Basic Concept of GIS

Grade 12 · Geography

Semester 1 | Period 3 | Week 17

Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.

Get it on Google Play Get it on the Apple App Store

Subject: Geography

Semester: 1

Period: 3

Week: 17

School Name: __________________________________________
Teacher’s Name: ________________________________________
Subject: Geography
Grade Level: 12
Date: Week 17
Lesson Duration: 45 minutes
Week & Period: Week 17, Period 3
Topic: Basic Concept of GIS
Sub-topic: GIS Components, Procedures, and Remote Sensing

 

Learning Objectives

By the end of the lesson, students should be able to:

  1. Examine the components of GIS.
  2. Describe GIS procedures.
  3. Explain the relationship between GIS and remote sensing.
  4. Discuss the implementation and practical applications of GIS.

 

Previous Knowledge

Students already know:

  • Definition and purpose of GIS
  • Sources and importance of GIS data

 

Instructional Materials

  • Textbook: Geography for Senior Secondary Schools
  • Teaching aids: diagrams of GIS components, screenshots of GIS software, projector
  • Students' notebooks and writing materials

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)

Time: 5–10 minutes
Activity:

  • Ask students:
    • What do you think is needed to make GIS work?
    • How do satellites contribute to map-making and data collection?
  • Record responses on the board.

Teacher’s Role:

  • Facilitate brainstorming, link prior knowledge of GIS to the technical components.

Learner’s Role:

  • Share ideas on hardware/software and satellite data.
  • Participate actively in discussion.

 

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role:

  • Explain components of GIS:
    • Hardware: computers, GPS devices, scanners
    • Software: GIS applications for mapping, analysis, and data management
  • Describe procedures of GIS:
  1. Data collection
  2. Data input and storage
  3. Data analysis
  4. Visualization and output
  5. Decision-making
  • Introduce satellite remote sensing: the process of collecting information about Earth’s surface using satellites.
  • Explain the relationship between GIS and remote sensing: GIS uses data from remote sensing for analysis and decision-making.
  • Discuss GIS implementation and applications: urban planning, agriculture, disaster management, environmental monitoring, transportation planning.

Learners’ Activities (Expanded):

  • Observe teacher’s explanations and take notes.
  • Examine diagrams of GIS hardware and software.
  • In pairs, identify local examples where GIS and satellite data could be applied (e.g., flood-prone areas, traffic monitoring).

Assessment Checks:

  • Ask students to list GIS components and their functions.
  • Have learners describe one step in GIS procedures.
  • Discuss a practical application of GIS in Liberia.

Notes (Expanded & Detailed):

  • GIS Components: hardware, software, data, people, procedures
  • Procedures: collection, storage, analysis, visualization, interpretation
  • Remote Sensing: provides up-to-date spatial information
  • Applications: natural resource management, urban planning, disaster risk reduction

C – Consolidation (Conclusion & Assessment)

Time: 5–10 minutes

Summary:

  • Recall GIS components, procedures, and the role of remote sensing in data collection.
  • Discuss one real-life GIS application.

Evaluation Method (Expanded):

  • Exit slip/quiz:
    • Define remote sensing.
    • List two hardware and two software components of GIS.
    • Explain one way GIS helps in decision-making.

Assignment (Expanded): Follow-up Activity:

  • Research a GIS project inLiberia and write a report on its purpose, procedure, and impact.
  • Prepare a flow diagram showing GIS procedures from data collection to decision-making.

 

Differentiation / Inclusive Strategies

  • Struggling Learners: Provide simplified flowcharts and visual examples.
  • Advanced Learners: Explore free GIS software online and simulate data analysis.
  • Students with Disabilities: Use enlarged diagrams, verbal explanations, and group discussions.

 

Teacher’s Reflection (After Class)

  • What worked well? ______________________________________
  • What needs improvement? __________________________________
  • Students’ engagement level: □ High □ Medium □ Low
  • Next steps: Week 18 – Assessment covering Elementary Surveying and GIS topics with MCQs and essay questions.