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Instructional Strategies
Global Positioning Systems (GPS) and satellites Global Positioning Systems (GPS) and satellites
 
At a Glance
Grade Level: Grade 10

Subjects: Technology, Natural Sciences, Physical Science, Life Orientation

Topics: Earth in Space,
Satellites around the Earth,
The Global Positioning System,
Positioning with GPS

Time Needed: 7 x 45 minute periods plus homework

Key Learnings: Identify and solve problems
Demonstrate an understanding of the world as a set of related problems
Collect, analyse, organise and critically evaluate information
Work effectively with others
Organise and manage oneself
Use science and technology effectively and critically
Communicate effectively
 
 
Things You Need
Resources for learners, Access to the internet, Downloaded Websites - cached or stored on the school intranet,Student and Teacher Support Documents

National Curriculum statements ›

Resources ›
 
Unit Summary
The topic is explored by learners in an inquiry based learning mode by means of a number of well posed questions. Materials to be researched as well as useful URLs are provided for learners. The following topics are covered: Earth in Space, Satellites around the Earth, The Global Positioning System, Positioning with GPS.

Curriculum Framing Questions
Unit Question: Do the benefits of GPS and satellite technology outweigh the drawbacks?
Content Questions:
  1. What is a GPS?
  2. How does a GPS work?
  3. What are the uses of GPS?
  4. What are the advantages and disadvantages of GPS & satellite technology?
Instructional Procedures
By the end of this module learners should be able to answer the following questions;
  • What is GPS?
  • How does GPS work?
  • What is GPS used for?
  • What are some of the advantages of GPS?
  • What are some of the disadvantages of GPS?
The knowledge gained in this module should enable them to draw their own conclusions regarding the critical question, "GPS & Satellite Technology . Friend or Foe?"

Introduction (1 x 45 minute lesson)
Use the introductory notes on Satellites and GPS to enable learners to answer the content questions What is GPS? How does GPS work? What is GPS used for?

Use the link to the website on page 4 of the notes* for a clear animated explanation of how GPS receivers work. You may also consult How GPS works.

Learners should complete worksheets 1 & 2, either during class or for homework. They should be handed in and marked (see model answer).

PowerPoint Presentation, Publication & Website
  • Allow 2 x 45 minute lessons.
  • These tasks will be performed in groups as outlined below. The emphasis in these tasks is on the advantages and disadvantages of GPS & satellite technology.
Web Addresses for GPS research are contained in this resource for learners.

Division of class into groups of 6 - 8 learners.
Group 1 & 3: The use of GPS for human surveillance.

Group 2 & 4: The use of GPS in wild animal surveillance.

Each group will be further divided into pairs of learners, each pair performing a different task as indicated in the project tasks listed below. (Depending on number in the class you may need to be flexible in the division into groups. In the case of odd numbers, you may appoint 3 pupils to one task.)

Each group must do;
  • 1 x PowerPoint Presentation (2 learners).
  • 1 x website (2 learners).
  • 1 x publication (2 learners).
Where there are 8 learners to the group, 2 different PowerPoint Presentations will be produced, as specified in the notes given to the learners.

Points to consider when selecting groups
  • When selecting groups ensure that there is a good balance between learners who have advanced computer skills and those who possess basic computer skills.
  • Within each group the learners will be responsible for the division of tasks.
  • The educator should advise that the most computer literate learner is assigned to task 3 (website design).
  • The educator should check that the special needs of any ELSEN learners are accommodated.
  • The group is to select one learner as their leader and it is this person's responsibility to ensure that all tasks are completed on time and to give assistance to any learners who lack the necessary computer skills to complete their task.
  • The group leader must ensure that all learners in the group are familiar with the content of each other's assignments and that they have all adhered to the common theme.
Each pair of learners will perform their task at the same time as other learners who will be working on a different task.

Instructions to be given to learners
  • Give the learners the deadline date for the presentation of their assignments (allow 2 - 4 weeks from the start of the section, depending on the school's term calendar).
  • Go through the PowerPoint presentation on "PowerPoint Presentation Tips". This gives advice on what makes a good PowerPoint presentation.
  • Go through the 3 learner samples PowerPoint Presentation, Publication & Website. This will give the learners an indication of what is expected of them. The learners must be responsible for finding their own content.
  • Draw learners' attention to the assessment rubrics for each task.
  • Draw learners' attention to the storyboards for each task.
  • Tell learners that they will be required to hand in a printed copy of their tasks to be filed in their portfolio folders.
All instructions to learners are available from this document

Background information for educators is contained in the document called The Global Positioning System from the website*.
Consult the Science website for web addresses and downloaded support material. Store in cache or intranet.

Prerequisite Skills
The ability to read and analyse information.
The ability to explain concepts concisely in one's own words using written communication.
Learners should know how to
  • Use Microsoft presentations and Microsoft Publisher or Front Page.
  • Access information using the internet.
  • Create a website.
ELSEN: Education of learners with special education needs
  • The groups must be carefully selected to ensure that there is a distribution of abilities within the group, allowing those who are more computer literate to assist those who may find the tasks difficult.
  • Less able learners will be given the easier tasks (PowerPoint presentation).
  • Partner a second language speaker with a competent first language speaker.
  • Give the advanced learners the more challenging tasks (Website).
  • Encourage the advanced learners to take responsibility for the overall success of the group, giving advice to the other learners where required and co-coordinating tasks around the common group theme.
  • The educator should check that the special needs of any ELSEN learners are accommodated.
Assessment
  • Although the learners within each group will be performing different tasks the assessment rubrics for the 3 different types of task (PowerPoint Presentation, Publication or Website) have been designed to accommodate this. The assessment rubrics have 4 components;
    • Technical use of media (PowerPoint Presentation, Publication or Website)
    • Oral presentation
    • Group work & planning
The educator should include the story boards for each task when considering the planning of the task.
The educator should consult page 8 (About Us) of the website when evaluating the contribution of individuals to the group.
    • Content
  • Each pair of learners will be required to give an oral presentation of their task using the Smart Board to display their information (PowerPoint Presentation, Publication or Website). One of the reasons for the oral presentation is to ensure that all learners are assessed in the same way using the same criteria.
  • The total mark for this module on GPS is out of a possible maximum of 110
    • Worksheet 1                         /19
    • Worksheet 2                         /21
    • Technical use of media     /14
    • Oral presentation                /10
    • Group work & planning      /10
    • Content                                 /36
This module will form part of the Grade 10 Physical Science portfolio work required for national assessment in South Africa.

Credits
This unit was developed by Sue Cartwright of Kearsney College, KwaZulu-Natal, South Africa as part of an educator training session in the Intel® Teach to the Future programme.

National Curriculum statements
The following learning outcomes are covered in this unit of work;
  • LO1.4: Communicating and presenting information and scientific arguments
  • LO2.2: Indicating and explaining relationships
  • LO2.3: Applying scientific knowledge
  • LO3.1: Evaluating knowledge claims and science's inability to stand in isolation from other fields
  • LO3.2: Evaluating the impact of science on human development
  • LO3.3: Evaluating science's impact on the environment and sustainable development
Resources
Access to computers & the internet. The learners will find web addresses and information from various internet sites in the resource folder of the GPS section of the Science website on the school intranet. All other support documents are linked from this page.



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