Geographical Inquiry and Lesson Sequence Plan - Report Example

Name: Student Number: Course: Assignment Number: Word Count: 2470. Geographical Inquiry and Lesson Sequence Plan Introduction In Australia, geography is a subject closely tied to sustainability. The link between geography and history is so strong because when history tells us about how things have survived to the present; through sustainability; geography tells us on how to protect and ensure continuity of the things history has provided for us. There are various methods of learning and this paper focuses on the out-of-class learning where learners learn through appreciating the nature, outside their classes. During my research on the favorable sites in the Gold Coast Queensland, I arrived at Springbrook National park as a good site for students to learn. Springbrook National Park is located at 28.1989° S, 153.2960° E and is a 41 minutes drive from Australian capital Brisbane (Wilson, 2004). Queensland has a vast geographical potential for out-of-class learning. Springbrook National park is a good capacity for learners as it has enough space to accommodate many people. Queensland is well known for increased cases of floods. The national park does not lie in the area highlighted by the Gold Coast flood search system as a flood risk making it a safe field excursion site. The site provides a very rich history and can help learners appreciate the concepts learned in class. The site can help learners see the need and advantages of environmental sustainability in the sense that the park has been protected and that is why it serves as a habitat for animals, trees like the, palms, epiphytes and strangler and the rare glowing worms (Wilson, 2004). It is through sustainability that the rivers in the park still hold their original nature and has not dried out. Literature review The park has natural bridges, trees and many rivers in it. To answer the question of how the place is changing: It can be seen that the first Europeans to find this place were woodcutters. Were it not for the intervention of the government then the site was at a risk of demise. The park has been protected by the Australian government and the international bodies involved in conservation and sustainability (Pearce, 2015). The government has gone an extra mile to ban swimming in the rivers which threaten the survival of glowing worms. All these are concepts that learners can well understand from the chosen geographical site. Some people will ask how this place is connected with the other places. First, the place itself has several connections from within (Caldis, 2013). The park has rivers, mountains, caves, animals and even people living in it. In itself, the connection is solid. The surrounding area is considered a reserve to see just the continuation of the wonders of the site. The students visiting this site can develop questions or at the very least can be able to answer questions posed in this context. I would recommend the adoption of the linear inquiry model to all educators with the aim of bringing their students in this magnificent learning place (Keiper, 1999). I recommend this model for the students in lower stages of learning. The teacher will develop questions and guide the students to answer them. Using this method, the teacher or guide can set the pre-determined answers and then create curiosity for the students to see their capabilities (Proctor, 1998). To achieve maximum results from this excursion, the teacher should at least pose more questions compared to giving content for example on the land formations of the volcanic mountains. Questions help the learners relate with the environment and when guided well, the students have a higher chance of understanding their environment. The geographical features of interest found in Springbrook National park include rivers, mountains and rocks can raise discussions on the formation of mountains and the different types of rocks. Questions and topics emerging from this area can range from the formation of the mountains to the significance of the mountains in the region. Mountains to be more specific have served as keepers of a stable climate, the trees on the mountains balance the air pollution and provide fresh air. The nature of the rivers flowing in the chosen region should develop some questions for the visiting learners. Questions emerging from this excursion could focus on the relationship of history and geography (Casinader, 2015). The relationship in the sense that history tells us about how previous generations have protected the park with its natural state and geography is the context of how we can benefit from the natural environment while ensuring that it remains to be seen by many generations. The linear model will direct the teacher to guide the students on the correct way to handle questions. The model also helps the teacher project the expected results. The teacher by the end of the exercise should be able to project the exercise as a success or a failure. Part B Geography has always revolved around the relationship between people and their environment. Students will be brought to this site by their teachers to explore its vast geographical knowledge and help the learners relate what they learn in class and what is in the real world. Geography focuses on human activities and how they affect the environment. It focuses on sustainability of the available resources for a longer duration and the problems associated sustainability (Brookes, 2002). The subject should help students develop the understanding of the interdependence between man and his environment. Field work is a method adopted in the Australian system where it is normally used side by side with geography studies. The study of specific topics or a phenomenon like the human activities in the mines can be best understood by visiting the sites to help the students see and visualize the reality of the matter. The fieldwork lessons help students connect with the nature in a different way from how they do when they learn from classes (Sheppard, 2008). From the field, students are expected to interact with the environment. In this location, students can see different rocks and visually identify their different features. The students can see the volcanic mountains which can serve as a good aid in identifying their unique features. The lesson plan I develop from the study of Springbrook national park will help the students have a feel of the concepts taught in class. The excursion can help students apply the concepts of critical thinking in the sense that the students can develop questions to address why the mountain or the forest is the way it is and not another way. From the excursion, the students can be able to relate concepts taught in class with the real world. On the matters of sustainability which is one of the pillars of Australian education system (Whitty, 1998). The students through field work will learn the costs and struggle related to conserving the environment, they will also see the value attained to the environment. Visualization in school is one of the effective and overused techniques to see that the teacher help the students grasp concepts. Some subjects require practical lessons to help students understand better, in the case of geography, field work is equal to those practical lessons. In my case of Springbrook national park, the students will be able to relate to the land formation processes at first hand. The students should be able to see the reality of what they are being taught. This can be a big boost to the students in their understanding to see that their work will be made easier. The lesson plans developed from this context are viable to all kinds of classes; the early stages classes and classes of the advanced students. All students will enjoy the pleasure of learning with the verbal, visual and interpersonal aids. The idea is to help them connect and appreciate the class lessons (Lupton, 2012). The field works would help them develop more questions compared to when they learn in a classroom and also help them come up with better answers compared to those they would have come up with in case they were taught the concepts in class only. Well planned field events can help students change their attitude and mentality of a subject; in this case geography. The field work should help the students re-examine their values in relation to the environment and its sustainability. Well planned fieldwork to the Springbrook national park can help students start the conversation of importance and sustainability of trees in seeing a balance in the environmental life support systems to ensure sustainability. With the development of the right questions, the teacher has a very good chance to see the progress of students and a chance to influence them to think in a certain way. Pre-developed questions are very good because the teachers can develop pre-determined answers (Wilson, 2004). Teachers can alter the thinking of the students to incline their thinking to a specific direction. The teachers can involve use of new skills in the students, observe and monitor its progress and then evaluate to see its effectiveness. The students, on the other hand, can be able to formulate questions by their own. Using the linear module framework, the teacher can be able to closely monitor the progress of the understanding of his or her students. This kind I framework is highly adopted in the stages of early classes since it helps close monitoring of the students. Engaging students in this framework is very easy because the steps are for the monitoring are well documented and easy to follow. In as much as the framework has been recommended for lower classes, the method applies well to the upper classes. The teacher changes a few steps to ensure the method does not undermine any group of students. The engagement of students is similar in all the levels of the framework but when it comes to investigation, the questions change. The approach for the younger students is different with that of the experienced students. The younger students will have easy questions, a directed thinking making them come to the pre-determined conclusion. The older students, however, will employ critical thinking in their questions. The method of engagement between these two different groups will also differ. The smaller students will have a more repetitive session compared to the experienced ones. The evaluation also sees a variation where the young students have less demanding evaluation compared to the advanced ones (Keiper, 1999). Year level: 7-10 years Content description The nature of national parks and forest reserves. Geographical concepts Space, place, interconnection and environment Achievement standard By the end of the excursion the students should be able to identify the relationship of geographical concepts Inquiry question: How is Springbrook national park geographical appearance changing? General capabilities General skills sums up the skills which when added to geography curriculum content, helps the students with a better, clearer understanding. Creative thinking involves things that which not really as they are but as they were or as they could be. Critical thinking helps students evaluate the situations presented and generate debatable questions as to why things are the way they appear and not otherwise. Other general capabilities include ethical considerations and Information communication technology understanding. Priorities The Cross-curriculum activities are employed to enhance the understanding of class based knowledge. The activities help students relate what they learn in class and what is outdoors. Sustainability helps the student appreciate the present and develop a deep concern for the future of the resources facing exhaustion. Priority helps the students develop skills and values which in return help them act in ways promoting sustainability. Data Methods used to collect data will include observation, being an outdoor exercise, the students will be required to observe their surrounding and get ideas. Students should also have topics from their teachers to help them develop a specific direction of thought. The type of data to be collected will include land formations, environmental challenges and the physical features in the region. The students should carry notebooks or a place to record and document the fascinating geographical features. Administrative requirements: according to the regulations set forth in Australia, it is the responsibility of every school to ensure the safety of its student when they are on a fieldwork. Before visiting the recommended site the teachers should set some time and engage the students in discussion on the expectations in terms of behavior and respect of the rules of the places they do plan to visit. The teachers should have an adult present for supervision purposes, preferably a parent. The students should carry necessities like the sunscreen for outdoor activities and communication equipment like mobile phones if possible. The teachers should do a risk assessment and submit to the school management. Lesson1: Focussed skill: Listening and speaking Unit: geography Topic: Excursion safety rules Learning objectives: To understand all the safety requirements and equipment one needs in field work. Understand the importance of observing safety rules To understand the procedure to follow in case of a field accident. The lesson activities Introduction The teacher introduces the importance of field excursions. Introduction of basic safety rules. Body The teacher explains: The connection between class work and field excursion. The challenges associated with breaking rules. The different rules guiding field excursions. Conclusion Review of the key points and concepts. Lesson 2: Focussed skill: Listening and speaking Unit: geography Topic: History of Springbrook national park Learning objectives: To understand the progress of Springbrook national park over the years. To help students appreciate the origin of the park. The lesson activities Introduction The teacher introduces history of Springbrook national park Body The teacher explains: The history of the park. The similarities and differences between the early park and the modern one. Conclusion Review of the key points and concepts. Discussion through questions and answers Lesson 3: Reflection questions. Lesson 2 Focussed skill: Question and answer Unit: Geography Topic: Springbrook national park as a geographical site. Learning objectives: To understand the geographical features of the park To identify and name all the geographical features in the park. The lesson activities Introduction The teacher reviews the previous lesson (lesson 2) topic. Introduction of concept of geographical features. Body The teacher: Asks about the geographical features of Springbrook national park which the students saw. Starts a discussion on the conflicting answers Asks the impacts of sustainability of Springbrook national park Conclusion Review of the key points and concepts Discussion through questions and answers Evaluation of the outcome and assessments Conclusion. Springbrook national park is not only a recreation park but also a hub for learning materials. The park accommodating plants, animals, rivers, caves, mountains and valleys; proves to be one learning resource that should be adopted in schools for aiding geography classes. I settled for this geographical location due to its space which can accommodate a large class. References 1. Wilson, C., Tisdell, C. A., & Merritt, D. (2004). Glow worms as a tourist attraction in Springbrook National Park: Visitor attitudes and economic issues (No. 51298). University of Queensland, School of Economics. 2. Caldis, S. (2013). Australian curriculum: Geography. Geography Bulletin, 45(2), 5. 3. Lupton, M. (2012). Inquiry skills in the Australian Curriculum. Access, 26(2), 12. 4. Casinader, N. (2015). Geography and the Australian curriculum: Unfulfilled knowledges in secondary school education. Geographical Research, 53(1), 95-105. 5. Sheppard, E., & McMaster, R. B. (Eds.). (2008). Scale and geographic inquiry: Nature, society, and method. John Wiley & Sons. 6. Proctor, J. D. (1998). Ethics in geography: giving moral form to the geographical imagination. Area, 30(1), 8-18. 7. Brookes, A. (2002). Lost in the Australian bush: Outdoor education as curriculum. Journal of Curriculum Studies, 34(4), 405-425. 8. Pearce, E., Schmidt, S., Franks, A. J., & Shoo, L. P. (2015). Species turnover of corticolous bryophyte assemblages over 15 years in an Australian subtropical cloud forest. Austral Ecology, 40(8), 877-885. 9. Keiper, T. A. (1999). GIS for elementary students: An inquiry into a new approach to learning geography. Journal of Geography, 98(2), 47-59. 10. Whitty, G., Power, S., & Halpin, D. (1998). Devolution and Choice in Education: The School, the State and the Market. Australian Education Review No. 41. Australian Council for Educational Research (ACER) Limited, 19 Prospect Hill Road, Camberwell, Melbourne, Victoria 3124, Australia.. 11. Read More