Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is recommended that you download the "pdf" version of this
Course Profile for printing and the "Word, Mac, or WordPerfect"
versions for working with or adapting the Course Profile to meet your
instructional needs.
Course Profile Geomatics: Geotechnologies in Action
(CGO4M), Grade 12, University/College Preparation, Catholic
Course Overview
Prerequisite: Any University,
University/College, or College Preparation course in
Canadian
and World Studies, English, or Social Sciences and Humanities
This
course examines the approaches and techniques that geographers and other
professionals use to acquire, manage, map, analyse, and communicate information
about the earth’s 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 program in the Catholic faith community encourages students to
develop skills and utilize their talents. A consistent theme found in the
teachings of the Catholic Church concerns protecting and cherishing all life
and creation. The Catholic Church teachings of Stewardship, Social Justice, and
the principle of Common Good are imbedded in the critical analysis of problems
faced by cultures around the world. The use of geotechnologies in the
understanding and analysis of physical and human systems allows students to
reflect on the implications of human actions on natural systems and to adopt a
personal ethic as stewards of creation. The focus of the course enables
students to be critical thinkers and innovative problem solvers and analyse the
use of resources while understanding the implications of geotechnological
innovations. The use of geotechnologies in global and local community studies
reinforces the role of technology in promoting concepts of stewardship and
sustainable resource use. The skills acquired in this course increase students’
awareness of local and global events. These skills provide students with
opportunities to make informed decisions and foster the development of a
citizen based on the Catholic teachings of social responsibility. It is
important for young Catholics to appreciate how geotechnologies can positively
affect lives.
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 skills in the areas of global positioning systems
(GPS), remote imagery, and geographic information systems (GIS) and is becoming
a basic tool on the spatial side of information technology. Students continuing
their studies in many disciplines, including geography, arts, and sciences, can
benefit from the tools in this course.
“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; it is a skill set and methodology that allows 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 analyses,
and create maps. While many professionals specialize in GIS today, other people
use GIS as just one of the tools in their studies, such as a word processor or
electronic spreadsheet. This course is designed for students to experience this
technology and to gain a stronger appreciation of the world around them. The
expectations have been clustered to allow for specific geographical focuses
that include a range from global to local and from physical to human geography.
Students gain an environmental awareness and gain a strong stewardship for
their local area.
Students
in CGO4M receive an introductory grounding in geotechnology and geomatics,
which is a relevant addendum for any future studies. Students acquire
experience in 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; it is a geography course that makes use of
geotechnology.
The
technology used must be as up-to-date as possible. To this end, the technology
is based on current ministry-licensed standard software. The Ministry of
Education licenses two professional software programs that are currently in use
within academia and industry throughout
Computers: Ideally, this course should be
based in a computer lab with GIS software programs, such as ArcView, ArcCanada, ArcUSA, and MFTeach, available. In many activities,
students can use MapInfo as an
alternative to ArcView.
Specific
boards, schools, and programs throughout the province may use other GIS
software packages. All of the activities in this profile can be adapted;
however, students are progressing to college and/or university with an ultimate
career goal. Teachers should use software that is used in postsecondary
institutions or may be found in both public and private sectors.
The
teacher in a GIS classroom is in a unique position. Because of the
ever-changing world of computer software, the teacher is never as up-to-date as
he/she would like to be. However, the teacher is there to guide students
through the geographical and spatial skills inherent in any GIS. With respect
to the geotechnical software, the teacher is positioned as a facilitator,
guide, and co-learner. One of the greatest resources the teacher a
GIS
is a major component of all the units in this course. Regular a
The units
provide opportunities for students to explore significant components of
geomatics. Unit 1 provides 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 imagery and thematic mapping techniques together.
Unit 4 provides 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 |
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
In this
unit, 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 map-making and the tools and techniques used
for geographic analysis. Even though students use technology in map-making, the
basic underlying principle is that the features on maps represent the natural
phenomena on earth, thus reinforcing the Catholic social teaching of 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
– map-making, using a variety of themes, ordering layers, using text
annotations, and performing the layout of a map. Included with the
understanding of a GIS is the introduction to complementary computer programs,
such as spreadsheets, drawing software, and graphic packages, that are used in
combination to produce well-designed and functional maps.
Global Connections, Understanding and
Managing Change, Methods of Geographic Inquiry
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SSV.01,
GI2.07, HEV.02, GC1.01, GCV.01 |
Knowledge/
Understanding Thinking/ Inquiry |
Introduction
to Geomatics |
|
2 |
UCV.03,
GC1.03, GC3.02, UC1.03, SS1.02, SS2.04, SS3.01 |
Knowledge/
Understanding Thinking/ Inquiry |
History
of Map-making – Development of Maps and Their Influence on Events |
|
3 |
GCV.03,
GI1.06, SSV.03, SS1.03, SS1.07, SS1.08 |
Application
Communication |
Map-making
with a Purpose – Constructing Maps Using Components, such as Projections, to
Convince Others of Your Point of View |
|
4 |
GI1.12,
SSV.02, GI1.14, GCV.02, GIV.03, GC3.03, SS2.01 |
Knowledge/
Understanding Thinking/ Inquiry |
Introduction
to GIS – Components of GIS and Their Uses |
|
5 |
GI2.02
GIV.03, SS2.01 |
Knowledge/
Understanding Application |
Georeferencing
Images for Use in a GIS |
|
6 |
GC3.04,
SSV.04 |
Application |
Constructing
a World Map with Layers |
|
7 |
GI1.07,
GI2.10, GCV.01 |
Application
Communication |
Culminating
Activity – Making a World Map Layout for Other Applications |
The focus of the culminating
activity 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, i.e., this may include the location of
specific places using latitude/longitude or UTM coordinates and/or analysis of
the socio-demographic statistics to the specific places, present their findings
in a properly constructed layout, and, from this map, make conclusions in light
of the biblical concept of stewardship. Students should present their findings
using a variety of map projections and analysis of how these projections
influence the message of the map. Examples include mapping and analysing such
issues as economic indicators or natural disaster identification. Students
evaluate their ideas in light of the common good.
Time:
20 hours
Unit
Description
Using
imagery, students use a GIS to explore and analyse the patterns and
relationships that exist within world regions. Through a variety of image
sources, students examine the world from the perspective of outer space
transcending their subjective position on earth. Students witness the miracle
of the earth’s systems functioning and working together, reinforcing the
concepts of interdependence and mutuality. Working with images from a variety
of origins and scales, students develop an appreciation of the unique
capability of satellite imagery. Students should be aware of how radar images
differ from other images. Using aerial photographs, students identify and
analyse the various components needed for interpretation.
Global Connections, Understanding and
Managing Change, Methods of Geographic Inquiry
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GI1.13,
UC2.02, UC1.01, HE1.01 |
Knowledge/
Understanding |
Introduction
to Rastor-Based Analysis – Image Fundamentals |
|
2 |
GI1.08,
GI1.09, GI1.10, SS1.06 |
Knowledge/
Understanding Application |
Introduction
to Satellite Capabilities – Kinds of Images, Platforms, Classification of
Data, Methods of Collection, and Cloud Cover Problems |
|
3 |
GC2.01,
GC2.03 |
Application
Communication |
Working
with Low-Resolution Images – World Satellite Images, WorldSat, and Night
Image |
|
4 |
GI1.15,
GC3.01 |
Application |
Combining
Rastor and Vector Map Components |
|
5 |
UC1.02,
HE3.02, GC1.02, UC1.04 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Exploring
|
|
6 |
GI2.12, GI1.10, HE1.02 |
Knowledge/ Understanding |
Exploring High-Resolution Rastor Images Aerial Photos: Types, Application and
Analysis in a GIS |
|
7 |
UC2.03,
GI2.11, GI1.11, GI3.02 |
Thinking/Inquiry |
Detecting
Change Through Image Analysis Using a GIS |
|
8 |
HE1.03,
HE3.03, UCV.01, UCV.02, UC3.02, SSV.05 |
Thinking/Inquiry |
Using
Satellite Images and GIS to Save Lives – Predicting the Paths of Natural
Hazards |
The focus
for the 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 a disaster was
greatest. Furthermore, students make predictions about the impact of the
disaster on human systems. Students then provide an analysis based on the
available data. They make recommendations that could be implemented to save
human life in the event of a similar disaster, thereby reinforcing the concepts
of interdependence and globalism and the value of the sanctity of life.
Time: 25 hours
Unit
Description
This unit
highlights many principles of Catholic social teaching. Students identify and
examine patterns that emerge from physical, human, and urban systems. Using a
GIS, students have opportunities to map the relationships that exist between
these systems. Through analysis of issues, students learn the dignity of human
life and that our responsibility to each other crosses national, racial,
economic, and ideological differences and that we are called to work for social
justice. By exploring methods of data classification, students also map and
appreciate the spatial distribution of unique human characteristics, such as
ethnicity, indigenous peoples, and socio-economic patterns. The culminating
activity focuses on urban patterns within cities. The socio-economic patterns
in the city, such as crime, are mapped using a GIS.
Global Connections, Understanding and
Managing Change, Methods of Geographic Inquiry
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HEV.01,
HE1.02, SSV.04 |
Knowledge/
Understanding |
Understanding
the Elements of Physical Systems Using GIS – Defining Physical Regions |
|
2 |
SSV.04,
SS1.10 |
Knowledge/
Understanding |
Mapping
the Elements of Human Systems with a GIS |
|
3 |
HEV.01,
HE2.01, HE2.02, SS2.05, SS3.02 |
Thinking/Inquiry |
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 |
HE3.01,
SS3.03, GIV.01, GIV.02, GI2.13, UCV.01 |
Knowledge/
Understanding |
Mapping
the Distribution of Indigenous Peoples and Cultural Minorities Through GIS
Mapping Structures |
|
6 |
GIV.01,
GIV.02, GIV.03, GI2.13, SS3.03 |
Knowledge/
Understanding |
Using
Data Classification Techniques to Find Patterns in Census Data |
|
7 |
GCV.04,
GC3.01, GIV.03 |
Knowledge/
Understanding |
Applications
of Street-Level Data |
|
8 |
GIV.03,
GCV.03 |
Thinking/Inquiry |
Exploring
Urban Patterns with Street-Level Data |
|
9 |
GCV.04,
UC1.05 |
Communication |
Culminating
Activity: Crime in |
The
purpose of the Unit 3 culminating activity is to acquaint students with the use
of GIS and the role of GIS in law enforcement. 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. They participate in a
scenario whereby common social factors are attributed to an increase or
decrease in crime rates. Similar geographic analyses o
Time: 25 hours
Unit
Description
This unit
promotes 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
overlaid with vector data to explore how GPS technologies can play a role in
monitoring and predicting change in physical and human systems of geography.
Students gain exposure to the use of these sources of information in limiting
human problems associated with changes in the physical landscape. Students
focus on the geotechnical skills of address geocoding, editing tables, editing
vertices, merging and splitting polygons, and drawing features on maps.
Hot-linking images to maps should also be a
Understanding and
Managing Change, Methods of Geographic Inquiry
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GI1.05,
SS1.04, GC3.05 |
Knowledge/ |
Understanding
the Fundamentals of GPS Technology |
|
2 |
GI1.01,
GI1.02, GI1.04, GI2.05, GI2.04, GI2.06, SS1.01, SS1.05 |
Knowledge Application |
Developing
Field Survey Skills Through GPS |
|
3 |
GI2.09,
UC2.01, SS2.02, SS2.03 |
Knowledge/ Application |
Developing
Map-Reading Skills with GPS, GIS, and Traditional Technologies |
|
4 |
UC3.01,
GC1.04, GC2.02 |
Knowledge/ Thinking/Inquiry |
Using
Local Images to Identify and Map Change |
|
5 |
UC1.06,
UC1.07, GC3.05 |
Thinking/Inquiry |
Identifying
Career Opportunities in Geomatics |
|
6 |
GI2.08,
GI3.01, GI3.03 |
Thinking/Inquiry Communication |
Culminating
Activity – Mapping Human Interactions in the Local Environment |
The
purpose of this 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, and maps. Students present their findings either as a
hard-copy report or as an electronic presentation.
Time: 20 hours
Unit
Description
The
student, in consultation with the teacher, plans, develops, and executes a
study using techniques developed throughout the course. Apart from teacher
consultation, this unit fosters leadership and encourages the responsibility of
stewardship, which, a
Students
demonstrate their skills with various geotechnologies and make informed
conclusions on a specific issue using geomatic analysis. Students identify,
plan, develop, and execute a study of a significant issue in the form of a
report. This issue may include parameters of local, regional, or global significance.
Students collect unique 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 in light of gospel values, such as the common good and
stewardship.
The report should be presented in two ways,
i.e., a paper report and visual presentation. Students may choose to integrate
one or more techniques from each unit of study. The study should be manageable
in scope so that students are able to finish their reports in the time
allotted.
Methods of
Geographic Inquiry
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GI3.01,
SSV.02 |
Knowledge/
Understanding Application |
Developing
a Scenario for a Geomatics Independent Study |
|
2 |
GIV.03,
GI1.02, GI12.01, GI2.03, GI3.03 |
Thinking/Inquiry |
Gathering
Information for Processing in a GIS |
|
3 |
GIV.02,
GI2.08, SS1.06, SS3.02, SS3.03 |
Application |
Managing
Data, Developing Maps, and Providing Analysis |
|
4 |
GIV.02,
GI1.07, UC3.01 |
Knowledge/
Understanding Application Communication |
Developing
Presentation Techniques |
|
5 |
HEV.02,
GCV.01, GCV.04, UCV.01, UCV.02, GI2.1 |
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 should be given opportunities to investigate topics associated with
current issues, recognizing the varying perspectives and postsecondary choices
that could be made. Students should be encouraged to seek additional
information to make informed choices about the 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 strategies, including Socratic lessons, self-directed lessons, guest
speakers, informed discussion, and presentations.
Demonstration: Students are asked to demonstrate a
synthesis of their learning 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 learn the major components and functional features of a GIS.
They use a GIS to map a variety of world concerns. Students explore a variety
of geographic concepts and gain skill in manipulating maps using
industry-standard map-making software.
Global Application of Skills: 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 ways that humans interact with
their environment. Students extend their skills while exploring new concepts
and patterns in the natural environment.
Local Application of Skills: Students explore a nearby area and
choose a task of significance to them. They select an appropriate local study
topic and then gather and analyse data to support the topic. Students utilize
their skills to consolidate learning and develop business-like cartographic and
presentation skills. If possible, students should make application through the
lens of Catholic social teachings.
The
subject of Geography and its associated geotechnologies use language in a
unique way, especially language associated with computers and geotechnology. To
help students, especially ESL/ELD students, the teacher should emphasize the
following aspects of language in written and oral forms:
·
specialized
vocabulary;
·
wide
range of tense usage;
·
words
and phrases to indicate:
- sequences or chronology;
- cause-and-effect relationships;
- contrast, comparison, and superlatives;
- statements 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.
Language
development and the expression of concepts are greatly facilitated if graphic
products are reinforced with written or oral tasks and vice versa. All learners
benefit greatly if the teacher initially provides models or structures for
oral, written, and graphic communication.
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 measure a variety of student learning tasks, which are
based upon the expectations outlined in the policy document. They are
appropriate for assigned activities, and provide opportunities for students to
assess and improve their own learning. The teacher makes use of information
provided from the assessment process to critically evaluate whether the
teaching strategies and overall program are effectively helping students to
meet the expectations of the course. Teachers may have to develop some diagnostic
tools to determine students’ ability to proceed with certain technologically
based strategies. Activities in the sample unit suggest both formative and
summative evaluation strategies, as well as tools that teachers may employ in
the classroom.
Throughout this course, various assessment methods,
strategies, and tools are employed. They include:
·
Observation: This method is used to monitor and
assess the intellectual, social, emotional, and spiritual growth and
development not otherwise easily measured. Techniques include anecdotal notes,
student observation, formal and informal teacher observation, and rubrics.
·
Reflection: This method is used to determine
how and why students learn and to assess various dimensions of their learning
not easily observed or measured through activities or tasks. Through student
reflection, student understanding of personal growth and emotional development
are assessed. Techniques include self-assessment and peer evaluation.
·
Conferencing: Evidence of student learning, through
listening, questioning, responding, and explaining, is assessed in
student/teacher and parent/teacher conferences. Conferencing allows the teacher
to assess communication and thinking skills and to monitor personal growth and
development.
·
Paper-and-Pencil Tests: Paper-and-pencil tests are
administered throughout each unit. The teacher assesses student achievement of
knowledge and skills that meet specific expectations for the 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 method can be used
to assess 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.
·
Peer and Self-Editing: Provides opportunities for students to improve by using assessment
tools such as checklists and marking schemes.
·
Student Performance: Adaptations to learning styles and special needs are incorporated into
assessment to improve student performance and to ensure that each student is
given clear directions for improvement, e.g., changing time requirements for
completing assignments or assessments; changing the format of assessment;
providing a quiet environment for assessment; simplifying test instructions and
the language of questions; providing for the use of scribes, as well as
allowing oral responses; providing alternative homework assignments; and basing
classroom assessment on a full range of students’ work.
·
Communication: 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. After assessment, feedback
to students is essential.
Evaluation
The
final summative evaluation for this course is broken into two parts. Unit 5 is
a culminating unit based on a specific rich performance task (see Unit 5
Description), which brings together many of the expectations in an issues
context. An examination is also required, using a GIS lab environment to allow
student demonstration of the geotechnological skills and geomatic analysis
specific to this course.
Seventy
per cent of the grade will be based on assessments and 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, an essay, and an
examination in a GIS lab environment.
Teachers
should be aware of students who require adaptations to the expectations. Ontario Secondary Schools allows
teachers to adapt the learning expectations for exceptional students in support
of the contents of students’ Individual Education Plans (IEPs). Care must be
taken to avoid risk to the credit. The advice of the principal should be
sought. This applies also to students who have not been identified as
exceptional but are receiving special education programs and services.
Exceptional Students: Effort is made to assist students in
achieving su
·
The
teacher should review students’ IEPs and decide the best course of action for
meeting expectations. An additional resource for teachers is the Curriculum Planner Special Education A
Enrichment: There are numerous opportunities throughout the course for enrichment. While this course is mainly vector-based mapping, students should be encouraged to explore rastor-based programs. Students should also be encouraged to investigate extensions to the basic GIS software.
ESL/ELD Learners: 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 the concepts. The ESL/ELD learners’
self-esteem and motivation to learn benefit when strategies allow expression of
their individual skills, interests, and life experiences in their families, communities,
and countries of origin. Sensitivity to the diversity of cultural, ethnic, and
religious beliefs and the customs, socio-economic levels, and family structures
of students entails a
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. 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.
ESRI
MFTeach. Thinkspace Inc. Obtainable through Board OESS
rep.
Software
Support Websites
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. 5 min.
ATLAS
ESRI
Geographer’s Workbench. Obtainable through GEM
Geotechnologies
GeoKit. OAGEE, 1999. Obtainable through OAGEE
regional rep.
Ontario
Ministry of Natural Resources. CD of
Selected
Ontario
Ministry of Education. Canadian
Geographic Explorer. Special Edition Irwin Publishing, 2000.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Canada
Soils and Agriculture – http://sis.agr.ca/CANIS/
Canadian
Council on Geographic Education – www.
Canadian
Data and Images – www.nrcan.gc.ca
Canadian
Schools Atlas Project: Info by and for Canadian students – http://cgdi.gc.ca/
Canadian
Space Agency – www.space.gc.ca/csa
Canadian
Statistics – http://www.statcan.ca/english/Estat/licence.htm
Federal
(FEMA) Emergency Management Agency US Natural Hazards – www.gismaps.fema.gov
Geography
network, free world data – www.geographynetwork.com
Geogratis
free national data site – http:// geogratis.cgdi.gc.ca
Geomatics
Industry – http://www.geomatics.org
Images
of
Information
and surveys of world issues – www.planetproject.ca
NASA
Data and Images – www.jpl.nasa.gov
National
Geographic – www.nationalgeographic.com
Network
(Shaping a
Ontario
Association for Geographic and Environmental Education magazine Monograph
– www.oagee.org
Portal
to GIS info – www.gis.com
The Royal
Canadian Geographic Society – www.rcgs.org
ArcView GIS ESRI
Audet,
Richard and Gail Ludwig. GIS in Schools.
ESRI Press, 2000. ISBN 1-879102-85-4
Clark,
Bruce and John Wallace. Making
Connections.
Celebrating an Education for Justice
and Peace: A Letter to the
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. ISBN 0-672 31117-8
Hohl,
Pat and Brad Mayo. ArcView GIS Exercise
Book, 2nd ed. Onword Press. ISBN 1-56690-124-3
Hutchinson,
Scott and Larry Daniel. Inside ARCVIEW
GIS, 2nd ed. Onword Press. ISBN 1-56690-116-2
Mitchell,
Andy. The ESRI Guide to GIS Analysis:
Volume 1: Geographic Patterns & Relationships. ESRI Press. ISBN
1-879102-06-4
Nicolu
Phone 416-449 2556, ext 239.
Pottle,
Todd. Geography and GIS: GIS Activities
for Students.
ISBN 0-7725-2830-6
Shaping A
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, 2000 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
This
course integrates technology across the curriculum, i.e., use of the Internet
in research, geographic information systems, and global positioning systems.
The teacher should also integrate the values of stewardship, respect, and other
common Christian values in analysing and solving issues in this course.
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 earth’s surface.
Understanding
Concepts
SS1.01 – explain how the shape of the
earth relates to the earth’s 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
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
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 a
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 rastor 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 a
GI2.02 – convert analogue data to digital
data for computer input (e.g., by scanning or digitizing);
GI2.03 – use the Internet effectively to a
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 a
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 earth’s 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).
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.