Name: ____________________

Geography
Fieldwork
Year 9
Humanities Challenge
September 2023
 GEOGRAPHY
Geography helps us understand the
human and physical forces and
processes which shape and change
our world. It gives us an insight into
how people, places and the
environment are connected and
interact with one another.

FIELDWORK
This fieldwork was created with the aim to reintroduce
you as a Year 9 student to Geography, and consolidate
your knowledge of physical and human geographies
learnt in previous years. The assignment seeks to challenge
BIODIVERSITY MAP

you through the collection of data using various methods and

incorporate these in a final fieldwork report.

You will use several geographical skills during the data collection and
refining of the data, including additional research that is required to
synthesise your findings. The different elements of the assignment
enable you to participate and demonstrate your knowledge.
Engagement in the fieldwork allows you to see physical and human
geographical processes in action, and how these have impacted the
urban coastal landscape at hand.

The area you will be studying is part of the Victorian coastline along Port
Phillip Bay. It lies in the urbanised southern suburbs of Melbourne and is
popular with people from outside this area during summer. It is an area
that has been shaped by both physical processes and human activity.

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TASK
You must prove that the hypothesis below is either true or false. In order
to complete a successful study, you will need to combine your
knowledge of coastal processes and the impact of human activity on
the environment and landscape, and your fieldtrip observations. To help
you plan your work you will need to think carefully about the questions
posed and use all the data you have collected in the field, including
photos, sketches, notes, etc.

HYPOTHESIS
"The physical coastal processes around the Bayside coastline are more
dominant than human activities."

Is this true, false, or are both processes equally present?

QUESTIONS TO COMPLETE
Use the following questions to help you answer the hypothesis:
• What physical coastal processes occur around the Black Rock
coastline?
• How has human activity altered the natural coastline around
Bayside?
• Which types of activity dominate the coastline at Bayside - physical
processes, human activity or a combination of both?

All the questions will have to be answered to answer the hypothesis.

Include data gathered during the fieldtrip, photos taken, and the maps
provided to you in the appendices and online mapping tools.

PATH TO SUCCESS
You will be able to successfully complete this fieldwork and the
accompanying task by following the instructions and rubric in this
booklet closely, writing a solid report and completing the activities;
including the self-evaluation on the final pages.

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 PART 1: THE BAYSIDE COASTLINE
Aim: To look at how physical processes and human activities impact
the coastline.

1. You are to draw a field sketch from your designated outlook (marked
on your map).
⚬ Draw on the page labelled 'Field Sketch'
⚬ Each student must draw their own sketch in their own booklet,
however, ensure each student in your group draws a different
point-of-view from the outlook.

2. Record the facilities around your designated your vantage point using
the page labelled 'Table 1'. By doing this we will be able to compare the
number of facilities at each site back at school.
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3. Record the frequency of the waves coming ashore or crashing against

the cliffs. Tally them up in the table on the next page.

Wave frequencies below 13 per minute are considered constructive

waves (depositing sand) and those above 13 per minute are considered
destructive waves (eroding sand).

4. Having averaged out your readings, are the waves along your stretch
of coastline constructive or destructive? ____________________

5. Do not forget to take photos and record them. You will need to (at
least) take photos of:
⚬ One of each view that has been sketched.
⚬ Some of the facilities around your outlook.
⚬ One of your group carrying out the tasks.

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4
 PART 2: LIFE ALONG THE BAY
Aim: To gain insight into the ways in which coastal urban areas are
built up.

For this second part of the fieldtrip, you will have to walk through your
designated area (see separate hand-out) while observing and
recording the different land uses along your way.

Please read the instructions below carefully as they are vital to the
success of your fieldwork.

• Walk the streets of your designated map area - you might not have
time to roam them all so it might be wise to select which ones you
will study before setting out on your walk.
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• Colour code on your map what land use you observe; domestic
dwellings, commercial, parkland, or maybe something entirelY
DIFFERent. Use the following key:
⚬ Housing - red
⚬ Commercial - dark blue
⚬ Parks and reserves- green
⚬ Sport/recreation/leisure - orange
⚬ Municipal buildings - light blue
⚬ Transport - pink
⚬ Other - purple

Note: it is important you colour code your map correctly as all maps will
be put together at the end of the fieldwork providing us with a complete
overview of land use along the Bayside coastline.

Looking at your completed map, what conclusions can you draw

regarding the land use in your mapped area? Write a statement about
your findings.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

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 Lookout Location

1 1 Middle Brighton Baths

2
2 Brighton Lifesaving Club
2

3
3 3 Green Point

4
4
4 Hampton Beach North

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5
5 Hampton Beach South

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6 6 Sandringham Beach

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7 Beach Road Foreshore
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Playground
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8
9 8 End of Royal Ave

10 9 Red Bluff Lookout

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10 Black Rock Gardens

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 PART 3: FIELDWORK REPORT
Aim: To collate a comprehensive overview of the coastal and urban
landscapes present within the City of Bayside by synthesising
knowledge, field notes and research.

COMPLETING A FIELDWORK REPORT

1. Front cover
• The title of your report - this can be the hypothesis
• Your full names
• Your year level
• Your Humanities teacher's name
• A fitting image or photograph
2. List of contents
3. Introduction
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• A clear statement outlining and explaining the hypothesis in

your own words.
• A rationale for as to why the fieldwork was conducted and the
importance of the collected data and information.
• A statement as to where the data and information was
collected.
4. Background on the location
• Where is it? Include maps at different scales.
• What is its environment? Both current and historical.
• What is currently in the area? Refer to your observations from
Part 1 and your map from Part 2.
• Where was your work focused? Requires a map with marked
significant places that you visited and carried work out at.
• What are people's connection to the area?
I. Research and write in your own words a paragraph on the
indigenous groups connect to the land and how.
II. Research and write in your own words a paragraph about
the current population of the area.
III. Include a statement about each group member's
connection to the area.

Rubrics are available - ask your teacher for one!

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5. Methods
• You must explain how you and your group collected the data.
Include details on how you recorded information; include the
photos taken on the fieldtrip.
I. How did you conduct a wave count?
II. How did you complete a field sketch?
III. How did you record the facilities around your outlook?
IV. How did you categorise and record the different land uses?
6. Questions and results
• Answer the three questions posed at the beginning of the
fieldwork.
I. Support your answers with the data you collected (including
maps and sketches), information you have found, and
maps and/or diagrams.
I. All 'figures' included in your report should have a title and
number and should be referred to in your text.
II. Organise your work in a logical way to support your
answers.
III. Refer to the hypothesis and how your findings support or
debunk the hypothesis.
7. Conclusion
• In a paragraph, summarise your findings and respond to the
hypothesis.
8. Bibliography (APA7 style)
9. Appendices
• Include all the work you have completed as part of the fieldwork
that you did not include within the body of your report, including
your fieldwork booklet, annotated sketches and any notes taken.

USEFUL LINKS
ArcGIS - https://www.arcgis.com/apps/mapviewer/index.html
ArcGIS Living Atlas - https://livingatlas.arcgis.com/en/home/
Bibliography - https://www.bibliography.com/apa/how-to-write-an-apa-
bibliography/
City of Bayside - https://www.bayside.vic.gov.au/
CoastKit - https://mapshare.vic.gov.au/coastkit/
Port Phillip and Westernport Regional Catchment Strategy -
https://portphillipwesternport.rcs.vic.gov.au/local-areas/port-phillip-bay/

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 FIELD SKETCH
Date: __/__/____
Location: _______________________________________
Weather: _______________________________________

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PHOTOGRAPH RECORDING SHEET
Date: __/__/____

PHOTO # LOCATION TOPIC

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 SELF-EVALUATION
Date: __/__/____
Name: _________________________________________
Teacher: ________________________________________
Class: __________________________________________
It is important that you reflect on your own participation, effort, and final
product, as well as your teacher's comments. Through reflection we can
learn a lot about the processes and skills we put to work when we study
and improve these to become even better learners.

Note: only you and your Humanities teacher will see the self-evaluation,
so be honest.

Needs
Established Developing
improvement

I used my time in the field

effectively.

I completed my sketches and

photos, and ensured they were
labelled correctly.

I processed my data effectively

using appropriate methods.

I was able to retrieve a wide range

of information from my data set.

I planned out my fieldwork report

carefully.

I ensured the information and

figures in my report supported my
answering of the hypothesis.

I worked well with others to ensure

all data was collected.

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SELF-EVALUATION
1. The areas I feel that I completed well (and why):
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

2. The part of this assignment that I enjoyed the most was (and why):
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

3. I think I could have done better in __________. How could you

have done better?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

4. The next time I complete a fieldwork assessment I will try to improve in

the following three ways:
• _________________________________________
_________________________________________
• _________________________________________
_________________________________________
• _________________________________________
_________________________________________

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 ADDITIONAL NOTES

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ADDITIONAL NOTES

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 OUTLINE OF THE DAY
MEETING POINT AND ROLL CALL
Your day will start at 8:30AM at your designated meeting point
where a teacher will take the morning roll:

Groups 4, 5, 6, 7 and 14, 15, Groups 8, 9, 10 and 18, 19,

Groups 1, 2, 3 and 11, 12, 13
16, 17 20
Green Point, Sandringham Rotunda, Black Rock Gardens,
BRIGHTON (3) SANDRINGHAM (7) BLACK ROCK (10)

Once the roll has been taken, your group will have to travel to your
group's area to collect data. All areas are along bus lines 600, 922,
and 923, but also close to train stations.

TEACHER BASES
1
Throughout the morning, teachers are
stationed at the three different meeting
points listed above. 2

3
IN THE AFTERNOON 3
After spending the morning collecting
data and having lunch, you are expected 4

to be at one of the following libraries at

1:25PM (normal end of lunch time) 5
for the afternoon roll:

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Brighton Library Groups 1, 2, 3 and 11, 12, 13
7
Sandringham Groups 4, 5, 6, 7, 8, 9, 10 7
Library and 14, 15, 16, 17, 18, 19, 20

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At your assigned library, you will
start working on the fieldwork
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report as outlined in this booklet.
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10
At 3:15PM you will be dismissed from
Middle Brighton or Sandringham Station.

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IMPORTANT INFORMATION
TELEPHONE NUMBERS
Contact the School Reception by 8.00am if you cannot attend the
excursion. Remember to tell your group members to advise them of
your absence too!

Shelford Reception 9524 7333

School mobile #3
0436 860 552
(Brighton teachers)

School mobile #4
0436 857 098
(Sandringham teachers)

School mobile #5
0436 855 508
(Black Rock teachers)

Emergency 000

FIRST AID
Accompanying teachers will have a first aid kit. Please see a
teacher for assistance with any issues. Many places such as train
stations, cafes, and surf lifesaving clubs will also be able to assist
with First Aid.

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Prepared by: Oskar Bleeker