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05022024_Google doc scaffolds for the Masterclass activites.docx

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Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis

Act 3: Collect data

Act 4: Analyse data

Act 5: Presentation and sharing of data

Act 6: Consolidate and evaluate your learning

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Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis

Act 3: Collect data

Act 4: Analyse data

Act 5: Presentation and sharing of data

Act 6: Consolidate and evaluate your learning

# data[].attributes.body
Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis

Act 3: Collect data

Act 4: Analyse data

Act 5: Presentation and sharing of data

Act 6: Consolidate and evaluate your learning

# data[].attributes.body
Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis

Act 3: Collect data

Act 4: Analyse data

Act 5: Presentation and sharing of data

Act 6: Consolidate and evaluate your learning

# data[].attributes.body
Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis (for one agreed upon photo)

Act 3,4,5: Plan for collection, analysis and representation of data

Act 6: Possible fieldwork ideas

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Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis (for one agreed upon photo)

Act 3,4,5: Plan for collection, analysis and representation of data

Act 6: Possible fieldwork ideas

# data[].attributes.body
Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis (for one agreed upon photo)

Act 3,4,5: Plan for collection, analysis and representation of data

Act 6: Possible fieldwork ideas

# data[].attributes.body
Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis (for one agreed upon photo)

Act 3,4,5: Plan for collection, analysis and representation of data

Act 6: Possible fieldwork ideas

# data[].attributes.body
Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis (for one agreed upon photo)

Act 3,4,5: Plan for collection, analysis and representation of data

Act 6: Possible fieldwork ideas

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How do residents staying here get their shopping and groceries?

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How do residents staying here get their shopping and groceries?

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Please upload your work in this order:

Act 1: Annotate and upload photo, with a possible question you want to investigate

Act 2: Plan with an inquiry question or a hypothesis (for one agreed upon photo)

Act 3,4,5: Plan for collection, analysis and representation of data

Act 6: Possible fieldwork ideas

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Activity 1 : Annotate and Upload a Photo with a possible question to investigate.

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Activity 1 : Annotate and Upload a Photo with a possible question to investigate.

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How do students acquire a sense of place in school?

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Why has the road crossing been modified?

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Why has the road crossing been modified?

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What are some possible human-nature interactions happening here?

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What are some possible human-nature interactions happening here?

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Do green spaces in the school enhance mental health of students?(Boonyen - Deyi)

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Do green spaces in the school enhance mental health of students?

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Do green spaces in the school enhance mental health of students?

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How might we reduce the possible road safety hazards as the students move from building to building?

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How might we reduce the possible road safety hazards as the students move from building to building?

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How do neighborhoods use greens in their shared spaces? (Wendy Lim)

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How do neighborhoods use greens in their shared spaces? (Wendy Lim)

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•Fence using high trees as a barrier

•Heap of leaves

•Plants along the roads and on roofs

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How does slope gradient affect soil erosion rate?

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To what extent does the neighbourhood benefit from this nature area in the school?

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To what extent does the neighbourhood benefit from this nature area in the school?

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Why are there railings dividing the seats in the meeting area?

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Why are there railings dividing the seats in the meeting area?

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How do students acquire their sense of place in school?

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How do students acquire their sense of place in school?

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What are the factors affecting the ambient temperature of an area?

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What are the factors affecting the ambient temperature of an area?

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Victoria

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How significant is this place to Zhonghuarians? Why?

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How significant is this place to Zhonghuarians? Why?

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What is the purpose of the seating area near the school pond/garden?

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What is the purpose of the seating area near the school pond/garden?

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Which part of YI is the most comfortable to study at? (Thermal comfort)

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Which part of YI is the most comfortable to study at? (Thermal comfort)

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Is the upkeeping/ maintenance/ trimming of nature (trees) desirable?

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Hafizah: How do precincts cater to the needs of the residents?

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Hafizah: How do precincts cater to the needs of the residents?

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Hidayah :What are sustainable urban neighbourhoods? 

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Hypothesis : Social sustainability is more important than environmental sustainability in Siglap.

Possible data collection methods : bipolar survey , annotated photographs , questionnaires

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PUB is replacing pipes along Ang Mo Kio Avenue 1. What is the impact of this project on nature and people living near the drilling site?  

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PUB is replacing pipes along Ang Mo Kio Avenue 1. What is the impact of this project on nature and people living near the drilling site?  

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How would the communities living in private and public estates impact sustainable urban development differently?

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How would the communities living in private and public estates impact sustainable urban development differently?

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How will this area benefit students in the school?

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What is the inter-relationship between man and nature? (Ling Min)

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What is the inter-relationship between man and nature? (Ling Min)

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What is the relationship between nature and humans in this space?

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What is the relationship between nature and humans in this space?

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How do students acquire a sense of place in Bedok View Secondary School?

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How do students acquire a sense of place in Bedok View Secondary School?

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Students can go around school and take photos of features that help them develop a sense of place and to explain through annotations/ presentation in class.

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Kaleb: How does the natural environment create a sense of place in a neighbourhood ?

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Kaleb: How does the natural environment create a sense of place in a neighbourhood ?

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Activity 1 & 2 - Exploring Social Sustainability

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Activity 1 & 2 - Exploring Social Sustainability

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Explore human interactions at such locations. 5W1H to use as a tool for question generation and focusing questions and/or annotations. e.g. how would such interactions promote social sustainability? How does it promote a sense of place?

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Inquiry Question: Why is the school (AST) next to the army (Gillman) Barracks? [big idea: changing landscape) 

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Inquiry Question: Why is the school (AST) next to the army (Gillman) Barracks? [big idea: changing landscape) 

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1) How does the garden contribute to the AST community's sense of place?

2) The garden does contribute to the AST community's sense of place.

3) Interviews, perception survey, mental maps

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How does the green house lead to environmental sustainability in school 

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How does the green house lead to environmental sustainability in school 

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Conduct interviews with business owners and school staff on the past users of the land

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Hypothesis: "Vegetated areas are more conducive for meetups/events than non-vegetated areas"

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1. Conduct questionnaire to find out how often they visit and use the community garden? Who? When? Where? Considerations for designing questionnaire and choosing respondents.

2. Mental maps - to determine familiarity of the community garden? Analyse the maps to determine how many residents/students may have included the community garden in their maps; come to some form of conclusion on the issue IQ raises. LINK TOPIC 2 TO TOPIC 1.

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(Fatin) How prepared is the school during a fire hazard?

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(Fatin) How prepared is the school during a fire hazard?

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Data collection:

1. Questionnaire to ask students and staff how prepared they are, what to do during a fire emergency

2. Mental maps of evacuation routes

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Propose Inquiry Question:

To what extent is the residents' sense of place affected by the change in the natural environment?

Propose primary data:

Interview residents who have lived there and experience the change. (survey questions / mental map - memory of the previous landuse - provide choice to students)

secondary data:

comparison of past photos (archive online photos)

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Hypothesis:  Gillman Barracks changed its landuse to adapt to the changing needs of the region. 

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Hypothesis:  Gillman Barracks changed its landuse to adapt to the changing needs of the region. 

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Collecting Temperature from the 3 locations (open area, under shade, and vegetated area)

Equipment: thermometer / anemometer / wind vane / weather tracker

Surveys [convenience sampling asking their classmates]:

1) In a month, how frequently do you meet up here? [quantitative]

2) Do you feel comfortable when you meet up in this area [Likert scale very comfy, comfy, not so comfy, uncomfortable] [quantitative]

3) Given these 3 areas (open area, shaded, vegetated but open area), which would you prefer to meet up at? [multiple choice] [quantitative]

4) What are the alternative venue you would rather meet up in? [open ended] [qualitative]

5) Give 2 reasons why. [qualitative]

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Must we complete the whole inquiry process for bitesize fieldwork?

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Mental maps - pencil and paper, padlet with sketching app, about 5 to 10 minutes, depending on profile of students.

Q4: This activity can help students to see that everybody's sense of place is personal. Some considerations would be that going through activities 1 to 3 will require more time with the students. Just tailoring our activity 3 into a possible lesson involving sense of place is also a possible idea.

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Act 4 and 5: Presentation and Analysis of data

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Act 4 and 5: Presentation and Analysis of data

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Weather information such as wind speed and temperature can be presented in comparative line graph.

With the rest of the data, they can be presented in pie charts.

Students can refer to their data to consider the results and derive conclusive data from them.

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Analysis of the landscape - observing architecture

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Taking photographs and annotating aspects such as architecture (windows, accents)

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conduct land use survey

Interview business to find out more about when they started their businesses

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Interview businesses to find out when they started their businesses 

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Interview businesses to find out when they started their businesses 

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conduct land use survey

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Do a sound CD

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Sketch to annotate the architecture features of old buildings. 

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Sketch to annotate the architecture features of old buildings. 

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Rights Statement

The information on this page and any images that appear here may be used for private research and study purposes only. They may not be copied, altered or amended in any way without first gaining the permission of the copyright holder.

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some features were repeated in some of our maps

none of the features were seen in all 6 mental maps

this shows that mental maps can be used to find common experiences, and yet it is highly personal and subjective.

the activity did not take into account the perception of AST staff, who are less temporal visitors than us.

to extend and include interviews of AST staff.

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1. Analysis of the Land Use of Gilman Barracks

2. Analysis of Land Use of Regional

3. Annotation of Photographs with reference to the hypothesis

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give students a colour code key for them to colour and code their mental maps.

frequency count of features that are repeated to give quantitative data.

table form, bar graph etc

analysing key patterns from the data (e.g. colour coding, frequency count)

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Act 6 Consolidate and Evaluate your Learning

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Act 6 Consolidate and Evaluate your Learning

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Consolidation: Teacher will facilitate the analysis of the cause and effect of the presence of Gilman Barracks beside Academy of Singapore Teachers.

Extended Task: What would you replace Academy of Singapore Teachers with if you are the Urban Redevelopment Authority to ensure the sustainability of the region? (Economic, Social and Environment)

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1. Analyse the data collected from the survey/questionnaire - quantitative e.g., number of people valuing or recognising the community garden e.g., qualitative analysis - size and position of community garden in mental map OR using scales - community garden is very valuable in building community spirit OR community garden is NOT important in building community spirit

2. Frequency or mode or mean data analysis

3. Possible to explore sensory fieldwork

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Reflection:

Was our survey sample size representative of the population that uses the space? (convenience sampling)

Were our temperature data collection methods sufficient to come to a conclusion without encountering errors on accuracy or reliability?

validity: logic of choosing the data collection method

accuracy: error in data collection method

reliability: was the data over/under estimated due to inadequate steps

Hypothesis: can our hypothesis be answered based on the data we collected thus far? If not, what else is needed?

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1. Various forms of data representation - pie charts, graphs, bars, annotations, colour codes, photographs, word clouds

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1. Issues of validity and reliability.

2. Coming to conclusions about the data collection methods

3. Identifying trends and patterns (if possible).

4. Suggesting improvements to increase reliability and validity.

5. Examining possible reasons for the findings.

6. Thinking about thinking - metacognition

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1) The garden in AST is not significant in contributing to AST community's sense of place.

2) Replicate the mental maps to context of their own community, perception surveys for tourism and tectonics (disaster risk management, perception of volcanic areas), data collection for temperatures

3) For students: collaboration, having a “geographical” eye / lens, seeing “Geography” in their everyday lives, appreciate their surrounding leading to developing the 21CCs

F teachers: collaboration, adaptability, creative and to see possibilities

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Bite-sized fieldwork is meant to be manageable and like a 'hook' to engage students and to make learning more relevant for them. I think it is a platform to empower students' voices as they also have the chance to investigate what may interest them.

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I love the analogy of CNY reunion dinner to explain the importance of Bite Size fieldwork.

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I feel more confident in planning and executing more "single and half dishes" in my lessons so that the students can manage a full scale reunion dinner.

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Bite-size fieldwork seems quite manageable.

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I am now more confident of developing lessons to engage students in teaching GEL and other topics. The school is a good place to start bite-sized activities.

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I am more confident of being able to snatch those teachable moments when I am with my students. Being able to raise awareness and concern amongst students. It does not have to be always planned, but sometimes the journey that us important

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Bite-sized fieldwork provides opportunity for students to participate in inquiry more actively, make learning more meaningful and relevant.

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Bite-sized fieldwork offer students opportunity to learn geographical content (ideas and concept) and skills. Appeal to more students as we can reach out to different learning profiles.

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I enjoyed this session and I feel I can make this bite-sized fieldwork work in class.

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Bite-sized fieldwork is not intended to be big/ detailed/ overly exhaustive. Perhaps we should take a more chilled approach and not to overthink it such that it becomes too thorough, otherwise we cross the line and this becomes a full-fledged fieldwork instead.

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It was an engaging session. Great ideas on bite - fieldwork to implement. Hands-on segments were helpful.