Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
PAGE FOR TEACHER USE
NZQA
Approved
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
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2015
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.
This resource is copyright © Crown 2015
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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 2.5B v3
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.
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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
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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 visual data
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 2015
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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
Conduct geographic research
with guidance.
Conduct in-depth geographic
research with guidance.
Achievement with
Excellence
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 data accurately 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.
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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
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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 effectively present your primary and secondary data. Include spatial,
statistical, and visual data.
Include:

map(s) of the areas you have investigated
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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
PAGE FOR STUDENT USE

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 explain what 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:

summarise the 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
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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
PAGE FOR TEACHER USE
Assessment schedule: Geography 91244 Temperature variations across a region
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with
Merit
Evidence/Judgements for Achievement with
Excellence
The student has conducted geographic research
with guidance by:
The student has conducted in-depth geographic
research with guidance by:
The student has conducted comprehensive
geographic research with guidance by:

planning the research process and identifying
the aim of the research

planning the research process and identifying the
aim of the research

planning the research process and identifying
the aim of the research

submitting a research plan

submitting a research plan

submitting a research plan

collecting data using a combination of methods
and recording relevant data

collecting data using a combination of methods
and recording relevant data

collecting data using a combination of
methods and recording relevant data

submitting raw data with the research.

submitting raw data with the research.

submitting raw data with the research.
The student has presented a combination of
spatial, statistical and visual data using geographic
conventions, for example:
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 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.
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map(s) (FACKTS) showing the locations of the
research areas in relation to the aim
The student has accurately and effectively
presented a combination of spatial, statistical
and visual data using geographic conventions,
for example:

graph(s) with a title, even scale, and correctly
labelled axes
map(s) (FACKTS) showing the locations of the
research areas in relation to the aim

table(s) presenting data accurately (raw or
percentages)
graph(s) with a title, even scale, and correctly
labelled axes

visual presentation(s) such as annotated
photograph or field sketch presented accurately.
table(s) presenting data effectively (raw or
percentages)

visual presentation(s) such as annotated
photograph or field sketch.
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:

fully explained the findings 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.
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
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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
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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. 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.
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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 location had
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 that location 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 2122ºC 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.

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
location had 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 distance of 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
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Internal assessment resource Geography 2.5B v3 for Achievement Standard 91244
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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.
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.
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