Geographical Information Systems (GIS) in the Classroom

Geo What?! Think Google Maps, Apple Maps and Waze, these are all examples of popular Geographical Information Systems (GIS). GIS can be fantastic for displaying even fairly benign information, because everything happens somewhere! But in this blog we’ll go beyond the likes of Apple Maps, to display our own information that we can then share with others, such as showing a route travelled, plotting historic battles, analysing climate change and viewing terrain.

CGF3M – Unit 3 – Lesson 2: Atmospheric Circulation

Image of the galaxy

Sequence

  1. Starter: How is the atmosphere like the human body? [class discussion].
  2. Atmospheric Circulation teacher led instruction and notes.
  3. Tri-cellular Model: Video.
  4. Tri-cellular Model: Teacher led instruction and notes.
  5. Tri-cellular Model Cross Section Activity [individual task].
  6. Tri-cellular Model Review
  7. Climate graph construction activity [individual task].
  8. Review: Climate graph peer assessment [paired task].

CGF3M – Unit 3 – Lesson 4: Tropical Storms

Image of the galaxy

Sequence

  1. Starter: Infographic Analysis – question generator.
  2. Teacher led instruction and note taking.
  3. Distribution of tropical storms map [class discussion].
  4. How do tropical storms form? Video activity [individual task].
  5. How do tropical storms form sequencing activity [individual task]. Card sort activity for LA students.
  6. Teacher led instruction and note taking.
  7. The Impact of Climate Change: An Inconvenient Truth Video/TedTalk Activity [class task].
  8. The Impact of Climate Change Summary.
  9. Review: Did we answer questions posed in the starter?

CGF3M – Unit 3 – Lesson 5: Impacts of Tropical Storms

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Sequence

Lesson 5a: Hurricane Katrina [2005]

  1. Starter: What do we know about Hurricane Katrina? [class discussion].
  2. Teacher led instruction and note taking – intro to Hurricane Katrina.
  3. CIA Factbook research activity [individual task].
  4. Graphic organiser research activity [individual task].
  5. Review: To what extent was Hurricane Katrina a man made, as well as natural, disaster?

Lesson 5b: Typhoon Haiyan [2013]

  • Starter: What do these images show? [class discussion].
  • Map from Memory [group activity].
  • Teacher led instruction and note taking – intro to the Haiyan Typhoon.
  • CIA Factbook research activity [individual task].
  • Graphic organiser research activity [individual task].
  • Review: Exam question: Compare and contrast the impacts of tropical storms in LIC’s and HIC’s [individual task].

Distribute Assignment 3.1 [Using GIS to Track Tropical Storms]

CGF3M – Unit 3 – Lesson 7: The Distribution of Drought

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Sequence

  1. Starter: True or False?
  2. The Big Picture: Teacher led instruction.
  3. The global distribution of task map activity [Individual task].
  4. Key drought events – teacher led discussion.
  5. Factors affecting the severity of drought: mind map [individual task].
  6. Case study card sort [paired task].
  7. Case study graphic organisers [individual task].
  8. Case study recap table [paired task].
  9. Review: 6 questions [class discussion].

CGF3M – Unit 3 – Lesson 6: Park’s Disaster Model

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Sequence

  1. Starter: Key term anagrams [individual task].
  2. Teacher led introduction to the Park Model.
  3. Annotated diagram of the Park Model activity [individual task].
  4. Advantages and disadvantages of the Park Model [class discussion].
  5. Using the Park Model for tropical storms – comparing Hurricane Katrina and Typhoon Haiyan [paired task].
  6. Creation and interpretation of Park Models for tropical storms – comparing Hurricane Katrina and Typhoon Haiyan [individual task].
  7. Reflection questions [individual task].
  8. Review: Tedx Talk | Rachel Kyte | From Disaster Response to Disaster Prevention.

CGF3M – Unit 5 – Lesson 4: Threats to Biodiversity

Sequence

  1. Starter: Graph Analysis [individual then class task].
  2. Map analysis – description of threatened biodiverse areas [individual then class task].
  3. Ecosystem auditing research task [individual task].
  4. Teacher led instruction and note taking.
  5. Factors that threaten biodiversity research [individual task].
  6. Review: The Greatest Threat? [class task].

CGF3M – Unit 3 – Lesson 3: The ITCZ

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Sequence

  1. Starter: What is the ITCZ? [class discussion].
  2. What is the ITCZ video activity [individual and class task].
  3. Teacher led instruction and note taking.
  4. The Pressure Gradient Force Diagram [individual task].
  5. Recap: Video activity to consolidate understanding [class task].
  6. The ITCZ and its impact on Africa: Map and Graph analysis [individual task].
  7. Practice Exam question [individual task].
  8. Review: Exam question peer assessment [paired task].

CGF3M – Unit 2 – Lesson 6: Yellowstone DME

Sequence

Lesson 6a: Supervolcanoes

  1. Starter: What are super volcanoes? [class discussion]
  2. Teacher led introduction to supervolcanoes.
  3. Map description activity [individual task].
  4. Formation of supervolcanoes Card sort activity [paired task].
  5. Formation of supervolcanoes Sequencing activity [paired task].
  6. Formation review: teacher led [class task].
  7. Supervolcanoes documentary and question sheet.
  8. Review: Potential impacts of a Yellowstone eruption.

Lesson 6b: Yellowstone Decision Making Activity (will require 2 lessons)

  1. UNAVACO Experiential Learning Task.