AGHS 2011
Avonside Girls’ High School
Geography 111
“Shopping in the Countryside” 2011
Achievement Standard: 1.5 Version 1
Conduct geographic research, with direction
Credits: 4
Teacher Guidelines:
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Read also Explanatory Notes for Achievement Standard Geography 1.5. These
notes contain information, definitions, and requirements that are crucial when
interpreting the standard and assessing students against it.
Context/setting:
This assessment is based on the production of a report. It provides a clearly
structures process for assessing whether a students skills and understanding meet
the specified standard, and an assessment schedule
Conditions:
 This activity requires a mixture of in-class and fieldtrip work
 Time allowed: this activity should take 2-3 hours in class for pre teaching, 2 day
field trip and 3 periods of class time
 The data collection may be done in groups
 Presentation of findings, Analysis, Geographic Ideas and Evaluation are to be
completed on an individual basis
Pre teaching:
 The activity presupposes the prior teaching of simple graphing, mapping and the
geographic ideas of location and pattern. Students also need to be taught how to
apply geographic ideas to research results and how to evaluate research.
 Students will need to be introduced to the concepts of shopping hierarchies
within their own city and be aware of types of retail shops and service sector use
Resource requirements:
 Topographic map of local area ( 1:50 000)
 Map of study area (for completion of location map of rural centres)
 Cadastral maps of the three rural centres
 Population Data for Amberley, Culverden and Hanmer
1
AGHS 2011
Avonside Girls’ High School
Geography 111
“Shopping in the countryside” 2011
Achievement Standard: 1.5 Version 1
Conduct geographic research, with direction
Credits: 4
Student Instructions Sheet
OVERVIEW
New Zealand is a country where people live and work in urban and rural areas. This
assessment activity requires you to find out about the retail and commercial land
use found in some of Canterbury’s smaller centres. You will conduct directed
geographic research and relate your findings to a geographic idea.
The aim of the research is to collect data about the types of land use, especially
commercial/retail/shopping, found in three rural centres, north of Christchurch, and
to explain the factors that may influence the type and pattern of commercial land
use in these centres. The centres chosen are Amberley, Culverden and Hanmer
Springs.
INSTRUCTIONS
This is an individual assessment activity but Task One, (i) and (ii) may be completed
in groups.
This assessment will be completed and handed in after three class periods.
Task One: Conduct geographic research
A. Collect and record data:
(a) Study the topographical map provided and draw a precise map
locating and naming the major roads and rivers in the study area, and
the main rural centres. INDIVIDUAL TASK
(b) Complete the cadastral maps of Amberley, Culverden and Hanmer
Springs using the key provided. As you work in each rural centre
record they names of retail and commercial businesses and any other
relevant information that might help in your essay’s. GROUP TASK
(c) Study the population data supplied for the region and plan what data
you may wish to analyses INDIVIDUAL TASK
(d) Share the map data collected from each of the rural centres and
2
AGHS 2011
complete your own maps to hand in.
(e) Complete the data collection table provided, by showing the number
of sections in each type of retail and commercial land use (re key) for
each rural centre.
(f) Convert these numbers to percentages
B. Present data
(a) Complete an accurate précis map of the study region. Follow all
mapping conventions (outline provided)
(b) Convert your table of land use data into a percentage pie graph for
each rural centre. Percentage pie graphs are provided
(c) Complete a column graph showing the population of Amberley,
Culverden and Hanmer Springs and their surrounding rural area where
possible.
(d) Write a statement summarizing what each of the pie and column
graphs show. Include factual information to support each statement.
C. Evaluate the research process
Keep a reflective record as you do your research.
In your record, reflect on:
 Things that worked well as you collected your data (strengths)
 Things that are not work well as you collected your data (weaknesses)
Keep a reflective record as you complete your presentation of data.
In your record reflect on:
 How you presented your data (strengths and weaknesses)
 What you could do to improve your research
In your final entry, reflect on the validity of your results and how you might improve
your research process in the future. Use supporting evidence from your research.
Task Two: Draw conclusions and relate your findings to a geographic idea
Part 1. Draw conclusions
A conclusion is the main finding of your research. Write a series of paragraphs
describing how your findings relate to the aims of your research. Support your
conclusions with data you collected.
ie. What types of retail and commercial land use are found in each rural centre?
Why are they different? What factors may have influenced the types of land use
found?
Part 2. Relate conclusions to a geographic idea
The geographic idea of location is relevant to your research.
Write an essay describing what location means as a geographic idea? Describe
where they are located relative to Christchurch, and the effect the location of each
rural centre from Christchurch, had on the retail and commercial land use found in
each centre. Did the location have an effect on the size of the population each rural
centre serves? Does where they are located on the road network influence land
use? What special characteristics explain the location of each rural centre? Support
your answer with data from your research.
3
AGHS 2011
To reach Achievement: Conduct geographic research, with direction, will
involve you:
 identifying the aim/s of the research
 collecting and recording data relevant to the research
 presenting the data relevant to the research using basic appropriate
conventions
 describing findings incorporating the relevance of a geographic
concept
 providing a conclusion(s) that relates to the aim of the research
providing an evaluation of the research
To reach Achievement with Merit: Conduct geographic research, in depth,
with direction, will additionally involve:
 presenting the data in a variety of ways following basic appropriate
conventions that show sound understanding of the context and the
spatial nature of the research
 describing findings, in detail, incorporating the relevance of a
geographic concept
 providing a conclusion(s), in detail, that relates to the aim of the
research
 providing a detailed evaluation of the research.
To reach Achievement with Excellence: Comprehensively conduct geographic
research, with direction, will additionally involve:
 presenting the data in a variety of ways, following all appropriate
conventions, that show sound understanding of the context and the
spatial nature of the research
 fully describing findings incorporating the relevance of a geographic
concept using geographic terminology and showing insight
 providing an insightful evaluation of the research process that also
discusses the validity of the research findings.
4
AGHS 2011
Student Check List
Achievement Achievement
with Merit
Achievement
with
Excellence
Task 1
Conduct geographic
research
A. Collect and record data
(a) North Canterbury Precis
Map
(b) Cadastral maps:
- Amberley
- Culverden
- Hanmer
(c) Data table of rural land
use
B. Present data
(a) Pie graphs of land use:
- Amberley
- Culverden
- Hanmer
(b) Population column graph
(c) Statements about
findings:
- Amberley
- Culverden
- Hanmer
- Population graph
C. Evaluate the research
process
- Observations about
strengths
- Observations about
weaknesses
Task 2
Draw conclusions and
relate findings to a
geographic idea
Part 1 Draw conclusions
Part 2 Relate findings to a
geographic idea
Result Overall
5