The Humanities – Geography Assessment Map – Sample at 4.25
For Level 3, please see The Humanities Assessment map.
Rivers of noise
Context
Students were asked to demonstrate understanding of the characteristics of a selected local region and the physical processes and human activities that form and transform it by undertaking fieldwork. This example reports findings on noise pollution along a section of a major arterial transport route. The presentation was to be in the format of a newspaper article and was expected to include different representations of collected data.
The fieldwork activity took a number of sessions to complete. Students could work in groups to design their fieldwork activities, undertake the fieldwork activities and to write the report in a newspaper article format. The total time taken to complete the task involved approximately five hours – one pre-fieldwork session, 1-2 hours in the field and time to create the newspaper report.
Teaching and learning activities associated with this assessment task included:
- collection and collation of information gathered from fieldwork observations,
- interpretation of information at a range of scales from maps and photographs,
- utilisation of map evidence to support explanations, draw inferences and predict associated outcomes,
- presentation of findings using geographic conventions,
- articulation and defence of their own opinions, and contest, where appropriate the opinions of others,
- development of a range of resources in relation to social, environmental and economic issues in a personal context,
- development of an action plan which demonstrates their knowledge of an issue and suggest strategies to raise community awareness of it, and
- utilisation of a range of ICT tools and data types to visualise thinking strategies when solving problems.
The element of the Geographic knowledge and understanding Level 5 standard addressed by the task is:
(Students) demonstrate understanding of environmental issues based on inquiry and propose ways of ensuring the sustainability of resources.
The element of the Geospatial skills Level 5 standard addressed by the task is:
(Students) identify and gather geographical information from fieldwork and organise, process and communicate it using a range of written, …, visual ... forms.
Stimulus
Students worked in groups to complete the newspaper report that was to include:
- geographic location of the section of the arterial transport route being studied using text, photographs, sketches or maps,
- sources of noise pollution generated along the chosen section of the arterial route using text, photographs and sketches,
- possible short and long term effects on people and environments,
- findings of the investigation to be presented as text supported by the use of photographs and graphics such as tables and sketches, and
- possible solutions to the problem.
Sample
The following work sample, and the related The Humanities – Geography 4.25 progression point examples, illustrate the kind of response that students produce as they progress towards the Level 5.
View text version
View image description
View image description
-
Geographic knowledge and understanding – 4.25
- Identifies the groups of people in the community affected by the noise pollution from the major arterial transport route.
- Identifies some of the impacts on the people of the noise from the major arterial transport route but does not provide a wide range of impacts nor discuss impacts specific to certain groups such as the hospital.
- Provides a brief analysis of the environmental issue but does not explain the noise levels encountered by the community.
-
Geospatial skills – 4.25
- Provides a map of the area under investigation, but the geographic conventions of the map need development to include a border, an appropriate compass diagram, a more carefully constructed title, a scale for the map, and a source (who drew the map) acknowledgement.
- Utilises a map but would need to include a map description to show interpretation of the information.
Back to Top
