A lesson on the impact of Geography on where we choose to live and introduction
to applications of GIS
GRADE LEVEL: 9-12
CLASS: World Regional Geography (elective)
Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.Illinois State Standards
Standard 2: How to use mental maps to organize information about people places, and environments in a spatial context.
Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface.
Standard 6: How culture and experience influence people's perceptions of places and regions.
Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface.
Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface.
Standard 11: The patterns and networks of economic interdependence on Earth's surface. Standard 12: The processes, patterns, and functions of human settlement.
Standard 18: How to apply geography to interpret the present and plan for the future.
17.A.4a Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).Purpose: Introduce students to GIS and its possible use in our daily lives and also see how geography affects our choices in where we choose to live
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.
OBJECTIVE: By the end of the project, students will be able to
MATERIALS: Internet computer
Step 1: Present a simple powerpoint presentation on what GIS is about, and what its applications can do for us towards the end of class.Day 2
Step 1: To begin the project ask students if they could live anywhere in the U.S. where would it be? Write down their responses on the board. Then ask how do they know that the place they mentioned is the best place for them to live? If the discussion dies, or no one hits a response that involves research, bring up the point that we don’t know until we have written down our likes and dislikes and compared them to the geography of the place we want to live. This is where GIS can help us discover the best places to live, work, vacation, or go to college or other schooling. Without GIS we probably would be shooting in the dark and hoping that we hit the target we desire.Day 3
Step 2: Hand out project description with the client’s characteristics.
Step 3: After discussing the project goals with the students and answering questions, have the students in each group pick a state out of a hat and write down the name of the state on their project packet.
Step 4: Allow the students time to research the topography of the States and the Climates using in class atlases or go to http://nationalatlas.gov/natlas/natlasstart.asp and look up the information there.
Step 1: Go to a computer lab and get on the internet and type in http://factfinder.census.gov/servlet/BasicFactsServletDay 4
- Click on “Maps” in the upper right of the screen and wait a moment
- Click on “age” by “show me” and change it to “Children (1990)”
- By the “for” category click and make sure the box says “United States by State”
- Then click on “Go” and wait for the map to appear.
- If you want to save the map for your report, click and hold down the mouse and drag the arrow over the map until the map is highlighted, and then let go. Then go up to “edit” and click on copy. Then open up a word document and paste it in it.
- Make notations on which are the same and which are different and your choice for your client.
- Repeat the above steps for the following topics in the “for” box
i. “Education (1990)”
ii. “Income (1990)”
iii. “Urban/Rural (1990)”
Step 1: Allow them time to type their report for their client justifying their choice for their residency and Create a visual conveying and supporting their choice for their client all with the aid of a writing and visual rubric.Day 5
Step 1 Have students present their findings from their research and their visual aids and they will turn in paper and visualName ___________________________________________________ Western State _________________________
Go West My Class
Geography Education On The Road Again (as in the information superhighway)
A lesson on the impact of Geography on where we choose to live
Background: You and your partner are employed by the Illinois housing placement agency (IHPA). Illinois residents contact this agency to find out if Illinois is the best place to live or is there a state out west that better suits their interests and wants.
Product: By the end of this exercise you and your partner will create:
Step 2: You and your partner will now pick a state west of Illinois out of a hat. This is the state that you will compare to Illinois. You will compare the following features:
Step 4: Go to a computer and get on the information super highway and type in http://factfinder.census.gov/servlet/BasicFactsServlet
Step 5: Type your report for your client justifying your choice
for their residency and create a visual conveying and supporting your choice
for their client all with the aid of a writing and visual rubric.