lesson is to acquaint students with the use of GIS and its role in mapping
human settlement and systems. The teacher initiates a class discussion on some
of the reasons for urban settlement, e.g., water a
Using
US data from ESRI Data, students first locate all the major cities in the
The
teacher may want to direct students to view The Geography Network to locate, or
reinforce their decision.
3.2.2 – Once students have a
This
assessment can either be done by students or by the teacher.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.2.1 |
Whole-class
discussion |
Teacher-generated
check list |
Formative |
Knowledge Thinking/Inquiry Communication |
|
3.2.2 |
Creation
of a settlement distribution map |
Map
component checklist |
Formative |
Thinking/Inquiry Application |
Print
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
OAGEE.
Monograph Summer, 2001.
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Data
The
Geography Network – www.geographynetwork.com
ArcView
ESRIdata
Davis,
David E. GIS for Everyone. ESRI Press, 1999. ISBN 1-879102-49-8
Websites
– www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview
3.X. ESRI,
Time: 1.5 hours
This activity acquaints
students with the use of GIS and its role in mapping and utilising national
level data. Students examine the pattern of settlement in the
Overall
Expectations
HEV.01 -
explain the use of geotechnologies in studying human-environment interactions.
Specific
Expectations
HE2.01 -
explain the capability of GIS to integrate physical and human factors in
addressing problems that involve aspects of both;
HE2.02 -
relate patterns of physical geography (e.g., relief, drainage) to patterns of
human geography (e.g., settlements, land subdivisions) on maps and images;
SS3.02 -
produce well-designed thematic maps to display and analyse distribution of
physical and human phenomena (e.g., precipitation, population density, personal
income);
SS2.05 -
analyse patterns of physical geography (e.g., relief, drainage) and human
geography (e.g., settlements, land subdivisions) on topographical maps and
images.
The student should have:
·
an
understanding of how a GIS works and its relevance to geospatial analysis;
·
experience
working with small groups;
·
an
understanding of navigating the Internet;
·
the
ability to retrieve their own work;
·
the
ability to use a slideshow presentation program;
·
skills
in the retrieval of geographic data from the Geography Network Internet site;
·
the
ability to synthesize information from the Internet as well as their own work
and present it in a coherent, well constructed paragraph.
·
Ensure
students have a
·
Ensure
students have a
·
Have
notes on factors that influence settlement.
·
Develop
assessment strategies.
3.3.1 – The purpose of this lesson is to
acquaint students with the use of GIS and its role in mapping and utilising
national level data. Students examine the pattern of settlement in the
Teachers acquaint students with some concepts and terms used when discussing physical regions and settlement characteristics. To show the connection or influence, students display some transportation features such as railways, highways, and international airports.
At this point, the teacher describes each of these transportation features and explains their importance in the development and distribution of urban centres.
3.3.2 – The teacher instructs students to
examine the settlement patterns in the
3.3.3
– When students
have completed their work they display their findings in presentation format
with a written paper to support their maps. The presentation is done in front
of the whole class.
Using
the expectations being assessed, the teacher designs checklists to assess the
class discussion and the map showing the relationship, and a rubric for the
student GIS slideshow presentation.
Assessment
of the final product can be by the teacher or by the students. In many
instances, peer assessment is very effective as it allows students to showcase
their work. So as not to be distracted by colourful images that show little
geographic reasoning, the teacher should ensure that the rubric is prescriptive
and detailed. Teachers who choose to have students integrate their maps into a
word-processing package would be well advised to develop a checklist for their
use and evaluation when grading the final product.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.3.1 |
Whole-class
discussion |
Teacher-generated
checklist |
Formative |
Knowledge Thinking/Inquiry Communication |
|
3.3.2 |
Creation
of a map showing the relationship between settlement and relief |
Map
component checklist |
Formative |
Thinking/Inquiry Application |
|
3.3.3 |
GIS
Slideshow presentation |
GIS and
presentation rubric |
Summative |
Knowledge Thinking/Inquiry Application Communication |
·
Have
available notes on the influencing factors physical regions have on settlement
development
·
Enrichment
- Students could map how they predict the US will look in the future with
population growth.
Print
Yeates,
Maurice, The North American City. ISBN 0-321-01364-6
Davis,
Bruce E., GIS: a Visual Approach. Onword Press. ISBN 1-56690-098-0
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Data
The
Geography Network (www.geographynetwork.com) has a good selection of New York
City data
ArcView
ESRIdata
Websites
–
www.esricanada.com/k-12/gis/capabilities.html
–
www.census.gov ( US Census Bureau )
Software
ESRI. Arcview
3.X. ESRI,
Time: 1.5 hours
This
activity focuses on a teacher-directed slide show of specific geo-statistical
data classification methods that focuses on the diversity of ethnic, racial, or
cultural groups of a specific region. Students identify various GIS methods for
establishing and mapping patterns of human diversity within a defined region.
Overall
Expectations
GCV.02 -
explain the role of geotechnologies in understanding peoples and places around
the world;
GCV.03 -
analyse how perceptions of places, situations, and events are affected by maps.
Specific
Expectations
GI1.03 - identify the areal units by which data are commonly aggregated (e.g., enumeration areas, census tracts, school districts);
GI2.13 -
Use GIS software appropriately to perform analytical operations.
The student should have
·
Basic
understanding of how a GIS works and its use in geostatistical operations
·
Experience
in working in small groups
·
Basic
understanding of working in an Internet environment
·
Basic
understanding of summary and note taking
·
The
teacher will build a slide show on basic classification methods (see Geographer’s
Workbench Gem Geotechnologies 2001) with a requisite worksheet.
·
Acquire
either an LCD projector or method of overheads to show the slide show.
3.4.1 – Students participate in a teacher-directed
slide show on specific methods of data classification (chloropleth mapping) and
fill in the a
Students
then read an article on the changing American demographic with the objective of
identifying where ethnic, racial, or racial groups live in the USA.
e.g., –
http://seattlepi.nwsource.com/local/race261.shtml
OR
–
http://www.umac.org/ocp/population/demographics.htm
3.4.2
– Students use a
summary sheet in order to make point-form notes on the distribution of African
Americans and/or Aboriginal peoples throughout the USA. The teacher instructs
them to look for patterns as they relate to rural/urban influences and other
geographic parameters.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.4.1 (class) |
Teacher-centred
learning |
Checklist
in the form of a self-assessment question sheet |
Formative Through
the use of self-assessment question sheet |
Knowledge/ Understanding Thinking/Inquiry |
|
3.4.2 (individually) |
Summary
sheet of minority issues in the United states with emphasis on rural and
urban differences |
Checklist |
Formative |
Thinking/Inquiry Application |
·
Teacher
may demonstrate the methods needed to write a summary to a specific document,
when necessary.
Print
and CD
Knox,
Paul and Steven Pinch. Urban Social Geography: An Introduction.
ISBN 0-5823-8119-3
Yeates,
Maurice. The North American City. ISBN 0-321-01364-6
Mitchell,
Andy. The ESRI Guide to GIS Analysis Volume 1: Patterns & Relationships.
ESRI Press.
ISBN 1-879102-06-4
Websites
–
http://seattlepi.nwsource.com/local/race261.shtml
or
–
http://www.umac.org/ocp/population/demographics.htm
Time: 6.5 hours
Students
map and analyse First Nations land claims. They create a thematic map to
establish specific patterns and discuss the results of these patterns. Students
then apply different classification techniques to the geo-statistical data to
make comments and conclusions.
Understanding and
Managing Change
Overall
Expectations
GIV.01 -
select and apply geographic skills, methods, and technologies to gather,
analyse, and synthesize ideas and information;
GIV.02 -
use a variety of methods and technologies to communicate the results of
geographic inquiry and analysis effectively;
UCV.01 -
explain the use of geotechnologies in monitoring change in dynamic systems.
Specific
Expectations
HE3.01 -
assess the role of geotechnologies in addressing issues affecting indigenous
peoples
(e.g., reserve management, resource inventories);
SS3.03 -
perform appropriate GIS analyses to isolate areas that meet specific criteria;
GI2.13 -
use GIS software appropriately to perform analytical operations.
The student should have:
·
an
understanding of how a GIS works and its relevance to geospatial analysis;
·
experience
in working with small groups;
·
an
understanding of navigating the Internet;
·
a
basic understanding of basic one and two variable statistics (i.e., mean,
media, mode);
·
skills
in the retrieval of geographic data from the Geography Network Internet site.
·
Ensure
students have a
·
Ensure
students have a
·
Obtain
the geographic files from the appropriate website (www.geographynetwork.com)
and copy the files to the student use directory on the computers.
·
Ensure
students have a
·
The
file for Federal lands-Native American Reservations can also be found on the
Geographynetwork.com.
The
purpose of this lesson is to acquaint students with the attribute data inherent
in any GIS vector shapefile and the methods of classifying this data. Students
examine specific polygon shape files of the USA and through the use of both
isolation and classification begin to make specific socio/demographic
conclusions, and isolate specific variables.
3.5.1 – First Nations/Indigenous Peoples
Land Claims - Students download and unzip a specific file from the geography
network or Ministry-licenced ArcCanada CD (included with ArcView
software). They then, using the legend editor, create a thematic map over the
previously created contiguous 48-state file. They modify the legend to show
only the First Nations reservations. This is a
3.5.2 – Students now add to the Contiguous 48-states
theme a theme of the US counties with fields of population 90 and 97. This
theme should also include data on numbers of African Americans per county in
the USA. This information can be found either on the geography network or data
sources like ESRI Maps and Data or Ministry-licenced ArcCanada CD
(included with ArcView software). Students, either individually or in
pairs, create a map of the various counties throughout the USA. They classify
this data by number of African Americans per county using a standard
classification technique, i.e., natural breaks and a default number of classes
(5). Referring to their notes from Activity 3.4 students make four other maps
using different classification methods. They put these four classification
types in differing views. A class discussion can then take place as to the
relative patterns that show up with these various views and given the
information they have on classification methods students are able to make
informed decisions on which ones are most appropriate for this data
presentation.
3.5.3 – Students, with the teacher’s guidance, amalgamate into larger groups of three or four students per group. Students then choose four or five adjacent states that they clip out of the original states file. In order that a representative sample of the US is identified, the teacher needs to be involved in this process.
Areas of the USA to be covered should include:
|
·
Northeast |
·
Southeast |
·
Southern states |
|
·
West coast |
·
Midwest |
·
Great Lakes |
Students repeat the classification process on
their chosen state grouping. They normalize their data by the county population
in 1990. As a group they make decisions as to which classification method best
represents the information that they collected from the summary reading in
Activity 3.4. To demonstrate the rural urban variance student groups then
identify the appropriate cities file (this will need to be clipped from the
cities file to their state grouping). Students decide on an appropriate urban
community size and query out those cities. These cities may be mapped as
proportional symbols. This exercise is then repeated for the 1997 census. The
student groups present their findings through a seminar process to the rest of
the class in a series of presentation slides that can be collated into a
classroom presentation on density and patterns of African Americans in America.
Note: We have used the correct terminology for
African Americans. Some data files however may refer to “Blacks.” Teacher will
need to be sensitive to the language describing groups in the population.
Teachers
should devise a rubric for the culminating exercise that encourages students to
combine the information they have generated.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.5.1 (individual) |
Cull
out federal First Nations reservations and develop a thematic map |
Checklist |
Formative |
Knowledge/ Understanding Thinking/
Inquiry |
|
3.5.2 (individually
or pairs) |
Using
US county data create chroropleth map to show patterns of African American
concentration |
Checklist |
Formative |
Thinking/
Inquiry Application |
|
3.5.3 (small groups or pairs) Individual Contribution |
Using a clipped group of states students make
conclusions on population patterns Presentation showing comparison and
conclusions of population patterns |
Rubric |
Summative |
Application Communication |
·
An
introduction to social area analysis theory may be necessary for some students.
An exemplar on Geographic Analysis would also be beneficial at this juncture.
·
Enrichment
– Students could map other groupings for comparison.
Print
and CD
Knox,
Paul and Steven Pinch. Urban Social Geography: An Introduction. ISBN
0-5823-8119-3
Yeates,
Maurice. The North American City. ISBN 0-321-01364-6
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
OAGEE.
Monograph. Fall, 2001.
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Mitchell,
Andy. The ESRI Guide to GIS Analysis Volume 1: Patterns &
Relationships. ESRI Press.
ISBN 1-879102-06-4
Bell,
Gerry, E. Geddes, and M. Lowry. The Geographer’s WorkBench. GEM
Geotechnologies, Burlington, 2001. A CD of activities and data for The
Geographer’s Toolkit, Grade 11 Workplace Preparation course
Data
The Geography Network (www.geographynetwork.com) has a good selection of New York City data
ESRI Data
and Maps has maps and Data for the USA.
Websites
– http://gis.esri.com/industries/k-12/arclessons/ (address matching tutorial)
– www.esricanada.com/k-12/gis/capabilities.html
–
www.census.gov (USA Census Bureau)
Software
ESRI. Arcview
3.X. ESRI,
Time: 1.5 hours
In this activity, students rely on the
geo-statistical methods of classification established in the previous activity
to work with a number of demographic variables. After students have classified
and mapped their specific variables, they then present their findings to the
class.
Strand(s): Methods of Geographic
Inquiry, Human-Environment Interactions
Overall Expectations
GIV.01 -
select and apply geographic skills, methods, and technologies to gather,
analyse, and synthesize ideas and information;
GIV.02 -
use a variety of methods and technologies to communicate the results of
geographic inquiry and analysis effectively.
Specific Expectations
GIV.03 -
evaluate sources of spatial and other data;
SS3.03 -
perform appropriate GIS analyses to isolate areas that meet specific criteria;
GI2.13 -
use GIS software appropriately to perform analytical operations.
The student should have:
·
an
understanding of how a GIS works and its relevance to geospatial analysis;
·
experience
working with small groups;
·
an
understanding of the pitfalls of working with culturally biased data;
·
an
understanding of navigating the Internet;
·
skill
in the retrieval of geographic data from the Geography Network Internet site;
·
the
ability to synthesize information from the Internet and present it in a
coherent, well constructed paragraph.
·
Ensure
students have a
·
Ensure
students have a
·
Obtain
the geographic files from the appropriate website (www.geographynetwork.com)
and copy the files to the student use directory on the computers. Generalized
USA data is also available from ESRI Maps and Data or Ministry-licenced ArcCanada
CD (included with ArcView software).
·
It
is imperative that the teacher encourages students to the sensitivity of
working with culturally biased data. It must be noted that in many cases the
circumstances have created the data and not the other way around. If a class
discussion is needed to discuss where students’ impressions have come from then
it is very important that the teacher take time to do this.
·
The
teacher should direct students to a
·
If
this is the first time in the course that students have used the Internet,
review school and board policies.
·
Develop
assessment tools and strategies.
3.6.1 – Student groups, determined in the previous
activity, continue to work with their four adjacent state groups. They are
instructed (teacher-directed) to choose four other demographic variables. It is
imperative that the teacher be aware of cultural and economic sensitivity as
the students choose their variables. After students choose the specific fields
they are to write a one-sentence hypothesis that they try to prove using
various classification techniques and groupings. It must be stressed to
students that this co-relation or comparison can be manipulated by the
classification numbers and break methodologies that they use. It is suggested
that the teacher manipulate the choice of variables in such a way that there is
one that will not co-relate. An example of this could be housing units. It is
important for students to realise that many of their suppositions will be wrong
and that this can be a good thing.
Students in groups create layouts of their four
variables around the central map with a layout for each of the chosen
variables. The layout should include information as to the supposition, the
classification method they used along with the normalizing variable if they
used one (population 1997), and one or two points of conclusion. It must be
noted that this is strictly a visual co-relation of distinguishing patterns and
distribution. Student groups conclude by putting their layouts into a
presentation format. They may find it more expedient to add comments at this
stage instead of at the layout stage.
3.6.2 – Student groups present their findings to the
class. In their discussion they should include the supposition and their
findings. Included in this discussion is the classification method they used
and why, and any differences they noted if they used a different classification
method. Comments should also be made as to the number of data groupings and if
the data was normalized.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.6.1 (group) |
Groups
map four demographic variables |
Teacher-generated
check list |
Formative |
Knowledge/ Understanding Thinking/Inquiry Communication |
|
3.6.2 (group
and class) |
Compare
the variables to the distribution and add comment to presentation slides |
Slide
presentation checklist |
Formative |
Thinking/Inquiry Application |
·
Remedial
– An introduction to social area analysis theory may be necessary for some
students. An exemplar on Geographic Analysis would also be beneficial at this
juncture.
·
Enrichment
– Students could map local data as a comparator for known neighbourhood
identification.
Print
and CD
Knox,
Paul and Steven Pinch. Urban Social Geography: An Introduction. ISBN
0-5823-8119-3
Yeates,
Maurice. The North American City. ISBN 0-321-01364-6
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
OAGEE.
Monograph. Fall, 2001
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Bell,
Gerry, E. Geddes, and M. Lowry. The Geographer’s WorkBench. GEM
Geotechnologies, Burlington, 2001. A CD of activities and data for The
Geographer’s Toolkit, Grade 11 Workplace Preparation course
Data
The
Geography Network (www.geographynetwork.com) has a good selection of New York
City data.
ESRI Data
and Maps has maps and data for the USA.
Websites
–
http://gis.esri.com/industries/k-12/arclessons/ (address matching tutorial)
–
www.esricanada.com/k-12/gis/capabilities.html
–
www.census.gov ( US Census Bureau)
Software
ESRI. Arcview
3.X. ESRI,
Time: 4.0 hours
The
purpose of this activity is to acquaint students with the use of GIS and its
role in mapping and utilizing street level (census tract) data. Students
examine the pattern of neighbourhoods in a major city. Students examine how GIS
can help develop information related to the development of neighbourhoods.
Geographic analyses like these o
Overall
Expectations
GCV.04 -
evaluate the role of geotechnologies in facilitating interaction, cooperation,
and communication between peoples;
GIV.03 -
evaluate sources of spatial and other data;
GC3.01 - explain how maps, especially maps of unfamiliar lands, can convey a misleadingly simple view of reality.
The student should have:
·
an
understanding of how a GIS works and its relevance to geospatial analysis;
·
experience
working with small groups;
·
an
understanding of navigating the Internet;
·
skill
in the retrieval of geographic data from the Geography Network Internet site;
·
the
ability to synthesize information from the Internet and present it in a
coherent, well-constructed paragraph;
·
an
understanding of census data structures including Census tracts.
·
Ensure
students have a
·
Ensure
students have a
·
Obtain
the geographic files from the appropriate website (www.geographynetwork.com)
and copy the files to the student use directory on the computers. Street file
data is also available from the book and a
·
The
teacher should direct the students to a
·
If
this is the first time in the course that students have used the Internet,
review school and board policies.
·
Develop
assessment strategies.
3.7.1 – The purpose of this lesson is to
acquaint students with the use of GIS and its role in mapping and utilizing
street level (census tract) data. Students examine the pattern of
neighbourhoods in Manhattan and greater New York City. Students examine how GIS
can help develop information related to the development of neighbourhoods.
Geographic analyses like these o
Teachers
need to acquaint students with some concepts and terms used when discussing
census tract level information. Terms and concepts related to urban geography
and social area analysis as well as GIS should be reviewed before starting the
lesson.
3.7.2
– The teacher
instructs students to examine the demographic patterns in Manhattan by census
tract.
Students
map the major ethnic, racial, or cultural groups from the United States Census.
Students should use a standard deviation classification method that allows for
more than six divisions. Students are to identify those areas which have a
higher than normal concentration of each major ethnic, racial, or cultural
grouping. Areas with above average concentrations can be considered to be
statistically significant major ethnic, racial, or cultural neighbourhoods.
Students should note the differences that o
As
an alternative approach, teachers can instruct student in the use of the
calculator functions embedded in the GIS. Students can calculate the major
ethnic, racial, or cultural percentage of the total population for that tract.
This would be done for each major ethnic, racial, or cultural group being
studied (e.g., Hispanic, African American, Asian). The end result will produce
a different viewpoint as to the level of concentration which establishes a
neighbourhood.
3.7.3
– Students create
“neighbourhoods” by drawing polygons over the areas of highest concentration.
Students create a street file of New York City and use the street names to
define the social areas of the map. Using a city-guide directory, students
compare their polygons to the traditionally defined neighbourhoods and note
similarities and differences. They a
Students
retrieve an image of Manhattan to use as a backdrop. Placing their
neighbourhoods over the backdrop image allows students to view the types of
structures present in the neighbourhood. Students record relevant observations
to include in their final output. Additional maps of median value or median
rent value would be useful as economic comparitors.
Students
develop an electronic presentation which illuminates the three social areas of
Manhattan identified. Students create several summary pages, which incorporate
maps, text, and images to show the minority neighbourhoods of Manhattan, New
York.
Teachers
should devise a rubric for the culminating exercise that encourages students to
combine the information they have generated.
Assessment
of the final product can be by the teacher or by the students. In many
instances, peer assessment is very effective as it allows students to showcase
their work. So as not to be distracted by colourful images that show little
geographic reasoning, the teacher should ensure that the rubric is prescriptive
and detailed. Teachers who choose to have students integrate their maps into a
word-processing package would be well advised to develop a checklist for their
use and evaluation when grading the final product.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.7.1 |
Whole-class discussion about social area
analysis concepts |
Rating scale |
Formative |
Knowledge/ Understanding Thinking/Inquiry |
|
3.7.2 (individually or pairs) |
Exercise constructing neighbourhoods based on
population concentration of minority groups |
Checklist |
Formative |
Thinking/Inquiry Application |
|
3.7.3
(individually) |
Comparative
analysis of constructed maps with a |
Rubric |
Summative |
Application
Communication |
·
Enrichment
- Students could map local data as a comparitor for known neighbourhood
identification.
Print
Knox,
Paul and Steven Pinch. Urban Social Geography: An Introduction. ISBN 0-5823-8119-3
Yeates,
Maurice. The North American City. ISBN 0-321-01364-6
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
OAGEE.
Monograph. Fall, 2001
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Data
The
Geography Network (www.geographynetwork.com) has a good selection of New York
City data
ArcView
StreetMap has
street level data for all major US urban centres.
Websites
– http://gis.esri.com/industries/k-12/arclessons/
(address matching tutorial)
–
www.esricanada.com/k-12/gis/capabilities.html
–
www.census.gov ( US Census Bureau )
Software
ESRI. Arcview
3.X. ESRI,
Time: 4.0 hours
This activity (a continuation from Activity 3.7) acquaints
students with the use of GIS and its role in mapping and utilizing street level
data. Students examine the pattern of streets in a major North American city.
Students examine the way the logistics industry attempts to schedule and route
deliveries based on a variety of criteria. Further, students examine how GIS
can help develop information for tourists in a community. Geographic analyses
like these o
Strand(s): Understanding and Managing
Change, Methods of Geographic Inquiry
Overall
Expectations
GCV.04 -
evaluate the role of geotechnologies in facilitating interaction, cooperation,
and communication between peoples;
GIV.03 -
evaluate sources of spatial and other data;
GC3.01 - explain how maps, especially maps of unfamiliar lands, can convey a misleadingly simple view of reality.
Students should have:
·
an
understanding of how a GIS works and its relevance to everyday life;
·
some
experience working with small groups;
·
an
understanding of navigating the Internet;
·
skills
in the retrieval of geographic data from the Geography Network Internet site;
·
the
ability to synthesize information from the Internet and present it in a
coherent, well constructed paragraph.
·
Ensure
students have a
·
Ensure
students have a
·
Obtain
the geographic files from the appropriate website (www.geographynetwork.com)
and copy the files to the student use directory on the computers.
·
The
teacher should direct the students to a
·
If
this is the first time in the course that students have used the Internet,
review school and board policies.
·
Develop
assessment strategies.
3.8.1 – The purpose of this lesson is to
acquaint students with the use of GIS and its role in mapping and utilising
street level data. Students examine the pattern of streets in Manhattan and
greater New York City. Students examine how the logistics industry attempts to
schedule and route deliveries based on a variety of criteria. Students then
examine how GIS can help develop information for tourists in a community.
Geographic analyses like these o
Teachers
acquaint students with some concepts and terms used when discussing street
level information. Terms and concepts related to urban geography as well as
Geographic Information Systems should be reviewed before starting the lesson.
Teachers should obtain background information about the logistics and the
logistics industry prior to the presentation of this lesson.
3.8.2
– The teacher
instructs students to examine the street patterns in Manhattan. They should
note the differences that o
The
teacher instructs students to locate a variety of street addresses in the
Manhattan area using the GIS. Using the GIS, students map and measure the
shortest route to each of the identified places and to a return destination.
Noting that delivery services
(logistics) work with this type of data each day, students construct a table
which adds the type of delivery being requested at the address. This table will
be geocoded to the street map of New York City. Each address should be classed
as receiving one of perishable goods, small package goods, or heavy furniture
items. Students reclassify the delivery points based on a predetermined
classification system. This allows the students to construct multiple maps
which direct various sizes of trucks to deliver goods to various destinations
in a specified order.
Finally,
students are given a list of landmarks in the Manhattan area. Students use the
Internet to locate the addresses of the landmark. They will also obtain graphic
images of the landmark to be used as either a hotlinked image or as a graphic
element in the brochure.
Students
develop a table which is suitable for geocoding. Students geocode the data and
construct a map showing all the landmark sites including small images of the
landmark.
3.8.3 – Students develop a brochure
(single or multiple pages) which directs visitors on a walking tour through the
Manhattan area to the various landmarks. This could be done as a booklet style
brochure where students export the maps they have generated and add the
information to form a graphic rich text document. They should include
information about each landmark such as opening/closing times, entry fees, and
distance from the previous location as well as directions from one landmark
site to another.
Alternatively,
teachers can have students generate an electronic presentation using the maps
they have generated and the supporting text material together.
Teachers should devise a rubric for the culminating exercise that encourages students to combine the information they have generated.
Assessment
of the final product should be by the teacher. In many instances, peer
assessment is very effective as it allows students to showcase their work.
However, in this instance, the teacher will have the students prepare a written
“tour guide” booklet which integrates the maps, charts and text material. So as
not to be distracted by colourful images that show little geographic reasoning,
the teacher would be the best evaluator. Teachers who choose to have students
integrate their maps into a computer presentation using presentation software
such as PowerPoint or Corel Presentations would be well advised
to develop a checklist for student use and evaluation during the class
presentation.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.8.1 |
Whole-class
discussion about urban geography concepts and/or logistics |
Rating
scale |
Formative |
Knowledge/ Understanding Thinking/Inquiry |
|
3.8.2 |
Completion
of exercise looking at street level data |
Checklist |
Formative |
Thinking/Inquiry Application |
|
3.8.3
(individually or pairs) |
Construction
of “Tour Guide” booklet with detailed maps and commentary |
Rubric |
Summative |
Application Communication |
·
A
review on paragraph structure may be necessary for some students. An exemplar
on Geographic Analysis would also be beneficial at this juncture.
·
Enrichment
– Students could add charts, graphs and significant retail establishments, etc.
to the walking tour maps.
Print
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
OAGEE.
Monograph. Summer, 2001.
Jonell,
Alvi. Extending ArcView GIS. ESRI Press, 1999. ISBN 1-879102-05-6
Data
The
Geography Network (www.geographynetwork.com) has a good selection of New York
City data.
ArcView
StreetMap has
street level data for all major US urban centres.
Davis,
David E. GIS for Everyone. ESRI Press, 1999. ISBN 1-879102-49-8
Websites
–
http://www.logisticsworld.com/logistics/ (depository of logistics information)
–
http://www.purchasedparts.com/logistics.htm (short overview on logistics)
–
http://gis.esri.com/industries/k-12/arclessons/(address matching tutorial)
–
www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview
3.X. ESRI,
Time: 3.0 hours
This Culminating Activity demonstrates the use of
GIS and its role in law enforcement. Students examine patterns of crimes by
region, by county and at the street level. Students examine how GIS can help analyse patterns of crime in
a community. Geographic analyses like these o
Overall
Expectations
GCV.04 -
evaluate the role of geotechnologies in facilitating interaction, cooperation,
and communication between peoples.
Specific
Expectations
UC1.05 -
describe the extension of geomatics applications into non-traditional domains
(e.g., criminology, marketing, medicine).
The student should have:
·
a
basic understanding of how a GIS works and its relevance to geospatial
analysis;
·
some
experience working with small groups;
·
a
good understanding of navigating the Internet to obtain geospatial information;
·
the
ability to synthesize information from the Internet and present it in a
coherent, well constructed paragraph.
·
Ensure
students have a
·
Ensure
students have a
·
Obtain
the ArcLesson: Crime Analysis from the appropriate website (www.esri.com\k-12)
and copy the files to the student use directory on the computers.
·
Unzip
the Arclesson: Crime Analysis as noted in the teaching/learning strategies
section
·
Print
the following documents:
Exercises
q CP1-Exercise 1 – Crime Analysis in America.doc
q CP2-Exercise 2 – Crime Analysis by County.doc
q CP3-Exercise 3 – Crime Analysis in Washington.doc
q CP4-Exercise 3 – Crime Analysis in Washington-TEACHER MASTER.doc
q (additional notes, answers, etc. are provided in the TEACHER MASTER version)
Handouts
to be completed by the students, used as overheads, or used as reference
material
q CP5-Factors That Influence Crime-TEMPLATE.doc
q CP6-Factors That Deter Crime-TEMPLATE.doc
q CP7-Classifying Your Data-REFERENCE.doc
·
As
there are some acronyms and terms related to crime presented in the material,
provide students with a fill-out chart where they can identify the entire
terms.
·
Review
the worksheet materials that will be completed by student groups to make sure
they will have the appropriate depth of knowledge required.
·
If
this is the first time in the course that students have used the Internet,
review school and board policy.
·
Develop
assessment strategies.
3.9.1 – The purpose of this lesson is to
acquaint students with the use of GIS and its role in law enforcement. The
students examine patterns of crimes by state, by county and at the street
level. Students examine how GIS can help analyse patterns of crime in a
community. Geographic analyses like these o
The
geographic analysis in part three of this exercise has been portrayed on the
CBS network’s crime drama, The District. For more details on CBS’s The
District, refer to www.esri.com/thedistrict. The “pawn shop” analysis was
portrayed on Episode 15 – “A Southern Town” (from the web site, click on the
number 15 to read more about this episode).
Note: This activity could also be created using public data supplied by your local police force. Every major municipality within Canada now has a GIS division whose responsibility it is to disseminate spatial information and show its relationship to crime. They usually have individuals that will come to your class to give a hands-on demonstration.
3.9.2 – Download the lesson from the web
site www.esri.com/k-12 (look under “For Schools” and “ArcLessons”) or
Ministry-licenced ArcCanada CD (included with Ministry-licenced ArcView
software) and unzip the file so that all data files, project files, and
supporting documentation are located in the directory “C:\ Crime_Patterns”. You
will want to unzip this file to your local disk drive. You want to end up with
a directory on your local computer called “Crime_Patterns.”
Notes
·
You
can install this directory in any location on your computer.
·
If
you copy the data from a CD-ROM, make sure the file permissions on the
following are read-write:
·
Crime_Patterns\tmp
·
Crime_Patterns\projects
·
Crime_Patterns\projects\crime_analysis.apr
(this is only necessary to repair the path names once)
·
You
should end up with a directory structure that looks like the following:
·
\docs
– documentation and lesson information
·
\docs_images
– supporting documentation bitmaps (not required)
·
\projects
– ArcView 3.2 project files
·
\shapes_county
– county data for eastern U.S.
·
\shapes_dc
– Washington, D.C. data
·
\shapes_state
– state data for the U.S.
·
\tables
– tabular data (pawnshop locations for D.C.)
·
readme.txt
– instructions
·
start.apr
– ArcView 3.2 launch and repair project (calls \projects\crime_analysis.apr)
·
Start
ArcView and open the project file C:\Crime_Patterns\start.apr. (If the
Crime_Patterns directory is located somewhere other than C:\, use the correct
path).
·
Note:
opening the start.apr will automatically repair any path errors in the file
C:\Crime_Patterns\projects\crime_analysis.apr which is actually the project you
will be using. Assuming you install the data in a directory called
“Crime_Patterns” located on any drive and in any other folder, then the
start.apr project will repair the paths in the project and open the
crime_analysis.apr project file. If you choose, you can open the
crime_analysis.apr file directly. Start.apr will only work if the
crime_analysis.apr project file is read-write.
·
If
the project opens correctly without any missing data, then you should be all
set to proceed. Go ahead and quit and then follow the exercises by opening the
CrimePatterns\projects\crime_analysis.apr directly (once the paths have been
corrected by running start.apr once).
Depending upon what you want the students to
complete and turn in, you may find it helpful to have a
Teachers
need to acquaint students with some concepts and terms used when discussing
crime. See the “Analysis of the Maps” question and answer section at the end of
CP4 (teacher master), which has an explanation of some crime terms.
Furthermore,
teachers need to ensure that students have a grasp of what the standard
deviation method of classifying data shows and signifies. The student reference
material in CP7-Classifying Your Data is a quick outline and may be helpful.
Teachers
should use the overhead/template on CP5-Factors that Influence
Crime-TEMPLATE.doc to start students’ thinking about this issue. The open
bubbles are not meant to solicit correct answers. In fact, impressions of
related factors which are wrong can be used as a strong teaching point and
should not be neglected. Teachers should also consider that Exercise 3 uses the
location of pawnshops and proximity to roads as two factors which influence the
crime of burglary. Teachers may wish to introduce this concept at this point or
add it later.
Following
brainstorming the factors that influence crime, the teacher can address the
factors that deter crime, by using CP6-Factors that Deter Crime-TEMPLATE.doc.
Alternatively, this can be saved for the conclusion of the exercises.
After
the preparation of students, students must complete three exercises and their
associated worksheets.
Exercise
#1 begins with general patterns of crime in the USA by state. Students map
burglary statistics over a three-year period looking specifically at where the
number of burglaries has increased and decreased. Teachers may also wish to a
Exercise
#2 has the students working with county level data. Here students use the
classifications of “Serious Crime” and “Violent Crime.” However, other choices
can be substituted. Definitions of these terms are provided in the final
exercise #3 analysis (see the teacher master). The goal of this part of the
exercise is to analyse the pattern of crime within states. Also, using charts
and maps together, students begin to understand that the various factors
attributed to crime may not be valid at all levels of data aggregation. Part of
this exercise is designed to direct students to the Washington D.C. region, as
this is the basis of exercise #3.
Exercise
#3 shows students the crime related factors at the local or street level. It
attempts to relate policing strategies to criminal behaviour and to some of the
geographic factors that relate to the crime of burglary. Students complete the
worksheet on “Factors that Deter Crime” as a whole class.
3.9.3 – The teacher encourages students
to work through the ArcView exercises in one of two ways. The teacher can work
with the students directing the manipulation of the software and stopping to
speak about patterns seen in the crime data. The teacher can also choose to
allow students to work at their own pace. In this case, the teacher should
ensure that students complete the question sheets fully before proceeding with
the next scenario exercise.
The
focus of the assignment should be an analysis of the factors that contribute to
crime at the local level and the factors that deter crime at the local level.
This
should be done in either report style where students export the maps they have
generated and add the analysis to form a graphic rich text document.
Alternatively, teachers can have students generate an electronic presentation
using the maps generated and supporting analytical text.
Evaluation
of the final product should be by the teacher. However it is important for
students to have a chance to showcase their work. If teachers have students
prepare written reports which integrate the maps, charts, and text material,
the teacher would be the best evaluator. Teachers who choose to have students
integrate their maps into a computer presentation using presentation software
such as PowerPoint or Corel Presentations would be well advised
to develop a checklist for student use and evaluation during the class
presentation.
|
T/L Strategy |
Task/Product |
Tool |
Purpose |
Achievement |
|
3.9.1 (class) |
Whole-class
discussion about factors that influence and deter crimes terminology
associate with crime |
|
Formative |
Knowledge/
Understanding Thinking/Inquiry |
|
3.9.2
(individually or small group) |
Completion
of crime analysis exercises parts 1, 2, and 3. |
Checklist |
Formative |
Thinking/Inquiry
Application |
|
3.9.3 (Small
group or individually) |
Student-generated
written report or electronic presentation |
Assessment
Rubric |
Summative |
Application
Communication |
·
A
review on paragraph structure and geospatial analysis may be helpful to some
students. An exemplar on Geographic Analysis would also be beneficial at this
juncture.
·
Enrichment
– Students could examine local crime statistics to use for comparison purposes.
Print
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
Data
Crime
Pattern Analysis lesson-pak from
(http://gis.esri.com/industries/k-12/arclessons/) or Ministry-licenced ArcCanada
CD (included with ArcView software).
Video
clip from The District television program (available at
www.esri.com/thedistrict) or Ministry-licenced ArcCanada CD (included
with ArcView software).
Websites
–
http://gis.esri.com/industries/k-12/arclessons/ (Crime Pattern Analysis) or
Ministry-licenced ArcCanada CD (included with ArcView software)
–
www.esricanada.com/k-12/gis/capabilities.html
Software
ESRI. Arcview
3.X. ESRI, Canada. Obtainable through Board OESS representative.
Note: This is a culminating task Rubric
that can be used with any GIS project `regardless of topic or software. It is
important that the teacher work with the students to demonstrate the specifics
of the established criteria. It would also be beneficial for the teacher to
show exemplars of the specific projects.
|
Criteria/ Expectation |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Thinking/
Inquiry Interpret
and analyse data, maps, and images effectively GIV.03 |
- the
maps and images have been interpreted with limited effectiveness for the
specific project |
- the
maps and images have been interpreted with some effectiveness for the
specific project |
- the
maps and images have been interpreted with considerable effectiveness for the
specific project |
- all
of the maps and images have been interpreted effectively for the specific project |
|
Communication Application Identify
the conceptual and design factors that make for a well-designed map GI1.04 |
- the
map essentials are present in the layout to a limited degree |
- the
map essentials are present in the layout to some degree |
- the
map essentials are present in the layout to a considerable degree |
- all
the map essentials are present in the layout |
|
Application GI2.09 |
- the
specific operations needed to perform an analysis have been a |
- the
specific operations needed to perform an analysis have been a |
- most
of the specific operations needed to perform an analysis have been a |
- all
of the specific operations needed to perform an analysis have been a |
|
Knowledge/
Understanding
Demonstrate an understanding of basic thematic mapping methods GI1.06 |
- the
required themes are present to a limited degree |
- the
required themes are present to some degree |
- the
required themes are present to a considerable degree |
- the
required themes are present to a high degree |
|
Thinking/
Inquiry GIV.01 |
- a
limited amount of the data required has been acquired -
limited complete evaluation of the data quality has been demonstrated |
- some
of the data required has been acquired - some
evaluation of the data quality has been demonstrated |
- most
of the data required has been acquired - an
evaluation of the data quality has been demonstrated |
- all
the data required has been acquired - a
complete evaluation of the data quality has been demonstrated |
Note: A student whose achievement is below
Level 1 (50%) has not met the expectations for this assignment or activity.
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