Teaching Notes

How to use this resource

This resource, About Fieldwork is designed to facilitate mandatory fieldwork in Stage 5 Geography. In particular, the information is aimed at supporting student understanding and completion of the Research Action Plan.

This resource focuses on the collection and interpretation of primary data for a range of factors present at a fieldwork site.

The following recommendations will help you gain the most out of this resource:

Determine the issue affecting Australian environments prior to commencing fieldwork
Determine an appropriate fieldwork site where many different primary data collection tools can be used.
Direct students to investigate the About Fieldwork first, as there are computer-based activities and information that will assist their understanding when out in the field.
It is not necessary to measure all aspects explored in this resource but measure relevant aspects to gain an accurate picture of the site.
Gather all required tools and test them before use.
Check what information needs to be printed for students, such as the water quality summary table.
Other documents could be laminated so information is available on site and can be re-used, such as for water testing.
Try not to disturb the natural environment too much.

Syllabus links

This resource is designed for use with the Geography 7-10 syllabus. Focus Area 5A3: Issues in Australian Environments

Outcomes:

5.1 identifies, gathers and evaluates geographical information
5.4 selects and applies appropriate geographical tools
5.6 explains the geographical processes that form and transform Australian environments
5.10 Applies geographical knowledge understanding and skills with knowledge of civics and citizenship to demonstrate informed and active citizenship.

Students:

Investigate a geographical issue through fieldwork by developing and implementing a research action plan.

Students learn to:

develop a research action plan
apply fieldwork techniques

Geographic tools - Fieldwork:

develop a research action plan
use a variety of techniques to collect and record primary and secondary data

Extract from Geography Years 7-10 Syllabus, June 2003, © Board of Studies, NSW.

Quality Teaching

This resource has potential for the following quality teaching dimensions:

Intellectual Quality

Deep knowledge: the primary data collected is central to the issue being investigated. The combination of a range of data adds complexity and students can include this as part of their reasoning or arguments when accounting for the issue and / or proposing individual and group action.

Quality learning environment

Engagement: The potential for individual or group focus can be significant if students choose appropriate sites to test within a larger fieldwork area. After an initial briefing, self-regulation can provide further engagement.

Significance

Inclusivity: All students, regardless of their background, have an opportunity to take part in the public work of the class where primary data collection is valued and all information is used to form a ‘big picture’ of the issue and proposed solutions.