Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244

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Internal Assessment Resource

Geography Level 2

This resource supports assessment against:
Achievement Standard 91244 version 2
Conduct geographic research with guidance
Resource title: Temperature variations across a region
5 credits
This resource:
  • Clarifies the requirements of the standard
  • Supports good assessment practice
  • Should be subjected to the school’s usual assessment quality assurance process
  • Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / February 2015 Version 3
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number:A-A-02-2015-91244-03-5522
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244

PAGE FOR TEACHER USE

Internal Assessment Resource

Achievement Standard Geography 91244: Conduct geographic research with guidance

Resource reference: Geography 2.5Bv3

Resource title: Temperature variations across a region

Credits: 5

Teacher guidelines

The following guidelines are designed to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by the Achievement Standard Geography 91244.The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity is not ready to use.It provides a framework for assessing whether a student’s skills and understanding meet the specified standard, a sample context and suggestions of other contexts that might be appropriate, and an assessment schedule.Before using it, you will need to select, finalise, or negotiate a context that will engage your students.You will then need to decide how the framework will be applied to this context, create or finalise any student pages that are needed, and ensure that the assessment schedule aligns with the activity in its final form.

This assessment activity requires students to collect temperature data in at least three (but ideally more than three) different research areas, and to describe and explain the variations between them.Research areas could be different parts of urban areas, such as a cross section through the city (urban heat island concept), or environments such as farmland, forested areas, or parkland.

Ideally, students will complete their data collection together so that the data can then be collated as a class.

Students will process and present their data, and explain their findings incorporating geographic concepts for example, location, change, pattern, distance. A conclusion will be made summing up the findings and directly addressing the research aim. Students will evaluate their research process in an ongoing manner using a reflective journal, such as a blog, diary, or wiki and complete a final evaluation task.

Conditions

The assessment activity will take place over approximately three weeks.Teachers will provide students with guidance in collecting, processing, and presenting their data.

In week 1, students will plan their research and collect primary data, with guidance, during a field trip.During the planning stage, consider how students will obtain synchronous and consistent data from different locations.

Students can collect their data individually or in groups; however, each student must keep a copy of the data so that they are able to complete the assessment activity.

Primary data collection might involve students taking notes on the environment, recording weather conditions, measuring and recording the heights of buildings and trees, and taking photographs of features such as large buildings and vegetation.

Secondary data collection might involve using the Internet and books or publications to research factors such as wind speed, humidity, and average temperatures of each research area.

Allow students class time each day to complete an entry in their reflective journals.Students must also spend homework time on their reflective journals.A reflective journal could take the form of (for example) a blog, diary, or wikispace.

In weeks 2 and 3, students will explain their findings incorporating relevant geographic concepts, make a conclusion based on the aim of their research, and present their research.Provide students with guidance on the geographic conventions for presenting a combination of spatial, statistical and visualdata accurately and effectively.

Resource requirements

  • Equipment for measuring humidity, wind speed, and temperature (if needed).
  • Street maps, cadastral maps, and/or satellite images of research areas. (These can be downloaded using the Internet.)
  • Access to a camera, or cameras, in order to take photographs during the field trip.(Make these photographs available to all students on a school network, or print them for student use.)

Additional information

Allow approximately five hours for formative teaching and learning to familiarise students with research methodology, application of geographic concepts, and methods of presentation.

Schools and departments should have authenticity procedures in place with respect to individual student work.

This resource is copyright © Crown 2015Page 1 of 9

Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244

PAGE FOR STUDENT USE

Internal Assessment Resource

Achievement Standard Geography 91244: Conduct geographic research with guidance

Resource reference: Geography 2.5B v3

Resource title: Temperature variations across a region

Credits: 5

Achievement / Achievement with Merit / Achievement with Excellence
Conduct geographic research with guidance. / Conduct in-depth geographic research with guidance. / Conduct comprehensive geographic research with guidance.

Student instructions

Introduction

Temperatures vary across different environments due to conditions such as the presence of vegetation, the height of buildings or trees, or height above sea level.

Your task is to collect temperature data from at least three different research areas. You will then describe and explain the temperature and/or weather variations across those research areas.

You will need to collect data (such as air temperature, wind speed, humidity), taking photographs in the different research areas, describing the environment of each of the research areas, drawing field sketch maps and making any observations that may be relevant to the research so you can find out if there is a significant difference between temperatures between different environments.

In this activity you will:

  • identify the aim of the research
  • show your planning for the research
  • collect and record data relevant to the aim of your research
  • present a combination of spatial, statistical and visual dataaccurately and effectively, using the correct conventions
  • fully explain the research findings incorporating relevant geographic concepts
  • provide a detailed conclusion that relates to the research aim
  • fully explain the strengths and weaknesses of the research process and how they impact on the validity of the findings and conclusions. Also discuss ways the research could be improved.

Task:

Keep a reflective journal

As you work through the research process, keep a reflective journal. Your journal can be a blog, a learning journal, or a diary.Complete an entry each day during your research. In your reflective journal:

  • reflect on the strengths and weaknesses of your research
  • comment on factors that have affected your data collection
  • describe the decision regarding methods of presenting data
  • explain how valid your results are, and what influenced their validity
  • list ways in which you could improve your research process.

Your teacher will provide you with class time to complete a daily entry.You will need to spend time on your reflective journal at home as well. Use your journal to complete the evaluation task.

Make a plan and collect data

Before the field trip, develop a plan that identifies:

  • the aim of your research
  • the data you will collect
  • where and how you will record data
  • what equipment you will need.

Complete your plan and include it with your final presentation.

During the field trip, collect primary data either individually or in a small group.To collect primary data you might take handwritten notes, draw sketch maps, or take photographs.

Keep your own copy of the data.You will hand in all of your raw data with your final presentation.

Collect secondary data using the Internet or books and publications.You might include average temperatures, average wind speeds, or weather patterns.Hand this data in with your presentation.

Should you require more data, you may need to return to the research areas.Consult with your teacher to arrange this.

Present your data

Include your research aim at the beginning of your research report.

Geographers use a variety of visual representations to show patterns, change and variations between different places.

Process your collected data. Use geographic techniques and conventions to accurately and effectivelypresent your primary and secondary data. Include spatial, statistical, and visual data.

Include:

  • map(s) of the areas you have investigated
  • a variety of statistical data (such as bar graphs, line graphs, pie graphs, pictograms, and tables) that relate to your aim
  • other visual presentation, such as annotated photographs or field sketches.

Note:On your maps, include a title, frame, north point, scale, and key.On graphs, include a title, appropriately labelled axes, and key.

Ensure that your processed data relates to your research aim.

Explain the finding of your research

Under each map, graph, or visual presentation, fully explainwhat the data shows (findings). Incorporate into your findings at least two relevant geographic concepts.Geographic concepts that might be useful include location, change, pattern, and distance.

Provide a conclusion

Provide a detailed conclusion about your research.Your conclusion should:

  • summarisethe main findings of your research
  • relate back to your research aim
  • be supported by specific data and information.

Evaluate your research process

Use your reflective journal to

  • fully explain the strengths and weaknesses of the research process, and how they have impacted on the validity of your research findings and/or conclusion
  • discuss ways the research process could be improved

This resource is copyright © Crown 2015Page 1 of 9

Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244

PAGE FOR TEACHER USE

Assessment schedule: Geography 91244Temperature variations across a region

Evidence/Judgements forAchievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student has conducted geographic research with guidance by:
  • planningthe research process and identifying the aim of the research
  • submittinga research plan
  • collectingdata using a combination of methods and recordingrelevant data
  • submittingraw data with the research.
The student has presented a combination of spatial, statistical and visual data using geographic conventions,for example:
  • map(s) (FACKTS) showing the locations of the research areas in relation to the aim
  • graph(s) with a title, even scale, and correctly labelled axes
  • table(s) presenting data appropriately (raw or percentages)
  • visual presentation(s) such as annotated photograph or field sketch presented appropriately.
The student has:
  • explained the findings of the research incorporating relevant geographic concepts
  • provided a conclusion that relates to the aim of the research.
The student has:
  • described strength(s)and/or weakness(es) of their research process and how it/they affects the validity of the research findings.
For example (partial extract only):
Findings incorporating geographic concepts
Map 2 shows the average temperatures at the survey sites throughout the city. The centre of the city had the highest temperature in 4 of the 5 readings 24ºC. Sites in the suburbs were lower showing that location influenced the day time temperatures. The city creates heat from vehicles and buildings while in the suburbs the buildings are smaller and further apart. Location near the sea also had fairly high temperatures 21-22ºC. when compared to the hill areas.
Conclusion
There is clearly an Urban Heat Island in the city of Tauranga. The closer the research area was to the Central Business district, the greater its temperature. Suburbs further away had lower temperatures than those closer to the CBD.
Evaluation
Strengths
We collected a wide range of weather-related data on the field trip. Our group collected temperature and wind speeds at 5 different locations. We took morning and afternoon readings then averaged them.As our group used the same techniques and took our own readings at each of the sites they are consistent and valid. / The student has conducted in-depth geographic research with guidance by:
  • planningthe research process and identifyingthe aim of the research
  • submittinga research plan
  • collectingdata using a combination of methods and recordingrelevant data
  • submittingraw data with the research.
The student has accurately presented a combination of spatial, statistical and visual data using geographic conventions, for example:
  • map(s) (FACKTS) showing the locations of the research areas in relation to the aim
graph(s)with a title, even scale, and correctly labelled axes
  • table(s) presenting data accurately (raw or percentages)
  • visual presentation(s) such as annotated photograph or field sketch presented accurately.
The student has:
  • explained the findings, in detail, incorporating relevant geographic concepts
  • provided a detailed conclusion that relates to the aim of the research.
The student has:
  • explained in detail the strength(s)and weakness(es) of their research process and how they impact on the validity of the findings and/or conclusions.
For example (partial extract only):
Findings incorporating geographic concepts
Map 2 shows the average temperatures at the survey sites throughout the city for each of the 5 readings taken on 28 March. The CBD locationhad the highest temperature in 4 of the 5 readings at 24ºC and 26ºC. For the reading taken at 2.30 pm the mount equalled the CBD temperature.Locations further from the CBD like Papamoa were consistently cooler at 19ºC and 20ºC. The data clearly shows thatlocation influenced the day time temperatures. The city creates heat from lots of vehicles and large buildings, while in the suburbs the buildings are smaller and further apart. Location near the sea also had fairly high temperatures 21-22ºC but the sea breeze could have kept temperatures down.The wind rose constructed for each site clearly shows stronger winds for the coastal and hill locations than in the CBD.
Conclusion
There is clearly an Urban Heat Island in the city of Tauranga with the temperatures increasing the closer the location of the study site was to the Central Business district. Suburbs further away had lower temperatures than those closer to the CBD. The CBD had an average temperature during the course of the study of 24ºC degrees whereas in the outer suburbs such as Papamoa the average temperature was only 19ºC degrees. Clearly the larger buildings with more concrete absorbed the heat and created overall higher temperatures than outer suburban areas confirming the aim of the research.
Evaluation
We used a range of collection methods to gather both weather-related data and characteristics of each site. Our group collected temperature and wind speeds at five different locations. The locations included within the CBD and sites moving away from the CBD at approximately the same distance until we were on the edge of the suburban area. This selection of locations was clearly a strength with our research. The locations covered a sufficient distance for us to see a change in temperature from the CBD and so prove our hypothesis. These locations also had characteristics that made them clearly different from each other and so we could determine factors that influenced temperatures. Fewer sites would not have given a clear picture of temperature changes in relation to the CBD so with 5 sites extending almost 20 km we can be confident that our conclusions are valid. / The student has conducted comprehensive geographic research with guidance by:
  • planningthe research process and identifyingthe aim of the research
  • submitting a research plan
  • collecting data using a combination of methods and recordingrelevant data
  • submittingraw data with the research.
The student has accurately and effectively presented a combination of spatial, statistical and visual data using geographic conventions, for example:
  • map(s) (FACKTS) showing the locations of the research areas in relation to the aim
  • graph(s)with a title, even scale, and correctly labelled axes
  • table(s) presenting data effectively (raw or percentages)
  • visual presentation(s) such as annotated photograph or field sketch.
The student has:
  • fully explained the findings incorporating relevant geographic concepts
  • provided a detailed conclusion that relates to the aim of the research.
The student has:
  • fully explained the strength(s)and weakness(es) of their research process and how they impact on the validity of the findings and/or conclusions.
  • discussed ways in which their research process could be improved.
For example (partial extract only):
Findings incorporating geographic concepts
Map 2 shows the locations where weather data was collected. The bar graphs superimposed on the map shows the temperatures for the 5 readings at each site on March 28. The CBD locationhad the highest temperature in 4 of the 5 readings with highs of 24ºC and 26ºC and an average of 24.8ºC. For the reading taken at 2.30 pm Mount Maunganui equalled the CBD temperature of 26ºC. The high daytime temperatures for the CBD are due to characteristics of its location. This Tauranga CBD area is clearly an urban heat island with heat being absorbed by the buildings (concrete) and the vehicles… The diagram below shows how the temperatures decreased with distance from the CBD. The temperature dropped 6ºC over a distanceof 6 kilometres, which is 1ºC per kilometre. Both the graph and table provide evidence that location and distance are significant concepts when examining urban temperature variations. The data shows a pattern of higher temperatures in the CBD and falling with distance moving away… the location of sites like Papamoa on the coast are exposed to sea breezes and a there is evidence of a close correlation between these two factors and temperature…
Evaluation
A weakness of our research was we did not measure the temperature at each of the research areas at the same time, which meant some research areas (Site A) was measured in the morning when it was cooler whereas Site C was measure at lunchtime during the heat of the day and the CBD was measured later in the afternoon. It would have been better to have done all the sites at the same time as this would have meant the data was much more reliable and easier to interpret and use in the conclusion. However, when we went the second time to verify our original results we did the measurements at the same time, from 11–12 noon with everyone in the group recording the data at the same time. Our data collection method on the second day was more useful in determining whether there is an urban heat island in Tauranga. The research could be improved if measurements at each site were taken at set times during the day to allow for accurate comparisons.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.