Also, some Graphics, Spreadsheet 

Example:  

Reports to local Council on the state of a creek

 
• to understand processes affecting riverine environments
• make and record field observations about the physical and aquatic characteristics of a small stream
• process the collected data to describe geographical charactersitics of the stream
• use IT applications to enter, edit and layout text
• use IT applications to process and represent data using a range of geographical methods
• use IT applications to integrate data from various sources to produce a report on the state of the creek
• make recommendations on the future use of a stream 

 
• undertake fieldwork to study a local creek
• using electronic means to record and present their findings
• in the form of a Geographical Report to local Council.

Teachers will need to plan time allocation on the basis of  

Pre-field site briefing 
Two or three lessons may be required to introduce the topic, explain fieldwork techniques, plan the use of IT to store asnd process data, and using class discussion, design a survey to record user activity at the site. It may be decided that aspects of the field investigation will be undertaken in groups (more manageable and efficient). In the case of group work, each student’s contributions and responsibilities should be clearly defined in advance. 

Field site visit 
Is a planning visit by the teacher required? 
Is half a day enough time for students to collect data, including the administration of the survey. 

Debriefing 
Two lessons required to plan/instruct students/groups on data processing techniques such as entering fieldwork results onto teacher-prepared template. 

Data processing 
Four lessons for group members to process data and save to file for later retrieval in compilation of report. 
If students are importing or drawing (electronically), field sketches or distribution maps, this is an excellent opportunity for students to demonstrate an understanding of scale and scale transfer.  

Report preparation and presentation 
Three lessons around the computer for the group to compile final report. 
Extra lessons required if each group formally briefs the class on its Report. 
A minimum of say, 10 lessons plus fieldwork. 

Most important! 
Do not forget to plan the user-survey sheet before the field trip (see Teachers’ Notes below).

Baker, S et al (1994): Investigating Australian Geography. p.176 

Bindon, H and Willams, H (1988): Geography Research Projects - A senior Student’s Handbook. (Edward Arnold Australia) 

Department of Education (1997): Course Advice. Refer to Resources column, Level 7, p.16 for a comprehensive listing of references. 

Geography Faculty, Balwyn High School (1996): "Recreation and the Yarra River Fieldwork Investigation" in Interaction, June, p.28. 

Keep Australia Beautiful Council Australia (1996): An Environmental Education Resource (Yarra Valley Press) 

Lergessner, D (1995): Geomorphology (Macmillan Australia) 

Matthews, S: A Place for IT in Geography" (1996) in Interaction, June, p. 41. Contains a comprehensive list of applications for use in Geography. 

Taylor, B et al (1996): "Year 11 VCE Geography Unit 1 Changing Environments - The changing environment of a drainage basin" in Interaction, March, p. 37 

The AUSMAP Atlas of Australia 1992 (CUP/AUSLIG), p.48 

Software 

Suitable software includes:  

Information Technology in SOSE from a set of eight charts published by the Board of Studies (see web site below) 

Using the CSF, Technology (1996),Board of Studies), p.36 

Viridians Biological Databases. The botanical database of the Department of Conservation and Natural Resources (Phone 03 9596 8553). 

Web sites 

http://www.abs.gov.au - Australian Bureau of Statistics 

http://www.ash.org.au/teachers/afssse - Australian Federation of Societies for Studies of Society and Environment 

http://www.bos.vic.edu.au - Board of Studies 

http://www.hq.nasa.gov/office/mtpe - NASA Mission to Earth Home Page 

http://quest.arc.nasa.gov - Global Quest: The Internet in the Classroom 

http://www.rspac.ivv.nasa.gov - Remote Sensing Public Access Centre

 
• enter data onto a database
• import data to spreadsheet and word processing files
• insert and format text
• access and select graphics files
• select and paste graphics
• modify graphics
• create graphics

 
• identify landforms characterstic of the floodplain of a stream
• describe landform in terms of hydraulic action, erosion, transportation and deposition
• represent understanding of physical processes which produce landform by the use of maps, field sketches, profiles and annotated transects 
• describe past and present landuse of a floodplain
• evaluate the impact of human activity on the physical processes operating in a floodplain
• predict future change and make recommendations to manage drainage and landuse in a predominantly riverine environment.

evidence of achievement

 
• identification of floodplain landforms

• description of land forming processes 

• understanding how slope, elevation, relative relief and stream network affect each process

• description of past and present landuse of a floodplain

• evaluation of the impact of human activity on the physical environment

• data collection using field techniques
• appropriate use of a range of geographical media to present data

• transferring understanding from fieldwork site to written text to spatial form

 
• mature/old age flood plains - stream, channel, bank, meander, tributary, ox bow lake, swamp, delta, meander scroll, bar, U-shaped valley

• erosion, transportation, deposition

• run-off, velocity, corrasion, discharge, resistant material affect the interaction of the four aspects

• completes field trip to sketch and note floodplain features and conduct user-survey
• identifies and ranks factors in terms of changing the processes and form of the floodplain

• maintains complete, consistent log book; field sketches
• graphics software, maps, photographs

• uses geographical techniques appropriate to the focus of the Report and accurately and comprehensively presents the data

• topographic map test

 
 
 
 
• students compile glossary; or draw annotated transects
• students compose explanations

• constructs "before and now" profiles, annotated

• compiles effects-matrix or representative timeline

• presents records of field data; electronic drafts

• submits Final Report

The activity can be modified if students need to be guided through the initial stages of access and selection of graphics. It has been designed to allow one session for selection and experimentation with non-text data presentation (pie charts, bar graphs, labelled sketches, scanned images, etc.). A second session has been planned for students to enhance their design and improve the final presentation of the graphic components of their reports. If students are already familiar with graphics packages and skilled in modifying, cutting and pasting images, they may complete their graphics over two periods access to a computer. In this case, students could be encouraged to design complex ways of representing spatial data, eg. multi-datum graphs, maps showing interaction, electronically drawn, annotated versions of hand-drawn field sketches (or will Notebooks be available on-site?) and techniques to show understanding of scale representation and transfer. 

If there is (a) computer(s) available in the classroom, groups can allocate members to work on their graphics in pairs in rotation as the rest of the group completes data selection and report preparation. Conversely, if facilities permit simultaneous access for the whole class, then students will need to have their information ready for electronic processing and entry before this lesson. It is important that students have a clear understanding of the key stages involved in the preparation and compilation of the the Report (stress this is in the first lesson after the field site visit). 

The use of computer generated graphics will enhance the presentation of student research, but it depends greatly on student skill level and availability of appropriate graphics software. Adequate time needs to be provided for students to experiment with the graphics package, select, modify or draw images and explain any problems encountered in selecting appropriate graphics to substantiate signifigant aspects of their Report. 

At the conclusion of this activity, it is important to allow students sufficient time to discuss the task and identify any problems in terms of finding or creating appropriate data or in the application of software. It is not the use of technology that is to be assessed, but rather student understanding of how it assisted data collection and presentation. 

Teacher judgment about student performance for each learning outcome(s) might address fieldwork techniques, contribution to group work, data processing, data presentation, the form of the final Report and communication of findings to an audience.  

Note 
The Student Activities Sheet which accompanies this unit (Paddle your own Canoe!!), is designed to help students compile the report based on the field work. The field work includes a site investigation and a user-survey. It is most likely that teachers will design the site analysis questions/tasks themselves and provide students with a copy at the site; and compile the user-survey via class discussion prior to the site visit. 

Sources 
The following sources relate to the compilation of fieldwork exercises 

• Colliver, A: "Watercare" (1996) in Interaction (GTAV), March, p.48
• Geography Faculty, Balwyn HS (1996): "Recreation and the Yarra River Fieldwork Investigation" in Interaction, June, p.28.
• McCoy, J (1997): "Year 12 Geography - A student guide to CAT 1: Research report" in Interaction (GTAV), March, p.19. Do not be misled by the title but note the checklist on page 23.
• Park, G (1996): "Catchments in action" in Interaction (GTAV), March, p.24.
• Stewart, J (1996): "Topographic Map Set 5, Mount Buller Mapsheet" in Interaction, June, p. 24.

• Cranby, S (1997): "Recreation and Tourism" in Interaction (GTAV), June, p.19.
• Cranby, S (1997): "Why do people holiday where they do?" in Interaction, March, p.26.

• Board of Studies (1996): Using the CSF - Technology, p.36ff.
• Matthews, S (1996): "A place for IT in geography" in Interaction, June, p.40.

Your mission! 

Investigate and compile a Report about the state of the local creek.  

The activities which follow provide a step-by-step way to organise and present your data in an appropriate Report format which can be submitted to the local Council. You will need the fieldwork notes (including field sketches) you made during the visit to the creek and your results of the user-survey. 

Planning your Report 

• Create a new file in your word processing package and key in your Table of Contents. It is important to be as exact as possible with the contents as this guides the following steps.

• Save this file and name it "REPORT".

Processing your Field Data 

• Create a second word processing file called "FIELD".

• Enter your fieldwork data under specialised headings, eg. 

• Open the file called "SURVEY" which has been created by your teacher (or recorded collectively by all groups)

• Enter the survey results into the template. Save

• Use the spreadsheet functions to present the survey results in a range of visual formats, eg. bar chart, column chart, line chart, pie chart. Remember to label each axis, provide a title and Save.

• Select the visual images you wish to include in your Report and Cut to the clipboard.

Compiling your Report 

• Import into your word processing file, "REPORT", the visual images from your file, "FIELD" under the appropriate section of your Table of Contents.

• Repeat the operation with your data from the file "SURVEY" (stored on the clipboard).

• Key in explanatory text under each of your headings in "REPORT". Ensure that your visual data is in the appropriate location and that each image is introduced in the text preceding it. 

• Are labels or annotations (explanatory tags) required on your illustrations?

 
• Edit the format of your Report.