Using Digital Worlds GIS to examine Traffic around the School Title of Lesson Class Classroom Teacher Name

Time Use the software package to record traffic around the School Aim - to be able to insert drawing layers into the Assessable Learning Objectives software (points, lines & polygons) - to understand how to create hotlinks to traffic data that has been recorded & photos - to know how to measure distances in the software -able to compare different types of map data Pupils printed traffic maps & routes to school can Assessment be graded. Ability to work in groups recorded. P.P.Presentation / PC(s) / Digital Worlds GIS / Projector / (GPS) Resources required SEN Provision (If Applicable) Approx 90 minutes Duration of lesson Teacher Activity Pupil Activity Timing
1. Register the class & get pupils settled Pupils get into their places and get out their books etc. Pupils asked to explain the differences between different scale OS maps, Aerial Photography and Elevation data. 5 minutes

2.

Introduction: Explain to pupils how a GIS can be used to carry out a traffic study of their local area. The Power Point Presentation should be used. Explain different map types will be used. As a basic example show the pupils how they can insert a drawing layer to illustrate a route to school. Demonstrate how different colours and fonts can be used for the drawing. Demonstrate how a point may be made into a hotlink to a digital photo or file. Using the measure tool show the class how each route to school can be recorded and the distances compared in Excel by means of chart or graph. Pupils are shown how they can print their map from Digital Worlds complete with a legend for each route to school.

15 minutes

3.

Pupils watch, and then try for themselves with their own homes

5 minutes

4.

Pupils try and do this after watching the teacher on the projector Pupils can try for themselves hotlinking different file types Pupils print graphs and charts comparing distances travelled to school

5 minutes

5.

5 minutes

6.

10 minutes

7.

Pupils print their individual maps of their routes to school. Pupils are encouraged to try printing using different base maps, and varying the way the map is set out. Pupils could be given made up data for the ten points or may collect real data in a previous fieldwork lesson. Pupils plot the ten points on the map and hotlink the data recorded. Photos are hotlinked also. Students may be asked to draw on the map areas of noise, areas of pollution and areas where they believe the traffic should be changed. Maps printed with legends. Graphs printed. Pupils write their name on their completed work and hand it in. Pupils think about the different skills they have learnt

20 minutes

8.

Describe to the students how the techniques they have used could be used to record data from a more complex traffic study (e.g. 10 locations in the local area) at different times of day and how traffic and environmental measurements would be used with hotlinked digital photos.

20 minutes

9.

Plenary: Review the skills that the class have learned and collect in all of the completed maps & graphs.

5 minutes

Extension tasks:

Homework tasks What went well

1. Using symbol style fonts, the pupils can try to change the shape of the points that they have inserted on the map. A house symbol may be chosen for where they live. They may also try inserting other points on the map for services such as the fire station, police station and hospital. (Lower Ability) 2. Pupils are asked to look at the data they have collected for routes to school. They are then asked to add a column to the data to show the amount of time each journey takes. Pupils are challenged to use the spreadsheet to calculate the speed of the journey and represent this in a graph. (Average Ability) 3. Give the pupils a GPS and ask them to suggest how this may be used when collecting data in a field study. Show the pupils how to read the GPS and then get them to find the point on the Digital Worlds GIS. (Higher Ability) Ask the pupils to write up 500 words explaining what they have done in the class and analysing how these GIS techniques have commercial applications.

What could have gone better

Other Comments

Signed and Dated by Teacher

Website links:

1. http://www.multimap.co.uk (click on maps and directions and enter your postcodes) 2. http://www.mapblast.com (click on directions and enter postcodes) 3. http://www.theaa.co.uk (type postcodes into the routefinder to check the driving distance – is this the same as the distance shown above ?) 4. http://www.royalmail.com/paf (use this to find your postcode by entering your address – you can type in your road and narrow it down from there ) 5. http://www.kingston.ac.uk/esg/gis_for_teachers/second.htm (provides information for teachers on digital mapping and Geographic Information Systems - GIS) 6. http://isis.kingston.gov.uk/GIS1/isis-online.htm (an excellent example of the use of digital mapping, aerial photography and GIS to deliver information) 7. http://www.streetmap.co.uk (similar to multimap) 8. http://earthobservatory.nasa.gov/Library/# (NASA – Remote Sensing) 9. www.digitalworlds.co.uk (support and info on Digital Worlds GIS) 10. www.earthetc.com (ER Mapper) 11. www.bnsc.gov.uk (British National Space Centre) 12. www.GIS.com (info about GIS) 13. http://www.dpi.inpe.br/Amazonia/home (Monitoring Amazonia by satellite) 14. http://www.neodc.rl.ac.uk (NERC: Earth Observation Centre) 15. www.terraserver.com (Terraserver) 16. http://www.digitalglobe.com (Digital Globe) 17. http://www.bnsc.org/wouk/html/index.htm Window on the UK2000 18. http://www.cybergeography.org/about.html (Cyber Geography Research) 19. http://www.cybergeography.org/atlas/atlas.html (Atlas of Cyberspace) 20. http://www.geocaching.com/ (Geocaching) 21. http://www.goes.noaa.gov/ (NOAA: Satellites & Info) 22. http://main.amu.edu.pl/~zbzw/glob/glob1.htm (The Great Globe Gallery) 23. http://www.nottingham.ac.uk/meteosat/ (University of Nottingham: Meteosat weather satellite) 24. www.ordnancesurvey.co.uk (Ordnance Survey) 25. http://www.globe.org.uk/ (The Globe Programme) 26. http://www.census.gov/geo/www/faq-index.html (US Census Bureau Definitions of a GIS) 27. http://www2.getmapping.com/home.asp Get Mapping UK 28. http://www.statistics.gov.uk/ National Statistics Office • • • • •

Texts:

GIS in Secondary Geography (Freeman D, Teaching Geography, January 2003) Using the Internet as a Teaching Tool, Three Gorges Dam, China (Simm D, Teaching Geography, April 2002) Using Environmental Data on the Internet (Rennie S and Jackson D, Teaching Geography, January 2001) Geography on the line (Ramsden S, Teaching Geography January 1999) Teaching and Learning with Geographical Information Systems (Williams A, Teaching Geography January 2000)

Additional Background Reading: Audet, R.H.(et al.) 2000 GIS in Schools (ESRI Press) ISBN: 1879102854 Introduction to GIS (McGraw-Hill: 2nd Ed) ISBN: 0072861215 GIS for Everyone (ESRI Press; 3rd Ed) ISBN: 1589480562 A Place in History (Oxbow Books) ISBN: 1842170368 Mapping the News: Case Studies in GIS (ESRI Press) ISBN: 1589480724 The Global Positioning System & GIS (T&F STM; 2nd Ed) ISBN: 0415286085 The GIS Book (OnWordPress; 5th Ed) ISBN: 0766828204 Mapping Our World: GIS Lessons… (ESRI Press) ISBN: 1589480228

Chang, K.

2003

Davis, D.E.

2003

Gregory, I.N.

2003

Herzog, D.

2003

Kennedy, M.

2002

Korte, G.B.

2000

Malone, L. (et al.)

2002

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