Tom Garner

Milking Bank Primary School

GIS in Primary

Where will it fit in with Geography?

• Unit 1: Around our school – the local area

• Unit 2: How can we make our local area safer?

• Unit 6: Investigating our local area

• Unit 8: Improving the environment

• Unit 12: Should the high street be closed to traffic?

• Unit 18: Connecting ourselves to the world

• Unit 20: Local traffic – an environmental issue

• Unit 21: How can we improve the area we can see from our window?

• Unit 25: Geography and numbers

Using GISin

Key Stage 1

Unit 1: Around our school – the local area

What is a map?

Map

Can you find….your school….your street….your house?

Aerial Photograph

Reception children can recognise their school from this picture.

Compare the two…

Other uses for Unit 1.

Children can find where they live

It’s as easy as typing in the street name……

And then looking for the house numbers!

Finding their house…

Children can then look at an aerial photograph of their house…

Finding their house…

…and recognise it!

What next?

What is an address?

Giving meaning to an address…

Tom Garner,Milking Bank Primary School,Aintree Way,Milking Bank Estate,Dudley,DY1 2SL.

Leisure facilities in the local area

Search for leisure facilities in an aerial photograph

How places change over time…

1976 1987

…and keep changing!

1995 Present Day

Unit 2: How can we make our local area safer?

Label photographs to show aspects related to traffic (QCA)

Using other pieces of clip art, or through annotation, children could identify problem areas and make suggestions about how to improve them

e.g. traffic calming methods

one way systems

traffic lights

etc.

Using GISin

Key Stage 2

Unit 6: Investigating our local area

QCA unit suggestions: • locate local area on progressively larger scale

maps;• Find school on a map and aerial photograph;• Give directions from school to specific points in

the locality;• Match ground photographs of human and

physical features to a base map (use an aerial photograph for clues!);

• Use a map to list 3 or 4 nearby towns/villages, work out a route and produce a map.

Unit 18: Connecting ourselves to the world

• GIS-MO could be useful for gathering resources to send to a ‘partner’ school as information about the local area.

• The future: accessing other authorities GIS software to investigate contrasting localities.

Unit 20: Local traffic – an environmental issue

This is a 'long' unit. It deals with a local traffic improvement scheme (a by-pass) and the impact it will

have on local people and the environment. The unit has been designed so it can be adapted easily for any local issue. The issue could be concerned with

other traffic improvement schemes, eg. speed ramps, one-way streets, cycle lanes, pedestrian crossings,

routes for handicapped people or a quite different issue, eg a proposal for quarrying, the effect of a hypermarket on existing shops, the effect of demolishing old houses to create a new site with different potential uses like a

leisure centre or mosque, building a BMX track.

1996

2004

Before the Bypass

The Bypass

Examine maps to investigate the difference the Bypass has made…

Compare the current edition of the O.S map to historic versions of the maps pre-bypass construction.

Textease

• Copy and paste maps into Textease.

– Lock them into place on the page.

• Children can add graphics, annotations/labels, captions, etc.

Other uses for Textease

• Improving the local area: overlay the specially designed clip art to make

suggestions for change

• Should the High Street be closed to traffic?

Use a map/aerial photograph to find an

alternate route.

Mark that route on the map using drawing tools

Using Textease

• Create an image with an associated word bank:

e.g. for Unit 6

an image of the local area

a word bank with words

associated with land uses