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Course Profile Geomatics: Geotechnologies in Action
(CGO4M), Grade 12, University/College Preparation, Public
Course Overview
Prerequisite: Any
University, University/College, or College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
Geomatics:
Geotechnologies in Action examines the approaches and techniques that
geographers and other professionals use to acquire, manage, map, analyse, and
communicate information about the earths surface. Students will receive a
systematic introduction to the four pillars of geomatics - surveying, remote
sensing, cartography, and geographic information systems (GIS), and will learn
how to apply their knowledge and skills to a variety of real world situations
relating to physical and human geography. This University/College Preparation
course is designed to equip students with the knowledge and skills they need to
meet the expectations of a wide range of University and College level courses.
The
Geomatics: Geotechnologies in Action course is considered an introduction to
the field of Geotechnology and its role within the discipline of Geography.
Geotechnology encompasses the skills surrounding those areas of global
positioning (GPS), remote imagery, and geographic information systems (GIS), and
is quickly becoming a basic tool on the spatial side of information technology.
Geomatics is a field of activities which, using a systemic approach, integrates all the means used to acquire and manage spatial data required as part of scientific, administrative, legal and technical operations involved in the process of the production and management of spatial information.
Canadian
Institute of Geomatics 1998.
Geotechnology
is not an end in itself, but is a skill set and methodology that will allow
students to improve their spatial skills throughout their academic and
professional lives. For many years GIS was a specialized field composed of
professionals whose sole job was to build geographic databases, perform
geographic analysis, and create maps. While many specialize in GIS and other
technology, many more use GIS as just one of the tools in their studies, as a
word processor or an electronic spreadsheet would be used. This course is
designed so students may experience this technology and gain a stronger
appreciation of the world around them. The expectations have been clustered
into units to allow for specific geographical focuses that include a range from
global to local and from physical to human geography. Students will also gain
an environmental awareness and a strong stewardship for their local area.
It is
expected that students who enroll in CGO4M will graduate with an introductory
grounding in Geotechnology and Geomatics, which would be a relevant addendum
for any future studies. Students acquire experience in such technological areas
as data collection, manipulation, interpretation, and display, all in a context
of spatial and geographical analysis. It must be stressed that this is not a
computer course but a Geography course that is making use of geotechnology.
As this is a
course based on information technology, it is important that it be as
up-to-date as possible. To this end, the technology will be based on current
ministry-licensed standard software.
At present, the
Ministry of Education, through its software-licensing program, licenses two
professional software programs that are currently in use within academia and
industry throughout Ontario. These programs are quite different and have
specific functions in the classroom and in private industry. MFTeach, a
raster-based program, is best suited for local and small area studies whereas Arcview
is a vector program and will be used with studies of a regional, national, and
global focus.
Specific boards,
schools, and programs throughout the province may be using other GIS software
packages. All of the activities throughout this profile could be easily
adapted. It must be noted however, that this course is designed to prepare
students for college and/or university. It is important that teachers use software
that may be used in postsecondary institutions or may be found in both public
and private sectors.
The use of
geotechnology software is central to this course and therefore regular access
to a computer lab which runs a GIS program and provides Internet access is
essential. Ideally, this course should be based in a computer lab with GIS
software programs such as ArcView, ArcCanada, ArcUSA, and MFTeach
available. It is also possible for teachers to substitute the
ministry-licenced software with other GIS and geotechnologies software where
they see fit.
Due to the
ever-changing world of computer software, it is difficult for the teacher in a
GIS classroom to have access to the latest programs. However, it must be
stressed that the teacher is there to guide the students through the
geographical and spatial skills inherent in any GIS. With respect to the
geotechnical software, the teacher will be positioned as a facilitator, guide,
and co-learner. GIS is a major component of all the units in this course. The
units are designed to provide opportunity for students to explore significant
components of geomatics. Unit 1 provides students with an introduction to the
fundamentals of GIS theory. Unit 2 introduces students to a variety of imagery
used in geographical analysis. Unit 3 attempts to link both imagery and
thematic mapping techniques together and Unit 4 provides students with an
introduction to surveying skills with special emphasis on GPS and its
incorporation within geographical analysis. Unit 5, the Culminating Unit,
provides students with the opportunity to demonstrate their skills, knowledge,
understanding, and application of geotechology.
|
Unit 1 |
The Fundamentals
of Geomatics |
20 hours |
|
Unit 2 |
Geographic Concepts
using Imagery |
20 hours |
|
* Unit 3 |
Analysing and
Understanding Patterns of Information |
25 hours |
|
Unit 4 |
Using GPS and
other Geotechnologies in the Field |
25 hours |
|
Unit 5 |
Culminating Unit: Analysis
of an Issue Using Geomatics and Geotechnologies |
20 hours |
* This unit is fully
developed in this Course Profile.
Time: 20
hours
Unit
Description
Students explore the structure and concepts
used to construct both traditional maps and maps made with a GIS. Students gain
an overall understanding of the history of mapmaking and the tools and
techniques used for geographic analysis. It is important to emphasize that even
though students use technology in mapmaking, the basic underlying principle is
that the features on maps represent the natural phenomena on earth thus
reinforcing the sanctity of life. This unit should include a basic
understanding of map projections and how manipulating map projections can alter
our perception of the world. Students are introduced to the primary functional
concepts of a GIS mapmaking, using a variety of themes, ordering layers,
using text annotations, and performing the layout of a map. Included with the
understanding of a GIS are the introductions to complementary computer programs
such as spreadsheets and drawing and graphic packages used in combination to
produce well designed and functional maps.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01, HEV.02,
GCV.01, GI2.07, GC1.01 |
Knowledge/
Understanding Thinking/Inquiry |
Introduction to
Geomatics |
|
2 |
UCV.03, GC1.03,
SS2.04, UC1.03, SS1.02, GC3.02, SS3.01 |
Knowledge/
Understanding Thinking/Inquiry |
History of
Mapmaking: Development of Maps and Their Influence on Events |
|
3 |
GCV.03, SSV.03,
SS1.07, GI1.06, SS1.03, SS1.08 |
Application
Communication |
Mapmaking With A Purpose:
Constructing Maps Using Components Such As Projections to Convince Others of
Your Point of View |
|
4 |
GCV.02, SSV.02,
GI1.12, GI1.14, GC3.03 |
Knowledge/
Understanding Thinking/Inquiry |
Introduction to
GIS: Components of GIS and Their Uses |
|
5 |
GIV.03, GI2.02,
SS2.01 |
Knowledge/
Understanding Application |
Georeferencing
Images For Use in a GIS |
|
6 |
SSV.04, GC3.04 |
Application |
Constructing a
World Map With Layers |
|
7 |
GCV.01, GI1.07,
GI2.10 |
Application Communication |
Culminating Activity:
Making a World Map Layout for Other Applications |
The focus of the
culminating activity for Unit 1 is the creation of a world map that is used in the
geographic analysis of a specific issue. Students use basic geotechnical skills
to measure both attribute and spatial parameters. This may include the location
of specific places using latitude/longitude or UTM coordinates and/or the
analysis of the socio-demographic statistics regarding these specific places.
Students present their finding using a variety of map projections and an
analysis of how these projections influence the message of the map. Some
possible examples might be mapping and analysing issues such as economic
indicators or natural disasters identification.
Time: 20
hours
Unit Description
Using imagery,
students use a GIS to explore and analyse the patterns and relationships that exist
within world regions. Working with images from a variety of origins and scales,
students develop an appreciation of the unique capability of satellite imagery.
In addition, students should be especially aware of how radar images differ
from other types of images. Using aerial photographs, students identify and
analyse the various components needed to interpret remote images and
demonstrate how these images can be used to successfully monitor our resources.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GI1.13, UC2.02,
UC1.01, HE1.01 |
Knowledge/
Understanding |
Introduction to
Raster-Based Analysis: Image fundamentals |
|
2 |
GI1.09, GI1.08,
SS1.06, GI1.10 |
Knowledge/
Understanding Application |
Introduction to
Satellite Capabilities Kinds of Images, Platforms, Classification of Data,
Methods of Collection, Cloud Cover Problems |
|
3 |
GC2.03,
GC2.01 |
Application
Communication |
Working with Low
Resolution Images World Satellite Images
WorldSat and Night Image |
|
4 |
GI1.15, GC3.01 |
Application |
Combining Raster
and Vector Map Components |
|
5 |
UC1.02, HE3.02,
GC1.02, UC1.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Exploring Canadas
Contribution to Satellite Imagery: Radarsat Comparison to Other Satellite
Images: Image Recognition and Cloud Cover Solutions in a GIS |
|
6 |
GI2.12, GI1.10,
HE1.02 |
Knowledge/
Understanding Thinking/ Inquiry Application |
Exploring High
Resolution Raster Images Aerial photos: Types, Application and Analysis In a
GIS |
|
7 |
UC2.03, GI2.11,
GI1.11, GI3.02 |
Thinking/ Inquiry
Application |
Detecting Change
through Image Analysis Using a GIS |
|
8 |
UCV.02, UCV.01,
SSV.05, UC3.02, HE3.03, HE1.03 |
Thinking/ Inquiry
Application |
Using Satellite
Images and GIS to Save Lives: Predicting the Paths of Natural Hazards |
The focus for the Unit
2 culminating activity is the use of GIS and imagery to assess the level of
damage caused by natural disasters which could threaten human life. Students
use a GIS to calculate and display information where the damage from such a
disaster was greatest. Furthermore, students make predictions about the impact
of the disaster on human systems. Finally, students provide an analysis based
on the available data, making recommendations which could be implemented to
save human life in the event of a similar natural disaster.
Time: 25
hours
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 in the city, such as crime, are mapped using the GIS.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.04, HEV.01,
HE1.02 |
Knowledge/
Understanding |
Understanding the
Elements of Physical Systems using GIS: Defining Physical Regions |
|
2 |
SSV.04, SS1.10 |
Knowledge/
Understanding Application |
Mapping the
Elements of Human Systems with a GIS |
|
3 |
HEV.01, HE2.01,
HE2.02, SS3.02, SS2.05 |
Thinking/Inquiry
Communication |
Using Images to
link Environmental and Human Systems in a GIS |
|
4 |
GCV.02, GCV.03,
GI1.03, GI2.13 |
Knowledge/
Understanding |
Data Classification
Methods and Technologies |
|
5 |
GIV.01, GIV.02,
UCV.01, HE3.01, SS3.03, GI2.13 |
Knowledge/
Understanding Application |
Mapping the
Distribution of Indigenous Peoples and Cultural Groups Thorough GIS Mapping
Structures |
|
6 |
GIV.01, GIV.02,
GIV.03, GI2.13, SS3.03 |
Knowledge/
Understanding Application |
Using Data
classification Techniques to Find Patterns in Census Data |
|
7 |
GIV.03, GCV.04,
GC3.01 |
Knowledge/
Understanding Application |
Applications of
Street Level Data |
|
8 |
GIV.03, GCV.03 |
Thinking/Inquiry
Communication |
Exploring Urban
Patterns with Street Level Data |
|
9 |
GCV.04,
UC1.05 |
Communication |
Culminating
Activity Crime in America:
Integrating State, County and Street Level Data |
The purpose of this culminating activity 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.
Students participate
in a scenario whereby common social factors attributed to increased/decreased
crime rates should be investigated. Geographic analyses like these occur every
day in police departments across the USA and Canada.
Time: 25
hours
Unit Description
This unit serves to
understand and promote the use of complementary resources for a GIS, namely a Global
Positioning System (GPS). During fieldwork, students use a GPS to collect data,
input the data into a GIS, and then map the data in meaningful ways. Students
use images overlain with vector data to explore how GPS technologies can play a
role in monitoring and predicting change in physical and human systems of
geography. Furthermore, students gain exposure to how these sources of
information can be used to limit human problems associated with changes in the
physical landscape. The geotechnical skills in this unit should focus on
address geocoding, editing tables, editing vertices, merging and splitting
polygons, and drawing features on maps. Students should also accomplish
hotlinking images to maps.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GI1.05, SS1.04,
GC3.05 |
Knowledge/Understanding |
Understanding the
Fundamentals of GPS Technology |
|
2 |
GI2.05, GI2.04,
GI1.04, GI1.02, SS1.05, GI2.06, GI1.01, SS1.01 |
Knowledge/Understanding
Application |
Developing Field
Survey Skills Though GPS |
|
3 |
GI2.09, UC2.01,
SS2.03, SS2.02 |
Knowledge/Understanding
Application |
Developing Map
Reading Skills with GPS, GIS and Traditional Technologies |
|
4 |
UC3.01, GC2.02,
GC1.04 |
Knowledge/Understanding
Thinking/Inquiry |
Using Local Images
to Identify and Map Change |
|
5 |
UC1.07, UC1.06,
GC3.05 |
Thinking/Inquiry |
Identifying Career
Opportunities in Geomatics |
|
6 |
GI3.03, GI3.01,
GI2.08 |
Thinking/Inquiry
Communication |
Culminating Activity:
Mapping Human Interactions in the Local Environment |
The purpose of this
culminating activity is to engage students in real world analysis using their local
area. Using the skills developed in this and previous units and under the
direction of the teacher, students conceptualize a scenario using local data
and situations. Subsequently, students develop a workable framework and execute
a geographic analysis of their local area using a combination of
GIS/GPS/Imagery/Maps. Students present their findings either as a hard copy
report or as an electronic presentation.
Time: 20 hours
Unit Description
In this culminating unit students demonstrate
their skills using various geotechnologies to make informed conclusions on a
specific issue using geomatic analysis. Students, in consultation with the teacher,
identify, plan, develop, and execute a study of a significant issue in the form
of report. This issue may include parameters of local, regional, or global
significance. Students collect data from various sources to support their
findings.
The
report should include:
·
a series of maps
and/or georeferenced images;
·
a combination of
student-researched data from various sources including unique data;
·
an explanation of
the metadata used within this report;
·
a geospatial and
statistical analysis of the issue;
·
conclusions
regarding the issue.
The report is presented using two mediums, i.e., a paper report and
visual presentation.
Students choose to integrate one or more techniques from each unit of
study. The study should be manageable in scope so that students can finish the
report in the time allotted by the teacher.
Unit Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.02, GI3.01 |
Knowledge/Understanding
Application |
Developing a Scenario
for a Geomatics Independent Study |
|
2 |
GIV.03, GI3.03,
GI12.01, GI2.03, GI1.02 |
Thinking/Inquiry |
Gathering
Information for Processing in a GIS |
|
3 |
GIV.02, GI2.08,
SS1.06, SS3.03, SS3.02 |
Application |
Managing Data, Developing
Maps and Providing Analysis |
|
4 |
GIV.02, GI1.07,
UC3.01, GI1.07 |
Knowledge/Understanding
Application |
Developing
Presentation Techniques |
|
5 |
HEV.02, GCV.01,
UCV.01, GCV.04, UCV.02, GI2.13 |
Communication |
Presenting Solutions
to Geomatics Scenarios |
This course lends itself to a variety of
teaching and learning styles. These strategies encourage students to think critically,
work cooperatively, and conduct research that has both an academic and
practical value in their lives. Students investigate topics associated with
current issues recognizing the varying perspectives and post secondary choices
that could be made by individuals. Students are encouraged to seek additional
information to make informed choices for several paths available to them.
Learning
Strategies: The teacher is
encouraged to develop learning strategies that meet the needs of students with
a wide variety of learning styles. Suggestions include: research and data
collection, guided Internet searches, structured tutorial-style lessons,
simulations of real-life situations, collaborative learning, brainstorming,
mind mapping, independent study, and personal reflection.
Teaching Strategies: The teacher should employ a number of teaching
strategies which include Socratic lessons, self-directed lessons, arranging for
guest speakers, informed discussion, and presentations.
Demonstration: Students are asked to demonstrate a synthesis
of their learnings as they advance towards the culminating unit. During the
culminating unit, students should be able to draw upon their previous
experiences in the class, assimilate new information, and work towards a final
summative performance.
Technical Skills: Students develop fundamental computer skills.
They examine the historical development of geotechnologies and begin to
understand the importance of these powerful tools. They develop their
note-taking skills, demonstrate an understanding of various mapping
conventions, and apply rudimentary computer-aided cartographic principles.
Geotechnical Skills: Students begin learning the major components
and functional features of a GIS. They work with the GIS to map a variety of
world concerns. Further, students explore a variety of geographic concepts and
gain skill in manipulating maps using industry-standard mapmaking software.
Application of Skills Globally: Students are introduced to additional data
sets and image manipulation. Students are guided through the ways
geotechnologies can be employed to solve a variety of geographic problems.
Central to this course is the investigation of how humans interact with their
environment. Topics should allow for the development and extension of skills
learned in Units 1 and 2 while exploring new concepts and patterns in the
natural environment.
Application of Skills Locally: Students explore a nearby area and choose a
task of significance to them. This involves the selection of an appropriate
local study topic and the gathering and analysis of data to support the topic
chosen. Students utilize both newly gained skills and those acquired in
previous units to consolidate learning and develop business-like cartographic
and presentation skills. Further, students should be able to use many of the
skills learned in the previous three units to attempt a solution to the
proposed topic.
The subject
of Geography and its associated geotechnologies use language in a unique way.
This is especially relevant in the use of new language associated with
computers and geotechnology. In order to help all students, especially ESL/ELD
students, the teaching and learning strategies should give attention to the
following aspects of language in written and oral forms:
·
specialized
vocabulary;
·
wide range of
tense usage;
·
words and phrases
which indicate:
· sequences or chronology;
· cause and effect relationships;
·
contrast/comparison/superlatives;
· statement of opinion, interpretation, and inference;
· statements of speculation, hypothesis, and prediction;
· statements of belief persuasion, evaluation, and definition;
·
formation of
questions and problems for formal and informal circumstances;
·
active listening
skills;
·
requests for
repetition, clarification, and restatement;
·
note taking and
summarization.
Activities such as reading/listening need a specific and concrete
product expected of students. Non-verbal communication skills are of particular
importance to presentation tasks. Language development and the expression of
concepts taught are greatly facilitated if graphic products are reinforced with
written or oral tasks and vice versa. All learners benefit greatly if teachers
initially provide models or structures for oral, written, and graphic
communication.
A strong focus
within a geomatics course incorporates the concepts of problem-based learning,
whereby students are presented with realistic scenarios and are expected to
investigate solutions through a GIS.
Assessment
and evaluation of student performance are based on the clusters of expectations
for each of the focus activities in the Unit Overview Charts. Assessment and
evaluation strategies employed in the course address a variety of student
learning strategies, meet the expectations outlined in the policy document, are
appropriate for assigned activities, and provide opportunity for students to
assess and improve their own learning. Teachers make use of information
provided from the assessment and evaluation process to critically evaluate
whether the teaching strategies and overall program are effectively meeting the
expectations of the course and individual student learning needs. In the
activities in the fully developed unit suggestions are made for both formative
assessment and summative evaluation strategies, as well as tools that teachers
may employ in the classroom. Sample rubrics are provided for unit culminating
activities.
Assessment
and evaluation must be communicated clearly to students and parents at the
beginning of the course and at other appropriate points throughout the course.
Throughout this course a
variety of assessment methods, strategies, and tools are employed:
Conferencing: Evidence of student learning through
listening, questioning, responding, and explaining is assessed through
student/teacher conferences. Conferencing allows the teacher to assess
communication and thinking skills.
Paper-and-Pencil
Tests: Paper-and-pencil tests
are administered throughout each unit. Teachers are able to assess student
achievement of necessary knowledge and skills that meet specific expectations
for the Geomatics course.
Performance
Assessment: Students ability
to effectively apply and communicate their knowledge and skills is assessed. Student
achievement of specific expectations is also assessed. This assessment strategy
can be used to evaluate and provide opportunities for student improvement.
Application and communication of knowledge and skills can be achieved through
report writing, projects, use of geotechnologies (to collect, organize, and map
data), presentations, demonstrations, graphic organizers, and portfolios. Tools
used include rubrics, checklists, rating scales and marking schemes.
Peer and
Self-Assessment: Provides
opportunities for students to improve by using formative assessment tools,
e.g., checklists, and rubrics.
The final
summative evaluation for this course is broken into two parts. Unit 5 is a
culminating unit based on a specific performance task (see Unit 5 Description),
which brings together many of the expectations in an issues context. A
summative examination should be included in this course. It should take place
in a GIS lab environment using the geotechnological skills and geomatic
analysis specific to this course.
Seventy per cent of the grade will be based on
evaluations conducted throughout the course. Thirty per cent of the grade will
be based on a final evaluation in the form of a seminar-style performance,
essay, and examination that will take place in a GIS lab environment. Through
this exam, students demonstrate their geotechnical skills and geomatic
analysis. Teachers are encouraged to formulate and present to the students an
evaluation plan that encompasses the entire course. It is expected that this student
evaluation plan will identify the combination of formative and summative tasks
required. It must be noted that this is a geography course so the summative
contextual analysis should be based on geographic principles and skills. Though
an examination is identified as part of the culminating unit it is imperative
that this exam use the skill set learned and demonstrated within the Geomatics
course. Therefore this exam should take place in a computer lab environment
with active GIS as an integral part of the test procedure.
Teachers should be aware of students who require modifications to the mandated expectations for this course. Ontario Secondary Schools (p. 24) allows teachers to modify the learning expectations for exceptional students in order to support the contents of the students Individual Education Plan (IEP). This applies also to students who have not been identified as exceptional but are receiving special education programs and services and have IEPs. Where such modification occurs, care must be taken to ensure that the credit may still be granted. Consultation with the principal is advised. Specific adaptations and accommodations are recommended with each activity. Individual Education Plans (IEP) for exceptional students provide teachers with specific learning strategies that work best with individual students. Teachers are encouraged to review students IEPs to decide the best course of action to assist them in meeting the expectations of the Geomatics course. An additional resource for teachers is the Ontario Curriculum Unit Planner Special Education Companion.
Enrichment: There are numerous opportunities throughout the course for enrichment activities. While this course is mainly vector-based mapping, students should be encourage to explore rastor-based programs. Students should also be encouraged to investigate extensions to the basic GIS software.
Many assessment tools for ESL/ELD
students are formative, both in the assessment of understanding of concepts and
the acquisition and practice of the specifically identified language forms
necessary to express those concepts. The ESL/ELD learners self esteem and
motivation to learn benefit greatly when courses allow expression of their
individual skills, interests, and varied life experiences in their family,
communities, and countries of origin. The subject should be introduced and
presented in ways that focus on its relevance to ESL/ELD students needs, be
they communicative, such as language, day-to-day survival, social, physical,
emotional, or cognitive. As well, the proficiency levels outlined in
The Ontario Curriculum, Grades 9-12, Eng1ish as a Second Language and
English Literacy Development provide teachers and school administrators
with a guide to receiving and accommodating these learners in the regular
classroom.
Units in this Course
Profile make reference to the use of specific texts, magazines, films, videos,
and websites. The teachers need to consult their board policies regarding use
of any copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. The
teachers are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work from
the Internet is not allowed without the permission of the owner.
Note: The URLs for the websites have been verified
by the writer prior to publication. Given the frequency with which these
designations change, teachers should always verify the websites prior to
assigning them for student use.
ESRI Canada. Arcview
3.X. Obtainable through Board OESS rep.
MF Teach. Thinkspace Inc. Obtainable through Board OESS
rep.
ESRI CANADA K to 12
program www.esricanada.com/k-12/gis/capabilities.html
MF Teach
www.MFTEACH.com
ESRI. Data
for Decision. Can Roger Tomlinson, 1968. 20 min.
ESRI. Geography
Matters. ESRI Can, 1998. 5 min.
ESRI. The
District. Using GIS to Combat Crime. 2001 5min
Canada Soils
and Agriculture http://sis.agr.ca/CANIS/
Canadian
Data and Images www.nrcan.gc.ca
Canadian
Space Agency www.space.gc.ca/csa
Canadian
Statistics http://www.statcan.ca/english/Estat/licence.htm
ESRI Canada.
ArcCanada v.2 or 3. Obtainable through Board OESS representative.
GeoKit CD.
OAGEE, 1999. Obtainable through OAGEE regional representative.
ATLAS Ontario
CD 2001 obtainable through ESRI Canada
Geographers
WORKBENCH CD Obtainable through GEM Geotechnologies
Geogratis
free national data site http:// geogratis.cgdi.gc.ca
Geography
network, free world data www.geographynetwork.com
Images of
Canada and the World: Canadian Centre for Remote Sensing www.ccrs.nrcan.gc.ca
NASA Data
and Images www.jpl.nasa.gov
Federal (FEMA)
Emergency Management Agency US Natural Hazards www.gismaps.fema.gov
Arcview
GIS ESRI Canada Manual.
Audet,
Richard and Gail Ludwig. GIS in Schools. ESRI Press, 2000. ISBN
1-879102-85-4
Clark, Bruce
and John Wallace. Making Connections. Scarborough, Ontario: Prentice
Hall Ginn Canada, 1999. ISBN 0130126357
Celebrating
an Education for Justice and Peace: A Letter to the Catholic Secondary School
Students of Ontario from the Catholic Bishops of Ontario. Ontario Conference of Catholic Bishops 01/96
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 ArcView GIS,
3rd ed. ESRI Press. ISBN 1879102-46-3
Getting
to Know Desktop GIS. ESRI
Press. ISBN 1-879102-42-0
Haddad, A.
and C. Teach Yourself PowerPoint 97. Sams Pub. ISBN0-672 31117-8
Hohl, Pat
and Brad Mayo. ArcView GIS Exercise Book, 2nd ed. Onword Press. ISBN
I-56690-124-3
Hutchinson,
Scott and Larry Daniel. Inside ARCVIEW GIS, 2nd ed. Onword Press.
ISBN1-56690-116-2
Nicolucci,
J. and Rex Taylor. ArcView GIS Workbook & Teachers Guide. Crescent
School, ON,
phone 416 449 2556, ext 239.
Pottle,
Todd. Geography and GIS: GIS Activities for Students. Toronto: Irwin
Publishing, 2001.
ISBN0-7725-2830-6
Canadian Schools Atlas Project: Info by and for Canadian students http://cgdi.gc.ca/ccatlas
Information and surveys of world Issues www.planetproject.ca
Ministry of Natural Resources, ON. CD of selected Ontario Base Maps and Layered Data. ESRI Canada, Spring 2001.
Ontario Ministry of Education. Canadian Geographic Explorer CD. Special Edition Irwin Publishing, Canada, 2000.
Portal to GIS info www.gis.com
DMTI local street files 10 km block around school ESRI Canada
Geomatics Industry http://www.geomatics.org
National Geographic www.nationalgeographic.com
The Royal Canadian Geographic Society www.rcgs.org
Canadian Council on Geographic Education www.ccge.org
Ontario Association for
Geographic and Environmental Education magazine Monograph
www.oagee.org
Network (Shaping a
New World) www.network.org
This profile is
designed to assist teachers in developing and delivering Geomatics:
Geotechnologies in Action, Grade 12, University/College Preparation, based on The
Ontario Curriculum, Grades 11 and 12, Canadian and World Studies, pp.
93-100. With reference to the requirements for the Ontario Secondary School
Diploma, students can use this course as an additional compulsory credit or as
one of the twelve optional credits identified in Ontario Secondary Schools,
Grades 9-12, Program and Diploma Requirements, 1999. Expectations
for accommodations and modifications are outlined in section 7.12 (pp. 56-58)
and Appendix 6 (pp.74-75). The basis for assessment, evaluation, and reporting
practices is outlined on pp. 13-16 of The Ontario Curriculum, Grades 9-12,
Program Planning and Assessment. Career exploration is a component of
the course and is aligned with Choices Into Action: Guidance and Career
Education Policy for Elementary and Secondary Schools, 1999.
Coded Expectations, Geomatics: Geotechnologies in Action, Grade 12, University/College Preparation, CGO4M
SSV.01 · explain how the earth is modelled for
scientific and mapping purposes;
SSV.02 · demonstrate an understanding of basic
spatial concepts;
SSV.03 · explain the process of map projection and
the properties and uses of selected projections;
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 earths surface.
Understanding
Concepts
SS1.01 explain how the shape of the earth relates
to the earths rotation and gravitational field;
SS1.02 explain the concepts of reference ellipsoid,
reference sphere, and datum;
SS1.03 define great circles, small circles,
meridians, and parallels and explain the concept of great circle distance;
SS1.04 explain the concept of elevation measured
from mean sea level;
SS1.05 differentiate between true, magnetic, and
grid directions;
SS1.06 demonstrate an understanding of the concept
of scale, including the distinctions between large and small scale and between
data scale and display scale;
SS1.07 differentiate between spatial and
non-spatial data; point, line, and area data; and qualitative and quantitative
data;
SS1.08 explain how map projections are used to
transform the curved surface of the earth into a flat map, using examples from
four broad groups of projections: azimuthal, conical, cylindrical, and
miscellaneous;
SS1.09 describe applications of geotechnologies
relating to physical systems (e.g., resource management, climate modelling,
forest mapping);
SS1.10 describe applications of geotechnologies
relating to human systems (e.g., marketing, route planning, precision farming,
land use planning).
Developing and
Practising Skills
SS2.01 express location correctly by geographic
coordinates, grid coordinates, and other methods (e.g., street address, postal
code);
SS2.02 express directions correctly as bearings (quadrant
method) and azimuths (whole circle method) and convert from one to another;
SS2.03 express scale correctly in numerical,
verbal, and graphical form and convert from one to another;
SS2.04 classify map projections as azimuthal,
conical, or cylindrical based on the appearance of the meridians and parallels;
SS2.05 analyse patterns of physical geography
(e.g., relief, drainage) and human geography (e.g., settlements, land
subdivision) on topographic maps and images.
Learning Through
Application
SS3.01 describe the
properties and uses of important map projections, especially those commonly
used in Canada (e.g., the Transverse Mercator and the Lambert Conformal);
SS3.02 produce
well-designed thematic maps to display and analyse distributions of physical
and human phenomena (e.g., precipitation, population density, personal income);
SS3.03 perform appropriate GIS analyses to isolate
areas that meet specific criteria (e.g., orchards on sandy soil more than one
hundred metres from a highway).
HEV.01· explain the use of geotechnologies in
studying human-environment interactions;
HEV.02 · evaluate the effectiveness of
geotechnologies in identifying environmental problems and finding solutions.
Understanding
Concepts
HE1.01 explain the role of geotechnologies in
facilitating the efficient and responsible use of resources (e.g., forests,
minerals, fisheries);
HE1.02 explain the role of geotechnologies in addressing
environmental problems resulting from human action (e.g., pollution,
deforestation, species extinction);
HE1.03 explain the role of geotechnologies in
addressing human problems caused by environmental forces (e.g., hurricanes,
floods, avalanches).
Developing and
Practising Skills
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
subdivision) on maps and images.
Learning Through
Application
HE3.01 assess the role of geotechnologies in
addressing issues affecting indigenous peoples (e.g., reserve management,
resource inventories);
HE3.02 evaluate the use of geotechnologies in
sparsely populated areas (e.g., use of global positioning systems [GPS] in
search-and-rescue operations, satellite monitoring of military activity, radar
imaging of forests);
HE3.03 assess whether modern geotechnologies could
have been used to avert famous disasters (e.g., sinking of the Titanic,
collapse of the Ocean Ranger drilling platform).
GCV.01 · explain the use of geotechnologies in
addressing issues of global concern;
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;
GCV.04 · evaluate the role of geotechnologies in facilitating
interaction, cooperation, and communication between peoples.
Understanding
Concepts
GC1.01 explain the role of geotechnologies in
addressing issues affecting the world as a whole (e.g., global warming,
overpopulation, warfare);
GC1.02 describe the use of radar in providing
information about cloud-covered parts of the earth;
GC1.03 explain how map projection distortions can
misrepresent the relative areas of different parts of the world;
GC1.04 explain how satellites support global
communication, navigation, surveying, imaging, and mapping.
Developing and
Practising Skills
GC2.01 interpret maps and images to learn about
areas that cannot be experienced at first hand;
GC2.02 compare images of different areas to identify
similarities and contrasts;
GC2.03 interpret satellite images to obtain a
synoptic view of major world features (e.g., mountain systems, vegetation
belts, oceans).
Learning Through
Application
GC3.01 explain how maps, especially maps of
unfamiliar lands, can convey a misleadingly simple view of reality;
GC3.02 explain the implications of the Eurocentric
bias that results from centring conventional world maps on the Greenwich
meridian;
GC3.03 analyse the use of maps in propaganda, both
negative propaganda intended to mislead and positive propaganda intended to
benefit humanity;
GC3.04 assess the positive and negative impacts of
the use of geotechnologies in international affairs (e.g., GIS in disaster
relief, GPS in military operations, satellites in monitoring of nuclear sites);
GC3.05 examine the ethical aspects of the use of
GIS, GPS, and related technologies, especially the implications for individual
privacy, marginalized groups, and minority cultures.
UCV.01 · explain the use of geotechnologies in
monitoring change in dynamic systems;
UCV.02 · explain the use of geotechnologies in
modelling and predicting future change;
UCV.03 · identify key stages in the evolution of
geomatics.
Understanding
Concepts
UC1.01 explain the role of geotechnologies,
especially satellite imaging, in monitoring changing phenomena (e.g., crop
growth, clear-cutting, oil spills);
UC1.02 show how modern geotechnologies can be used
to measure changes that were formerly undetectable (e.g., monitoring crustal
movements by GPS);
UC1.03 identify the main advances in geomatics in
the late twentieth century and describe current trends;
UC1.04 identify key Canadian contributions to geomatics
(e.g., Radarsat, Canada Geographic Information System);
UC1.05 describe the
extension of geomatics applications into non-traditional domains (e.g.,
criminology, marketing, medicine);
UC1.06 identify
present and future career opportunities in GIS, remote sensing, cartography,
and surveying;
UC1.07 describe the impact of continuous change on
the user of geotechnologies (e.g., personal stress, increased cost, need for
retraining).
Developing and
Practising Skills
UC2.01 predict changes in the weather by correctly
interpreting meteorological charts;
UC2.02 analyse the role of geotechnologies in
predicting catastrophic events (e.g., hurricanes, avalanches, earthquakes);
UC2.03 analyse the role of geotechnologies in
anticipating long-term change (e.g., desertification, urban sprawl, rise in sea
level).
Learning Through
Application
UC3.01 describe changes in their local landscape
through time by interpreting a temporal sequence of maps or aerial photographs;
UC3.02 model and predict future change in a
physical or human system, using GIS (e.g., determining the effects of climatic
change on crop growth).
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;
GIV.03 · evaluate sources of spatial and other data.
Understanding Concepts
GI1.01 describe methods of acquiring raw data
(e.g., direct measurement, questionnaire surveys, field observation);
GI1.02 identify sources of data, maps, images, and
other geographic products (e.g., governments, private companies, the Internet);
GI1.03 identify the areal units by which data are
commonly aggregated (e.g., enumeration areas, census tracts, school districts);
GI1.04 explain the basic principles of, and the
main techniques used in, surveying (e.g., use of tapes and compasses, measurement
of distances and angles, use of GPS);
GI1.05 explain the basic principle underlying GPS
and the significance of differential GPS;
GI1.06 explain the four basic mapping
transformations: reduction, projection, generalization, and symbolization;
GI1.07 demonstrate an understanding of the
conceptual and artistic factors that make for a well-designed map or graphic
(e.g., good generalization, symbol contrast, balanced layout);
GI1.08 identify the sources and explain the characteristics
of different types of electromagnetic radiation and their uses in remote
sensing (e.g., using different kinds of infrared emissions to measure
temperature and humidity in different parts of the atmosphere);
GI1.09 classify remote sensing methods according to
technology (e.g., photography, radar) and platform (e.g., airborne,
spaceborne);
GI1.10 explain the processes of aerial photography,
remote sensing, thermography, and radar;
GI1.11 explain the principles of image interpretation,
with particular reference to aerial photographs;
GI1.12 identify the main subsystems of a GIS (i.e.,
data input, data management, data analysis, data output);
GI1.13 explain the concept of layering and the
difference between the raster and vector data models;
GI1.14 describe the structure of a database and
explain basic database functions, including querying;
GI1.15 explain key analytical operations in GIS
(e.g., reclassification, overlaying, buffering).
Developing and
Practising Skills
GI2.01 assess the quality of data in terms of
factors such as accuracy, completeness, currency, and cost;
GI2.02 convert analogue data to digital data for
computer input (e.g., by scanning or digitizing);
GI2.03 use the Internet effectively to access
information relevant to geomatics;
GI2.04 execute basic survey operations by pacing or
with the aid of simple instruments;
GI2.05 determine the locations and elevations of
points, using a GPS receiver;
GI2.06 orient a map or aerial photograph in the
field and relate the features shown to the surrounding landscape;
GI2.07 classify maps according to type (e.g.,
topographic, thematic, navigational);
GI2.08 produce a variety of good quality maps,
charts, and graphs, using computer software or other methods;
GI2.09 perform basic operations correctly on
topographic maps (e.g., specify location by six-figure reference; measure
distances, using scales; read elevations from contours; identify symbols, using
the legend);
GI2.10 use a variety of visual representation
techniques (e.g., graphics, relief models, computer displays) to depict the
earths surface in novel ways;
GI2.11 interpret a variety of remote sensing
images, from aerial photographs to satellite images;
GI2.12 perform basic operations correctly on aerial
photographs (e.g., determine scale by measurement, identify features by
interpretation, view the landscape in 3D using a stereoscope);
GI2.13 use GIS software appropriately to perform
analytical operations (e.g., overlay analysis, route determination, database
querying, simple image analysis).
Learning Through
Application
GI3.01 execute a systematic field survey in their
local area and plot the results as a map;
GI3.02 critically assess the results of a GIS
analysis in the light of such factors as data quality, cell size, and initial
assumptions;
GI3.03 evaluate the use of GIS and other geotechnologies in comparison with alternative approaches used by geographers (e.g., field observation, library research, scientific experimentation).
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