Stage 2 Geography
Teaching and Learning Strategies
A Mind-Map Approach to the Geographical Enquiry and the Individual Fieldwork Report One strategy that could be of help to students in planning their geographical enquiry and/or individual fieldwork report is Mind Mapping. The following illustrates a way in which the Mind Map approach could be of use with the geographical enquiry and individual fieldwork report. It is emphasised that this is only one of any number of alternate strategies and approaches that could lead to the successful completion of the geographical enquiry or individual fieldwork report. It does not represent a template for the completion of the geographical enquiry or individual fieldwork report. ‘Mind Map’ is a trademark of the Buzan Organization. The following websites provide information on Mind Maps, concept maps, and visual learning in general: www.support4learning.org.uk/education/concept_maps_and_mind_maps.cfm www.peterussell.com/mindmaps/mindmap.html http://members.optusnet.com.au/~charles57/Creative/Mindmap/ The Mind Map Approach and the Geographical Enquiry The Mind Map approach provides a visual representation of the requirements of the geographical enquiry. A Mind Map can be drawn up to show all the areas of required research, the criteria for judging performance, and the geographical method that will be used to present the information. Given the word limit of 1200 words, students will need to integrate maps, graphs, diagrams, tables, etc. in an appropriate way. Accordingly the Mind Map approach may help students to: organise their research;
check that all criteria for judging performance have been covered; decide the geographic skills that could be used to integrate data into their presentation.
Refer to Assessment Component 2: Geographical Enquiry in the curriculum statement for the requirements, including the criteria for judging performance. See under Scope in the curriculum statement for the list of geographical skills. The following pages contain examples of: a Mind Map containing the task requirements; an example of a Mind Map for a particular geographical enquiry question, ‘Should Australia harvest icebergs?’ Note that this is only an example to show how an enquiry may develop. It is not a template for carrying out an enquiry. There are certainly other factors and issues that could be dealt with in addition to those raised in the Mind Map for this enquiry question. Note also that the information related to the headings in the Mind Map could be represented in a variety of ways: Variability of rainfall could be illustrated by a graph.
The global nature of the issue could be illustrated with a map. The cost-benefit summary could be illustrated with a table.
More information regarding the enquiry question and the areas that the question opens up can be found at the following site: http://bestwebquests.com/bwq/wqdetail.asp?siteid=180
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Trends
A MIND MAP APPROACH TO THE GEOGRAPHICAL ENQUIRY
Conclusion Steps to Sustainable future Social issues Viewpoints Ethical issues
Reliability of information Margin for error Policy options Costs
Environmental consequences
Economic consequences
Social consequences
KEY Red – diagrammatic representation of the criteria for judging performance Blue – considerations that may impact on a conclusion
Management responses
Local nature
National nature
Global nature Issue associated with chosen option topic
ENQUIRY QUESTION
Causes
Biophysical
Human
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A GEOGRAPHICAL ENQUIRY EXAMPLE
Considerations for conclusion Trends: Increasing water scarcity Conclusion: Costbenefit summary Viewpoints: Farmers, environmentalists, meteorologists, politicians Steps to Sustainable future: Long term feasibility, alternatives
Social : International reaction
Ethical: Antarctic biodiversity, global impact
Reliability of information: Climate change, variability
Environmental: Weather conditions, Antarctic biodiversity, quarantine issues, climate effects
Economic: Cost of research, transport costs
Social: International reaction, legality, safety
Margin for error: Future demand, future technology
Management response: Harvest icebergs Global: Map of World Countries with water stress nature
Local: Adelaide water restrictions
National: Appointment of Malcolm Turnbull Parl Sec Responsible for water Enquiry question ‘Should Australia harvest icebergs?
Policy options: Water management options, alternate sources
Issue: Water
Causes Costs: Environmental, economic, social
Biophysical: Variability of rainfall
Human: Global warming, water management, increasing demand
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A Mind Map Approach to the Individual Fieldwork Report The Mind Map approach can also provide a visual representation of the requirements of the individual fieldwork report. A Mind Map can be drawn up to show all the requirements of the individual fieldwork report and the criteria for judging performance. Students will need to use maps, graphs, diagrams, and tables where appropriate. For example, a student may:
use a series of maps with a brief explanation, to illustrate the geographical context of the fieldwork activity; use maps, graphs and tabulated information with a brief explanation to present fieldwork findings.
Accordingly, the Mind Map approach may help students to: decide their fieldwork methods;
plan or manage their fieldwork; check that all criteria for judging performance have been covered; decide the geographical skills that could be used to integrate data into their report.
Refer to Assessment Component 1: Individual Fieldwork Report in the curriculum statement for the requirements, including the criteria for judging performance. See under Scope in the curriculum statement for the list of geographical kills. The following pages contain examples of: a Mind Map containing the task requirements;
an example of a Mind Map for a particular individual fieldwork activity, ‘Assess the efficiency of a transport network’.
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A MIND MAP APPROACH TO THE INDIVIDUAL FIELDWORK REPORT
Option topic FIELDWORK PURPOSE / HYPOTHESIS
Geographical context
Topic background: patterns and processes / key ideas / knowledge
Field methods Planning & management of fieldwork Continuous evaluation
Fieldwork findings (Supporting secondary information - referenced)
Analysis and interpretation of findings Summary / conclusions
Implications / future actions / recommendations
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A FIELDWORK ACTIVITY EXAMPLE
Topic: Urbanisation
PURPOSE: To assess the efficiency of a transport network e.g. bus route, road network, post boxes Geographical context: Map of transport network and relationship to larger network Background: historical development of study area, changes in transport technology
Field methods: construction of topological map, observations, traffic counts, interviews, surveys Planning & management of fieldwork: initial analysis of maps, reconnaissance of study area – decide locations, days and times Continuous evaluation
Fieldwork findings: graphs of traffic counts, types of vehicles, rates of flow; map of organisation of traffic flow - regulation of vehicles (parking, lane use); flow-line maps; census data on use of vehicles and public transport
Analysis and interpretation of findings: analysis and interpretation of graphs, flow-line maps etc; reasons for traffic flows;
Summary / conclusions: connectivity assessment; efficiency assessment
Implications / future actions / recommendations: possible ways in which efficiency of the transport network could be improved
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