Lesson video

Hello geographers, it's Mr. Robertson here and I am delighted to be learning with you today.

Today we are in our fifth lesson of our key geographical field work enquiry.

Local area, what needs changing.

And today we're going to be thinking about presenting data.

So geographers, are we ready? Do we have on our geography gaps? Have we got on our explorer, fieldwork, rucksacks? And are we ready to learn? By the end of today's lesson, you will be able to analyse, interpret, and reflect on the geographical data you gathered through your field work.

We have a number of key words today.

I'm going to see the key word first and I'd like you to say it back to me.

Our first key word is report.

Brilliant, our next key word is table.

Amazing, our next key word is graph.

Brilliant, next we have analyse.

Fantastic, and finally interpret.

Absolutely brilliant geographers.

Let's find out what these words mean.

So a report is a detailed, written or spoken presentation of a geographical enquiry.

You can use a table to present data or information in a grid using rows and columns.

A graph is a diagram or picture that displays data.

To analyse is to study something in close detail.

And to interpret is to decide on the meaning of something.

These words are going to be used throughout this lesson.

So in this lesson, we're going to follow on from the active field work that we did in our last lesson.

We're going to be starting by analysing the local services data that we gathered.

In the case of the field work that we did, it was about the location of bins.

Yours might be different.

Next we're going to analyse the litter data, and finally we're going to draw this together to interpret the field work data.

So are we ready to go? Let's go.

Throughout this unit, we have been learning about the fieldwork enquiry cycle.

Let's just remind ourselves about this fieldwork enquiry cycle.

The first part is about asking questions.

At the beginning of this unit, we decided what we were going to investigate.

We asked some local people and carried out some questionnaire to find out what were some important local issues in our local area.

From that we formed our enquiry questions that we were going to investigate.

And then we started to plan what data collection we'd need and the field work techniques that we would use.

We also carried out a risk assessment to ensure that we could do it safely.

After that we had our active field work session where we went out to collect the data.

The next stages in the cycle are presenting the data, reflecting on our findings, communicating our findings, and evaluating our field work.

In today's lesson, we're going to be thinking about presenting the data and reflecting on the findings from the data that we gathered.

Let's look again at this map.

As I carried out my field work last time, going around the route that I'd carefully chosen, I decided to map the location of the bins and this makes it clear to see where they are.

I used the symbol of a blue circle to map the bins, and at when I did my field work, I could stick that as a sticker on my map.

A couple of questions for you here.

How many bins were there? And, are all the bins evenly spread out along the route? Pause the video, talk to the person next to you.

How many bins were there and are they all evenly spread out along the route? Excellent everybody, I can hear that discussion going along.

There were 20 bins in total and they weren't evenly spread out, were there? We can see a cluster of bins near the shops alongside the Spanish City close to the beach, but other areas of the route had much fewer bins.

So the long residential street along by the school had only one.

So they weren't evenly spread out along the route.

Photographs are really useful because they can give us further evidence and data that we can analyse.

For example, this is a photograph that we took in our field work session.

You can see it's of a bin located in the park.

People who use the park, they might have picnics, barbecues and come there and so they can put any rubbish they finished in the bin afterwards.

So we can see where the bin is located and the photograph helps get more evidence.

Did you take any photographs when you carried out some field work to help you analyse the data? Let's check our understanding so far.

Here is a photograph of a different bin that we found on the route during our field work.

Where do you think this bin is located? Is it in location A, B, or C? Pause the video and have a think.

Where is it located and how do you know that? What clues might give you that answer? Well done Geographers.

It's location A, isn't it? Brilliant, we can see that.

We know that because if I look very carefully at the photograph, I can see a further two bins just along from it and that fits with a pattern of three bins.

Location B is in the park, isn't it? And so there wouldn't be any other bins around there and location C, there are fewer bins and so I wouldn't see it just in front.

Why do you think the bin is there and who might use it? Again, pause the video, discuss with someone next to you and see what you come up with.

Yes, that bin is located along the shop front, isn't it? We can see some shops out there.

Maybe it's used by people who've bought some food.

They've been to a restaurant or a takeaway and then when they've eaten it, they can put their litter into it.

So your first task is this.

I want you to write an explanation of why local services were in the particular locations that they were.

In my example, I'm using the location of bins because that was what I was investigating.

There are some sentence starters for you here, but you might need to change them to fit the investigation that you were doing.

So these are my sentence starters.

There were bins found on or in and I'm going to say where they were found, and because I'm going to give a reason for why the bins were where they were.

My second sentence is, there were not any bins found on or in.

Where, and I'm going to give a reason for that.

So by the end of this task I'm going to be able to explain why there are bins in some locations and not in others.

When you carry out this task, you might want to think about what local services data you had collected and use a similar structure.

Off you go geographers, and I look forward to seeing what you've put.

Oh, I can really see you doing some brilliant analysis there of your own local services data.

Here are the examples that I've written based on my field work in Whitley Bay.

There were six bins in the park because lots of dog walkers come past here so they need bins for dog waste.

People having picnics or a snack can also use the bins in here.

There are lots of bins on Marine Avenue and along the promenade.

They are outside of takeaway food shops, so people have somewhere to put the packaging after they've eaten their food.

There was only one bin along Park Road.

The people who live there might not use it, but some passers by do.

Who will have written your own answers to describe the location of your services and well done if you managed to write some really great sentences that explained why they were using the structure suggested.

For the next part of our lesson, we're going to be analysing some of the variable data.

In our case, the litter data.

Let's go.

Here you can see the results of the litter collection.

If you remember, we chose the symbol of a red cross to mark where we saw pieces of litter.

As we went round on our field work, as well as mapping the location of the bins, we also located where we found litter.

Because this is variable data, we also located, we also noted the conditions of the time.

so we knew that this was collected at three o'clock in the afternoon and that it was damp and cold.

Each cross represents one piece of litter.

How many pieces of litter were there? Maybe you could look at a section and estimate, see what you think.

Pause the video if you want to have a go.

Well done for trying.

There were actually 60 pieces of litter.

That's a dreadfully high amount of litter, isn't it? I wonder how close you were to that amount.

Was all the litter evenly spread out along our route? Again, pause the video.

Look very carefully.

Is the litter evenly spread out all through the route or is it clustered in certain places? Again, some great geographical thinking.

You can see that it's not evenly spread out, is it? There is some litter around in the commercial areas, but the largest majority of the litter is along Park Road, which is a residential street and actually only has one bin at the moment.

Thinking about which land or buildings was most of the litter close to, we can see that the fewest amount of litter was around near the shops and the most litter was along the residential street.

There was a little bit of litter in the park as well.

Geographers use grid squares to help them analyse in more detail.

You might have looked at finding grid references before in a previous geography unit.

To do this, we have to do, we look along the horizontal line first and then we look at the vertical.

Sometimes we call this going along the corridor and up the stairs.

Using this technique, I wonder if you might be able to work out which two grid squares contain the most litter.

Pause the video and have a think.

Oh, excellent geography work.

So our first square was 5324.

If you look along at the horizontal line at the bottom, you can see the number 53 and the very line at the on the vertical axis was 24.

There is lots of litter in there, so that's 5324.

Our second square was directly above it.

That is square 5325.

Those two squares had the biggest amount of litter in the root.

So thinking about all the work we've done so far, remember in geography it's important that you may not get the same results if you carry out your field work at a different time of day, week, or even year, and so this might affect the reliability of your results.

Thinking about the work, the field work that we've done in this investigation, looking at the prevalence of litter, I wonder what effect the time of day and time of year might have had on the data that we collected.

Think of when we collected this.

This data was collected on the sick of January, in the winter.

It was collected at three o'clock towards the end of the school day, and it was damp and cold.

I wonder if that might've had an effect on the results that we got.

So let's check our understanding.

How might the time of day affect the data? How might the time of year affect the data? I'd like you to pause your video and have a think about this.

Oh, I can hear some brilliant geographical questions going on here and really well done for coming up with some ideas.

So the time of day might affect litter.

Early in the morning there might not be much litter because people aren't around so much, but by the end of the day, lots of litter might have been dropped as different people have been walking up and down the streets.

How might the time of year affect the data? Well, in winter there are fewer tourists and visitors, so there might be less litter.

Whereas in summer, more people come to visit, go on the beautiful beaches and so there might be more litter.

Well done if you've thought about this and you might have come with slightly different answers.

But it's really important to think about things like the time of day and year, and how that might affect the reliability of the data that we've collected.

Okay, we're going to do our second task for today.

I'd like you to look at the data that you have collected, your variable data, along with any photographs that you took in your field work.

And you're going to think about any spatial patterns that you can identify, and you are also going to think about how reliable your data is.

In my example, I'm going to look at the litter data presented on the map from the field work I did, and I'm going to look at the photographs of bins and litter that I took.

We're going to write a report about the findings and we're going to use some sentence starters to help.

You might want to vary these sentence starters if you've investigated something different.

My two sentence starters are this.

We found the most evidence of litter in or on, and there I'm going to say where the the most litter was found.

And then I'm going to say this litter data can change and could increase if, and I'm going to think about how different times of the year or day might impact on the amount of litter that there is.

I'd like you to pause a video and have a go writing a report about the findings that you've taken.

Oh, fantastic! I can see some brilliant reporting going on there.

These are my examples.

Looking at the spatial pattern of litter data on the map along with any photographs, this is my report.

I said we found the most evidence of litter in grid squares 5324 and 5325.

There was lots of litter along the whole section of Park Road on our field work route.

This litter data can change and would increase if it was a summer's day and there were lots of people at the seaside.

More people would create more litter.

Did you manage in your report to describe what evidence you found with your data? Were you able to use any grid squares to give really accurate locations.

And did you manage to describe how that data could change? Well done if you did, brilliant work.

The final part of this lesson, we're going to think about interpreting field work data.

Let's go.

So as you near the end of your enquiry into what needs changing in the local area, remind yourself of the enquiry questions that you set yourselves.

The enquiry questions that I set myself was, where is there a litter problem in our local area? Why is there a litter problem in our local area? And what can we do to resolve this issue? So far we've discussed and written a report about where the litter problem is.

We need to do a little bit more thinking about why there's a litter problem and what we can do to resolve this issue.

As we analyse the data, we found some spatial patterns.

We noted that the most bins were found in the park and the promenade between points A and C.

We also noted that these areas were the closest to shops, cafes, and restaurants, so that if people have had food and takeaways, they could put their litter and their finished food wrappers into the bins.

We also noticed that on Park Road between points A and B, there was the most litter.

That was also the area with the fewest bins.

So to understand why litter's a problem in the local area, we need to interpret both these data sets together.

Is the amount of litter linked to the availability of bins? What does the map show us? Pause the video and have a think.

What do you notice about the patterns of where the most litter was found compared to the number of bins, and where the least litter was found compared to the number of bins.

Oh brilliant, you've done some amazing interpreting there.

Thank you.

Look here we can see that the area of the most bins, there are four bins located in this part of the park has the least amount of litter.

Whereas here in this area that's been circled, we can see there are the fewest bins, just one bin.

Look on that long residential road and there is the most litter.

So we can see that there is a pattern between the amount of bins and the amount of litter.

Let's think an answer for this question.

Why would you expect to find less litter in an area with lots of bins? Which of these answers make most sense? a, people would have somewhere to dispose of their waste, discouraging them from littering.

b, people are more likely to litter in areas with bins because they think it'll be cleaned up.

c, bins in an area might make people think it's okay to bring more waste.

Which of those answers make most sense? Pause the video and talk to the person next to you.

Brilliant geographical thinking.

You're really thinking quite deeply about the reasons for the data we find.

a, people would have somewhere to dispose of their waste, discouraging them from littering.

That's why we found less litter in an area with lots of bins.

For our final practise task, we're going to write a summary of the field work data.

We're going to use some sentence starters to help structure the answers.

Because my investigation was about investigating data around litter, my sentence starters and my sentences are to do with litter.

If you've had a different enquiry question, you're going to need to change these sentences to fit what you've done.

These are the sentences.

The data showed that there was more or less litters in areas with a bin.

We think this is because, and then I'm going to explain my reasoning.

My next sentence is this, the data showed that there was more or less litter in areas with no bins.

And I'm going to say, we think this is because, and explain my reasoning.

And to help me, I'm going to use all the data that I've collected and think about the patterns that I've noted when I interpreted the data.

Pause the video and have a go.

I'm really looking forward to seeing the results of your field work data.

Well done for all of your hard work.

These are the sentences that I wrote to summarise my field work data.

The data showed that there was less litter in areas with a bin.

We think this is because people have somewhere to put their waste discouraging them from littering.

The data showed that there was more litter in areas with no bins.

We think this is because people have nowhere to put their waste and many then decide to litter.

So in my sentences, I've decided whether there was more or less litter with areas with a bin or no bin, and I've analysed that result using my geographical thinking.

Well done if you've managed to write some similar sentences based on the data that you collected with your enquiry question.

So let's summarise our learning today.

We've learned that geographers use sketch maps, paper and digital maps and grid references to locate field work.

We've learned that data can be shared in many different ways such as through maps, tables, diagrams, graphs, and reports.

And finally we've learned that data can be examined to think about what it is showing.

It's helpful to think about how reliable the answers might be.

I've really enjoyed this lesson about presenting and analysing data with you, and I look forward to our next lesson.

Thank you very much.