What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to demonstrate your understanding of features of a microclimate within an environment.
You will:
- process the data about the environment that you have gathered or has been given to you by your kaiako. It could be in various forms, such as kōrero tuku iho, your observations, and statistical information.
- choose how to visually present your processed data so that it effectively represents and supports your findings. Use appropriate techniques and methods. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the microclimate in the selected environment. Describe and explain how your data can strengthen and limit your understanding of the microclimate of the selected environment, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the microclimate of the environment.
You are going to demonstrate your understanding of features of a microclimate within an environment.
You will:
- process the data about the environment that you have gathered or has been given to you by your kaiako. It could be in various forms, such as kōrero tuku iho, your observations, and statistical information.
- choose how to visually present your processed data so that it effectively represents and supports your findings. Use appropriate techniques and methods. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the microclimate in the selected environment. Describe and explain how your data can strengthen and limit your understanding of the microclimate of the selected environment, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the microclimate of the environment.
How to present your learning
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a seminar — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your seminar to your teacher.
Option 2:
- Prepare a display board — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your display board to your teacher.
Option 3:
- Prepare a digital audio-visual presentation such as a television news report or a short documentary — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your digital audio-visual presentation to your teacher.
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a seminar — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your seminar to your teacher.
Option 2:
- Prepare a display board — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your display board to your teacher.
Option 3:
- Prepare a digital audio-visual presentation such as a television news report or a short documentary — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your digital audio-visual presentation to your teacher.
Timeframe
You have up to three weeks of class time to complete this Assessment Activity.
You have up to three weeks of class time to complete this Assessment Activity.
Getting started
- Make sure you understand what a microclimate is.
- Make sure you are clear on the purpose of this task, which is to explore a microclimate of an environment.
- Collect primary information related to your chosen microclimate. With the support of your kaiako, decide what data you need and how you might collect it. Data could include:
- temperature
- rainfall
- wind direction
- topography
- humidity
- cloud cover.
- Brainstorm ways you could present the data. Make a list of the conventions you would need to use for each way of presenting.
- Find out about the land use in the selected environment as it might affect the microclimate — does it change from farming land, native forest, industrial, commercial, and residential?
- Examine secondary data about the microclimate — articles from the newspaper or from sources such as MetService or NIWA.
- Look at examples of how data is presented and included in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use to explore the microclimate in your selected environment.
- Make sure you understand what a microclimate is.
- Make sure you are clear on the purpose of this task, which is to explore a microclimate of an environment.
- Collect primary information related to your chosen microclimate. With the support of your kaiako, decide what data you need and how you might collect it. Data could include:
- temperature
- rainfall
- wind direction
- topography
- humidity
- cloud cover.
- Brainstorm ways you could present the data. Make a list of the conventions you would need to use for each way of presenting.
- Find out about the land use in the selected environment as it might affect the microclimate — does it change from farming land, native forest, industrial, commercial, and residential?
- Examine secondary data about the microclimate — articles from the newspaper or from sources such as MetService or NIWA.
- Look at examples of how data is presented and included in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use to explore the microclimate in your selected environment.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to demonstrate your understanding of features of a microclimate within an environment.
You will:
- process the data about the environment that you have gathered or has been given to you by your kaiako. It could be in various forms, such as kōrero tuku iho, your observations, and statistical information.
- choose how to visually present your processed data so that it effectively represents and supports your findings. Use appropriate techniques and methods. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the microclimate in the selected environment. Describe and explain how your data can strengthen and limit your understanding of the microclimate of the selected environment, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the microclimate of the environment.
You are going to demonstrate your understanding of features of a microclimate within an environment.
You will:
- process the data about the environment that you have gathered or has been given to you by your kaiako. It could be in various forms, such as kōrero tuku iho, your observations, and statistical information.
- choose how to visually present your processed data so that it effectively represents and supports your findings. Use appropriate techniques and methods. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the microclimate in the selected environment. Describe and explain how your data can strengthen and limit your understanding of the microclimate of the selected environment, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the microclimate of the environment.
How to present your learning
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a seminar — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your seminar to your teacher.
Option 2:
- Prepare a display board — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your display board to your teacher.
Option 3:
- Prepare a digital audio-visual presentation such as a television news report or a short documentary — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your digital audio-visual presentation to your teacher.
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a seminar — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your seminar to your teacher.
Option 2:
- Prepare a display board — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your display board to your teacher.
Option 3:
- Prepare a digital audio-visual presentation such as a television news report or a short documentary — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your digital audio-visual presentation to your teacher.
Timeframe
You have up to three weeks of class time to complete this Assessment Activity.
You have up to three weeks of class time to complete this Assessment Activity.
Getting started
- Make sure you understand what a microclimate is.
- Make sure you are clear on the purpose of this task, which is to explore a microclimate of an environment.
- Collect primary information related to your chosen microclimate. With the support of your kaiako, decide what data you need and how you might collect it. Data could include:
- temperature
- rainfall
- wind direction
- topography
- humidity
- cloud cover.
- Brainstorm ways you could present the data. Make a list of the conventions you would need to use for each way of presenting.
- Find out about the land use in the selected environment as it might affect the microclimate — does it change from farming land, native forest, industrial, commercial, and residential?
- Examine secondary data about the microclimate — articles from the newspaper or from sources such as MetService or NIWA.
- Look at examples of how data is presented and included in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use to explore the microclimate in your selected environment.
- Make sure you understand what a microclimate is.
- Make sure you are clear on the purpose of this task, which is to explore a microclimate of an environment.
- Collect primary information related to your chosen microclimate. With the support of your kaiako, decide what data you need and how you might collect it. Data could include:
- temperature
- rainfall
- wind direction
- topography
- humidity
- cloud cover.
- Brainstorm ways you could present the data. Make a list of the conventions you would need to use for each way of presenting.
- Find out about the land use in the selected environment as it might affect the microclimate — does it change from farming land, native forest, industrial, commercial, and residential?
- Examine secondary data about the microclimate — articles from the newspaper or from sources such as MetService or NIWA.
- Look at examples of how data is presented and included in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use to explore the microclimate in your selected environment.