Friday, April 7, 2017

Learning from sharing by other Geography teachers

I was very impressed with the sharing by the other geography teachers.

ICT in fieldwork: Trick or treat?
Ng Eu Khim, Aletheia Tan, Daphne Ang and Shanthini Rathakrishnan
St. Andrew's Secondary School



Interesting to do a live demo on the use of easymeasure  app in the classroom. I must try out one day. Need to buy the connector to the VGA cable.

What impressed me - analysis of how students response to the use of phone apps in fieldwork. 

I have also gotten my students to make use of the phone apps in fieldwork but I have not checked upon the students responses. 

Did not cross my mind to use a ziplock bag to put my tablet or phones when doing the coastal studies... indeed this is a much safer method than just placing my tablet or the phones on paper.  The clinometer app is useful to check against the reliability of the measurement using the traditional method.


Some of the phone apps which I have shared in my earlier posts: 
with the latest addition of sim earthquake app which shows the impact of the different magnitude earthquakes - they love shaking the phone.

As mentioned to the group, the use of ICT tools can help to enhance learning but will not replace classroom learning. 

‘Geography or General Paper?’ – Teaching Geographical Concepts in the Classroom
Wee Guoyuan and Alvin Yeo
Fairfield Methodist School (Secondary) & Chung Cheng High School (Yishun)

Appreciate the two teachers sharing on how to craft and use a vignette to teach geographical concepts in classrooms. Indeed the students will not learn how to appreciate the geographical issues if they do not understand how the geographical concepts such as places, space and scale are applied to it.  
Great effort creating the videos to finding out what the students understand about the learning of Geography.
Much efforts in creating the vignette on the various topics e.g. the ones on the Monsoon winds and tsunamis shared. 

7 AFL strategies for Effective Learning
Oh Boon Teck,  ACS (Barker Road)

Another impressive sharing - just realised that there are many  strategies which I have actually used  but did not know the terms. Love the self-less sharing of what he did with the students. Starting with a checklist using the learning objectives from the syllabus,  he gotten the students to write on what they have learned.
He has also shown sample of the students' work and gotten the students to evaluate their own work.
Interesting to know the different types of prompt in marking the students' work - reminder, example, scaffold and closing the gap prompts.





















Update on 13 April 2017:
As the Geography sharing was divided into two groups - missed the one on storymaps using arcgis.
http://storymaps.arcgis.com/en/

Inquiry Approach Using Arcgis In The Geography Classroom
Tafran Angullia and Tanny Koh from Hai Sing Catholic and St. Gabriel's Secondary

Look interesting - will compare this with the use of Google Earth as both can make use of layered information on the maps.

Both engage students through authentic and inquiry-based learning. 
Is the use of one easier than the other? Is there room for more creativity or collaboration than the other?
I will update once I have time to explore the use of story maps!













Sharing Google Earth @ Humanities Network 2017

Shared on the use of Google Earth in inquiry-based learning with my colleagues June and Kelly. The slides which we used for the sharing.



Making use of what I had learned from Paul Cornish in the Humanities Conference. You can also click on the link below to see how to create kmz files for geographical inquiry:
http://ezitnew.blogspot.sg/2012/06/using-google-earth-for-geographical.html

You can download Google Earth free here: http://www.google.com/earth/download/ge/agree.html


This is how the screen will look when you open up Google Earth app or plugin.



Perform searches from the search box at the top left side of the program. Let's visit Machu Picchu! 
This was very useful when I get the students to take a virtual trip there and explore the area as a place with rich heritage... some were debating that it is a place with scenic beauty as it is high up in the mountain! This virtual trip get them to relate better to the issues mentioned in the textbook such as erosion of the footpath etc. They learn better through authentic learning.

You can type a place name, zipcode or postcode, a town/city name, an airport or you can even try to type in a latitude-longitude location (in decimal format). Once you press the  Enter key, you'll be "flown" to that destination.  You can take a virtual holiday!
You can also drag the little yellow man icon to the map and you will get to see street view. I do this before I visit a place so that I can navigate the place easily when I am there!


Use the zoom out and zoom in options from the buttons on the right hand side of the screen.
Turn the wheel in the top right corner to spin the item to a better understood angle. 




Click on Exit Street view to go back to the map.

Look for the date the picture was taken from the bottom left hand corner of the screen.

My colleague, June, shared on how she use Google Earth to prepare the students for their GI in Chinatown. Indeed the tool is useful for them to take a virtual visit before the actual field investigation so that they will not be lost. The students can also be shown how to do the landuse survey, marking the main landuse on both sides of the streets.




Use of Google Earth for Physical Geography https://sites.google.com/a/moe.edu.sg/sec3geog/google-earth

I have attached some of the kmz files below which you can explore. There are also many kmz or kml files which you can use with Google Earth online.

2 of the kmz files attached below were created by me - one on map reading which is the coastal area south of UK. The map was from one of the N level papers. 




The other file is the Earth Tectonic plates. I have place marked the features or the plate boundaries you see the actual locations on Google Earth. 



Earthquake around the world kmz - WWeqANSS.kml  attached - Have you wondered where and when did earthquakes of magnitude 8 or 9 occurred? Open up the file and find out!




Open the earthquake focus file attached to see whether there is a relationship between the depth of focus and the plate boundaries.



Use the 4degrees file to investigate the areas where there are higher increase in temperatures.

Open up the Hurricane Katrina file to see the historical images on how the hurricane formed and moved over New Orleans. Scroll through the dates to see all the satellite images from different days of the year. 
Drag the location of the toggle slider switch in the top left corner to a different date and see what the area was like. e.g. you can see what New Orleans was like after Hurricane Katrina, or one of the many famous historical times that date back to 1990! 


Google Earth for Sec 2 https://sites.google.com/a/moe.edu.sg/sec-2-geog/using-google-earth presented by my colleague, Kelly.

You can also drag the yellow man button on the left to any of the blue line and you can see the street view.


This is one of the street view of Tokyo. Look at the high rise buildings and more developed infrastructure e.g. flyover, wider roads congested with cars etc.


The second file is on the Favela in Brazil (slum).  

Open the file with Google Earth. You will see the Favela area marked by a yellow line. 
To see the street view, drag the yellow man icon on the right to any point on the blue line.


You will able to virtually walk down the street by clicking on the road. Click on Exit Street View on top right hand corner to go back to the aerial view of the Favela zone in Brazil.

Look at the living conditions of the people in the favela by taking a virtual walk in the area using street view.

Look for the date the picture was taken from the bottom corner of the screen.
Scroll through the dates to see all the satellite images from different days of the year. 
Zoom to a place on the map where the satellite image has a date, click the "View" menu from the menu bar and click the "Historical Imagery" button to enable the feature. 
Drag the location of the toggle slider switch in the top left corner to a different date and see what the area was like. e.g. you can see how the Serangoon River mouth was like before the dam was built in 2010 in 2005, 2008 and 2010.








Click on the attached file below 'Forest' and then click on the pie charts in the various countries and find out which countries experience high rate of deforestation.

How much forest cover has Singapore lost?



Amazing effort by a teacher on enhancing the use of Google Earth through coding and design of app - something which I have yet to learn ( I just know how to use html with help of designer code in dreamweaver) https://www.gearthblog.com/blog/archives/2011/12/using_google_earth_in_the_classroom.html
The app online he created: http://www.geteach.com/ Love how you can analyse the maps side by side e.g. the population density versus the topography  etc







Wednesday, August 24, 2016

Earthquake simulator

Showing the impact of magnitude on the intensity of earthquake and the extent of damage. You can download the app for android phone - https://play.google.com/store/apps/details?id=air.EQ44&hl=en
iphone - https://itunes.apple.com/us/app/sim-earthquake/id725274179?mt=8


Just shake your phone, and the small city in the screen will start shaking. The greater it shakes, the higher the magnitude and the greater the damage (more buildings will collapse.


You can also do this on desktop - Simulate an earthquake  - look at how the geology, prevention measures and magnitude can affect the extent of damage:

Tuesday, July 26, 2016

Plate Tectonics and Volcanoes

Thanks to Dr Dawn Sweeny Ruth and Mr Jamie McCaughey from Earth Observatory of Singapore, I attended one of the best workshops on Plate Tectonics and can't wait to share!

Definitely a lot of takeaway and most thankful to them for sharing their rich resources.

Using Maps for inquiry based learning:

Each group was allocated one of the three types of plate boundary locations and tasked to describe the patterns of the
1. Topography and bathymetry (where is the high and low terrain? Are there linear or random features? Are features parallel or not? And so on...)
2. Volcanoes (randomly distributed or not? If not, in a line or zone? Wide or narrow? Continuous or intermittent?  Refer to the topography/bathymetry, And so on...)
3. Earthquakes (Randomly distributed or not? If not, in a line or zone?Wide or narrow? All the same focus depth or not? If not, is there a pattern to the depths or not? If there is a pattern, describe. Refer to the topography/bathymetry, And so on...)
4. Seafloor age (Younger/older in which directions? Are age bands wide or narrow compared with other areas? Refer to the topography/bathymetry, And so on...)
Then form a hypothesis on:
Where is the plate boundary? What kind of plate boundary is this? How do you know? Support your hypothesis with evidence.


Plate boundary location: Between South American Plate and African Plate








                    Plate boundary location: Between Australian Plate and Eurasian Plate



She showed us how the data on the depth of earthquake can be used to show the subduction of the oceanic plate below the continental plate.

                              Plate boundary location: Between Indian Plate and Eurasian Plate








Learned a new term today - visco-elastic.  Is the mantle solid? No. Is the mantle liquid? No. It is visco-elastic! Dawn and Jamie used oobleck to illustrate (Jamie made this out of cornstarch) If you pound on it quickly it is like a solid. However if you place your finger on it or put pressure on it slowly, you can pierce through it like a liquid.


Using vegetable oil and syrup we experimented on how viscosity affects the amount of gases trapped - she also mentioned that we can use honey to show higher viscosity. 



We also experimented on how greater amount of gases could be more explosive by using coca cola - one which was already opened containing less gas and the other a new one with more gases.




I also like how Jamie demonstrated how new rocks are formed at the oceanic ridge using two papers.

I also like the following:
Using a 
The modelling clay is also fantastic in demonstrating the difference types of stress (force/unit area):
squeezing (compression), pulling (tension) and smearing (shearing)

When stress is applied quickly versus slowly, different strain occur:
  • elastic strain- temporary and original shape is maintained
  • plastic strain - permanent - ductile deformation in which original shape is not maintained and if the stress is greater than the strength of the material, it will bend or fold.
  • brittle - permanent - brittle deformation in which the original shape is not maintained and if stress is greater than the strength of material it will break or fracture.
Brittle deformation occurs commonly at the surface of the earth (lower temperature). Faults form in the shallower parts of the crust.
Ductile deformation occurs at depth (higher temperatures) Folds form in deeper part of the crust.

Thus faults occur as well as folding at the Himalayas.

Also learned that the materials in the mantle not only because of the increased temperature but also can be due to the decrease in pressure and water. Jamie demonstrated by using a vacuum pump to pump out air from a bottle containing hot water. When there is less air, the hot water actually boiled with bubbles appearing. 


Also love some of the videos she showed:










Friday, April 1, 2016

Humanities Network sharing 2016 - Google sites

My sharing with the teachers in the humanities teachers on the use of Google Site for self-directed and collaborative learning. 

The use of google site allow students to be self-directed in their learning as they can select, manage, and assess their own learning activities any time beyond their curriculum time. To further engage the students in their learning, interactive resources such as Zaption interactive videos and Quizlet can be embedded into the Google site. 

Physical Geography Lessons http://tinyurl.com/sec3geog  
Human Geography Lessons tinyurl.com/sec4geog

Inquiry-based learning is infused through geographical investigation using the Google Site. The use of Google site helps the groups direct their geographical inquiry collaboratively as well as allowing them to review the steps needed in the geographical investigation to encourage self-directed learning. An example will be an inquiry on water quality by the Secondary 1 students from Edgefield Secondary School. I have also used Google sites to guide the students for GI on Coastal Studies and Tourism

Sec 1 GI on Water Resources 2015 http://tinyurl.com/watergi2015
Sec 3 GI on Coastal studies @East Coast Park   tinyurl.com/gicoast
Sec 4 GI on Tourism @ Chinatown tinyurl.com/gitourism

I have created two more google sites in 2017 - 
Sec 1 https://sites.google.com/a/moe.edu.sg/sec-1-geog/home
Sec 2 https://sites.google.com/a/moe.edu.sg/sec-2-geog/

Its also great for sharing resources among the department teachers as it is a secured platform which access permission can be controlled - only share with a certain group of people - intranet.


Google site from Lily Teo Hp

As I learn, I share. As I share, I learn.

I am happy that I have learned from the sharing of other teachers too. I would like to highlight in particular two of the sharing which I personally would like to try out.

Enhancing Students’ Subject Literacy for Open-ended 
Dayan Tan Ying Peng from Juying Secondary School
Dayan showed us how the school use the SMRT (Samples, Marking & Modelling, Rubrics, Template & Techniques) strategy to train students to become more competent writers in open-ended questions (level descriptor question).

From creating a writing framework for the students to designing a rubrics for them to see how they can attain the various level of competency. I also love how modelling is done using process writing and how the the teacher allows the student to see their competency level in their writing by indication it in the marking.

Love the techniques using acronym 123 - 1 stand, 2 sides, 3 points  as we had been using PEEL - point, explain, example and link.











Literacy Support for Students Interpretation of Visual Data in Geography
Linda Ng, Yvonne Poh, Nohani, Yamin, Leong Shu Jun from Jurongville Secondary School.

The teachers designed lesson activities to provide more literacy support and scaffolding with the hope that students can better make use of content vocabulary to express their thoughts more clearly and confidently when interpreting visual data.




Wednesday, March 9, 2016

Google Earth

You can download Google Earth free here: http://www.google.com/earth/download/ge/agree.html

This is how the screen will look when you open up Google Earth app or plugin.



Perform searches from the search box at the top left side of the program.
You can type a place name, zipcode or postcode, a town/city name, an airport or you can even try to type in a latitude-longitude location (in decimal format). Once you press the  Enter key, you'll be "flown" to that destination.  You can take a virtual holiday!
You can also drag the little yellow man icon to the map and you will get to see street view. I do this before I visit a place so that I can navigate the place easily when I am there!

Use the zoom out and zoom in options from the buttons on the right hand side of the screen.
Turn the wheel in the top right corner to spin the item to a better understood angle. 

Click on Exit Street view to go back to the map.

Look for the date the picture was taken from the bottom left hand corner of the screen.
Scroll through the dates to see all the satellite images from different days of the year. 
Zoom to a place on the map where the satellite image has a date, click the "View" menu from the menu bar and click the "Historical Imagery" button to enable the feature. 
Drag the location of the toggle slider switch in the top left corner to a different date and see what the area was like. e.g. you can see what New Orleans was like after Hurricane Katrina, or one of the many famous historical times that date back to 1990! 


Use the Layers button from the bottom left hand side of the screen.
  • Turn on Weather view from the Layers button in the bottom left corner. Click the drop-down negative sign and next to Weather and click both the "Radar" and "Clouds" options. You'll be able to see rain and snow and clouds and sleet on this map, just like you were looking at a weather radar on a TV screen weather broadcasting channel.  (Temperature data has been dropped in 2017
  • Turn on other buttons for additional items to view about the location. You can turn on Panoramio photos from exact locations where others have taken pictures of landmarks worldwide, or even turn on YouTube videos when these videos have been placemarked. Look through that list, and see if you can turn on other very useful features that show the world from the eyes of other viewers.
  • Look at the locations of epicenters to recorded earthquakes by turning on the Earthquake feature in the Gallery drop-down.

Sunday, July 5, 2015

Combo Chart using Microsoft Excel

Creating combo chart using Microsoft excel is simple especially when you have two sets of data for the Y axis. As shown below - air temperature and relative humidity



This is especially so with climatic graph.

Download from the link below a template which you can use to generate the climatic graph.
http://lily_lee68.webs.com/Create%20climatic%20grah%20excel.xls