Geography Challenge – Teacher notes
How to use this resource
The Geography Challenge is designed to facilitate mandatory fieldwork in Stage 5 Geography. In particular, the information is aimed at supporting student
understanding and completion of the Research Action Plan.
This resource focuses on the collection and interpretation of simulated, online primary data for a real fieldwork location. This resource will assist students
who will be visiting the Homebush Bay wetlands as part of an excursion, but can also be studied remotely as a stand-alone resource.
Narawang
Narawang Wetland explores the Homebush Bay area and provides students with the background information they will need to carry out their Research
Action Plan. They will explore interactive maps, photos, a timeline and other interactive activities to explore Narawang Wetland and its surrounding area.
Virtual Field Trip
Students will undertake a range of simulated fieldwork tests over four locations. To ensure that students do not all receive the same results, there are three
possible answers for each location. As students work through the fieldwork activities in the Virtual Field Trip the results of their fieldwork will be recorded to
be accessed in the Research Action Plan. A copy of the possible fieldwork results (known as data sets) is found below. Teachers may refer to these results in
class discussions about how to analyse fieldwork data.
Research Action Plan
In the Research Action Plan the information that students enter in the text boxes will be stored in a PDF report. While the student is logged into the DEC
Portal the information entered will be saved and can be printed whenever required. If the student is not logged into the Portal the report can be printed but
not saved. If a student does not have a username and password, or has forgotten, it may be better to print a blank copy of the report for the student to fill
in manually. A blank copy of the report can be printed by the teacher prior to the lesson if required.
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Hints and Tips
The following recommendations will help you gain the most from this resource.
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The Geography Challenge was designed to be carried out in the following order: Narawang Wetland, Virtual Field Trip (VFT) and Research Action
Plan (RAP). This structure will provide the most detailed understanding of the Narawang case study, fieldwork and research techniques and
processes. However, it is possible to explore only one of these components in isolation if time is limited, or the subject matter is not suited to your
particular needs.
Teachers can access additional functionality through the Teacher Dashboard option on the front page. In this section teachers can add a class,
manage students and track completion.
Carry out real fieldwork in your local area or on an excursion once the students have completed the online fieldwork activities. The Sydney Olympic
Park Authority conducts Geography fieldwork for students, and can be contacted at enquiries@sopa.nsw.gov.au .
It would be helpful for students to have some knowledge of the Stage 5, Land and Water Management topic before undertaking this task.
Consider visiting other online resources such as Macrobiotica and About Fieldwork (available from TaLE) to support students’ learning.
Students who are vision impaired have been provided with detailed text versions of interactive activities to be accessed with a print-to-speech
reading machine or Teacher’s Aide. They are also able to access instructions through the audio track of the instructional videos. Video transcripts
have been provided for students who are hearing impaired.
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Teacher Dashboard
The Geography Challenge resource includes a Teacher Dashboard facility. This allows you to create, manage and review classes. A class may be set up in a
few simple steps.
Teacher setup
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Log on to the Geography Challenge website using your DEC username and password.
Begin typing your school’s name in the text field provided. Select your school from the drop down list and and click ‘Add school’ to confirm.
Select ‘Manage classes’ to add a new class.
Type in a class name in the text field. You will be providing this name to your students.
Select ‘Add class’.
Provide this class code to your class. Students will use this to join your Geography Challenge class.
Syllabus links
The Geography Challenge supports the Stage 5 Geography Syllabus.
Stage 5 Geography
Focus Area 5A3 Issues in Australian Environments
Focus: Ways in which geographical understanding contributes to the sustainable management of issues affecting the Australian environment.
Outcomes
A student:
5.1
identifies, gathers and evaluates geographical information
5.2
analyses, organises and synthesises geographical information
5.3
selects and uses appropriate written, oral and graphic forms to communicate geographical information
5.4
selects and applies appropriate geographical tools
5.5
demonstrates a sense of place about Australian environments
5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship.
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Geographical tools in this focus area:
Maps
 construct a transect
Fieldwork
 develop a research action plan
 use a variety of techniques to collect and record primary and secondary data
Graphs and Statistics
 recognise and account for change using statistical data
Photographs
 collect and use digital images
ICT
 design and create a multimedia presentation or webpage to communicate geographical information to a particular audience, including maps and
diagrams as appropriate
Students learn about:
Geographical issues
 geographical issues affecting Australian environments including:
– land and water management
A geographical issue affecting Australian environments (one study must include fieldwork):
– the geographical processes relevant to the issue
– the perceptions of different groups about the issue
– individual, group and government responses to the issue
– decision-making processes involved in the management of the issue
– management of the issue and implications for sustainability, social justice and equity
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investigate a geographical issue through fieldwork by developing and implementing a research action plan
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Why does the learning matter?
Students become immersed in research and problem-solving activities in order to conduct their Research Action Plan. They undertake a range of interactive
online fieldwork activities to prepare and present their findings. In the final stage of their Research Action Plan, their research leads to a range of assessable
written activities including a report, PowerPoint presentation and a letter to a council member.
Quality Teaching model
The Geography Challenge assists teachers to implement the model of pedagogy presented in the Quality Teaching in New South Wales Public schools
discussion paper by the NSW Department of Education and Training. The model rests upon three dimensions: intellectual quality, quality learning
environment and significance.
Intellectual quality
Deep knowledge
In undertaking a research action plan, students are challenged to think about the range of activities which effect the environment of Narawang wetlands.
The Geography Challenge requires students to synthesise and evaluate their research data, draw conclusions and present these in a variety of formats.
Deep understanding
Students develop a detailed understanding of the history, flora and fauna, human interactions and environmental conditions of Narawang Wetlands. They
need to apply this to make judgements about the overarching issue of urban development in the vicinity of the wetlands.
Problematic knowledge
The Geography Challenge provides students with an overarching problem to solve related to urban development in the vicinity of Narawang Wetlands. The
perspectives of a range of different stakeholders is presented, and student must make judgements on these opinions based on all the information they have
gathered. Students need to evaluate information from a range of sources to draw conclusions.
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Higher-order thinking
The learning materials support students in applying, analysing, synthesising and evaluating their knowledge.
Metalanguage
The Geography Challenge allows students to learn and use specialist language of geographical inquiry and research.
Substantive communication
The Geography Challenge provides a variety of ways for students to communicate their findings, and the scope of the project allows sufficient time for
students to have substantive communication with each other and their teachers.
Quality learning environment
Engagement
The Geography Challenge presents geographical information and processes in a way which motivates students to learn. A range of interactive activities,
video, and graphic forms keep students engaged in learning.
High expectations
The Geography Challenge expects student to grasp complicated concepts and contents. Students must use their knowledge and understanding of these
concepts and content to present information in the form of a written report, letter to a council member, PowerPoint presentation and a range of other
formats.
Students’ self-regulation
Students are able to access their task through the student portal, and as such are able to work on the Geography Challenge in their own time, outside of
class. Students are given a number of options for extra reading material and activities which will add extra depth to their discussions and analysis.
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Student direction
In their analysis of urban developments near Narawang Wetlands, students are provided with a choice of topics by which to research – Water, Pests or
Human Interactions. Students are provided with different pathways to a conclusions dependent on their choice.
Significance
Background knowledge
The Geography Challenge allows students to incorporate knowledge and experience gained through other fieldwork activities into a larger, integrated
program of research.
Cultural knowledge
The Geography Challenge explores the possible viewpoints of ATSI and NESB peoples in the local community.
Knowledge integration
The Geography Challenge allows students to integrate knowledge from geography, history and science in developing a research action plan and undertaking
fieldwork.
Connectedness
The Geography Challenge provides a rich learning task by making clear connections with contexts outside the classroom.
Narrative
The Geography Challenge examines the perspective of different stakeholders through simulated interviews, surveys and council meetings.
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Australian Curriculum
The document “Shape of the Australian Curriculum: Geography” specifies that in Year 10 students will complete a topic “Environmental Sustainability”. All
topics within Years 7-10 will be underpinned by sustainability, citizenship and spatial technologies. The Geography Challenge provides a case study for the
topic Environmental Sustainability to be explored. The analysis of results involves a sustainability analysis, where student examine the four components of
sustainability and assess how well Narawang Wetlands is managed in relation to these principles. It uses spatial technologies through a basic GIS activity,
and encourages active citizenship by requiring students to propose a variety of actions for sustainable management of the site.
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Data sets
Upon first accessing the Geography Challenge learning resource, students will be randomly allocated a data set consisting of real information collected from
Narawang Wetland.
Data Set 1
Weather
o
Air Temperature ( C)
Wind Speed (m/s)
Relative Humidity (%)
Light Intensity (lux)
Cloud Cover (%)
Cloud type
Grassy Hill
20
0.8
64%
291
60
Cumulonimbus
Habitat Pond
17
0.4
70%
235
55
Cumulonimbus
Stormwater Pond
16
0.3
79%
238
69
Cumulonimbus
Haslams Creek
16
0.2
89%
230
47
Cumulonimbus
Grassy Hill
NA
Habitat Pond
1.4
Stormwater Pond
1.6
Haslams Creek
36
NA
NA
NA
NA
NA
NA
10
15
7
0
0
90
20
18
8.5
0
0
87
40
17
8
0
0
91
Abiotic Water Quality
Salinity
(electroconductivity – ppt)
Turbidity (NTU)
Temperature (oC)
pH
Phosphate (ppm)
Nitrate (ppm)
Dissolved Oxygen (DO %)
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Biotic Tests
Macroinvertebrates
Grassy Hill
NA
Habitat Pond
Nematode
Segmented Worm
Bloodworm
Freshwater Snail
Stonefly Nymph
Whirligig Beetle
Water Mite
Stormwater Pond
Nematode
Dragonfly Nymph
Segmented Worm
Mosquito Larva
Haslams Creek
Barnacles
Shrimp
Flatworms
Grassy Hill
Kikuyu
Habitat Pond
Marsh Club-rush
Floating Pond weed
Nitella Algae
Striped Marsh frog
Superb Fairy wren
Stormwater Pond
Casuarina
Fleabane
Deadly nightshade
Blue tongued lizard
Gambusia
Haslams Creek
Mangrove
Saltmarsh plants
Sampling platform
Wire fence
Gravel path
Signs
Cycling
Walking
Gravel path
Wire fence
Landscaping
Cycling
Walking
Stormwater runoff
Observations
Flora
Fauna
Indian Myna
Purple Swamphen
Human Interactions
Gravel path
Signs
Landscaping
Cycling
Walking
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Short Finned Eel
Australian Darter
Mullet
Gravel path
Stormwater runoff
Gabion walls
Signs
Data Set 2
Weather
Air Temperature (oC)
Wind Speed (m/s)
Relative Humidity (%)
Light Intensity (lux)
Cloud Cover (%)
Cloud type
Grassy Hill
18
1.0
71%
123
32
Nimbostratus
Habitat Pond
15
0.6
78%
115
55
Nimbostratus
Stormwater Pond
14
0.5
89%
124
69
Nimbostratus
Haslams Creek
15
0.4
89%
117
47
Nimbostratus
Grassy Hill
NA
Habitat Pond
1.5
Stormwater Pond
1.6
Haslams Creek
36
NA
NA
NA
NA
NA
NA
50
14
7.0
0
0
92
20
17
8.5
0
0
85
50
16
8.5
0
0
93
Abiotic Water Quality
Salinity
(electroconductivity – ppt)
Turbidity (NTU)
Temperature (oC)
pH
Phosphate (ppm)
Nitrate (ppm)
Dissolved Oxygen (DO %)
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© NSW DET 2009
Biotic Tests
Macroinvertebrates
Grassy Hill
NA
Habitat Pond
Segmented Worm
Bloodworm
Freshwater Snail
Diving beetle
Water scorpion
Stormwater Pond
Blackfly larva
Mosquito larva
Damselfly nymph
Gambusia
Haslams Creek
Barnacles
Shrimp
Grassy Hill
Kikuyu
Fireweed
Paspalum
European Rabbit
Habitat Pond
Jointed Twig-rush
Floating Pond weed
Nitella Algae
Chestnut Teal
Little Grebe
Water Rat
Sampling platform
Wire fence
Gravel path
Signs
Cycling
Walking
Stormwater Pond
Blue-green Algae
Casuarina tree
Tussock Grass
Ibis
European Carp
Haslams Creek
Salt marsh plants
Mangrove trees
Observations
Flora
Fauna
Human Interactions
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Gravel path
Signs
Landscaping
Cycling
Walking
Gravel path
Wire fence
Landscaping
Cycling
Walking
Stormwater runoff
White Faced Heron
Gravel path
Stormwater runoff
Signs
Data Set 3
Weather
Air Temperature (oC)
Wind Speed (m/s)
Relative Humidity (%)
Light Intensity (lux)
Cloud Cover (%)
Cloud type
Grassy Hill
22
0.6
50%
316
57
Stratocumulus
Habitat Pond
19
0.3
63%
300
61
Stratocumulus
Stormwater Pond
18
0.1
62%
296
70
Stratocumulus
Haslams Creek
18
0.1
71%
280
58
Stratocumulus
Grassy Hill
NA
Habitat Pond
1.5
Stormwater Pond
1.6
Haslams Creek
36
NA
NA
NA
NA
NA
NA
15
17
7.0
0
0
85
20
19
8.5
10
10
86
20
18
8.0
10
10
86
Abiotic Water Quality
Salinity
(electroconductivity - ppt)
Turbidity (NTU)
Temperature (oC)
pH
Phosphate (ppm)
Nitrate (ppm)
Dissolved Oxygen (DO %)
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© NSW DET 2009
Biotic Tests
Grassy Hill
NA
Habitat Pond
Dragonfly Nymph
Nematode
Segmented worm
Caddisfly larva
Mayfly nymph
Water penny
Diving beetle
Stormwater Pond
Damselfly nymph
Mosquito larva
Fly larva
Haslams Creek
Flatworm
Grassy Hill
Kikuyu
Habitat Pond
Marsh Club-rush
Water plantain
Nitella algae
Haslams Creek
Mangrove
Salt marsh
Fauna
European Black rat
Welcome swallow
Raven
Human Interactions
Gravel path
Signs
Landscaping
Cycling
Walking
Eastern striped skink
Little grassbird
Green and Golden bell
frog
Sampling platform
Wire fence
Gravel path
Signs
Cycling
Walking
Stormwater Pond
Blue-green Algae
Water Ribbon
She-Oak
Kangaroo Grass
Dusky Moorhen
Gambusia
Reed warbler
Macroinvertebrates
Observations
Flora
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© NSW DET 2007
Gravel path
Wire fence
Landscaping
Cycling Walking
Stormwater runoff
Black cormorant
Ibis
Seagull
Gravel path
Stormwater runoff
Signs