Geography - Hands on Investigations in Real World Settings

One of the first things I always explain to students when they come into my geography class is why they are learning this subject. I tell them that Geography is all about learning about the world around us; how interconnected we are as a people and as a planet; and most of all how important it is that we understand this connection to ensure we have a place worth living on, into the future.

Many boys think that they don’t know anything about geography – sometimes they think it is about knowing where places are on a map – while this is important – it is not the focus of all our studies. They are also able to tell me that it is about the environment and with a bit of discussion, they can tell me it is also about how we interact with our environment. Students then tell me all the ways that we have changed or adapted to our environment. They are able to tell me about why we live where we do – water, climate, resources and they can then make the link that this is what people have always looked for. So, then they understand how important history is to Geography. We have to understand our own past, the consequences of our actions – good and bad so that we can forge a better future.

From all of this they then understand how many other subjects are drawn into Geography – science (physics e.g. weather/climate, chemistry e.g. weathering, biology e.g. rainforest biomes). Unlike science, however, Geography takes these concepts further and considers how human and natural processes impact each other, for example why do floods occur? What human processes can make them more severe? Where are those impacts felt most significantly? What can we do about it?

These are some of the questions we ask in Geography and we take a journey all over the world to understand how different places feel different impacts of change. We also look at the big picture of what is happening on a global scale that is changing our world. Climate change is a good example of this. It is also an opportunity to look at how we might all come together to help mitigate what has happened in the past/present to ensure a better future – humans are great innovators and Geography allows us to take that journey to see and dream of what might be done.

Epic field trips are part of the Geography curriculum and allow learners to investigate, analyse, collate and compare data in the natural and built environment. Here's what we have been doing this semester!

Land Cover Transformations were investigated by Year 12 geographers when they went on an overnight excursion to the Numinbah Valley. They looked at the impact of the of weeds in the area and collected data to support understanding of biodiversity, land cover and natural areas. Concentrating on two sites – an old farm and a pristine forest, students discovered why the old farm area is a threat to the nearby Hinze Dam and Springbrook National Park and learnt about some of the management issues in removing non-native species. · They used transects and quadrats to collect both biotic and abiotic data within different forest and old farm zones and mastered the use of various measuring equipment for temperature, soil quality, pH etc.

The canoe trip was a highlight as boys were guided by qualified staff from Numinbah Environmental Education Centre around the area. This was followed by a presentation by the Education Officers about the area's management challenges and solutions and utilises satellite imagery to illustrate land cover change over time.

Year 10 have investigated the health of the upper catchment of the Nerang River in Numinbah Valley at the back of the Gold Coast. The Nerang River is an ideal investigation site as it is a relatively short river which meant we were able to go all the way to the source of the river at Border Gate on the NSW/QLD border through to Forest Park, just upriver from Hinze Dam. After a short but interesting time in NSW looking out towards the Tweed Valley, we went back into Queensland to begin our investigation.

The weather was cool and overcast however, we still had a good view right back down the valley. Our expert for the day was Ben a teacher from Numinbah Valley Environmental Education Centre, who guided our learners through the issues of land learning, farming, issues of black and grey water from the many old homes located through the valley and how these can lower the quality of the water.

This excursion covered the Geomorphology and history of the Nerang River Catchment, biological and chemical testing of the water in the Nerang River at various points and a visit to Springbrook National Park to consider the impact of anthropogenic activity on the river.

Students were active and engaged in the various activities and responding with well thought through ideas about the source of the issues as well as what can be done to mitigate the effects of anthropogenic activity in terms of the health the water flowing down the Nerang River.

Year 8 Geography classes ventured out of the classroom and into our physical environment on an excursion to Point Danger and Palm Beach on the Gold Coast. Learners investigated the causes of coastal erosion and the different management strategies that have been implemented to minimise the loss of sand from Palm Beach. It was a perfect Autumn day to undertake outdoor study on how development on the foredunes has caused increased erosion creating many social and economic issues. As Geography is very much an evidence-based subject, students conducted a number of experiments determining the direction of longshore drift and wave type and also created some very detailed field sketches identifying erosion strategies utilised at Point Danger and Palm Beach.

Year 7 Geography classes went on an exciting experiential expedition to Cormorant Bay at Wivenhoe Dam to carry out a water health investigation. It was a great day outdoors and some important studies took place on how to test for the health of the source of our drinking water, as well as the ways that we can ensure we use our water wisely!

As Geography is very much an evidence-based subject – carrying out actual water tests using physical (temperature, turbidity) and chemical tests (pH, Phosphates, Dissolved Oxygen) on the water at Wivenhoe painted a picture of the different ways to think about water quality. The good news is – our dam is healthy! The students also ventured to the Wivenhoe Dam spillway where a constant flow of water from the Dam helps ensure the healthy flow of the Brisbane River.

A final treat of the day was to see a practical demonstration of the water treatment processes that ensures clean drinking water is delivered to our homes. What a great experience for the boys and a terrific day of geography!

From all of this what do I hope for learners who have been in my Geography classes? I hope they have a deeper appreciation of the complexity of our world; a compassionate understanding and a drive to help alleviate the inequities in our world; a curiosity to go and see and experience for themselves all the incredible natural and human environments that we have talked about in class; most of all, I want them to want to make a difference – to contribute to something bigger as they are the key to our future.

Author: Anne Connolly

Head of Humanities Years 7-12