Using GIS in Primary Education
Kelly Smith
July 2014
eographic
nformation
ystems
Geographical Information Systems (GIS) are all around us! They are information systems
where data is captured, stored, managed, presented and referenced on a map.
IN OTHER WORDS, It’s how:
•The takeaway you ordered reaches the correct address,
•The closest ambulance finds the quickest route to an accident,
•A utilities worker knows where to dig so that they get to the right pipe and don’t
damage the wrong one!
•An engineering company might find the best location for a wind farm by combining
factors such as wind speed and direction on a map,
•Police use data to find out the areas that have a particular type of crime problem,
•Planners and Architects design new developments for your local area.
Can you think of other ways people might use a GIS
Multi-agency approach
system?
Where does it fit in?
Aims
The national curriculum for geography aims to ensure that all pupils:
• develop contextual knowledge of the location of places, seas and oceans,
including their defining physical and human characteristics
• understand the processes that give rise to key physical and human geographical
features of the world, how these are interdependent and how they bring about
spatial variation and change over time
• are competent in the geographical skills needed to:
• collect, analyse and communicate with a range of data gathered through
experiences of fieldwork that deepen their understanding of geographical
processes
• interpret a range of sources of geographical information, including maps,
diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• communicate geographical information in a variety of ways, including through
maps and writing at length.
Where does it fit in?
Key stage 1
Pupils should be taught to:
• understand what algorithms are; how they are implemented as programs
on digital devices; and that programs execute by following precise and
unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple programs
• use technology purposefully to create, organise, store, manipulate and
retrieve digital content
• use technology safely and respectfully, keeping personal information
private; know where to go for help and support when they have concerns
about material on the internet
• recognise common uses of information technology beyond school.
Where does it fit in?
Key stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including
controlling or simulating physical systems; solve problems by decomposing them
into smaller parts
• use sequence, selection, and repetition in programs; work with variables and
various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect
and correct errors in algorithms and programs
• understand computer networks including the internet; how they can provide
multiple services, such as the world-wide web; and the opportunities they offer for
communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked,
and be discerning in evaluating digital content
• use technology safely, respectfully and responsibly; know a range of ways to report
concerns and inappropriate behaviour
• select, use and combine a variety of software (including internet services) on a
range of digital devices to accomplish given goals, including collecting, analysing,
evaluating and presenting data and information.
What features should you look for in software that
children will be used to create digital maps?
Ideally such software should have:
- the capacity to drag & drop symbols onto the map
- paint/drawing tools
- the ability to lock an outline map to the
background and then build up the map image in
layers
- hyperlinking from the map to another page, file or
text-box
Create a simple map using powerpoint
3
1
2
4
You can create ‘hotspots’
in powerpoint that can be
moved around the map to
the correct or preferred
positions in ‘edit’ mode
and activated in
‘slideshow’ mode.
These ‘hotspots’ can open
up text boxes on the same
slide or jump you to other
slides containing images
and descriptions.
In ‘slideshow’ mode, click on the red spot or camera. Click
on the spot again to close the text box.
Freely available Maps and data
Google maps
Google Earth
Microsoft ‘Virtual Earth’
Ordnance Survey
Visit http://www.ordnancesurvey.co.uk/opendata/viewer/index.html
Creating layers
Available to buy if more detail needed
AEGIS3 – www.advisory-unit.org.uk
Local Studies – www.soft-teach.co.uk
InfoMapper – www.infomapper.com
Digital Worlds GIS 2 – www.digitalworlds.co.uk
Potential Uses for GIS
- Local area studies
- Global Perspective
- Geography
- Fairtrade
- Linking to Science
- Linking to History
'to learn with and to learn about GIS'
National Curriculum KS3
3. St Margaret’s
Cave
1. Dunfermline
Abbey
Queen Margaret
came here to pray
over 900 years
ago.
The Abbey Church
is the centrepiece
of Dunfermline,
one of the oldest
settlements in
Scotland and once
its proud capital.
3
1
2
4
2. Pittencrieff Park
(The Glen)
Bought for the
people of the
town by Andrew
Carnegie
4. Andrew Carnegie
Birthplace Museum
The tiny weavers
cottage where the
philanthropist was
born.
3
1
2
4
Dunfermline Abbey and Palace.
Former residence of Scottish
Kings and Queens.