2018 Secondary 1 GI Booklet

METHODIST GIRLS’ SCHOOL SECONDARY 1 – GEOGRAPHICAL INVESTIGATION (GI)Name: _____________________ Class: ______ Group: _______Tropical Rainforest GI @ Singapore Botanic Gardens1. INTRODUCTION1.1 How do human activities affect our nature reserve/ park? How can weconserve our nature reserve/ park?Nature Reserves/Parks are important green spaces in our living environment. They arevaluable places for recreation, conservation, research and education. In the case ofSingapore, the government has created green spaces through the creation of naturereserves and parks, which help to increase the liveability of our living environment. Thisgeographical investigation provides you with the opportunity to explore the human activitiestaking place in a nature reserve/park and examine the strategies to conserve the naturereserve/park.1.2 Enduring understanding:1. The tropical rainforest is an important type of natural ecosystem, housing a wide variety of plants and animals, many of which are valuable to people.2. The TRFs around the world are under threat from human activities.3. It is important to use the TRFs in a more sustainable manner.1.3 Six Stages of Geographical InvestigationStage Process Task ● ask guiding questions to understand the focus of1 Analyse the GI question the GI question.2 Scan and gather data ● determine the type of data required to answer GI3 Analyse the data question4 Construct group response ● primary data collection - conduct fieldwork5 Present group’s conclusion ● secondary data collection - maps, online data ● interpret, analyse and represent data6 Individual reflection ● response to GI question ● present and communicate presentation with an end-product (powerpoint) ● reflect on the learning and the experience of the GI process. ● identify strengths, limitations and areas of improvement in the investigation. Page 1 of 24

1.4 Area of study for the geographical investigation (GI) ● The tropical rainforest at the Singapore Botanic Gardens ● The geographical issue statement is: -- Conservation of the tropical rainforest at the Singapore Botanic Gardens  --1.5 Weighting for tasksTask Name Marks 1 Pre-Fieldwork:​ Individual Research 4 2 Pre-Fieldwork:​ Group’s Understanding of Geographical Issue 4 3 Pre-Fieldwork:​ Group’s Research and Fieldwork Planning 6 4 Post-Fieldwork: G​ roup Presentation 10 5 Post-Fieldwork: I​ ndividual Reflection 6 Total 30 marksNote: The total marks (30 marks) also form ​30% of the overall grade​.1.6 Form you groupRefer to Annex A to find out about the duties of each role. Role Name of Group Member Class Register No.Group Facilitator 1.Recorder/Secretary 2.(2 members) 3.Resource Representative 4.Checker 5. Page 2 of 24

Content Page 11. INTRODUCTION1.1 How do human activities affect our nature reserve/ park? How can we conserveour nature reserve/ park? 11.2 Enduring understanding: 11.3 Six Stages of Geographical Investigation 11.4 Area of study for the geographical investigation (GI) 2 The tropical rainforest at the Singapore Botanic Gardens 2 The geographical issue statement is: 21.5 Weighting for tasks 21.6 Form you group 22. UNDERSTAND THE GI ISSUE 42.1 Task 1 - Group understanding of GI question (4m) 52.2 Gather secondary data through library and online research 62.3 Task 2 - Individual research (4m) 73. PRE-FIELDWORK 93.1 Task 3 - Group’s Research and Fieldwork Planning (6m) 94. FIELDWORK 114.1 Gathering primary data through fieldwork 114.2 Map of the rainforest area under investigation 124.3 Field Sketching 134.4 Photographs 154.5 Conducting surveys 194.6 Post-fieldwork reflection (To be completed immediately after fieldwork) 195. POST-FIELDWORK 205.1 Task 4 - Group presentation (10m) 215.2 Task 5 - Individual reflection (6m) 22Annex A: Roles and Responsibilities 24Annex B: Safety Guidelines and Conduct During Fieldwork 24 Page 3 of 24

2. UNDERSTAND THE GI ISSUEBefore you begin your investigation, let’s examine carefully the G​ I questions ‘How do h​ uman activities​ affect our nature reserve/park?’  ‘How can we ​conserve​ our nature reserve/park?’ We can better understand the focus of the GI questions by first i​ dentifying the keywords andphrases in the question. Secondly, we can also ​generate some guiding questions to breakdown the task into smaller parts.Keeping in mind the GI questions, some guiding questions my group thought of usingthe 5W1H question frame to guide our investigation are:  Page 4 of 24

2.1 Task 1 - Group understanding of GI question (4m)With the GI question in mind, our group agreed on the following ​two guiding questions​.These guiding questions are selected as we consider them to be most relevant to ourunderstanding of the GI question and they will guide us in our investigation.Guiding Question #1becauseGuiding Question #2because MARKS FOR GROUP 4 UNDERSTANDING OF GI QUESTIONRubric for Task 1: Group Understanding of Geographical Issue - 4 marksAssessment Exceeding Meeting Expectation Approaching Below Expectation Criterion Expectation ExpectationAsk guiding 4 marks 2 marksquestions Shows an understanding of the Geographical Shows partial understanding of the Geographicalthat are Issue and provides clear evidence of this ability Issue and requires more monitoring and guidancerelevant to by being able to ask guiding questions that are from the teacher to ask guiding questions that arethe relevant to the Geographical Issue. relevant to the Geographical Issue.GeographicalIssue Page 5 of 24

2.2 Gather secondary data through library and online researchBased on the guiding questions agreed by your group, you will need to conduct library andonline research to find out the information available that would help you to conduct your GIat the Singapore Botanic Gardens.In your research, you need to investigate a​ t least the following guiding questions:​ 1. What are the human activities (e.g. by individuals, non-governmental organisations and government agencies) that can affect the Singapore Botanic Gardens? 2. What are the ways we (e.g. individuals, non-governmental organisations and government agencies) can conserve the Singapore Botanic Gardens?REFERENCING: Cite your references using the APA citation as shown below. You can useonline citation tools, i.e. Easybib (Website: h​ ttp://www.easybib.com/ ) to help you cite yourreferences. ● J. Gradwohl and R. Greenburg (1990). Saving the Tropical Rainforest. Island Press. ● National Parks Board. (2013). Nature Reserve. Retrieved April 24, 2013, from http://www.nparks.gov.sg/cms/index.php?option=com_visitorsguide&task=naturerese rves&Itemid=75As a group, discuss how your group plans to allocate the research amongst yourselves.Record the plan in your group log. Proceed to carry out research in your respective areasindividually and consolidate a group research ​addressing the guiding questions​. Page 6 of 24

2.3 Task 2 - Individual research (4m)Scan and gather relevant information on the tropical rainforest at the Singapore BotanicGarden via library and online websites to submit a typewritten report for grading: ● your research should be very detailed and it must r​ elate clearly to the guiding questions​ which you have generated ● refer to a​ t least​ t​ wo credible websites​ for your individual research ● write/summarise the data​ gathered from each source in the Task 1 WorksheetWrite a s​ ummary report of ​no more than 150 words​ based on your individual research ofthe tropical rainforest at the Singapore Botanic Gardens: ● type​ your report in font Arial, font size 11, double line spacing ​(in the Answer Box) ● your report must show your ​understanding, analysis ​and ​thoughts​ on the scope of the Geographical Issue; refer closely to the rubric below for the grading ● you are required to use your own words and to cite/acknowledge sources.Do not plagiarise. ● submit your type-written report with the Task 1 Worksheet for grading Guiding ​Que​ stion​ or area of research:An​ swer (Write in p​ rose.​ In your own words, no more than 500 words, font: ​Arial,​ font size:11​, d​ ouble line spacing​):De​ tails​ (In ​bulleted points​) : Page 7 of 24

Bibliography​ (APA format):TAKE NOTE:For Bibliography:​ You can cite your references using Easybib ​http://www.easybib.com/.​Download a copy of Task 2 from the link provided in the Geography Student Site Sec 1 andwork the document using Google Document. MARK FOR 4 INDIVIDUAL RESEARCHRubric for Task 2: Individual Research – 4 marksAssessment Exceeding Meeting Approaching Below Expectation Criterion Expectation Expectation Expectation (1 mark) (4 marks) (3 marks) (2 marks)● Conduct Research is very Research is detailed Research is Research has quality detailed and clearly and mostly relates somewhat detailed inadequate details and research relates to guiding to guiding questions and somewhat limited relevance to the questions posed posed related to guiding guiding questions questions posed posed● Verify Consults reliable Consults reliable Consults reliable Consults reliable information sources all the time. sources all the time. sources some of the sources some of the sources time. time.● Practice Credits sources, cites references and Insufficient credit given to sources, incomplete citation of references and does not follow thecommon follows APA citation all the time. APA citation all the time.ethicalguidelines andconventions inpresentinginformation Page 8 of 24

3. PRE-FIELDWORK3.1 Task 3 - Group’s Research and Fieldwork Planning (6m)For each guiding question, brainstorm on the type of data you would like to collect and themethod your group would use to collect the data.Guiding Question Type of data to be Method of data gathering gatheredDuring your fieldwork, it is not possible to take note of every plant and animal species in thetropical rainforest at the Singapore Botanic Garden. And thus, you will not be able to recordor collect all the data.Find out more about random sampling and systematic sampling and complete the tablebelow: Description Strengths LimitationsSystematicSamplingRandomSampling Conclusion We have decided to use (systematic / random) sampling in our data collection because _________________________________________________________________________ Page 9 of 24

__________________________________________________________________________________________________________________________________________________As your group plans for the fieldwork, consider some of the challenges your members mayface and how your group hopes to overcome these challenges. Record your discussionbelow:Type of Data Gathering Anticipated Challenges Overcoming Challenges Data Skills Apply random and systematic sampling appropriatelyPrimary Observe and sketch Data places, landscapes and natural features Take photos for evidence to support GI. MARK FOR    GROUP  6  RESEARCH Rubric for Task 3: Group Research & Fieldwork Planning - 6 marksAssessment Exceeding Meeting Approaching Below Expectation Criterion Expectation Expectation Expectation (1 mark) (5-6 marks) (3-4 marks) (2 marks)● Knowledge on Clear and detailed Clear description Somewhat clear Unclear a nd the type of data description and and explanation, description and inadequate to gather and explanation, provides a complete explanation, description and the method of provides a coverage of terms, provides a partial explanation, data collection comprehensive concepts and coverage of terms, provides a limited coverage of terms, related issues. concepts and coverage of terms, concepts and related issues. concepts and related issues. related issues. Page 10 of 24

4. FIELDWORK4.1 Gathering primary data through fieldworkMethods of collecting primary data (r​ efer to textbook p. 30-34​ ​for more information​) a. Draw a field sketch of your given field site b. Take photographs c. Sampling i.e. Systematic and Random SamplingA series of recording sheets are designed to help you to record the required data from the field. Use these recording sheets when you are conducting your fieldwork and make use of the data gathered to complete your group’s end product later.Before you set off for the field site,​ your group would need to ensure that you have brought along the following materials: i. Geographical Investigation Log ii. Camera iii. Cap iv. Mosquito repellent (if applicable) v. Poncho or umbrella vi. Sun block (if applicable) vii. Water bottleAt the field site,​ gather in your groups and do the following: i. Listen to a briefing by your teacher (Tuning into the environment and safety reminders – Refer to Annex B) ii. Conduct fieldwork activitiesAt the end​ of the fieldwork​, ensure that you have completed the following before you leave the field site: i. Complete the recording sheets ii. Complete the reflection exercise worksheet Page 11 of 24

4.2 Map of the rainforest area under investigationName of field site: ______________________________________________In the box below is a map showing the area where your group will collect primary data.Indicate with a letter ‘X​ ​’ the site where your group will be gathering data.Source: ​www.sbg.org.sg Page 12 of 24

4.3 Field Sketching Draw a field sketch of your group’s field site in the box below. You may refer to the nextpage for tips on field sketching. Title: _____________________________________ Page 13 of 24

TIPS: Field SketchingField sketching and field photography are fundamental parts of any field workinvestigation. It is a simple qualitative technique which, done correctly, will support thedata collected and enhance the whole study.The essence of all fieldwork is to observe, record and interpret what you see around you.Field sketching helps you look closely at the inter-related elements of an environment todecide which are more important than others. Page 14 of 24

Photo of a field site  Example of a field sketch based on the photo above.​       Page 15 of 24

4.4 PhotographsUse the space below to record additional information about the photographs you have taken.Such information can include ​date,​ t​ ime,​ ​location,​ ​notable features and i​ nferences youcan draw in connection to the GI questions. INSTAGRAM:​ You can also share your photos on instagram via hashtag i.e. #mgsgisec1 Caption: Provide your observation and description Date: 22 May Time: 10.30am Location (Refer and indicate on the map): Notable features and inferences:  Look for your photo on the student site!     Page 16 of 24

TIPS: Photography, Labels and AnnotationsIntroductionPhotography is a convenient and easy way to collect primary data from the field site. Withthe widespread use of digital cameras, photography not only provides an instantaneousrecord of the visual data you see around the field site, it can also be used for furtheranalysis to support your GI presentation when you return back to school.Questions to think about when using photographyWhen using photography to collect data and present your findings, here are somequestions you should think about: ● What is the purpose of taking this particular shot? ● How can the photograph be used to make a point to answer to the GI question and aims? ● How do I show additional information such as where/when the photograph is taken?Equipment ● Image-capturing devices (remember to charge!) and sufficient memory space. ● GI Log or notebook for recording additional notes.How to compose your photographs 1. Decide on the ​focus​ or also referred to as the purpose of the photograph.Ask yourself: What is the main feature you want to capture? This feature should stand out clearly in the photograph. 2. Position yourself in a comfortable and safe position which gives a clear, unobstructed view which includes the features you want to capture. Use the zoom function on your device when necessary. 3. Point the device at an angle whereby sunlight is shining onto the features so that the image will be sharp and clear. 4. If ​scale matters, then find a common object (e.g., a ruler) for small features or a classmate (with his/her height known to you) to stand near the large features when taking the photograph. 5. Additional information such as date, time, location, weather conditions and inferences, which you can draw in connection to the GI question and aims, should be recorded in the GI Log or a ​notebook for reference​ later.Processing photographs for data analysis and presentation ● Photo-editing app can be used to enhance, crop, label and annotate digital images. ● Select images to be used as evidence to support your analysis carefully. Think about how a particular photograph helps you to answer the GI question and aims. ● Add a title and annotations to comment on certain aspects of the photograph in order to bring out the main ‘message’ you want to convey.Labels versus annotations (Important!) ● A label comprises one or two words that help to identify something in images, diagrams or maps. On the other hand, an ​annotation is a fairly detailed explanation or comment added to images, diagrams or maps to explain, elaborate or emphasize particular features. You can learn more about labels and annotations in the next page. Page 17 of 24

Page 18 of 24

4.5 Conducting surveysDuring your fieldwork, it is not possible to cover every plant and animal species of in thetropical rainforest at the Singapore Botanic Garden to collect your data. So, a samplingmethod has to be used to help us determine which sites to observe and collect data from.Either random sampling or systematic sampling can be used.Random sampling​ refers to collecting data at random or irregular intervals.In this GI, it could mean observing from field sites ​at irregular distances ​in the tropicalrainforest of the Singapore Botanic Gardens.Systematic sampling r​ efers to collecting data at regular intervals.In this GI, it could mean observing from field sites a​ t every 15 meters along a path in thetropical rainforest of the Singapore Botanic Gardens. Refer to textbook p. 28 and 29 for more information.4.6 Post-fieldwork reflection (To be completed immediately after fieldwork)a. What have I learnt about the Singapore Botanic Gardens?b. What worked or did not work during the fieldwork?c. After the field experience, how have I learnt to better appreciate the Singapore BotanicGardens?d. If I were to do the fieldwork again, what would I do differently?e. What did I learn about myself and my group members?f. How could I help to conserve the nature reserve/park? Page 19 of 24

5. POST-FIELDWORKStage 3: Analyse DataAfter your group’s data collection at the Singapore Botanic Gardens, your group memberswill need to do the following: ● Sort and collate the field sketches, photographs, field notes and observation notes ● Sort and collate the questionnaires and interviews ● Analyse the data, looking for patterns and evidence to help you answer your GI questionStage 4: Construct Group ResponseBased on your group’s analysis of the data in Stage 3, your group members must constructthe group’s conclusion to the Geographical Issue. In order for your group to construct yourexplanation on the conservation of the tropical rainforest in the Singapore Botanic Gardens,consider the following questions: ● What is so special or unique about the tropical rainforest at the Singapore Botanic Gardens compared to the tropical rainforest at the Bukit Timah Nature Reserve? ● Why is this tropical rainforest still being conserved over the years? ● How has human activities affected the tropical rainforest at the Singapore Botanic Gardens? ● How popular is this tropical rainforest to the visitors of the Singapore Botanic Gardens? Page 20 of 24

5.1 Task 4 - Group presentation (10m)Stage 5: Present Group’s Conclusion (Task 4 – 10 marks)Your group’s end product should be a ​self-explanatory​ ​visual presentation​ and must havethe following components: ● You are required to submit a​ hardcopy​ ​of the presentation slides. (4 slides per page) ● No more than 25 slides. ​Font size:​ 12 and above. ​Font Type:​ Arial ● The focus of your group’s GI, i.e., the 2 guiding questions ● The method of your group’s GI ● The primary and secondary data collected by your group i.e. photos, diagrams ● The analysis of the data your group has collected at the Singapore Botanic Gardens ● The explanations and conclusions drawn from the data your group has collected ● The strengths, limitations and improvements of your group’s GIRubric for Task 4: Group Product Rubric (10 marks) Assessment Criterion Exceeding Expectation Meeting Expectation Approaching Below Expectation (9-10 marks) (6-8 marks) Expectation (1-2 marks)● Organise and (3-5 marks) present data Uses a wide range of Uses a range of Uses a limited range Uses a limited range meaningfully using methods, effectively appropriate methods, of methods, presents and inappropriate maps, tables and presents findings presents findings in a different findings in methods, shows graphs. succinctly and clear and easy to similar ways findings crudely and persuasively. understand manner. without much thought● Draw comparisons Conclusions are well Conclusions are Conclusions are Conclusions are largely and identify supported by the analysis largely drawn from based on the findings not drawn from the relationships in order of findings and the aims the analysis of to some extent and analysis of findings and to arrive at reasoned of the investigation are findings and relate to generally relate to the generally do not relate conclusions fully achieved. the aims of the aims of the to the aims of the investigation. investigation. investigation. Page 21 of 24

5.2 Task 5 - Individual reflection (6m) Use the template below to guide you to identify the insights gained about your own learning,the strengths, limitations and possible ways to improve your group’s geographicalinvestigation. The template will also help you think about the conservation of the tropicalrainforest in the Singapore Botanic Gardens from your group’s and class’ data.a. Based on data collected by my group, do I think that the tropical rainforest in theSingapore Botanic Gardens is worth conserving? Why do I say so?b. Based on my GI experience, what do I consider as the ​two strengths of my group’sgeographical investigation? Describe them below.c. What do I think are the ​two limitations o​ f my group’s GI and the p​ ossible ways​ that mygroup could do to improve on the GI.Limitations of my group’s GI Possible ways of improving my group’s GI4I have discovered ​at​ l​ east two​ things about my own learning during the GI experience. Page 22 of 24

MARK FOR    INDIVIDUAL  6  REFLECTION Rubric for Task 5: Individual Reflections Rubric (6 marks)Assessment Exceeding Meeting Approaching Below ExpectationCriterion Expectation Expectation Expectation (1 mark) (5-6 marks) (3-4 marks) (2 marks)● Draws Conclusions and Conclusions and Conclusions and Conclusions andconclusions connections connections connections connectionsand drawn are well drawn are largely drawn are to drawn are largelyconnections supported by the supported by the some extent not supported bybetween class analysis of the analysis of the supported by the the analysis of theand group class and group class and group analysis of the class and groupfindings. findings. findings. class and group findings. findings.● Describes the Describes and Describes at least Describes at least one key strength orstrengths of explains more one key strength one key limitation of the investigation,the than one key and one key and suggests at least one possible wayinvestigation strength and limitation of the or made no suggestions to improve the limitation of the investigation and investigation.● Describes the investigation and suggests at least limitations of suggests effective one possible way the findings ways to improve to improve the and suggests the investigation. investigation.ways toimprove theinvestigation. Page 23 of 24

Annex A: Roles and Responsibilities Roles DutiesGroup Facilitator ● Keeps group members focused on the topic of the discussion or on the task. ● Leads discussion on the distribution of work and responsibilities and ensures that Recorder Secretary every group member is in agreement. (2 members) ● Encourages all group members to participate actively in discussions, ● Monitors that work is done by all ● Helps to manage any disagreements between group members. ● Takes notes of the group discussions and the decisions made. ● Helps each group member keep track of progress in the GI by recording down what is to be done by each group member, and by when. ● Helps the teacher by providing a summary of each group member and the group's current progress when asked to do so. Resource ● Takes charge of, and maintains backup copies of all materials given by the teacher,Representative such as GI Logs, consent forms, etc. Checker ● Takes charge of, and maintains backup copies of all the resources and research information gathered by every group member. ● Collects and returns all equipment borrowed. ● Checks that all group members understand the ideas discussed and made by the group. ● Checks the content of the end-product, the bibliography, the use of data, etc., for accuracy, spelling, grammar, etc. ● Checks the quality of GI end product by checking againt the rubrics provided.Annex B: Safety Guidelines and Conduct During FieldworkPrior to fieldwork During the fieldwork1. Ensure that you are familiar with the 1. Be considerate towards the members of fieldwork techniques: public who are using the site i.e., avoid ● Field sketching blocking pathways. ● Photo-taking and annotation of photos 2. Be focused and work at collecting the data.2. Please let your teacher know if you are not feeling well prior boarding the bus 3. Drink water regularly. and at any point during the conduct of 4. Handle the field equipment with care. the fieldwork. 5. In case of injuries, alert the teacher or3. Things to bring: AED immediately. Call them if they are ● Paper and writing materials not within sight. Stay at the site until the ● Camera teacher arrives. ● Cap 6. In the event of bad weather, seek shelter ● Mosquito repellent in the area designated by the teacher at ● Poncho or umbrella the start of the fieldwork. ● Sunblock 7. Keep noise level low. ● Water bottle 8. Keep to the time allocated to the tasks. 9. Stay away from the water bodies.4. Attire: 10. When conducting the fieldwork, leavePE T-shirt with shorts/skirts your belongings at a spot that is within sight.5. Travel with minimal belongings and DO Source: Royal Geographical Society with IBG, NOT bring any unnecessary valuables to the field site. Fieldwork Safety,6. Bring along a plastic cover for your http://www.rgs.org/OurWork/Schools/Fieldwork+and+lo recording sheet in case of a sudden downpour. cal+learning/Fieldwork+safety/Fieldwork+safety.htm7. Ensure that you have keyed the numbers of the teacher and AED into your handphone. Page 24 of 24