State and National Standard Correlations NGS, NCGIA, ESRI, MCHE

GEOGRAPHIC INFORMATION SYSTEMS (GIS) COURSE DESCRIPTION SS000044 (1 st or 2 nd Sem.) GEOGRAPHIC INFORMATION SYSTEMS (11, 12) ½ Unit Prerequisite: None This course is an introduction to Geographic Information Systems (GIS). A geographical information system uses computers and software to leverage the fundamental principles of geography. The course will examine what GIS is, how it has evolved, basic geographic concepts and themes, and apply those concepts and themes to solve real world problems using GIS software. The final project will be a culmination of all the concepts and skills acquired in the class and will address a real life current problem in the community. No prior GIS knowledge is required, however basic computer skills such as keyboarding, Windows OS familiarity, basic computing operations, and basic management of files and directories are highly recommended. Geographic Economic Systems (GIS) 791 2-16-06

I. Core Conceptual Objective: Background and Basics Students will use and analyze GIS concepts. By the end of the course, all students should know: 1. the technical language of GIS. (E) GIS as an application GIS as a type of software State and National Standard Correlations NGS, NCGIA, ESRI, MCHE 2. the history of GIS. (E) NGS, ESRI, MCGE 4. how GIS is applied to the real world. (E) how geographic data and GISs are used in society the application areas of GIS career options pertaining to GIS NCGIA, NGS, ESRI, NCGE By the end of the course, all students should be able to: State and National Standard Correlations 1. relate concepts to examples. (A) SM 1.6, SCANS 2. write expository social studies documents. NHS, NCHE, (A) SS, SM 3. a. use sources of GIS information. (E) NCGIA, NGS, basic types of maps and geographic data ESRI used with GIS data for GIS understand results ---------------------------------------------------------- ------------------ b. design a GIS project. (E) ---------------------------------------------------------- ------------------ c. build a database. (E/A) ---------------------------------------------------------- ------------------ d. use word processing skills. (A) 4. provide examples of how GIS is used NCGIA Geographic Economic Systems (GIS) 792 2-16-06

5. introduction to GIS software. (E) e.g. ArcView The basics 7. spatial thinking incorporating space into problem solving. (E) ESRI, MCGIA NGS, NCGIA, NCSS, ESRI 5. use technological tools to locate, select, organizer, and present information. (A) 6. use problem solving skills scientific method. (E) SCANS, LM, NGS, MC, SM 2.7, 1.4 SM 3.5, 3.4, 3.3, 3.2, SCANS, NGS, NCSS, APA 8. develop, monitor, and revise plans to meet SM 4.5, NCSS, goals. (E) SCANS, MC 9. create maps, graphs, diagrams, databases, SS 7.3, MCGE, and tables to predict, conclude, and NGS, NCSS, interpret. (A) SCANS 10. use web sites. (A) LM, CC, MCGV, SCANS 11. apply concepts and models of spatial NGS, ESRI organization to make decisions. (E) Geographic Economic Systems (GIS) 793 2-16-06

A. Facilitating Activities: CCO I: Students will use and analyze GIS concepts. ORGANIZING IDEA #1 What are the basic concepts, terms, and data sources relevant to GIS? The students will: 1. create a concept/definition map of various essential terms related to GIS. (I C1) 2. create a graphic organizer illustrating the connections between the different definitions of GIS. (I C1) 3. analyze and explain the different types of data, databases, and information sources associated with GIS. (I P3a) ORGANIZING IDEA #2 How has GIS evolved over time and what current and future applications does it have in the real world? The student will: 1. construct a timeline showing the development of GIS over time and write a synthesis paragraph that discusses the current real world applications of GIS as well as predictions of future applications. (I C2, I C4, I P2) 2. complete a training tutorial of the ArcView Software in order to familiarize themselves with the program and prepare themselves for the rest of the course. (I C5, I P6, I C7, I P9) Geographic Economic Systems (GIS) 794 2-16-06

B. Application Level Assessment: CCO I: Students will use and analyze GIS concepts. Student Task: The student will: 1. understand the technical language of GIS. (I C1) 2. understand and be able to use sources of GIS information. (I P3) 3. analyze how GIS is applied to the real world. (I c4) 4. experience introduction to GIS software. (I C5) 5. use problem solving skills scientific method. (I P6) 6. define spatial thinking incorporating space into solving problems. (I C7) 7. create maps, graphs, diagrams, databases, and tables to predict, conclude, and interpret. (I P9) 8. apply concepts and models of spatial organization to make decisions. (I P10) Teacher Notes: The resources and software for this ALA can be found in the Mapping Our World GIS Lessons for Educators book by Malone, Palmer, and Voigt on page 46. Be sure that students complete the entire module 1 before conducting this ALA. Suggested Student Prompt: Open the ArcView Project module1.apr. Use the ArcView skills you have learned in this module to do the following things. 1. Create a map with at least 3 different themes 2. Zoom in on the map to an area of the world of your choosing. 3. Find our three pieces of specific information about the area you chose. (Hint: Use the Identify button) 4. Write a geographic question that involves one of the pieces of information that you listed in question 3. 5. Write a brief paragraph explaining what you learned geographically about the area you zoomed to on your map. 6. Print the Map and attach it to this page. Geographic Economic Systems (GIS) 795 2-16-06

SCORING GUIDE CCO I: Students will use and analyze GIS concepts. TECHNOLOGIES TO REPRESENT AND INTERPRET EARTH S PHYSICAL AND HUMAN SYSTEMS SPATIAL BEHAVIOR OF PEOPLE THE CHANGING PHYSICAL AND HUMAN CHARACTERISTICS OF PLACE 4 3 2 1 Creates and prints a map Creates and prints a map with three different with one or two different themes and focused on a themes using GIS. portion of the world using GIS. Creates and prints a map with more than three themes and focused on a portion of the world using GIS. Identifies more than three pieces of information about the area of the world covered by his or her map and develops a geographic question about the human impact to that place, based on the information. Writes a clear and concise plan of action that takes into account the physical and human characteristics of a place or places. Identifies three pieces of information about a particular area of the world and develops a geographic question about the human impact to that place, based on the information. Writes a clear and concise paragraph on the geographic characteristics of a particular place. Identifies one or two pieces of information about a particular area of the world and attempts to create a geographic question based on that information. Identifies some physical and human characteristics of a place and attempts to formalize understanding in paragraph form. Has difficulty creating a map without assistance and does not print it out. Identifies some information about a place but does not create a geographic question based on the information gathered. Lists one or two characteristics of a place but does not show geographic understanding of the place. (Scoring Guide adapted from Mapping Our World GIS Lessons for Educators; Malone, Palmer, and Voigt; ESRI, Copyright 2002, p. 47.) Geographic Economic Systems (GIS) 796 2-16-06

II. Core Conceptual Objective: Geographic Concepts Students will acquire a thorough understanding of essential geographic elements that are the basis of GIS and apply those elements to solve geographic problems using spatial reasoning. By the end of the course, all students should know: State and National Standard Correlations By the end of the course, all students should be able to: 1. apply the five themes of geography to solve GIS problems. (E/A) location place movement regions human/environment interaction 2. apply concepts of Spatial Description. (E/A) location direction scale distance spatial elements mapping physical space mental mapping 3. apply concepts of Spatial Distribution. (E) pattern density concentration State and National Standard Correlations NCGIA, NGS, ESRI, SS 5, MCGE, NCSS NCGIA, NGS, ESRI, SS 5, MCGE, NCSS NCGIA, SS 5, NGS, MCGE, NHS Geographic Economic Systems (GIS) 797 2-16-06

4. apply concepts of Spatial Interaction. (E) agglomeration accessibility connectivity 5. apply concepts of Spatial Transition. (E) Spatial Diffusion Sequent Occupance 6. apply concepts of Spatial Organization. (E) systems (themes) regions 7. apply concepts of landscape. (E) natural landscape cultural landscape 8. use geographic concepts and acquire, process, and report information to solve problems. 9. apply concepts and models to spatial organization to make decisions. (E) 10. use geography to explain, interpret, and NCGIA, ESRI, NGS NCGIA, ESRI NCIGA, ESRI, NGS, NCSS, SS 5, MCGE SS 5, NGS, NCSS, MCGE ESRI, NGS, NCGIA SS 5, NGS, MCGE predict. (E) 11. read, interpret, and design maps. (E) NGS, MCGE, SS 5 12. work cooperatively. (A) MC, SM, NHS, NCSS 13. apply information and ideas to different contexts. (A) 14. use technology to represent and interpret Earth s physical and human systems. (E) SM 1.10, NCSS, SCANS NGS Geographic Economic Systems (GIS) 798 2-16-06

A. Facilitating Activities: CCO II: Students will acquire a thorough understanding of essential geographic elements that are the basis of GIS and apply those elements to solve geographic problems using spatial reasoning. ORGANIZING IDEA #1 What are the major themes of geography and how do they interact with the spatial elements of GIS? The student will: 1. use information about the United States pertaining to the 5 themes of Geography to make predictions about future migration patterns of U.S. citizens. (II P1, II P3, II P4, II P5, II P8) 2. create a map of their high school campus to scale using concepts of spatial description. (II P2, II P9, II P10) 3. make a graphic organizer comparing at least 3 geographic systems or regions based on the 5 themes of geography. (II P1, II P6) 4. examine major centers of tourism within North America and determine why these centers of tourism developed in that location using the concepts of natural and cultural landscaping. (II P1, II P7, II P10) ORGANIZING IDEA #2 How do geographic concepts and spatial intelligence contribute to effective usage of GIS? The student will: 1. take two or more types of maps displaying the same area and integrate them to create a new map showing multiple geographic features and their correlations. (II P8, II P11, II P9) 2. take a map of an area as well as a database of information pertaining to that area and draw inferences between the geographic information and the demographics. (II P8, II P9, II P10, II P14) 3. choose and give reasons to use specific technologies to analyze the extent of water pollution in the Gulf Coast. (II P1, II P2, II P8, II P14) Geographic Economic Systems (GIS) 799 2-16-06

B. Application Level Assessment: CCO II: Students will acquire a thorough understanding of essential geographic elements that are the basis of GIS and apply those elements to solve geographic problems using spatial reasoning. Student Task: The student will: 1. apply the five themes of geography to solve GIS problems. (II P1) 2. apply concepts of Spatial Description. (II P2) 3. apply concepts of Spatial Distribution. (II P3) 4. apply concepts of Spatial Interaction. (II P4) 5. apply concepts of Spatial Transition. (II P5) 6. apply concepts of Spatial Organization. (II P6) 7. apply concepts of landscape. (II P7) 8. use geographic concepts and acquire, process, and report information to solve problems. (II P8) 9. apply concepts and models to spatial organization to make decisions. (II P9) 10. use geography to explain, interpret, and predict. (II P10) 11. read, interpret, and design maps. (II P11) 12. use technology to represent and interpret Earth s physical and human systems. (II P14) Teacher Notes: The resources and software for this ALA can be found in the Mapping Our World GIS Lessons for Educators book by Malone, Palmer, and Voigt on page 304. Be sure that students complete the entire module 5 before conducting this ALA. Geographic Economic Systems (GIS) 800 2-16-06

Suggested Student Prompt: 1. You are a newspaper reporter assigned to cover the Treaty of Jeddah, signed on June 12, 2000, which settled the 65 year old border dispute between Saudi Arabia and Yemen. You must choose to be a reporter for a newspaper in either Saudi Arabia or Yemen and write you article from that countries perspective. In preparing your article, you may use the Line in the Sand ArcView project as well as additional resources such as your history and geography books, encyclopedias, and the Internet. Your article should include the following: A map showing the new Boundary line, the boundaries claimed by Yemen and Saudi Arabia prior to the settlement, and a relevant physical or cultural characteristic discussed in your article. A description of the physical and cultural characteristics of the region affected by the boundary change. A description of the historical factors that contributed to this long standing conflict. A description of the new boundary established by the treaty and its implications for people living in the affected areas. Use the remainder of the page as a place to brainstorm for your article. Geographic Economic Systems (GIS) 801 2-16-06

SCORING GUIDE CCO II: Students will acquire a thorough understanding of essential geographic elements that are the basis of GIS and apply those elements to solve geographic problems using spatial reasoning. GEOGRAPHIC REPRESENTATIONS HUMAN AND PHYSICAL CHARACTERISTICS OF PLACES. DISTRIBUTION OF SOCIAL, POLITICAL, AND ECONOMIC SPACE CONTEMPORARY ISSUES IN THE CONTEXT OF SPATIAL AND ENVIRONMENTAL PERSPECTIVES. 4 3 2 1 Creates a map showing the Creates a map showing the new boundary line and most new boundary line and relevant physical or cultural relevant physical or cultural characteristics. characteristics. Creates a detailed map using GIS showing the new boundary line and relevant physical and cultural characteristics. Writes a detailed description of the physical and cultural characteristics that will be affected by the boundary change and explains any possible ramification. Describes the implication of the new boundary for the people living in the affected areas in relationship to social issues, politics, and the economy. Includes quotes or stories from individuals in the area (these could be real or fictional and derived from research). Writes two clear and coherent news articles, one from the perspective of Saudi Arabia and one from the perspective of Yemen, on the boundary issue. Includes historical factors that contributed to the conflict. Writes a description of the physical and cultural characteristics that will be affected by the boundary change. Describes the implication of the new boundary for the people living the affected areas in relationship to social issues, politics, and the economy. Writes a clear and coherent news article, from the perspective either country involved in the boundary issue. Includes historical factors that contributed to the conflict. Writes a description of the physical or cultural characteristics that will be affected by the boundary change. Describes the implication of the new boundary for the people living the affected areas. Writes news article on the boundary issue, but does not offer the perspective of either country on the boundary issue. May include one or two historical factors. Creates a map showing the new boundary line, but does not include any relevant physical or cultural characteristics. Describes physical or cultural characteristics of the region but does not explain how these things are affected by the boundary change. Describes characteristics of people living in the affected region, but does not relate it specifically to the boundary change. Writes an essay on the boundary issue, but does not offer any geographic perspective and it is not in the form of a news article. (Scoring Guide adapted from Mapping Our World GIS Lessons for Educators; Malone, Palmer, and Voigt; ESRI, Copyright 2002, p. 305.) Geographic Economic Systems (GIS) 802 2-16-06

III. Core Conceptual Objective: Students will use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. By the end of the course, all students should know: 1. procedure for collecting and locations for accessing data for GIS. (E) State and National Standard Correlations NCGIA, ESRI By the end of the course, all students should be able to: 1. use GIS computing skills. (E) programming file handling and databases application software computer systems and networking 2. use technologies to represent and interpret earth s physical and human systems. (E) 3. contrast and compare raster and vector data structures and operations. (E) 4. perform database query and simple spatial analysis with GIS software. (E) State and National Standard Correlations NCGIA, ESRI, CC NCGIA, ESRI, NGS NCGIA, ESRI NCGIA, ESRI 5. produce simple digital maps. NCGIA, ESRI 6. compare the uses of various geographic NCGIA, ESRI technologies. (E) Geographic Economic Systems (GIS) 803 2-16-06

7. concepts of GIS. (E) defining characteristics of computing technology fundamentals of information science representing fields populating GISystem kinds of Geospatial data handling uncertainty visualization and cartography spatial analysis NCGIA, ESRI 8. use computer skills. (A) keyboarding basic operation of a stand alone PC use of common external hardware components use of application software navigation of hierarchical directory structures basic management of files and directories Internet navigation skills NCGIA, CC, ESRI Geographic Economic Systems (GIS) 804 2-16-06

A. Facilitating Activities: CCO III: Students will use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. ORGANIZING IDEA #1 How does GIS enable the user to create, analyze, and communicate spatial information? The student will: 1. complete the introductory user tutorial for the GIS software used in class. (III P1, III P5, III P9) 2. collect spatial databases of information via the internet and other sources, and use those databases to create and analyze digital maps. (III P1, III P2, III P4, III P5, III P6, III P9) 3. create a graphic organizer to compare and contrast raster and vector data structures and operations pertaining to GIS. (III P3) 4. research and create a multi-media presentation of at least two applications or careers using GIS in the real world. (III P7, I P5) 5. complete a number of GIS software exercises that require the solving of a geographic problem using the software in conjunction with geographic concepts and spatial elements. (III P1, III P2, III p5, III P6, III C8, III P9) Geographic Economic Systems (GIS) 805 2-16-06

B. Application Level Assessment: CCO III: Students will use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Student Task: The student will: 1. use GIS computing skills. (III P1) 2. use technologies to represent and interpret earth s physical and human systems. (III P2) 3. contrast and compare raster and vector data structures and operations. (III P3) 4. procedure for collecting and locations for accessing data for GIS. (III P4) 5. perform database query and simple spatial analysis with GIS software. (III P5) 6. produce simple digital maps. (III P6) 7. compare the uses of various geographic technologies. (III P7) 8. concepts of GIS. (III C8) 9. use computer skills. (III P9) Teacher Notes: This ALA will be the technology portion of the final project for the class. This ALA should be used in conjunction with ALA IV. The following web address will take you to an example (http://www.geog.ubc.ca/courses/geog370/projects/project.html). It may be helpful for students to get topic approval prior to beginning research. Suggested Student Prompt: 1. You should take the knowledge and skills demonstrated in the labs and lectures and expand upon them in the project. The project should consider a GIS analysis problem in the community (i.e. suitability for parkland, integrated resource analysis, best location of a new library) and go through the project steps of data acquisition and input, analyzing the data to solve the problem and then displaying the results in the form of maps, charts, graphs, images, etc to be used in your final project paper and presentation. You will get ideas for your project from the web, and from the integrated resource management and census data labs. Geographic Economic Systems (GIS) 806 2-16-06

SCORING GUIDE CCO III: Students will use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. USE OF DATA SOURCES IN CREATING MEDIA USE OF DATA ANALYSIS TECHNIQUES IN CONSTRUCTING MEDIA PRODUCTS DATA DISPLAY 4 3 2 1 Uses all teacherprovided Uses all teacher- resources as provided resources in a well as some manner that displays independently gathered some understanding of resources in a manner the content. that displays an understanding of the content. Uses all teacherprovided resources as well as independently gathered resources in a manner that displays an in-depth understanding of the content. Exhibits a thorough understanding, analysis, and application of the collected data. Creates media displaying findings that is highly user-friendly and aesthetically pleasing. Exhibits an adequate understanding, analysis, and application of the collected data. Creates media displaying findings that is user-friendly and aesthetically pleasing. Exhibits some understanding, analysis, and application of the collected data. Creates media displaying findings that is navigable, but not well-organized and lacks aesthetic appeal. Uses teacher-provided resources in a manner that displays minimal understanding of the content. Exhibits a minimal understanding, analysis, and application of the collected data. Creates media displaying findings but is not well-organized. Geographic Economic Systems (GIS) 807 2-16-06

IV. Core Conceptual Objective: Application Students will use GIS terminology, geographic concepts, technology, and geographic skills to formulate solutions to real world problems and make predictions for future GIS applications. By the end of the course, all students should know: State and National Standard Correlations By the end of the course, all students should be able to: 1. apply GIS concepts to solve problems using the following steps. (E) accessing spatial data sources creating digital spatial data managing spatial data analyzing spatial data reporting on spatial data implementing and managing GIS 2. use geographic knowledge, skills, and perspectives to analyze problems and make decisions. (E) 3. use maps and other graphic representations to depict geographic problems. (E) State and National Standard Correlations NCGIS, ESRI NCGIS, NGS, SS 5, MCGE NGS, SS 5, MCGE 4. evaluate GIS case studies. (E) NCGIA, NGS 5. plan and create written, visual, and oral presentations (formal and informal). (A) SM 1.1, 1.2, 2.1, NCSS, MC, SCANS Geographic Economic Systems (GIS) 808 2-16-06

A. Facilitating Activities: CCO IV: Students will use GIS terminology, geographic concepts, technology, and geographic skills to formulate solutions to real world problems and make predictions for future GIS applications. ORGANIZING IDEA #1 How can GIS be used to meet community needs? The student will: 1. evaluate GIS case studies and report on the effectiveness of the proposed solution. (IV P4, IV P2) 2. interview a professional in the field of GIS about how GIS is used in that profession and give a presentation of their findings. (IV P5) 3. construct a final project which identifies a problem in the community, uses GIS to analyze the problem, and formulates a plan of action that will remedy the problem. (IV P1, IV P2, IV P3, III P9) Geographic Economic Systems (GIS) 809 2-16-06

B. Application Level Assessment: CCO IV: Students will use GIS terminology, geographic concepts, technology, and geographic skills to formulate solutions to real world problems and make predictions for future GIS applications. Student Task: The student will: 1. apply GIS concepts to solve problems using the following steps. (IV P1) 2. use geographic knowledge, skills, and perspectives to analyze problems and make decisions. (IV P2) 3. use maps and other graphic representations to depict geographic problems. (IV P3) 4. evaluate GIS case studies. (IV P4) 5. use computer skills. (III P9) Teacher Notes: This ALA will be the analysis portion of the final project for the class and should be used in conjunction with ALA III. The following web address will take you to her example (http://www.geog.ubc.ca/courses/geog370/projects/project.html). It may be helpful for students to get topic approval prior to beginning research. Suggested Student Prompt: 1. Report: Each student is expected to hand in a double spaced typed report of their findings. In the body of the report you are to present a thorough discussion of the data, the analysis, problems encountered, and the findings. The written report must follow standard report formatting guidelines, and include a title page, abstract, table of contents, and bibliography. 2. Visual Media Prepare a poster or computer media visual based on your research, illustrating with maps, tables, etc. the key findings of your work. Every poster or computer media visual must include an Introduction, Methods, and Discussion/Results. Your methods section can be reported as a summary flow chart. 3. Presentation You will be presenting your poster or computer media visual to your class. This will involve a 5-10 minute presentation of your study followed by a question and discussion session. Geographic Economic Systems (GIS) 810 2-16-06

SCORING GUIDE CCO IV: Students will use GIS terminology, geographic concepts, technology, and geographic skills to formulate solutions to real world problems and make predictions for future GIS applications. ANALYSIS OF THE GEOGRAPHIC PROBLEM. SUMMARY ORGANIZATION OF PRESENTATION 4 3 2 1 Exhibits a basic Exhibits minimal understanding and understanding and analysis of the analysis of the geographic problem. geographic problem. Exhibits a thorough understanding and analysis of the geographic problem. Presents a well organized discussion of their project work and findings. Gives a presentation that is well organized, logical, and clearly articulated. Presents an adequately organized discussion of their project work and findings. Gives a presentation that is adequately organized, logical, and clearly articulated. Presents a barely organized discussion of their project work and findings. Gives a presentation that is somewhat organized and logical. It is roughly articulated. Exhibits little to no understanding and analysis of the geographic problem. Presents an unorganized discussion of their project work and findings. Gives a presentation that is not organized or logical, and is not clearly articulated. Geographic Economic Systems (GIS) 811 2-16-06