Tuesday, December 29, 2020

Tanjong Rimau

Super excited to finally see Tanjong Rimau @ Sentosa again after 28 years! Brought my first batch of students from Rangoon Sec for fieldwork. We were measuring the beach profile and making observation of the cliff features such as the notch and cave. Before the hotel opened next to Tanjong Rimau. Managed to be there via my staycation as I accessed this part of the beach from the hotel's nursery.
Sentosa Nature Discovery has developed a lesson plan based on a video of this area using a drone. I have posted this earlier. 


The cave is deepened with erosion

A notch near the cave













360 view of Tanjong Rimau



Updated on 13 Sept 2022
Studying the geology of Tanjung Rimau with the guidance of EOS. So much to learn about history of tectonic activities through rocks.
https://earthobservatory.sg/news/blog/guiding-geography-teachers-through-the-wonders-of-singapores-geology



Tuesday, November 24, 2020

Mangroves in Southeast Asia

I am always fascinated with mangroves and have visited some in SE Asia. Sad that I have not kept any photos in the 90s such as those at Punggol end which we visited in a Geography camp. 

The following are examples I have taken in Sungei Buloh Wetland.

The pencil-like breathing root of the Avicennia 

The knee-like or knob-like roots of the Bruguiera
 
 
 
The prop roots of the Rhizophora 
 
Update on another species, Sonneratia mangrove, near the jetty at Pulau Ubin. It has a more rounded breathing root sticking out of the ground.

Sonneratia
 

I have decided to share the photos I have taken of mangroves in Singapore, Malaysia, Brunei and Thailand. You are free to use the photos for your lessons.
 

SGLDC sharing on VR LJ and simulated fieldwork

Just some reflection on our sharing in SGLDC Virtual Meet II on 23 Nov 2020.

The SGLDC team should be sharing all the video recordings and slides of what had been shared soon. For those who have yet to join the SGLDC Facebook group (only for MOE staff) do join in and check out what the others have generously shared! 

I like that Madeline has touched on CCPD 360 resources as well as the use of Kuula in adding information to 360 images to give the students a more enriched virtual learning experience. I have shown how Google Earth can be used with other Google tools in VR simulations. Both our sharing are more teacher centric with resources the teachers can use and create for their students. Theophillia sharing is more student centric as she empowered her students to create using VR devices and the Cospaces Edu app. This enable the students to create a personalised VR learning experience and to attain the highest cognitive process on Bloom's taxonomy. 

 A screenshot of the slides I shared:


Use of Google Earth for inquiry based learning and GI
Sec 1 Google Earth
https://sites.google.com/a/moe.edu.sg/sec-1-geog-2021/google-earth

Human Geog Google Earth  https://sites.google.com/a/moe.edu.sg/sec-4-geography/google-earth

Virtual Coastal GI and simulated Fieldwork - https://tinyurl.com/coastalGIVR

And if you would like me to share the SLS lessons (5 stages) which I modified the field site to Lorong Halus for the new Sec 1 syllabus 2021 - please fill up this form via ICON email address https://tinyurl.com/lilysharesls

I will do so after I have collated the list by end of Nov 2020.
(easier to just add from the collated csv- thanks)


Friday, November 13, 2020

New GI Stages & SLS activities

There are 5 Stages in the new syllabus for Geographical Investigation with the newly introduced stage of suggesting improvements and taking actions. I also like it that the activities for the Sec 1 is now in the form of SLS lessons. There are a total 29 SLS lessons for the Sec 1 new syllabus based on diagnostic, knowledge acquisition, geography in practice, self-check and skills practice. A separate 5 SLS lessons have been designed for the Sec 1 GI on Water (Kallang river and Jurong Lake) as well as GI on Tropical Rainforest..




The list of SLS lessons for the new syllabus is available here: go.gov.sg/lsg001

I would propose creating a folder 2021 Sec 1 in My Drive and after you made a copy, save it in the folder. I would also suggest replacing copy of with a number (two digits e.g.01) so that the lessons are in sequence.




I have modified the one on Water GI to that on Lorong Halus Wetland beside the Serangoon River & Reservoir. I will be sharing the one I have modified. 

Please do refer to this shared excel on the SLS lessons related to Geography:


I would really like to encourage all to join in SGLDC!
I find the above features very useful. You can also read some of my posts on SLS:



Monday, November 9, 2020

Sharing on SGLDC

Registration for participants to join the SgLDC League Virtual Meet II on 23 Nov 2020 (Mon)!  is now open!

go.gov.sg/sgldcvmregistration  

You can pick and choose any session of your choice! SGLDC admin will be using the self-select breakout rooms feature in Zoom so that you can choose any breakout rooms that will best meet your learning needs! 
Do note that you need to upgrade your Zoom version to 5.3.0 and above and sign in using desktop client or mobile app on that day to enjoy this feature. Currently there are 11 topics/breakout rooms. I am sharing on VR LJ and simulations with Madeline and Theophilia Group 2. 
I have modified the 5 SLS lessons on water GI to that of Lorong Halus wetland next to Serangoon Reservoir. If you are interested - I can share w you too.



Geography Programme

 


Showcasing what we do for Geography in our school from Sec 1 to Sec 4 over the last two years. You can see the increased use of ICT to overcome the challenge of COVID this year.

I have saved the powerpoint slides as MP4 video. Then insert the video file with some video clips and music into Powerdirector. Pleasantly surprised that the animated gif in my slides is also animated in the video. By saving the powerpoint slides as a video file make the video production fast. This is similar to that of converting keynote in iPad to video by exporting it.



Monday, November 2, 2020

Geog Challenge using Google Form

I assigned to the  Sec 1 students the following quiz on map reading and basic skills using Google Form.
You can make a copy of the form here: 

 https://docs.google.com/forms/d/1BO-xVxQO2_QRwwJxCO-4pK9fYcCZK2GKKTsWKDX5ZKo/copy

I have always love Google Form for being able to assess the students quickly and the responses are collated instantly which allows me to see their learning gaps. Screenshots of the above form.



I was also able to add on the certfy'em which will generate a certificate and send it to the students once they achieve a percentage pass you have designated e.g. 70% One of the girls was so excited she asked if she can print and keep in her report book.


Certify'em is a Google Forms Add-on that makes it possible for you to automatically issue certificates to people who successfully complete your Google Form.The certificate is emailed to the respondent immediately upon completion of the quiz with the personalised name and date. Just customise the template on Google slide with {{Full Name}} and {{Date2}} then add on in Google Form by clicking on Add-on Certifyém. choosing the custom template. Shall introduce this to my other colleagues as even for CCA we are using Google form to certify them for the different badges - would be good to add on this on successful completion of the assessment.




List of merged tag you can use with the custom cert
 
You can make a copy of this Google Slide template which I created and save it in your drive to use as a customised template for Certify'em extension on Google form - https://docs.google.com/presentation/d/1jNtm7CUru-YYJMVWAHCHSmg29pbfA_mKtDsFgpSqZGQ/copy


Remember to publish the Google slide template to the web (you can select this from the drop down under  File menu)

Remember the amazing race Geohunt integrating Weather GI which I created using Google form?
http://ezitnew.blogspot.com/2018/05/google-form-and-qr-codes-amazing-race.html?m=1
I could get the teams to rotate on the stations using section choice in Google Form. The points are automatically calculated and I could announce the winner immediately after the race. I received a thank you note from a student who gotten get O level results that it was most memorable learning experience she had. Made my day!

The following are the Google forms I created which I added certify'em. I gave the form to the students as a form of checklist after I have covered every topic and they enjoyed receiving the certificate.
I was pleasantly surprised when a boy came up to me and ask me for the next one and I had to tell him we still have one more part to finish up the chapter. It's always a joy to see the students excited about learning.

Feedback via Google forms 

You can make a copy and add the Certy'em in order to generate the certificate which will be emailed to the student. If you want to use your own template for the cert, make sure your publish to the web the Google slide of your customised template.

PG Weather and Climate 

https://docs.google.com/forms/d/1fMmZSsBuMVIdsimz7oCki2KDbQnwIJ2jq4ACmsB_VBs/copy

Elective Weather and climate 

https://docs.google.com/forms/d/1lVDxRbH9iHSUgKO2bDBeZOZvJL_xqyxF944BwhQ06xM/copy

Food resources 
https://docs.google.com/forms/d/1dy3yI1xoAwgqQopR-CTbRdZ7OHUY2vIZOSmm_MEIzZs/copy


Elective Food resources
https://docs.google.com/forms/d/1zyJE6lSZs_GT-8I3kLp8FfxFafl1q_Ug1BZzZrZwgKE/copy

Tourism https://docs.google.com/forms/d/18vmnpi-pahbu7BWjXK_OItq62s9PFyPAIVP05bIl1u8/copy

Tectonic Hazards https://docs.google.com/forms/d/1RYAc4kwk88tT9c7GKOo61am_A457kMhNv1EN6-8s6wY/copy

PG Coasts https://docs.google.com/forms/d/1Ayur7IuwVsnEZyD2tDBKGZjdT4uYShV7CoKirRzdQ0o/copy


PG Health and Diseases  

https://docs.google.com/forms/d/1QACRMAKPWWt5Dv0lyy9OLFyBHZ9m3Dyd8xU8qgca50k/copy

Tuesday, September 8, 2020

Alternative assessment via rubrics

The teachers went through the rubrics with the students showing how they are graded. Samples of work (one good and one poor) were shown to the students as well as how they are graded on the rubrics.



A very good inforgraphicby Sec 1 student.

Updated on 26 Jan 2021: Have the privilege of consultation with Prof Tan from NIE on the use of rubrics. Will definitely fine tune the one above.
Definitely enlightening on the value of using rubrics not only as a summative mean in assessment but also formative.

Also learned the importance of making clear to students how they can advance to the next level of learning via looking at the rubrics descriptor. To avoid quantitative criteria. For mandatory such as citation of source, it should be written as footnote. No need to put it in the rubrics. The rubrics should access their level of learning.


We can get the students to co construct the rubrics. However the teacher should be the one to create the criteria and the students will look at how each level is attained by filling in the adjectives in the descriptor.

One strategy which prof used is to mark and feedback to students how to improve on their work to achieve the next level without the score. The students will resubmit their work and then the original score plus the improved score will be released to them . E.g. original score 5 + 2 

 

Wednesday, May 27, 2020

Virtual Learning Journey and simulated GI

The video below is a 360 video I took of the Chinatown LJ for Tourism GI I have conducted in 2020. You can also move horizontally through the 360 video by dragging your finger across the screen if you are using your handphone. You may also pause the video and swipe on the screen for the 360 view. Though you cannot experience the smell, the sight and sound would be an amazing VR experience. You can watch it in VR if you open up the video in Youtube. Experience the virtual reality with VR glasses. 

Virtual Tourism GI


More of 2020 tourism GI here 

Did a virtual Coastal GI in UK too using Google Earth. An overseas virtual learning journey!
Gotten the students to make observation using street view as well using the ruler in Google Earth to do measurements. I actually gotten the students to 'fly' back to Singapore to compare the size of the one we have at ECP with that in UK. Gotten them to think why are the breakwaters wider in UK.
Google Earth Kmz file and worksheet I have created can be downloaded from my Google site @

Sec 1 virtual Water GI using Google Earth. Let's fly over to Lorong Halus!
Students learn more about the history of the place.
https://sites.google.com/a/moe.edu.sg/sec-1-geog/geographical-investigation/5-lorong-halus-wetlands

They can also see how the place was in the past using the time slider with Google Earth.
https://sites.google.com/a/moe.edu.sg/sec-1-geog/google-earth

Then visit the various location via the street view on Google Earth.


An annotated sketch submitted by a Sec 1 student.

Will be customising the 2021 SLS lessons on GI to that on Lorong Halus. Will do the sharing on SGLDC on 23 Nov!

For sec 2 we actually gotten the students to annotate a picture of their neighbourhood to show why it is a unique place for them. Some were not able to be there so they made use of Google Earth and screenshot the street view/photo sphere for the 360 view. They could screenshot images of their neighbourhood and annotate them to show why it is unique to them.


Updated  5 June- Alex shared on the following 360 video of the Toa Payoh Neighbourhood.


This also reminded me of the sharing on using VR for Housing GI shared by Hua Yi sec
http://geogshare.blogspot.com/2019/11/vr-in-geography.html

Updated: use of VR in Geog and Eng by Ms Yong from Teck Whye Sec

Do also look at my earlier post on the use of MOE arcgis resources.
http://geogshare.blogspot.com/2020/03/arcgis-resources.html
 
I have always love Google Earth - My earlier posts on the use of Google Earth:
http://ezitnew.blogspot.com/search/label/Google%20Earth

The use of Google Earth definitely encourage real world exploration. It enables the students to overcome the constraints of space and time, bringing the world into the classroom. Google Earth allows students to locate and explore different parts of the world and the time slider allow one to compare the before-and-after images of an area.   This can definitely help to spark curiosity about the causes and impacts of change as what I have mentioned earlier about the Sec 1's study of Lorong Halus.  

In instances where the location of a study is difficult to reach, teachers can take students on virtual tours. Virtual tours may be in the form of the drag and drop Pegman icon on Google Street View's 3D view. The students could take a virtual trip to see why Machu Picchu in Peru attracts the tourists by moving around the ruins left by the Inca civilisation as well as experience the amazing view from the mountain top. 

Students can zoom, pan, and rotate the orientations of their screen in Google Earth to help them understand geographical space, place, and scale. As mentioned above, the students can use the search and zoom functions on Google Earth to explore Lorong Halus. The ability to observe features in Google Earth by manipulating the map scale actively and easily allows students to have a better sense of how the waterway, e.g Punggol waterway, are connected at a locale and even factors that may affect the water quality in the waterway. 

My Sec 3 students have also enjoyed measuring the breakwater in UK and compare that to the one at ECP using the ruler function in Google Earth. In doing so they could better understand the geographical concept of scale as well as making observations on the reasons for the difference in sizes.  Spatial analysis could be carried out and exploration of the real world without them actually being there with virtual field trips!

Updated 20 Oct 2020
Updated below is my Sec 3 virtual Coastal GI. Making use of Google Earth to help them see the authencity of their "fieldwork", simulated GI with measurement using samples, model, video clips etc at 7 stations in school! The students collaborated in the collection of data using Google Sheets and represent their data using Google slides.

Google Earth allowed my students to "fly over" to East Coast Park and Tanjong Rimau in Sentosa which will not be possible without the use of technology. It had definitely redefined the tasks.

 
You can make a copy of the Google sheet which the students used to record their measurements.

The 5 stations at East Coast Park, Singapore.

The 2 stations at Tanjong Rimau in Sentosa.










Explanation on the data collection methods before getting the group's to rotate on the 7 stations.


Virtual flight to ECP via Google Earth. Students took a screen shot and annotate to explain their observation on coastal process, coastal features and human intervention.

Measuring the wave frequency from recorded video taken at ECP.  Students imagine themselves to be at ECP looking at the place mark on Google Earth.



Sediment size analysis for larger sediment using a corner caliper.

Sediment size analysis for finer sediment using a weighing scale and sieves.

Measuring the slope of the beach facing the updrift and downdrift.

My HOD help me to guide the students in using the ranging poles and clinometer in measuring the beach profile.