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GIS Fundamentals: Mapping Our World

Grade 9ScienceMathComputer ScienceGeographyPhysicsChemistry40 days

In this project, 9th-grade students take on the role of geospatial analysts, leveraging GIS technology to map and analyze real-world problems within their community. They explore GIS fundamentals, including spatial data, cartography, and remote sensing, while also addressing the ethical implications of their work. Students develop hands-on skills through portfolio activities, such as thematic mapping and analyzing satellite imagery, and reflect on their learning and confidence in using GIS for spatial analysis.

GIS TechnologySpatial AnalysisCartographyRemote SensingEthical ConsiderationsGeospatial DataProblem-Solving

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as geospatial analysts, leverage GIS technology to map, analyze, and solve pressing real-world problems in our community, while considering the ethical implications of our work?

Essential Questions

Supporting questions that break down major concepts.

How can we use GIS to represent and analyze spatial data?
What are the key components of a GIS and how do they work together?
How can GIS be applied to solve real-world problems in different fields?
What are the different types of spatial data and how are they collected and managed?
How can we create effective maps and visualizations using GIS software?
How do GPS and remote sensing contribute to GIS applications?
What are the ethical considerations in using GIS technology?
How can spatial analysis techniques be used to identify patterns and relationships in geographic data?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Master the fundamentals of Geographic Information Systems (GIS), including GIS technology, Global Positioning Systems (GPS), cartography, remote sensing, and spatial analysis.
Develop hands-on skills in mapping, database management, spatial analysis, and cartographic design.
Understand how to apply GIS to solve real-world problems.
Learn to represent and analyze spatial data using GIS.
Understand the key components of a GIS and how they work together.
Learn the different types of spatial data and how they are collected and managed.
Create effective maps and visualizations using GIS software.
Understand how GPS and remote sensing contribute to GIS applications.
Consider the ethical considerations in using GIS technology.
Utilize spatial analysis techniques to identify patterns and relationships in geographic data.

Geography Standards

GEO.9-12.1

Primary

Understand the principles of cartography and map design.Reason: Directly addresses the course's cartography component and the ability to create effective maps and visualizations.

GEO.9-12.2

Primary

Apply spatial analysis techniques to solve geographic problems.Reason: Directly aligns with the spatial analysis aspect of the course and its application to solving real-world problems.

GEO.9-12.3

Secondary

Use geographic data and tools to analyze and interpret patterns and relationships.Reason: Supports the learning goal of representing and analyzing spatial data using GIS.

GEO.9-12.4

Primary

Evaluate the impact of technology on geographic information and analysis.Reason: Addresses the GIS technology component of the course and its application in various fields.

Common Core Standards

MATH.9-12.G.CO.1

Supporting

Apply mathematical reasoning to solve problems related to spatial data and analysis.Reason: Supports the spatial analysis techniques used in GIS.

S-ID.6

Secondary

Analyze data to identify patterns and relationships.Reason: Supports the learning goal of utilizing spatial analysis techniques to identify patterns and relationships in geographic data.

Computer Science Standards

CS.9-12.MOD.7

Supporting

Use computer software to create models and simulations of geographic phenomena.Reason: Relates to creating effective maps and visualizations using GIS software.

Entry Events

Events that will be used to introduce the project to students

Disaster Response Simulation

Simulate a real-world disaster scenario (e.g., hurricane aftermath) using a large-scale map and physical props. Students, acting as emergency responders, must use GIS principles to analyze the damage, plan evacuation routes, and allocate resources, immediately highlighting the practical applications of GIS in crisis management.

The Park Mystery: A GIS Investigation

Begin with an intriguing mystery: A local park is experiencing unusual environmental changes. Students, as GIS detectives, must collect and analyze spatial data (satellite imagery, soil samples, historical maps) to identify the cause and propose solutions, fostering critical thinking and problem-solving skills.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Map Element Essentials

Students will learn the basic elements of a map, including scale, legend, north arrow, and title, and how they convey spatial information.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research the purpose of each map element (title, legend, north arrow, scale).

2. Sketch a simple map layout, planning where each element will be placed.

3. Create each map element ensuring it accurately represents the map's information.

4. Assemble all elements into a final map.

Final Product

What students will submit as the final product of the activityA hand-drawn or digitally created map showcasing essential map elements, such as a title, legend, north arrow, and scale.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Geography Standards GEO.9-12.1, focusing on understanding cartography and map design by creating foundational map elements.

Activity 2

Coordinate System Explorers

Students will understand and apply coordinate systems (latitude and longitude) to locate places on Earth and calculate distances.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Learn about latitude and longitude coordinate systems.

2. Identify the coordinates of specific locations using online tools or maps.

3. Calculate the distances between two or more points using their coordinates.

4. Write a report summarizing the process and findings.

Final Product

What students will submit as the final product of the activityA report detailing the use of latitude and longitude to locate specific geographic points, including the calculation of distances between points using coordinate data.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Geography Standards GEO.9-12.3 and MATH.9-12.G.CO.1 by applying spatial data analysis to understand geographic relationships through coordinate systems.

Activity 3

Thematic Mapping with GIS

Students will use GIS software to create a basic thematic map, displaying data such as population density or land use.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a theme for the map (e.g., population density, land use).

2. Gather relevant spatial data from online sources.

3. Import the data into GIS software.

4. Create a thematic map using appropriate symbology and classifications.

5. Write a short analysis of the patterns shown on the map.

Final Product

What students will submit as the final product of the activityA thematic map created using GIS software, accompanied by a brief analysis of the spatial patterns displayed.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with GEO.9-12.2 and CS.9-12.MOD.7, focusing on using GIS software for spatial analysis to solve geographic problems.

Activity 4

Remote Sensing Analysts

Students will analyze satellite imagery to identify land cover types and changes over time.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Obtain satellite imagery of a specific area from different time periods.

2. Learn to interpret different spectral signatures to identify land cover types (e.g., forest, water, urban).

3. Analyze changes in land cover over time using the imagery.

4. Prepare a presentation or report summarizing findings and potential causes of the changes.

Final Product

What students will submit as the final product of the activityA presentation or report that identifies different land cover types from satellite imagery and discusses any changes observed over a specific time period, along with their potential causes.

Alignment

How this activity aligns with the learning objectives & standardsThis activity covers GEO.9-12.4 and S-ID.6, focusing on understanding the impact of technology on geographic information by analyzing remote sensing data.

Activity 5

GIS Ethics Investigator

Students investigate a case study involving ethical dilemmas in GIS, such as privacy concerns or biased data representation, and propose solutions to address these issues.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research and select a case study related to ethical issues in GIS (e.g., privacy, data bias).

2. Analyze the ethical dilemmas presented in the case study.

3. Propose solutions that address the ethical concerns.

4. Present the case study analysis and proposed solutions.

Final Product

What students will submit as the final product of the activityA detailed case study analysis with proposed solutions addressing the ethical dilemmas, demonstrating an understanding of responsible GIS practices.

Alignment

How this activity aligns with the learning objectives & standardsCovers learning goals related to ethical considerations (GIS Ethics Investigator), spatial analysis (GEO.9-12.2, GEO.9-12.3), and real-world problem-solving, (driving question)

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Geospatial Information Systems (GIS) Portfolio Rubric

Category 1

Map Elements

This category assesses the student's ability to create a map with accurate and clearly presented essential elements (title, legend, north arrow, and scale) and their understanding of the purpose of these elements in conveying spatial information.

Criterion 1

Map Element Accuracy

Accuracy and Completeness of Map Elements

Exemplary

4 Points

All map elements are exceptionally accurate, meticulously crafted, and perfectly represent the spatial information. No errors or omissions are present.

Proficient

3 Points

All map elements are accurate, well-crafted, and represent the spatial information effectively. Minor errors or omissions may be present.

Developing

2 Points

Most map elements are present but may contain inaccuracies or omissions that affect the representation of spatial information.

Beginning

1 Points

Many map elements are missing, inaccurate, or poorly crafted, severely limiting the map's ability to convey spatial information.

Criterion 2

Map Element Clarity

Clarity and Readability of Map Elements

Exemplary

4 Points

Map elements are exceptionally clear, well-organized, and enhance the map's overall readability and aesthetic appeal. The layout demonstrates a sophisticated understanding of visual hierarchy.

Proficient

3 Points

Map elements are clear, well-organized, and contribute to the map's readability. The layout is generally effective.

Developing

2 Points

Map elements are somewhat cluttered or disorganized, slightly affecting the map's readability. The layout needs improvement.

Beginning

1 Points

Map elements are confusing, poorly organized, and significantly detract from the map's readability. The layout is ineffective.

Criterion 3

Map Element Purpose

Understanding of Map Element Purpose

Exemplary

4 Points

Demonstrates a profound understanding of the purpose and function of each map element, explaining its role in conveying spatial information with exceptional clarity and insight.

Proficient

3 Points

Demonstrates a thorough understanding of the purpose and function of each map element, explaining its role in conveying spatial information effectively.

Developing

2 Points

Demonstrates a basic understanding of the purpose of most map elements, but may struggle to explain their role in conveying spatial information.

Beginning

1 Points

Demonstrates a limited understanding of the purpose of map elements and their role in conveying spatial information.

Category 2

Coordinate Systems

This category evaluates the student's ability to use coordinate systems to locate places, calculate distances, and present their findings in a clear and organized report.

Criterion 1

Coordinate Accuracy

Accuracy of Coordinate Identification

Exemplary

4 Points

Accurately identifies coordinates with precision and demonstrates a sophisticated understanding of the coordinate system's structure and application.

Proficient

3 Points

Accurately identifies coordinates of specific locations using online tools or maps.

Developing

2 Points

Identifies coordinates with some inaccuracies or inconsistencies.

Beginning

1 Points

Struggles to accurately identify coordinates of specific locations.

Criterion 2

Distance Calculation

Distance Calculation and Methodology

Exemplary

4 Points

Calculates distances accurately using appropriate methods and clearly explains the methodology used, demonstrating a deep understanding of spatial relationships.

Proficient

3 Points

Calculates the distances between two or more points using their coordinates.

Developing

2 Points

Calculates distances with some errors or inconsistencies in methodology.

Beginning

1 Points

Struggles to calculate distances accurately or apply appropriate methodologies.

Criterion 3

Report Quality

Clarity and Completeness of Report

Exemplary

4 Points

The report is exceptionally clear, concise, and well-organized, providing a comprehensive overview of the process and findings with insightful conclusions.

Proficient

3 Points

The report details the use of latitude and longitude to locate specific geographic points, including the calculation of distances between points using coordinate data.

Developing

2 Points

The report is incomplete, disorganized, or lacks clarity in explaining the process and findings.

Beginning

1 Points

The report is poorly written, difficult to understand, and lacks essential information.

Category 3

Thematic Mapping

This category assesses the student's ability to create a thematic map using GIS software, including data selection, map design, and analysis of spatial patterns.

Criterion 1

Data Relevance

Data Selection and Relevance

Exemplary

4 Points

Selects exceptionally relevant and high-quality spatial data that directly supports the chosen theme, demonstrating a sophisticated understanding of data sources and their applications.

Proficient

3 Points

Gathers relevant spatial data from online sources effectively.

Developing

2 Points

Selects data that is somewhat relevant but may lack quality or direct connection to the chosen theme.

Beginning

1 Points

Selects irrelevant or inappropriate data, demonstrating a lack of understanding of data sources.

Criterion 2

Map Design

Thematic Map Design and Symbology

Exemplary

4 Points

Creates a thematic map with exceptional visual clarity, using symbology and classifications that effectively communicate the spatial patterns and relationships with sophisticated design principles.

Proficient

3 Points

Creates a thematic map using appropriate symbology and classifications.

Developing

2 Points

Creates a thematic map with some visual inconsistencies or inappropriate symbology.

Beginning

1 Points

Creates a poorly designed thematic map with confusing symbology and classifications.

Criterion 3

Spatial Analysis

Spatial Analysis and Interpretation

Exemplary

4 Points

Provides a comprehensive and insightful analysis of the spatial patterns shown on the map, demonstrating a deep understanding of the underlying geographic processes and relationships.

Proficient

3 Points

Writes a short analysis of the patterns shown on the map.

Developing

2 Points

Provides a superficial or incomplete analysis of the spatial patterns.

Beginning

1 Points

Fails to analyze or interpret the spatial patterns displayed on the map.

Category 4

Remote Sensing

This category evaluates the student's ability to analyze satellite imagery, identify land cover types, detect changes over time, and present their findings in a clear and organized manner.

Criterion 1

Imagery Interpretation

Imagery Interpretation and Land Cover Identification

Exemplary

4 Points

Demonstrates an exceptional ability to interpret spectral signatures and accurately identify a wide range of land cover types with nuanced understanding.

Proficient

3 Points

Learns to interpret different spectral signatures to identify land cover types (e.g., forest, water, urban).

Developing

2 Points

Struggles to accurately identify some land cover types from the imagery.

Beginning

1 Points

Fails to accurately identify land cover types from the satellite imagery.

Criterion 2

Change Detection

Change Detection and Analysis

Exemplary

4 Points

Conducts a thorough and insightful analysis of land cover changes over time, identifying potential causes with a deep understanding of environmental processes and human impacts.

Proficient

3 Points

Analyzes changes in land cover over time using the imagery effectively.

Developing

2 Points

Identifies some changes in land cover but struggles to analyze the causes or significance of these changes.

Beginning

1 Points

Fails to identify or analyze changes in land cover over time.

Criterion 3

Presentation Quality

Presentation/Report Clarity and Completeness

Exemplary

4 Points

The presentation or report is exceptionally clear, well-organized, and provides a comprehensive overview of the findings, showcasing a sophisticated understanding of remote sensing principles.

Proficient

3 Points

Prepares a presentation or report summarizing findings and potential causes of the changes.

Developing

2 Points

The presentation or report is incomplete, disorganized, or lacks clarity in explaining the findings.

Beginning

1 Points

The presentation or report is poorly prepared, difficult to understand, and lacks essential information.

Category 5

GIS Ethics

This category assesses the student's ability to analyze a case study involving ethical dilemmas in GIS, propose solutions to address these issues, and present their analysis in a clear and organized manner.

Criterion 1

Ethical Analysis

Case Study Analysis and Ethical Issue Identification

Exemplary

4 Points

Conducts a comprehensive and insightful analysis of the case study, identifying complex ethical issues with exceptional clarity and nuance.

Proficient

3 Points

Analyzes the ethical dilemmas presented in the case study effectively.

Developing

2 Points

Identifies some ethical issues but struggles to analyze the complexities of the case study.

Beginning

1 Points

Fails to identify or analyze the ethical issues presented in the case study.

Criterion 2

Solution Proposal

Solution Proposal and Justification

Exemplary

4 Points

Proposes innovative and well-reasoned solutions that effectively address the ethical concerns, demonstrating a deep understanding of responsible GIS practices and ethical frameworks.

Proficient

3 Points

Proposes solutions that address the ethical concerns effectively.

Developing

2 Points

Proposes solutions that are superficial or do not fully address the ethical concerns.

Beginning

1 Points

Fails to propose viable solutions to address the ethical concerns.

Criterion 3

Presentation Quality

Presentation/Report Quality and Depth

Exemplary

4 Points

The presentation or report is exceptionally well-organized, insightful, and clearly communicates the analysis and proposed solutions with sophisticated arguments and evidence.

Proficient

3 Points

Presents the case study analysis and proposed solutions in a clear and organized manner.

Developing

2 Points

The presentation or report is disorganized, incomplete, or lacks clarity in explaining the analysis and solutions.

Beginning

1 Points

The presentation or report is poorly prepared, difficult to understand, and lacks essential information.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How has your understanding of GIS and its applications evolved throughout this course?

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Question 2

Which portfolio activity was the most challenging for you, and what did you learn from overcoming that challenge?

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Required

Question 3

How can you apply the skills and knowledge you've gained in this course to real-world problems or future studies?

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Required

Question 4

To what extent do you feel confident in your ability to use GIS software and techniques for spatial analysis?

Scale

Required