Accompanying Lesson Resource Package: Establishing the relationship between the magnitude and impact of earthquakes

Lesson Plan & Worksheet (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by Bedok Green Sec (iCON login required)

Description: This lesson resource package can be used to get students to establish the relationship between the magnitude and impact of earthquakes based on geographical data presented in a map. Students will understand that the impact of an earthquake depends on many factors. Students can be tasked to identify specific examples to reinforce their understanding, and to formulate a substantial answer to a structured question.

Accompanying SLS Lesson: GIS Lesson on Impact of Earthquakes (please email tan_chai_choon@moe.edu.sg to request for a copy)

• Instructional objectives: (i) use evidence from the 8 selected earthquakes to establish a relationship between magnitude and impact; (ii) understand that impact of an earthquake depends on many factors
• Key concepts: depth of focus, magnitude, impact
• Prerequisite knowledge: location of plate boundaries

[Resources contributed by: Tan Chai Choon, Bedok Green Secondary School]

Accompanying Lesson Resource Package: Establishing relationships between plate boundaries and earthquakes

Lesson Plan (iCON login required)

Worksheet (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by Ang Mo Kio Sec (iCON login required)

Description: This lesson resource package can be used to get students to exercise reasoning by deductively think about the geographic information presented in the map constructed by the teacher. There is also a section in the lesson where the students exercise reflective thinking on how to improve each other's arguments about their observations between the global geography of plate boundaries and distribution of earthquakes.

[Resources contributed by: Clara Lim, Ang Mo Kio Secondary School]

Description: This map was used to get students to examine spatial relationships between types of plate boundaries alongside specific examples of volcanic/tectonic landforms. The students were encouraged to exercise reasoning of what they observe in terms of the types of boundaries and how it resulted in the formation of a specific landform highlighted by the teacher. Students discussed in groups and were assigned to work on formulating explanations in a collaborative class discussion. Students were then given short questions in a take-home assignment to assess their ability to recall and apply what they have learnt from the class discussion activity.

[Resources contributed by: CHIJ (Toa Payoh)]

Accompanying Lesson Resource Package: Establishing relationships between plate boundaries and earthquakes

Lesson Plan and handouts (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by CHIJ (Toa Payoh) (iCON login required)

Description: This map helps students to learn to describe the distribution of tectonic landforms around the world, identify possible relationship between impact of tectonic events and world population numbers and densities to discuss benefits and risks of living of living in volcanic areas. Also, using information from the map, students can describe the classifications of volcanoes in terms of their frequency of eruptions. They also infer possible patterns between the world’s volcanoes and plate boundaries.

The teacher adopted a collaborative learning structure, using group-based learning, and was mindful in crafting questions that first spark curiosity and then got students to exercise reasoning and reflectively think whether there are more benefits or risks associated with living in volcanic areas.

[Resources contributed by: Pamela Lim, CHIJ (Toa Payoh)]

Accompanying Lesson Resource Package: Reflecting on the effectiveness of tsunami monitoring and warning systems as a measure to protect people from tectonic hazards

Lesson Plan and handouts (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by CHIJ (Toa Payoh) (iCON login required)

Description: This map helps students to learn to identify and describe the distribution of historical tsunami event locations alongside the global distribution of the Deep Ocean Assessment and Reporting of Tsunamis (DART) Stations. Students also get to examine the global population density to think about questions like the different impacts of tsunami events in the world, possibly by region or income levels.

The teacher used "think-pair-share", and then kept the students in their co-operative groups to discuss whether the Deep Ocean Assessment and Reporting of Tsunamis (DART) Stations are effective in monitoring and warning people who live near plate boundaries about possible tsunami occurrences.

[Resources contributed by: Pamela Lim, CHIJ (Toa Payoh)]

Accompanying Lesson Resource Package:

Lesson Plan (iCON login required)

Worksheet (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by Jurongville Sec (iCON login required)

Description: This lesson resource package was used to encourage students to think about factors that can cause variations in rainfall using weather data from US cities. Visual guides (see the lines drawn using map notes) were given to students to help them think specifically about terrain, continental and maritime effect. Specific cities were highlighted to help students know where pick up geo-referenced information to substantiate their explanations. They can also easily pick out the cities, highlight the associated weather information to cite examples.

[Resources contributed by: Yvonne Chin, Jurongville Secondary School]

Accompanying Lesson Resource Package:

Lesson Plan (iCON login required)

Worksheets and lesson materials (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by North Vista Sec (iCON login required)

Description: This lesson resource package was designed to make learning about the Doha Amendment more interesting for students using a substitution approach (SAMR Model). The teacher made effort to demonstrate the uploading of commas-separated values formatted files (CSV file) to give students an idea of geodatabases and visualised anaylsis functions for students to demonstrate spatial analyses that are possible in a GIS environment.

The students were prompted to think about relationships between events like sea level rise and whether the events affected countries' readiness to adopt the Doha Amendment. These files are also available for download and use for teachers.

[Resources contributed by: Chan Boon Kian, North Vista Secondary School]

Accompanying Lesson Resource Package:

Learning Website (created by teachers)

GIS NLC 2018 Celebratory Meeting Slides by Yishun Sec (iCON login required)

Description: This map was created from the data gathered from the students across a few Geography classes. The GI was on finding the most suitable location in school for a student study corner. The choropleth layers were generated by the teachers using the "interpolate points" analysis function for post-fieldwork discussion back in class.

The teacher brought students to different locations and have them observe and also take down the data using the (Kestrel) weather tracker. The students entered the weather data using Survey123.

This lesson is actually quite familiar with most teachers who have taught Upper Geography in the last few years. To modify this lesson into one using GIS as a data collecting tool and representation of data, take time to also learn Survey123 besides ArcGIS Online.

[Resources contributed by: Victor Chia and Bernice Huang, Yishun Secondary School]

Accompanying Lesson Resource Package:

Lesson Worksheets (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by Bukit Panjang Government High School (iCON login required)

Description: These maps were created by the teachers to execute student-centric lessons where students get to try the exercises either by themselves or in pairs depending on the class dynamics and management requirement. Students responded to the worksheets and deductively infer relationships based on observing the spatial patterns that were pre-determined by the teachers. A summation session was then done to help students correct their own answers if needed. The content was on temperature and effects of latitude, elevation, and the maritime effect on temperature range for selected cities around the world. More than just getting students to remember the effects, the inquiry approach demonstrated in this lesson help students work with and become familiar with geo-referenced information.

[Resources contributed by: Eleora Irene Pua and Ong Weiquan, Bukit Panjang Government High School]

For more information on how BPGHS is still expanding their use of GIS with various levels of students, please email ong_weiquan@moe.edu.sg.

Accompanying Lesson Resource Package:

Lesson Worksheets Session 4 Activity 1 (iCON login required)

Lesson Worksheets Session 4 Activity 1 (1) (iCON login required)

Lesson Worksheets Session 4 Activity 2 (Express) (iCON login required)

ArcGIS Online instructions for students (for Session 2) (iCON login required)

Lesson Worksheets Session 4 Activity 3 (iCON login required)

Lesson Plan (iCON login required)

GIS NLC 2018 Celebratory Meeting Slides by Presbyterian High School (iCON login required)

GI Reboot! Sharing @ Geography Symposium by Presbyterian High School (iCON login required)

Description: The fieldwork lesson package was first created in the 2017 NLC, where the Geography team collectively worked together to innovate the existing Weather and Climate field-based lesson materials to allow students to explore their immediate neighbourhood around the school and conduct weather fieldwork. Materials were subsequently differentiated for Normal(Academic) (NA) students and further reworked in 2018 for use in 2019. NA students are guided to do simple descriptive analyses after attempting GIS fieldwork learning tasks alongside the Express. Lesson materials are given more scaffolding to help students phrase their responses and answers to assignments.

For more information on the development of the weather and climate fieldwork lesson package, check out the sharing from the 2017 NLC, which was refined and presented at the 2018 Geography Symposium.

[Resources contributed by: Cheri Nur Aini Binte Mohamed Saini, Lim Siew Choo Samantha and Rama Anant Kulkarni and the Geography team from the Humanities Department, Presbyterian High School ]