Geography Inquiry - Planning the Fieldwork - Key Inquiry - Curriculum Planning Task Assignment Help

Geography Inquiry Planning the Fieldwork Key Inquiry Curriculum Planning Task Assignment Help

Assignment Task:

The Task 
Part A 
1. Using the template provided on the Moodle site and following the ACTIVE model you learned about in Topic A.2, plan a Geography inquiry learning sequence for a Stage One class. The information gathered at the ‘Check it Out’ stage of the sequence must come from a particular type of fieldwork, that is, a visit to a local park.
Begin by creating both a key inquiry question for the sequence and the answer to that question [no more than 100 words] which your students will arrive at during the sequence. Include these in the spaces provided on the template.

In addition to the fieldwork at the ‘Check it Out’ stage, be sure to choose rich and engaging sources for the ‘Activate’ and ‘Venture Further’ stages. The sequence must address the following elements of the NSW Geography K-10 Syllabus: 

• Content: ‘Features of places – description of the natural and human features of places.’

• The Stage One outcome GE1-1: describes features of places and the connections people have with places.

• The Stage One outcome GE1-3: communicates geographical information and uses geographical tools for inquiry.

• One dot point from each of the three cells relevant to Stage One in the K-10 Geographical Inquiry Skills Continuum. (Indicate which dot points you have chosen in the space provided on the template.) 

2. In the ‘Information learned’ cell of the template, select one learning activity to be used for summative assessment. Place this activity in bold letters.  

Part B 
List the organisational steps which you would take in planning the fieldwork.

Marking Criteria
1. The key inquiry question is both succinct and relevant to the specified syllabus content. 

2. The information sources specified are likely to stimulate the interest of students and enable them to answer the key inquiry question while meeting the relevant outcomes.

3. The learning activities are appropriate for each stage and directed towards both answering the key inquiry question and achieving the relevant outcomes.

4. The learning activity nominated for assessment at the ‘Information Learned’ stage will contribute to the learning of students and allow their achievement of the syllabus outcomes to be assessed.

5.  A clear and accurate indication is provided of what steps will need to be taken when organising the fieldwork.

6.  APA referencing is used correctly, and the assignment demonstrates the professional literacy expected of a beginning teacher.

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