Technology Achievement Standard€¦ · Web viewNew Zealand Weather maps from a daily newspaper....

Internal assessment resource reference number Geo/1/5_L6PAGE FOR TEACHER USE

2008

Internal Assessment Resource

Subject Reference: Geography 1.5

Internal assessment resource reference number: Geo/1/5_L6

Nelson “Weather Watch”

Supports internal assessment for:

Achievement Standard 90206 v3Carry out and present directed geographic researchCredits: 5

Date version published: January 2008

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Ministry of Education For use in internal assessmentquality assurance status from 2008.

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Teacher Guidelines:The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Context/setting:This assessment is based on a weather survey undertaken in the student’s local area, using research methodology.

Conditions: This activity requires a mixture of in-class and out-of-class work. Time allowed: this activity should take two weeks. Teachers may need to adjust

the number of in-class periods depending on the length of class periods. The teacher must collect student work at the end of each class period.

Resource requirements:The following resources are required throughout the study.

New Zealand Weather maps from a daily newspaper. (noon isobar map) Electronic weather station (barometer, air temp, humidity, dry /rain,and other

hand held instrument (wind speed and direction) readings.

Additional information:The activity presupposes the prior teaching of simple graphing, mapping and sampling techniques and the geographic ideas of location and patterns. Also the basic theoretical information on weather to facilitate this study. Eg. An understanding of weather maps; elements of weather and their significance. Students also need to be taught how to apply geographic ideas to research results and how to evaluate research.

Schools and departments should have authenticity procedures in place with respect to student work, as homestudy is included.

The aims of the research need to be understood by the students as they must relate back to these in their conclusions.

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Internal assessment resource reference number Geo/1/5_L6PAGE FOR STUDENT USE

2008

Internal Assessment Resource

Subject Reference: Geography 1.5

Internal assessment resource reference number: Geo/1/5_L6

Nelson “Weather Watch”

Supports internal assessment for:Achievement Standard 90206 v3Carry out and present directed geographic researchCredits: 5

Student Instructions Sheet

OVERVIEWIn this geographic research activity you will carry out the following activities:

Task 1 Collect and interpret weather maps as a individual, and as a part of a whole

class group collect and record weather data using an electronic weather station and other hand held measuring instruments on site at a specified time at school, to answer two research questions. These will become the aims of the research.

Are there any observable weather patterns experienced in Nelson region (periods of fine/wet weather, weather change, wind direction, temperature) as indicated by your collected series of weather maps, and why do these occur?

Are there any observable relationships or interactions between the different elements of weather measured by the electronic/hand held instruments?

Use the data to reach conclusions from information you have collected. These must also refer back to your aims.

Task 2 Describe the relevance of geographic ideas to your research.

Task 3 Evaluate the research process.

Other informationUse the pages given in this booklet as the base for your presentation of work.Complete Task 1 in groups with teacher direction.

Complete Tasks 2-5 in class as individual work.

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Watching the weather using weather maps - (done individually)Task 1 Data collection and recording

1a. Collect a set of 14 daily New Zealand weather maps over a two week period and for each day specify what the map indicates about the weather for the Nelson region.Present these maps in a chronological sequential order, and then alongside each write a short description of what the map shows in happening to weather in the Nelson region for that particular day. (See the suggested layout below)

Day/date Weather map observations of Nelson weather from map alongside

glue map #1 here

write observations here

glue map #2 here

write observations here

continued continued continued

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1b. Using the whole groups efforts complete the data tables below by recording each days’ data as it is collected.

Date/dayduty names

air tempoC

humidity

%

air pressuremb

cloud cover est 1/4s

wet/dryeither

wind directioncompass

wind speedknots

instructionsfor each column

record temp in celsius

record %reading

recordmb reading

recordhow many 1/4s?

record if raining or dry

recorddirectionusing dir. vane

recordspeed usinganemom.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14

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Watching Alone - (to be done individually in class)Task 2: Presenting your results

2a.

Analysis of New Zealand weather maps and application to Nelson Weather

Ensure you present your maps sequentially and the observations about Nelson are specifically written up alongside

Present the final version attached here

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2b. Study the weather data collected from the electronic station and hand held weather instruments and select two types of graphs that show possible relationships between the weather variables i.e.humidity/ air temp/ rain/ wind direction/ wind strength/air pressure. Draw the two graphs in the frames below.

Graph #1 title

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Graph #2 title

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Task 3 Make conclusions

Refer your sequential weather maps and observations, Table of figures and your graphs.

3a. Write two conclusions that come out of your research by referring to either the maps and notes, tables or graphs. You must link these conclusions to the aims of your research stated at the beginning of the task instructions. You must also include the use of some data that you collected in your survey in your statements.

Conclusion 1:

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Conclusion 2:

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Weather watched – so what? Task 4 Describe the relevance of geographic ideas to your weather survey

Read this first:

4a. Name a pattern that either the map sequence, the table of figures or the graphs you drew shows and describe in detail why you think this pattern has occurred.

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Patterns occur due to a number of factors. For New Zealand/ Nelsons weather patterns it could relate to our geographical position in relation to global weather processes, or how local factors influence local weather , or how elements of weather affect or interact with each other .

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Now read the following passage:

4b. For your research location (Nelson) identify the physical features of the region that affect the data you recorded in Task 2 (a) and describe in detail how Nelsons location could be an advantage or disadvantage for desirable weather.

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Each location or region has physical features that make it different to other locations. These features can be an advantage or a disadvantage for weather

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So how well did we watch weather?Task 5 Evaluate the research process

5a. Evaluate the research process in depth by:

i) Describing two strengths of what you did. You will need to include some data from your research in your answer. State how the strengths you describe have made the research better.

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5b) describing two weaknesses/areas for improvement of what you did. State how these weaknesses/improvement areas affected the quality of your research.

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Assessment schedule for Geo/1/5 Weather Watch Task Evidence Judgement towards

achievementJudgement towards

achievement with meritJudgement towards

achievement with excellence

1.

2.

Research procedures.Data has been collected and recorded in map form and a table.

Data has been presented as sequential maps, a table and graphs.

Maps are in chronological order and observations of Nelson weather completed

Table is presented.

The two graphs completed using appropriate conventions (title, axes labelled, bars accurately drawn, key or labelled bars).

maps collected, and observations about Nelson weather and table data completed.

Data has been presented as sequential maps with matching observations on Nelson, table and graphs are completed

Maps are in chronological order and observations of Nelson weather completed

Table is presented.

Two graph types are attempted. The data used is from the data collected from the survey. There may be some difficulties with the accuracy of the data.

Map compilation and table completed accurately.

Map compilation and table completed accurately

,,

,,

,,

Two graph types are presented accurately (are consistent with the data and all conventions are followed – use professional judgement for a minor slip-up in conventions.)

As for merit.

As for merit.

As for merit.

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Task Evidence Judgement towards achievement

Judgement towards achievement with merit

Judgement towards achievement with

excellence

3.

4.

Presented results are analysed and two conclusions made that reflect the results shown on the map, tables or graph. The student must also refer back to the aims.

A pattern from the map, tables or graph is named and the pattern has been described in detail.

One conclusion is made that makes a reference to the aims of the research. e.g.• there appears to be a cycle of 8-10 days with NZ fine weather- anticyclones are followed by depressions bringing rain then anticyclones appear again

For one of the geographic ideas (patterns or location) its relevance to the research is described.e.g.•rain events appear to be related t o low pressure readings

Two conclusions clearly reflect the results of the map, tables or graph that make a reference to the aims. They must also use some data from the research to support their conclusions.e.g. • as alongside • data backs up the statement

For one of the geographic ideas (patterns or location) its relevance to the research is described in detaile.g.as alongside• . there was three days rain from May 26 to 29 and the pressure was lower than 1000 mbs

as for merit

For two geographic ideas (patterns and location) their relevance to the research is described in detail.

e.g. • •

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excellence

5.

Location (site) features have been identified and location advantages and disadvantages have been described in detail.

Research process evaluated in depth including strengths, weaknesses and possible improvements.

Evaluation of the research process is made including at least TWO strengths, and TWO weaknesses which indicate how they affected the validity/reliability of the researche.g.Strengths: The class worked

well together collecting the data and we did it accurately.

We collected lots of data and that allowed us to meet our aims

TWO strengths and TWO of the research process are evaluated in depth. weaknesses which indicate how they affected the validity/reliability of the researche.g.Strengths:• The research process had been explained to us thoroughly in class and this helped me to understand the tasks clearly so I knew what I was meant to be doing for the research. • My group worked really well together. We divided up the entire task that we had to do but we still helped and supported each other even though we had our own responsibilities.

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excellence

Weaknesses:• on two occasions students did not turn up to monitor the weather

x 2

Weaknesses:•

x 2

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Judgement Statement

To gain evidence toward achievement for the first Achievement criteria (Procedures, presentation)achievement must be gained for each of Tasks 1, 2 and 3.

To gain evidence toward achievement with merit for the first Achievement criteria (Procedures, presentation and accuracy) achievement with merit must be gained for each of Tasks 1, 2 and 3.

Judgement Record SummaryAchievement Criteria

Achievement Merit Excellence The award of a grade should be based on professional judgement against the achievement criteria in the achievement standard using the assessment schedule for detailed guidance. The final decision for the first criterion only should be a holistic judgement across the body of evidence produced by the student.

This ‘tick box’ summary is a form of collation, assisting the assessor in determining the award of a grade.

Tick the boxes that indicate the grade level that the student responses have provided evidence toward.

Overall judgement, using the ‘tick boxes’ for allocating a grade, Achievement/Merit/Excellence

-For achievement both achievement boxes must be ticked-For merit both achievement & all 3 merit boxes must be ticked -For excellence all boxes must be ticked

Procedures, presentation and accuracy

Geographic Ideas

Evaluation

GRADEAWARDED

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