Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 6
Age: 15 years
Duration: 45 minutes
Subject: Geography
Curriculum Theme: Geography
Previous Lesson: Basic Concepts of GIS.
Topic: Components of GIS
Subject Matter: GIS hardware including digitizer GPS computer printer and scanner, GIS software functions including input storage retrieval and manipulation, positional data, attribute data, procedures in GIS, people and experts in GIS

Specific Objectives

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

Cognitive Domain:

Define Geographic Information System (GIS).
Identify and explain the components of GIS hardware.
State the key functions of GIS software.
Differentiate between positional data and attribute data.

Affective Domain:

Appreciate the importance of GIS in various fields.
Show interest in careers related to GIS technology.
Value the collaborative effort required in GIS projects.

Psychomotor Domain:

Manipulate basic GIS hardware like GPS and a computer for simple data processing.
Describe the general procedures involved in GIS operations.

Collaborate with peers during practical demonstrations and discussions.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Geography (Senior Secondary Education)
State Unified Scheme of Work for Senior Secondary Geography
Essential Geography for Senior Secondary Schools by O. A. Adebayo

Instructional Materials

The teacher will teach this lesson with the aid of:

Sketches of GIS components
Slides on GIS concepts
Global Positioning System (GPS) device
Computer with GIS software (if available)
Printer
Scanner
Digitizer
Projector

Rationale for the Lesson

Understanding GIS helps pupils to interpret and create maps, which is important for careers in urban planning, environmental management, and resource allocation. It also enables them to better understand how geographic information is used in everyday decision-making and problem-solving.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of maps, data, and the use of computers from their previous lessons.

Lesson Content/Board Summary

Components of GIS

Definition of Geographic Information System (GIS)

A Geographic Information System (GIS) is a computer-based system used to capture, store, check, integrate, manipulate, analyze, and display data that is spatially referenced to the Earth. It helps in managing and analyzing geographical information.

GIS Hardware Components

The following are essential hardware components of a GIS:

Computer: The central processing unit for running GIS software and managing data.
Digitizer: A device used to convert analog maps or images into digital data.
Global Positioning System (GPS): A satellite-based navigation system used to determine precise locations on Earth, collecting positional data.
Printer: Used to produce hard copies of maps, charts, and reports generated by the GIS.
Scanner: A device used to convert hardcopy maps, aerial photographs, or documents into digital images.

GIS Software Functions

GIS software performs various functions to manage and analyze geographic data. These functions include:

Input: The process of entering geographic data into the system from various sources.
Storage: Organizing and managing the collected geographic data efficiently within the system.
Retrieval: The ability to access and extract specific data from the database when needed.
Manipulation: Transforming or re-organizing data to prepare it for analysis.
Analysis: Performing spatial queries, calculations, and modeling to extract meaningful information from the data.
Output: Presenting the results of GIS operations in various forms such as maps, charts, tables, and reports.

Types of Data in GIS

GIS primarily uses two main types of data:

Positional Data (Spatial Data): This data describes the location, shape, and orientation of geographic features. It answers “where” questions and includes coordinates (latitude and longitude), lines, and polygons.

Attribute Data (Non-Spatial Data): This data describes the characteristics or properties of the geographic features. It answers “what” questions and is linked to positional data, providing details like population, land use type, or name of a place.

Procedures in GIS

The general procedures involved in a GIS project include:

Defining the problem or objective.
Collecting and inputting data.
Storing and managing the data in a database.
Processing and analyzing the data.
Presenting the results through maps, charts, or reports.

People and Experts in GIS

Several people and experts are involved in the effective operation and development of GIS. These include:

GIS Specialists/Analysts: Professionals who operate GIS software, analyze spatial data, and create maps.
Cartographers: Experts in map making and design, often using GIS tools.
Geographers: Scholars who study the Earth’s features and phenomena, often utilizing GIS for research.
Surveyors: Professionals who measure and map the Earth’s surface, providing accurate positional data.
Database Administrators: Manage the large datasets used in GIS.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson briefly. The teacher then introduces the topic “Components of GIS” by asking pupils if they know what GIS stands for or how maps are made digitally.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively.
Learning Point: Pupils are introduced to the lesson and their prior knowledge is activated.

Step 2: Definition of GIS

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines GIS, emphasizing its role in handling spatial data. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen, ask questions for clarity, and copy the definition into their notebooks.
Learning Point: Pupils understand the meaning of Geographic Information System.

Step 3: GIS Hardware Components

Time: 8 minutes
Teaching Skill: Demonstration/Identification
Teacher’s Activity: The teacher presents and explains the various GIS hardware components (computer, digitizer, GPS, printer, scanner), demonstrating the use of available devices like a GPS and a computer.
Pupils’ Activity: Pupils observe the demonstration, identify the hardware components, and ask questions. They may also manipulate the GPS and computer for simple tasks.
Learning Point: Pupils can identify and understand the function of GIS hardware components.

Step 4: GIS Software Functions

Time: 7 minutes
Teaching Skill: Explanation/Listing
Teacher’s Activity: The teacher explains the key functions of GIS software: input, storage, retrieval, manipulation, analysis, and output. The teacher lists these functions on the board.
Pupils’ Activity: Pupils listen, take notes, and contribute to the discussion by giving examples of how these functions might be used.
Learning Point: Pupils understand the various operations performed by GIS software.

Step 5: Types of Data and Procedures in GIS

Time: 8 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: The teacher explains the two main types of data in GIS (positional and attribute data), providing examples for each. The teacher also outlines the general procedures involved in a GIS project.
Pupils’ Activity: Pupils listen, differentiate between the data types, and note down the GIS procedures.
Learning Point: Pupils understand the different data types and the steps in a GIS process.

Step 6: People and Experts in GIS

Time: 5 minutes
Teaching Skill: Elaboration/Enumeration
Teacher’s Activity: The teacher discusses the various professionals and experts who work with GIS, such as GIS specialists, cartographers, and surveyors, highlighting their roles.
Pupils’ Activity: Pupils listen and identify different career paths associated with GIS.
Learning Point: Pupils recognize the human element and career opportunities in GIS.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define Geographic Information System (GIS).
List three components of GIS hardware.
State two functions of GIS software.
Differentiate between positional data and attribute data.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reiterating the importance of GIS in modern society. The teacher then gives pupils an assignment to research practical applications of GIS in Nigeria.
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: Pupils consolidate their learning and are encouraged to explore further.

Lesson Keywords

GIS – Geographic Information System, a computer-based system for managing and analyzing spatial data.
Hardware – Physical components of a computer system, e.g., computer, GPS, digitizer.
Software – Programs and applications that run on hardware, e.g., GIS applications.
Positional Data – Information about the location of geographic features, such as coordinates.
Attribute Data – Descriptive information about geographic features, such as names or populations.
Digitizer – A device for converting analog maps into digital format.
GPS – Global Positioning System, used for precise location determination.

Differentiation

For pupils who grasp concepts quickly, the teacher will encourage them to research specific examples of GIS applications in their local community. For pupils who need more support, the teacher will provide simplified diagrams and additional one-on-one explanations during the practical demonstration of GIS hardware.

Note for teachers using this lesson plan

Teachers should ensure that actual GIS hardware (GPS, computer) is available for demonstration. If not, clear visual aids like pictures or videos should be used to illustrate the components effectively. Encourage active participation and practical engagement where possible to enhance understanding.