Geography · 9th Grade · The Geographer's Toolkit · Weeks 1-9

Geographic Information Systems (GIS) Applications

Students will learn how GIS layers and analyzes spatial data to solve real-world problems.

• Common Core State Standards
• C3: D2.Geo.2.9-12
• C3: D2.Geo.3.9-12

About This Topic

Geographers use a mix of quantitative data (numbers, statistics, census counts) and qualitative data (interviews, field notes, photographs) to understand the world. This topic teaches students how to select the right kind of data for a specific geographic question. For example, while a map of poverty rates provides a quantitative overview, an interview with a local resident provides the qualitative 'human story' behind the numbers.

In the context of the US curriculum, this topic emphasizes the importance of the US Census as a primary source of quantitative data. Students also explore the ethics of modern data collection, such as how cell phone pings are used to track human movement. This topic is particularly effective when students can practice 'fieldwork' in their own school or community, collecting both types of data to solve a local problem.

Key Questions

1. Evaluate how layering data in GIS helps urban planners make decisions.
2. Design a GIS project to address a local community issue.
3. Justify the ethical considerations surrounding the ownership and use of geographic data.

Learning Objectives

• Analyze how overlaying different data layers in GIS can reveal spatial patterns relevant to urban planning challenges.
• Design a conceptual GIS project plan to address a specific local community issue, identifying necessary data layers and potential analytical methods.
• Evaluate the ethical implications of using and owning geographic data, considering privacy and access concerns.
• Compare the effectiveness of quantitative and qualitative data in solving a defined geographic problem using a GIS framework.

Before You Start

Introduction to Maps and Cartography

Why: Students need a foundational understanding of map elements, scale, and projections before learning to interpret and analyze data within a GIS context.

Types of Geographic Data

Why: Prior knowledge of quantitative (e.g., population counts) and qualitative (e.g., interview data) data helps students understand what information can be represented and analyzed in GIS.

Key Vocabulary

Geographic Information System (GIS)	A system designed to capture, store, manipulate, analyze, manage, and present all types of geographically referenced data.
Spatial Data	Information that describes objects, events, or other features with a location on or near the surface of the Earth.
Data Layer	A collection of geographic features of the same type, such as roads, rivers, or land parcels, that are stored and displayed together in a GIS.
Overlay Analysis	A GIS operation that combines data from multiple layers to create a new layer, revealing relationships and patterns between different spatial datasets.
Geographic Query	A question asked of a GIS database that seeks specific spatial information or features based on location or attributes.

Watch Out for These Misconceptions

Common Misconception

Quantitative data is 'true' while qualitative data is just 'opinion.'

What to Teach Instead

Both types of data can have biases. Numbers can be manipulated or lack context, while qualitative data provides essential 'why' information. Peer teaching helps students see that the most robust geographic conclusions use both data types to 'triangulate' the truth.

Common Misconception

The US Census only counts citizens.

What to Teach Instead

The US Census is designed to count every person living in the United States, regardless of citizenship status, to ensure accurate representation and resource allocation. Collaborative research into the Census's purpose helps clarify this common civic misunderstanding.

Active Learning Ideas

Stations Rotation: Data Detective

Students move between stations featuring different data types: a table of census stats, a satellite image, a transcript of an interview, and a landscape photo. At each station, they must identify one geographic question that this specific data source is best suited to answer.

45 min·Small Groups

Inquiry Circle: School Micro-Geography

Groups are assigned a 'problem' (e.g., 'Why is the cafeteria so crowded?'). They must collect quantitative data (counting students at 5-minute intervals) and qualitative data (surveying students about why they choose certain seats) to propose a solution.

60 min·Small Groups

Think-Pair-Share: The Ethics of Big Data

Students read a short article about how retail stores use 'heat maps' of customer movement. They individually list one benefit and one concern, then pair up to discuss whether they think this type of data collection should be regulated.

20 min·Pairs

Real-World Connections

• Urban planners use GIS to analyze population density, traffic patterns, and zoning regulations to decide where to locate new schools, parks, or public transportation routes in cities like Seattle.
• Emergency management agencies utilize GIS to map flood zones, predict the path of wildfires, and coordinate response efforts, as seen during hurricane evacuations along the Gulf Coast.
• Real estate developers employ GIS to identify optimal locations for new businesses by analyzing demographic data, proximity to amenities, and competitor locations in suburban areas.

Assessment Ideas

Exit Ticket

Provide students with a scenario: 'An urban planner wants to find the best location for a new community garden in our town.' Ask them to list three types of data layers they would use in a GIS and explain why each is important for this decision.

Quick Check

Present students with a map showing two overlapping data layers, for example, population density and areas with limited access to fresh food. Ask them to write one sentence describing a potential problem revealed by this overlay analysis and one sentence suggesting a possible solution.

Discussion Prompt

Pose the question: 'Imagine a company wants to use cell phone location data to understand shopping habits in our community. What are the potential benefits and ethical concerns related to this type of geographic data collection?' Facilitate a brief class discussion.

Frequently Asked Questions

What is the difference between quantitative and qualitative data in geography?

Quantitative data is numerical and can be measured or counted, such as population density or temperature. Qualitative data is descriptive and focuses on qualities or characteristics, such as an inhabitant's 'sense of place' or the cultural feel of a neighborhood.

How do geographers use the US Census?

Geographers use Census data to track population shifts, identify areas in need of new infrastructure like schools or hospitals, and understand the changing demographic makeup of the country. It is the most comprehensive source of quantitative human data in the US.

Why is active learning important for teaching geographic data?

Data can feel abstract and dry when presented in a textbook. Active learning, such as 'School Micro-Geography' projects, allows students to become data creators. When they have to collect, organize, and interpret their own data, they develop a much deeper understanding of the challenges and importance of accuracy, bias, and data selection.

What are the ethical concerns with modern geographic data?

Modern data often involves tracking individuals via GPS or cell phone signals without explicit consent. This raises questions about privacy, surveillance, and who owns the data. Geographers must balance the benefits of this data (like improving traffic flow) with the protection of individual rights.