Causes and Consequences of Conflict in Northern Ireland
The essential driving factor behind conflict in Northern Ireland seems to be the fact that people there clearly saw themselves as part of 2 different groups- either Protestants or Catholics. Because there was never an opportunity or effort made to bridge the gap between both groups from the beginning, differences were made for and between them in terms of their living and working conditions, regardless of the fact that these decisions were unfair and biased. In the following paragraphs, we will look at some of the causes of conflict in Northern Ireland.
Divided Loyalties
The lack of common identity between the Protestants and the Catholics prevented them from understanding and cooperating with each other. This situation was worsened by the religious difference that they shared. Most Protestants considered themselves British and wanted Northern Ireland to remain a part of the United Kingdom. This was because the Republic of Ireland was a Catholic country and they feared intolerance of their Protestant beliefs in such a country. The Catholics, however, wanted to be reunited with the Republic of Ireland precisely because of its Catholic beliefs. This was also because they resented the British- as Catholics were mercilessly killed during the English conquest.
Unequal Allocation of Government Housing
Catholics felt that the allocation of public housing by the Councils in Northern Ireland was largely unfair. They argued that the Councils were made up of mostly Protestant officers who deliberately overlooked the needs of Catholic families. The Catholics had to wait for very long before they got their own houses and in some areas, more houses were given to Protestants rather than Catholics. Also, smaller Protestant families were given housing before larger Catholic families.
Unequal Employment Opportunities
Catholics felt that the Protestants were getting the upper hand when competing for government jobs although they were as qualified academically. It was more difficult for the Catholics to land government jobs as compared to the Protestants.
Lack of Voting Rights
The voting system was prejudiced against the poorer Catholic population. At that time, only those who owned houses and businesses had the right to vote in the local government elections. Each household was entitled to 2 votes while companies were given votes according to their size. The Catholics felt that this was unfair as many companies were owned by the rich Protestants and voting districts were drawn up to include a larger proportion of Protestants. This system has since been abolished after a protest by the Catholics.
Lack of Opportunities for Social Interaction
Protestants and Catholics were segregated even in schools. Protestants went to fully funded public schools and Catholics went to private schools that were partially funded. In schools, Protestant children were taught British history and played largely British sports like rugby and hockey. They would sing the British national anthem and were taught to be loyal to the British. The Catholics, however, learnt Irish language and culture and played Irish sports like hurling. As a result, Protestant and Catholic children grew up in different environments and did not have the chance to socially interact with each other.
The Catholics and Protestants have also been living in separate residential areas since the 17th century. Today, almost two-thirds of Northern Ireland’s population lives in areas that are either mainly Protestant or Catholic. This has also contributed to the reduced opportunity for social interaction between them.
The antagonism between the Protestants and Catholics was accentuated due to the above-mentioned factors. Over the years, the situation in Northern Ireland changed from one of peaceful civil rights, to that of multiple outbreaks of violence. These were the consequences of the conflict in Northern Ireland. In the following paragraphs, we will look at other consequences of conflict in Northern Ireland.
Social Segregation
The Protestants and Catholics grew up in an atmosphere of tension and violence. Because they were segregated socially in they ways they lived, worked and played, most people grew up not even knowing or meeting anyone from the other community. Also, because they grew up listening to biased accounts of violence and injustice against them, they become biased individuals themselves. In some cases, they deliberately chose not to mingle with people of the other community because of prejudice or because they worried about the reactions of people of their own community. This hampered the hope of any chance for a future understanding between Protestants and Catholics.
Declining Economy
The economy of Northern Ireland has been adversely affected by the unstable political and social climates in the country. Foreign investors either pulled out of their current operations or steered clear of making any investments in the country. This has created further pressure between the Protestants and Catholics as they lost their jobs due to this. Further antagonism occurred as the richer Protestants had the capital to salvage their situations but the poorer Catholics were disadvantaged and had to wait for long before help came by.
Political Reform
The Northern Ireland government was forced to put into ruling anti-discrimination measures after a number of civil right marches. The government agreed to abolish the unfair voting system and promised to review the allocation of government-owned houses. In 1972, the government went through a suspension that meant that all laws and decisions concerning the country would be made in London. Over the years, an agreement was crafted to introduce power sharing between the Catholics and Protestants to avoid having decisions being made by only the majority group. After a Protestant workers’ strike the following year, the agreement on power sharing was removed. More than a decade later, another agreement was crafted to re-introduce power sharing between Protestants and Catholics. However, this agreement has still not been fully implemented as different political parties refused to cooperate and share power.
The struggle and antagonism between Protestant and Catholic people continues up till today. The only way to rid Northern Ireland of such problems is to come up with a transparent system that treats everyone equally in every aspect of work, play and life; and assures them that people of all races and religions will observe tolerance of each other’s beliefs.
Friday, November 30, 2007
SS Assignment
Thursday, November 22, 2007
Unit Plan (Final)
1) Basic understanding of plate tectonics:
a. the global distribution of plates
b. fold mountain, volcanoes and earthquakes
2) The general processes leading to the formation of
a. fold mountains
b. rift valleys
c. block mountains
d. volcanoes
e. earthquakes
3) Describe and explain the impacts of earthquakes and their outcomes on human activities
Learning Outcomes:
Pupils will be able to:
i. understand the relevance of plate tectonics in influencing general distributions of earthquakes, volcanoes and fold mountains.
ii. develop basic skills to identify different zones of volatility associated with plate margins
iii. describe and explain the impacts of volcanoes and earthquakes on human activities
Enduring Understandings
1) Major landforms, volcanoes and earthquakes are a result of plate movements.
2) Volcanoes and earthquakes have both positive and negative effects on human activities.
Essential Questions
1) How do plate boundaries affect the formation of major landforms?
2) Consequently how do plate movements result in earthquakes?
3) What are the impacts of volcanoes and earthquakes on human activities?
Knowledge
1) Difference: know the difference between the different plate boundaries i.e. convergent, divergent and transform.
2) Characteristics: know the characteristics of different landforms, volcanoes and severity of earthquakes.
Skills
1) Identify different plate margins on the world map and explain the types of landforms and or activities that occur.
2) Draw and label landforms which occur at the plate margins.
Time Frame : 2 Periods
Skills & Strategies:
1) Respond to a range of visuals on the earth’s interior in pairs and share ideas about what the Earth’s interior constitutes. (i.e. core, mantle and the different lithospheres, plates etc.)
2) In pairs, share what convection currents mean in terms of physics and draw a basic diagram about convection currents.
3) Then as a class share their findings. Compare the convection currents that occur in a beaker of water left over a flame with the convection currents that occur in the Earth’s interior.
4) Students are required to submit an 'exit pass' at the end of the lesson.
2) Informal assessment of students understanding from their drawing of convection currents.
3) Teacher can assess students understanding through the exit passes.
Resources:
2) Visuals of convection currents on worksheets constructed from scratch.
3) Show a pre-recorded video of teacher using a beaker of water and a bunsen burner to heat it up. Coloured dye or potassium permanganate is placed in the water and the class can see the movement of convection currents following the movement of the dye or chemical substance.
Timeframe: 1 period
2) Schema Knowledge Activation: On the concept of density.
3) Using appropriate terms and definitions to articulate visuals
2) Thereafter students are to get into groups of 4s to associate the density idea from the experiment to the different plates in the Earth’s interior
2) Then they have to explain which plate subducts beneath the other depending on the direction of the movement of the plates and the density of both plates.
2) Materials for experiment.
3) Worksheet designed by teacher.
Timeframe: 2 periods
2) Direct Instruction: Using directed learning students will be introduced to the theory of Plate Tectonics
2) Students will be shown a power point presentation with animations of the different types of plate boundaries.
Think-Pair-Share
1) In pairs, students will be given a worksheet with simple guiding questions to teach them how to draw good diagrams associated with plate boundaries.
2) Then in groups of four share their drawings to compare if they have all the relevant information.
3) Each group then will be asked to come up to share their drawings on the visualiser.
4) Students are required to submit an 'exit pass' at the end of the lesson.
2) Teacher can gauge students' understanding through the exit passes.
2) Animated clips of plate movements at different plate boundaries.
3) Worksheets with guidelines for the 3 different plate boundaries.
4) The visualizer for sharing each group’s final diagram for the class.
Timeframe: 1 period
2) Test will include diagram drawing and explaining the concept of convection currents together with density to explain plate tectonics.
3) They will also have to put up a reflection of what they have learnt so far on their online Geography class forum.
2) Gauge for the teacher regarding their academic understanding of the topic so far.
Timeframe: 2 periods
2) Tiered learning/ Differentiated Instructions
2) Teacher picks out the landforms relevant to the lesson and adds on if they have not been listed.
3) Students are divided into groups and allotted different landforms according to their abilities.
4) Lower ability students carry out jigsaw activity. They are given a text which describes the formation of a particular landform. They are to piece it together coherently.
5) Average ability students are to roleplay the formation of the landform.
6) Higher ability students are to draw different diagrams describing the formation of the landforms.
7) Students will take turns to present their activity to the class.
8) Students will have to submit an ‘exit pass’ at the end of the lesson.
2) Teachers can assess the students' understanding through the exit passes.
2) Mahjong paper and markers for higher ability students to draw their diagrams.
3) Diagrams showing the different landforms from web sources, textbooks, magazines etc.
Timeframe: 1 period
2) Teacher will inform them on important technical terms that should be included when describing characteristics and formations.
2) Mahjong paper and markers for higher ability students to draw their diagrams.
3) Diagrams showing the different landforms from various sources.
Timeframe: 2 periods
2) Directed Learning
2) They will learn which types of movements occur at which plate margins and be introduced to the common plate margins e.g. Nazca Plate, Philippines plate etc.
3) At the end of the lesson they will engage in an activity in groups to answer the worksheet prepared for them.
4) Students are required to come up with an ‘exit pass’ at the end of the lesson.
2) Their understanding can also be gauged from their exit passes.
2) Worksheet designed by teacher
Timeframe: 1 period
2) Directed Learning
Students are given summary notes on the different landforms, their characteristics and formations.
2) Notes with the summary (designed by teacher)
Timeframe: 2 periods
Explain why volcanoes and earthquakes occur along plate boundaries.
2) Explain the impacts of volcanoes and earthquakes on the environment and people
3) Explore both negative and positive impacts
2) In the process they will engage, explore and explain how the phenomenon of volcanoes and earthquake is associated with plate boundaries.
3) They will also explore the positive and negative impacts of volcanoes and earthquakes on people and the environment.
4) In pairs they will be given worksheets focusing on different aspects of the site.
a. The linkages between volcanoes and plate boundaries.
b. The linkages between earthquakes and plate boundaries.
c. The resultant impacts on people and the environment.
5) They will then be asked to answer several questions related to the topic concern, which will require some knowledge of what they have learnt about plate interactions at boundaries.
6) Each pair will be given different questions to focus on. However, 3 pairs in the class will have the same set of questions.
7) This will help in the verbal presentation of answers later in the lesson.
8) Worksheets will be collected at the end of class.
9) Students will have to submit an ‘exit pass’ at the end of the lesson.
2) Their answers on the worksheets will serve as a gauge for the teacher with regards to their cognitive development in the unit how they process their ideas. Their answers will also make up the grade for 10% of their continual assessment.
3) Teacher can gauge students' understanding through the exit passes.
2) Worksheet designed by teacher
Timeframe: 1 period
1)Continuation from previous lesson whereby the teacher draws linkages to plate boundaries and volcanoes and earthquakes.
2) Directive Learning:
Teacher also briefly mentions that there are means to manage the impacts volcanoes and earthquakes have on people and the environment.
The class will be given a short lecture on the relationship between plate boundaries and the mentioned phenomenon as well as the resultant impacts for a clear understanding of this part of the topic.
2) Think-Pair-Share:
Students are to think of management strategies to lessen or control the impacts of volcanoes and earthquakes on people and the environment.
1) Teacher is able to gauge their understanding of management strategies from their pairwork.
2) Students are given power point notes on the phenomenon, its impacts and management strategies.
Timeframe: 2 periods
2) The mind map will serve as a summary for the students. It should minimally include:
a) Plate Boundaries
E.g. Convergent, Divergent and Transform plate movements.
b) Resultant Landforms
c) Identifying both the positive and the negative impacts of volcanoes and earthquakes on human activities and the environment.
3) Students will have to come up with an ‘exit pass’ at the end of the lesson.
From the students’ mind maps, the teacher is able to gauge whether she has achieved the enduring understanding and answered the essential questions of the unit.
2) The teacher is also able to gauge the students' understanding through the exit passes.
Timeframe: 1 period
Unit Plan 2nd draft
Unit Summary:
1) Basic understanding of plate tectonics:
a. the global distribution of plates
b. fold mountain, volcanoes and earthquakes
2) The general processes leading to the formation of
a. fold mountains
b. rift valleys
c. block mountains
d. volcanoes
e. earthquakes
3) Describe and explain the impacts of earthquakes and their outcomes on human activities
Learning Outcomes:
Pupils will be able to
i. understand the relevance of plate tectonics in influencing general distributions of earthquakes, volcanoes and fold mountains.
ii. develop basic skills to identify different zones of volatility associated with plate margins
iii. describe and explain the impacts of volcanoes and earthquakes on human activities
Enduring Understanding
1) Major landforms, volcanoes and earthquakes are a result of plate movements.
2) Volcanoes and earthquakes have both positive and negative effects on human activities.
Essential Questions
1) How do plate boundaries affect the formation of major landforms?
2) Consequently how do plate movements result in earthquakes?
3) What are the impacts of volcanoes and earthquakes on human activities?
Micro-Teaching Lesson Plan
2 periods: 1 hour 10 minutes: Plate Tectonics
10 minutes: Student-Centred Learning
Schema Knowledge Activation
a) Earth’s interior
b) Convection Currents
5 minutes: Student-Centred Learning
Watching Visuals
a) Images showing the Earth’s interior
b) Video showing convection currents in heated oil
http://www.youtube.com/watch?v=SjI4mhqKz5Y
10 minutes: Student-Centred Learning
Students do up a KWL chart in groups regarding the Earth’s interior and convection currents.
10 minutes: Student-Centred Learning
Group Presentations
10 minutes: Student-Centred Learning
Students attempt activity sheet in groups
a) Activity 1
b) Activity 2
15 minutes: Teacher-Centred learning
Teacher explains
a) convection currents, its work and why/how it is triggered
b) The importance of convection currents with respect to the movement of plate margins
Wednesday, November 21, 2007
Micro-Teaching Worksheet
Imagine that this is a pot of soup placed above a flame.
i) Draw on the diagram, using arrows, the movement of heat in the soup when it is left to boil.
ii) Explain why you drew the arrow in such a way.
Activity 2 – Convection Currents
1) Label the diagram with the following words
a. Core
b. Inner Core
c. Mantle
d. Crust
2) Draw on the above diagram, using arrows, the movement of heat currents in the north, south, east and west of the diagram.
Summative Assessment
Questions
1a) Drainage patterns refer to the way in which rivers and its tributaries are arranged. With the aid of labelled sketch diagrams, describe 2 different drainage patterns. (4)
1b) Figure 1.1 shows an aerial view of a river in its course. Using labelled sketch diagrams, explain the river development that is likely to take place at point X. (6)
1c)
i. Figure 1.2 shows the top view of a riverbed seen through the water surface. State the name of the erosional feature on the riverbed. (1)
ii. Which type(s) of erosion could have caused the formation of this feature? Justify your answers. (6)
1d) Many rivers in Monsoon Asia experience differences in seasonal water level. What effects might these differences in water level have upon the work of rivers and human
settlements near rivers? (8)
Answer Scheme
1a) Drainage patterns refer to the way in which rivers and its tributaries are arranged. With the aid of labelled sketch diagrams, describe 2 different drainage patterns. (4)
Suggested Answer
Dendritic: This drainage pattern looks like the branches of a tree. It is a common drainage pattern in a basin where there is only one type of rock, and where erosion takes place evenly.
Trellis: This drainage pattern resembles a fence built around a garden. It is a common drainage pattern in a basin where resistant rocks alternate with less resistant rocks.
Radial: This drainage pattern resembles the spokes of a wheel. It occurs where rivers flow outwards and downhill in all directions from the crater of a volcano.
Marking Scheme
Give 1 mark for stating 2 different drainage patterns.
Give a maximum of 1 mark each for accurate drawing of each pattern (maximum of 2 marks here).
Give another mark if there is an explanation of where the drainage pattern commonly occurs.
1b) Figure 1.1 shows an aerial view of a river in its course. Using labelled sketch diagrams, explain the river development that is likely to take place at point X. (6)
Suggested Answer
Point X lies in between two concave banks of a meander that has undergone prolonged erosion such that the neck between the two concave banks is very sharp, narrow and pronounced.
Figure A Figure B
Figure A: Constant erosion of the concave banks and deposition on the convex banks causes the area between two adjacent concave banks to become sharp and pronounced.
Figure B: With continued erosion and deposition, the neck of land between two adjacent concave banks becomes even narrower.
Figure C Figure D
Figure C: Over time, deposition along the convex banks begins to cut the river from the meander. The river then flows straight through the channel.
Figure D: Eventually, the meander that is cut off becomes an oxbow lake.
Marking Scheme
Give 1 mark for stating that the meander will eventually form into an ox-bow lake.
Give a maximum of 2 marks for diagrams that are clearly drawn and annotated.
Give a maximum of 2 marks for clear explanation of ox-bow lake formation without any use of technical terms like sharp and pronounced concave banks, continued deposition on convex banks etc.
Give a maximum of 3 marks for clear explanation of ox-bow lake with appropriate use of technical terms.
1c)
iii. Figure 1.2 shows the top view of a riverbed seen through the water surface. State the name of the erosional feature on the riverbed. (1)
Answer: Potholes
iv. Which type(s) of erosion could have caused the formation of this feature? Justify your answer(s). (6)
Suggested Answer
a) State the type of erosion: corrasion/abrasion
b) Define corrasion/abrasion
i. The grinding of rocks carried by the river against the riverbed and the sides of the river channel
c) Explain why it is corrosion/abrasion and not other types of erosion that caused the formation of the potholes.
i. The riverbed is made up of rocks that are of different hardness. When rock fragments carried by the river in corrosion scrape and knock against softer rocks, potholes form there. Harder rock is more resistant to corrosion but is also susceptible to corrosion over time.
ii. Potholes form due to the grinding and scraping motion that occurs in corrosion and cannot form during attrition, solution or by hydraulic action alone. (Refer to Figure A)
Figure A
d) Explain how attrition, solution and/or hydraulic action can accentuate the formation of potholes
i. When the potholes get larger, they undermine the adjoining harder rocks which are then attacked by other forms of river erosion
ii. Hydraulic action: Swirling movement of water can cause potholes to enlarge. (Refer to Figure B)
iii. Solution: By the process of solution, certain material in the potholes may dissolve which then causes weaknesses in the structure thus making it susceptible to further corrasion and hydraulic action.
Figure B
Marking Scheme
Give 1 mark for stating that corrasion/abrasion causes the formation of potholes and 1 mark for defining corrasion/abrasion accurately.
Give a maximum of 2 marks for an explanation as to why it is corrasion and not other types of erosion.
Give 1 mark for stating that other forms of erosion can cause further erosion of potholes.
Give 1 mark for clear explanation on how other types of erosion can enlarge potholes.
1d) Many rivers in Monsoon Asia experience differences in seasonal water level. What effects might these differences in water level have upon the work of rivers and human
settlements near rivers? (8)
Suggested Answer
a) Effects on the work of rivers
(Compare and contrast between effects during high water level and low water level)
i. Higher erosive power of rivers during high water level
ii. River load increases and is transported
iii. As a results, rivers deposit more silt along its course
iv. Lower erosive power of rivers during low water level
v. River load decreases but is still transported
vi. However, deposition is much less then during high water level season.
b) Effects on human settlements near the river
(Compare negative and positive effects during both high and low water levels)
i. Negative effects
a. Flooding which causes loss and damage of property, lives and livestock
b. Crops are flooded and therefore wasted.
c. Accumulation of sediment in lower courses of the river that raise river bed and cause flooding
d. Low water levels do not allow the overflowing of alluvial material onto floodplains. As a result, fertility of floodplain dwindles.
ii. Positive effects
a. Deposition of alluvial material on floodplains during flooding makes plain fertile ground
b. Crops can be harvested during season of low water level
The above points are examples of points that are acceptable. Reward any other acceptable answers.
A full answer does not need to include all the above points, but it should refer to the effects on the work of rivers during both seasons. Positive and negative effects on human settlements near the river both seasons should also be included.
The question does not ask for examples, therefore it is possible to gain maximum marks without quoting examples.
Candidates at each level will show the following characteristics.
Level 1 (0 – 3 marks)
One or two general statements on the effects seasonal water levels have on the work of rivers and human settlements.
Effects are linked to either high water level or low water level, not necessarily both.
No comparison is made between the effects during high and low water level.
No usage of technical terms like higher/lower erosive power, accumulation of sediment et
Only refers to either positive or negative effect, not both.
Level 2 (4 – 6 marks)
At least 3 statements made on the effects seasonal water levels have on the work of rivers and human settlements.
Effects are linked to both high and low water levels.
Comparison is made between effects at high and low water levels.
Some technical terms are used.
Both positive and negative effects are mentioned.
Level 3 (7 – 8 marks)
Comparison is made between effects of seasonal water level on the work of rivers and human settlements.
Technical terms are used to convey meaning effectively.
Positive and negative effects on the work of rivers clearly explained.
Positive and negative effects on human settlements near rivers clearly explained.
Explained that some initially negative effects can become positive effects later e.g. flooding as a negative effect but when flood ceases, floodplain is abundant with deposited alluvium conducive for farming.
Mention that people living near rivers have to take into account the work of rivers and seasonal water levels before deciding on what they can or cannot do during a particular season.
Monday, November 19, 2007
Field Study Package
Rationale
To be able to have hands on experience in identifying rocks on site. This is to allow students, especially those who have not seen the different types of rocks to relate the characteristics of rocks that they have learnt in their syllabus to real-life context.
The Enduring Understanding
The characteristics of different types of rocks change over time and space as weathering, erosion or other processes may cause changes to occur.
Essential Questions
1) What are the characteristics of igneous, sedimentary and metamorphic rocks?
2) What happens to rocks over time and space?
Process
1. Learning Outcomes
a. To be able to identify and state the 3 different types of rocks.
b. To be able to list specific characteristics associated with each kind of rock.
2. Description of Study Site
a. 2 field sites have been chosen for this fieldtrip.
b. These field site serve to portray different types of rocks and their characteristics.
c. Students will be able to use their various senses to better understand and relate to these rock types.
Pre-fieldwork phase - General background
1) Telok Cempedak Beach
Telok Cempedak Beach is located just 5 kilometres from Kuantan Town. It is famous for its enclosed bay which is suitable for water sport activities like swimming, surfing and jet-skiing. The white sandy beach is lined with beautiful casuarinas, pine trees and some areas with huge rocks which face the South China Sea. You will get affiliated with these rocks during field work!
2) Gua Charas (Charas Cave)
Gua Charas lies at the bottom of the 1000-metre high Panching Hill which has an area of 86 acres. The cave is said to be millions of years old and is made of granite and limestone. Its unique rock formations have made it a major attraction both for tourists and professional archaeologists and geographers. Put on comfortable shoes everybody, it’s going to be a long and tiring climb up! And be careful, it gets slippery inside the cave!
Design of Field Activities -Appendix 1
Field work will be designed such that students will explore the two above mentioned sites for the different types of rocks.
a. This will include taking note of the characteristics of the predominant type of rock type present and consequently identifying them.
b. Students will also be asked about the predominant type of weathering taking place using observable characteristics such as the colour of the rocks and lines of weaknesses etc.
Checklists and Safety Measures
1. Checklists for students to ensure that they bring relevant materials and pack their bag wisely for the fieldtrip. (Appendix 2)
2. Students have certain responsibilities especially when going to an overseas trip with their schoolmates. (Appendix 3)
3. Parent’s Consent Form (Appendix 4)
Fieldwork phase 1 – Telok Cempedak Beach
Day 1 - Rock Identification
Student Profile
30 Secondary 3 Express students divided into 5 groups of 6 students each.
Each group is made up of students of the same ability level.
Objectives
1) Students should be able to identify rock types by comparing the characteristics of different rocks against a simple rock identification guide.
2) Students should be able to explain how seawater causes differences to occur in the same rock. 3) Students should be able to explain why sand which is nearer/under rocks is of a different colour from the sand which is on/nearer the main beach.
Groups 1 and 2
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Get to the other side of the walkway.
2) Face the sea and label the area as right and left.
3) On the left is a vast sandy area followed by a headland.
4) On the right, there will be a large area holding huge rocks.
5) Group 1; proceed to the area closer to the headland.
6) Group 2; proceed to the area closer to the rocks.
Task for Group 1 (60 minutes)
1. Proceed to area of investigation (Station 1).
2. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
3. Get 2 people each to walk 10 metres away from Station 1, in both directions; towards the sea and away from the sea.
4. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
5. Come back to the group and update group members on the characteristics and compare and contrast similarities and differences.
6. Explain reasons for the similarities and differences.
7. After 20 minutes, Group 1 proceeds to Group 2’s location (Station 2) and repeats steps 1 to 6.
8. After 20 minutes, Group 1 proceeds back to the starting point to consolidate information.
9. Explain why the characteristics of the sand at the two different stations are the same or different.
Task for Group 2 (60 minutes)
1. Proceed to area of investigation (Station 2).
2. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
3. Get 2 people each to walk 10 metres away from Station 2, in both directions; towards the sea and away from the sea.
4. Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture).
5. Come back to the group and update group members on the characteristics and compare and contrast similarities and differences.
6. Explain reasons for the similarities and differences.
7. After 20 minutes, Group 2 proceeds to Group 1’s location (Station 1) and repeats steps 1 to 6.
8. After 20 minutes, Group 2 proceeds back to the starting point to consolidate information.
9. Explain why the characteristics of the sand at the two different stations are the same or different.
Groups 3 and 4
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and label the rocks into areas which are a) always hit by sea water (Station 1), b) never hit by seawater (Station 2) and c) the in-between area which is hit by seawater sometimes (Station 3).
3) Group 1; proceed to Station 1.
4) Group 2; proceed to Station 2.
Task for Group 3 (60 minutes)
1. Proceed to area of investigation (Station 1).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
5. After 15 minutes, Proceed to Station 2. Repeat steps 2 to 4.
6. After 15 minutes, Proceed to Station 3. Repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate the information.
8. Explain how seawater and the impact of seawater against the rocks caused certain similarities and/or differences to occur at the different stations.
Task for Group 4 (60 minutes)
1. Proceed to area of investigation (Station 2).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
5. After 15 minutes, Proceed to Station 3. Repeat steps 2 to 4.
6. After 15 minutes, Proceed to Station 1. Repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate the information.
8. Explain how seawater and the impact of seawater against the rocks caused certain similarities and/or differences to occur at the different stations.
Groups 5 and 6.
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and look to the right. At the end of the stretch there will be the biggest rocks located in a small area. This is Station 1.
3) Face the sea and look to the left. There will be individual, big rocks which are very spaced out. This is Station 2.
4) From Station 2, face the sea and walk to the left. There will be a small cliff of huge and tall rocks which are agglomerated together. This is Station 3.
5) Group 5; proceed to Station 1.
6) Group 6; proceed to Station 3.
Task for Group 5 (60 minutes)
1. Proceed to area of investigation (Station 1).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students compare the notes against the rock identification guide and try to find out the rock type or eliminate which type of rock it is not.
5. After 15 minutes, proceed to Station 2 and repeat steps 2 to 4.
6. After 15 minutes, proceed to Station 3 and repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate information.
8. Explain each rock classification, why that classification and why it is not a different classification. Explain if there are any linkages between location and the rock type.
Task for Group 6 (60 minutes)
1. Proceed to area of investigation (Station 3).
2. 2 students take photos of the rocks.
3. 2 students take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc).
4. 2 students compare the notes against the rock identification guide and try to find out the rock type or eliminate which type of rock it is not.
5. After 15 minutes, proceed to Station 2 and repeat steps 2 to 4.
6. After 15 minutes, proceed to Station 1 and repeat steps 2 to 4.
7. Proceed back to the starting point and consolidate information.
8. Explain each rock classification, why that classification and why it is not a different classification. Explain if there are any linkages between location and the rock type.
Cooperative Learning Activity after Fieldwork
1 person from each group will be asked to share the findings from their activities. A full group discussion will follow regarding the findings and why they are such.
Reflection at the end of the day
Students will have to write a reflection on their respective activities and explain if there will be any changes to their finding over time and space. If there are any changes, they should state why. If they feel that there would be no changes, they should also state reasons as to why they feel so.
Worksheets
Tasks Sheet for all groups - Appendix 5.
Rock Characteristics for Groups 5 & 6 – Appendix 6.
Fieldwork phase 2 – Gua Charas
Day 2 – Limestone Cave
Student Profile
30 students – pre-divided into 5 groups of 6
Objectives
1) Students will be able to identify the characteristics of limestone by looking and feeling the rock surfaces in the caves.
2) Students will be able to identify and explain the formation of stalactite and stalagmite in the caves.
Procedure (20 minutes)
Students will be asked to get into their groups of 6.
They will then be given one worksheet per group to look through before we depart for the Limestone Caves. (Appendix 1)
They will be guided through the various questions in the worksheet to give them a clearer understanding of their tasks and their upcoming findings.
Any doubts will be cleared before heading for the caves.
Task during the fieldtrip (40 minutes)
Groups 1 and 2 will be given a same task.
They will be asked to walk inside the cave from the entrance to the exit.
In the process they will be asked to use their various senses i.e. touch, smell, and sight to describe the caves in words. They will be asked to compare and contrast their findings in this cave with the findings from their previous field activity at Telok Cempedak.
They will then be asked to list the differences in their worksheet*.
Groups 3 and 4 will be given the same task.
They will also be asked to explore the cave and in the process select a spot and sketch it.
In their sketch they are to pick out details such as rock surfaces and the larger picture of the limestone caves.
They will be then asked to compare their sketch with the one sketched at Telok Cempedak.
They will then list the differences in both the sketches in their worksheet*.
Groups 5 and 6 will do the same task.
They will be asked to explore the cave and in the process take photographs of the various characteristics of the limestone.
Amongst other characteristics, it is essential for them to take pictures of the various colours and texture of limestone.
They will be asked to compare their photographs with the photographs taken at Telok Cempedak.
They will be asked to list the differences in the photographs of both locations in their worksheet*.
* Worksheets – Appendix 7
Post - Fieldwork phase – Follow-Up Activities
Post-fieldtrip Task
In the post-activity, Group 1 and Group 2 would have to write a short story or a song or choose any other creative way to describe their findings using words.
In their post-activity, Group 3 and Group 4 would have to present their findings either in the form of a comic or a drawing with labels or in any other creative way using their sketches.
In the post-activity, Group 5 and Group 6 would have to present their findings in the form of a mini exhibition or power-point presentation or any other creative way using their photographs.
Appendix 1
2 DAYS 1 NIGHT FIELD TRIP TO KUANTAN
Day 1
0730 Depart from school car park for Woodlands/ Johore Bahru Customs
1200 Lunch at a local restaurant
1330 Telok Cempedak Beach for Rock and Weathering Studies
1700 Check in at Swiss Garden Resort and Spa
1800 Debrief at hotel conference room
1900 Dinner at a local restaurant
2030 Back to hotel
2100 Games session at hotel recreation room
2200 Proceed back to rooms
2230 Lights out
Day 2
0730 Buffet breakfast at resort and check out of resort
0900 Cave Charas (Karst Landform) for Rock and Weathering Studies
1200 Lunch at local restaurant
1330 Stopover at famous Mersing supermarket for shopping
1500 Proceed back to Singapore
1930 Clear customs at Johore Bahru/ Woodlands
2030 Back at school car park
* Please note that this itinerary will be subjected to change in the event of changes that arise during the trip.
Appendix 2
What to bring? Your Complete Checklist!
1) Clothes to last for 2 days
Remember, no shorts or bare shoulder-tops, t-shirts are the best options.
Bermudas or track pants for fieldwork.
2) Undergarments
3) Toiletries
Soap, shampoo, toothbrush, toothpaste, facial wash etc.
4) Shoes
Comfortable track shoes and/or sandals with straps and good support.
Strictly no slippers allowed on field sites.
5) Cap/ Hat
6) Sun block
7) Insect Repellant
Compulsory! You do not want to get bitten by insects during fieldwork!
8) Torch Light
Compulsory! In case of emergency, very important!
9) Water Bottle
Stay hydrated! You will be under the sun a lot.
10) Medication
To your own discretion.
11) Camera/ Video camera
12) Stationery
13) Notes
To refer to when doing fieldwork.
14) Paper/notebook
15) Clipboard
Don’t struggle with your paper/notebook. Clip them down.
16) Sufficient money
Do not bring more than RM100. We are doing much shopping!
***17) Passport
You will have to forfeit the money you paid for the trip if you travelled all the way to the Causeway without your passport.
Appendix 3
Responsibilities
Be punctual for all activities.
The early bird catches the worm, remember? Arrange for wake-up calls with the hotel staff and your peers if you really are allergic to sunrise!
Be properly attired.
Respect the culture of the country you are in! Dress appropriately: No shorts; or tops which bare the shoulders! Make sure you are in comfortable outdoor footwear. STRICTLY NO SLIPPERS ALLOWED DURING FIELDWORK.
Participate in all activities with genuine enthusiasm.
We aren’t here on a holiday (but that doesn’t mean you can’t have fun!) so make the best of your time here. Be active and contribute to discussions.
Always take care of your belongings.
Always check to see if you have your passport, wallet, money, hand phone, digital cameras and other personal belongings. Check at every stop and before you leave every stop. We will do this together in the bus before you alight and after the activity!
Report loss, theft, injury or illness immediately.
Don’t keep your problems to yourself. More heads are better than one so let us help you!
Move around in big groups.
DO NOT WANDER OFF ALONE FOR ANY REASON AT ALL. Always make sure you have the permission of your teacher and group leader before you wander off for fieldwork. Make sure you are moving in large groups. Rule number 1: Always try to have one male with you. Rule number 2: 3 people do not make a large group!
Respect the people and environment around you.
DO NOT TAKE ANYTHING EXCEPT FOR PHOTOS (and maybe, rock samples). DO NOT MAKE INSENSITIVE REMARKS ABOUT THE COUNTRY. You can use the toilets but please, keep your comments to yourself.
Appendix 4
Field Trip Consent Form
We are arranging a field trip for students in Secondary 3E1 on 18 November 2007 to
Kuantan (Pahang), Malaysia from 18 November 2007 to 19 November 2007
We will be traveling by V.I.P. Coach and staying in Swiss Garden Hotel.
On this field trip, we will be exploring rocks and landforms in line with their syllabus.
The class will be supervised by: Miss Razinah Rahmatulla and Miss Sandhia Rai and you can contact them at their cell at 91234567 & 97654321 respectively.
-------------------------------------------Cut along this line----------------------------------
I _________________________ parent/guardian of ______________(student’s name) of class____________________ give permission for him/her to participate in the above- mentioned field trip.
I understand that my child may be exposed to certain risks while participating in this activity. Accidents and injuries may occur.
________________________________ Date _______________________
Signature of Parent/Guardian
________________________________
Printed name of Parent/Guardian
____________________________________________________________
Address of Parent/Guardian
Accidents can be the result of the nature of the activity and can occur with or without any fault on either the part of the student, or the school board or its employees or agents, or the facility where the activity is taking place. By allowing your son/daughter to participate in this activity, you are accepting the risk of an accident occurring, and agree that this activity, as described above, is suitable for your child.
* Delete where appropriate.
Appendix 5
(Activity Sheets for Groups 1 & 2 are similar: they attempt the same stations, but at different times. For example, tasks done at both Stations 1 & 2 are the same, but Groups 1 & 2 take turns to attempt each station. When Group 1 is at Station 1, Group 2 is at Station 2. After 20 minutes, they switch stations.)
Telok Cempedak Beach
Activity Sheet for Group 1
Main beach Rocky area
How to get to your fieldwork site:
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Get to the other side of the walkway.
2) Face the sea and label the area as right and left.
3) On the left is a vast sandy area followed by a headland.
4) On the right, there will be a large area holding huge rocks.
5) Group 1; proceed to the area closer to the headland (Station 1).
6) Group 2; proceed to the area closer to the rocks (Station 2).
Rocky area Sandy area near headlands
Task for Group 1 (60 minutes)
1) Proceed to Station 1. You should spend a maximum of 20 minutes at this station.
2) Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
3) Get 2 of your group mates to walk 10 metres away from Station 1, in both directions; towards the sea and away from the sea.4) Ask them to grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
5) Return back to your group and update your group members on your notes. Compare and contrast similarities and differences in the characteristics of the sand at different locations.6) Jot down reasons for the similarities and differences.
7) After 20 minutes, proceed to Station 2 and repeat steps 1 to 6.Station 2
1) Proceed to Station 2. You should spend a maximum of 20 minutes at this station.
2) Grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
3) Get 2 of your group mates to walk 10 metres away from Station 2, in both directions; towards the sea and away from the sea.4) Ask them to grab a quarter of a handful of sand each and describe the characteristics of the sand (for example; colour, size, texture). Note these characteristics down.
5) Return back to your group and update your group members on your notes. Compare and contrast similarities and differences in the characteristics of the sand at different locations.
6) Jot down reasons for the similarities and differences.
8) After 20 minutes, return back to the starting point to consolidate the information you have gathered.9) Explain why the characteristics of the sand at the two different stations are the same or different. (For example, take into account the location, the proximity to rocks and other landforms, etc.)
(Activity sheets for Groups 3 & 4 are similar: they attempt the same stations, but at different times. For example, the tasks done at all stations are the same, but Groups 3 & 4 take turns to attempt each station. When Group 3 is at Station 1, Group 4 is at Station 2. After 15 minutes, Group 3 moves to Station 2 and Group 4 moves to Station 3. The cycle continues until each group has completed 3 stations.)
Activity Sheet for Group 3
How to get to your fieldwork site:
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until you reach the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and label the rocks into areas which are a) always hit by sea water (Station 1), b) never hit by seawater (Station 2) and c) the in-between area which is hit by seawater sometimes (Station 3).
3) Group 3; proceed to Station 1.
6) Group 4; proceed to Station 2.
7) Break yourselves up into pairs. There are 3 parts to the activity at every station. Each pair should attempt a different part to the activity at different stations.
1) Proceed to Station 1. You should spend a maximum of 15 minutes at this station.
2) Appoint 1 pair to take photos of the rocks.
3) Appoint 1 pair to take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down.
4) After 15 minutes, Proceed to Station 2. Repeat steps 2 to 4.
Station 2
1) Proceed to Station 2. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down.
4) Appoint a different pair to pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered, or where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
5) After 15 minutes, Proceed to Station 3. Repeat steps 2 to 4.
Station 3
1) Proceed to Station 3. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rock (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down.
4) Appoint a different pair to pick a particular rock and sketch it. Pay attention to areas where the rocks are broken, eroded or weathered, or where the colour or any other feature is irregular as compared to the whole rock. Mark out exactly which side of the rock is hit by seawater.
6) Proceed back to the starting point and consolidate the information.
7) Explain how seawater and the impact of seawater against the rocks caused certain similarities and/or differences to occur at the different stations. What type of weathering is involved? Does erosion occur? If yes, how?
(Activity sheets for Groups 5 & 6 are similar: they attempt the same stations, but at different times. For example, tasks done at all stations are the same, but Groups 5 & 6 take turns to attempt each station. When Group 5 is at Station 1, Group 6 is at Station 2. After 15 minutes, Group 5 moves to Station 2 and Group 6 moves to Station 3. The cycle continues until each group has attempted 3 stations each.)
Telok Cempedak Beach
Activity Sheet for Group 5
Main beach Rocky area
How to get to your fieldwork site:
1) Use the walkway which connects the main beach to the forested area and the other end of the beach. Walk until you reach the first rest point. Walk into the rest point and take the stairs down to the rocks below.
2) Face the sea and look to the right. At the end of the stretch there will be the biggest rocks located in a small area. This is Station 1.
3) Face the sea and look to the left. There will be individual, big rocks which are very spaced out. This is Station 2.
4) From Station 2, face the sea and walk to the left. There will be a small cliff of huge and tall rocks which are agglomerated together. This is Station 3.
5) Group 5; proceed to Station 1.
6) Group 6; proceed to Station 2.
7) Break yourselves up into pairs. There are 3 parts to the activity at every station. Each pair should attempt a different part to the activity at different stations.
Rocky area Sandy area near the headland
Task for Group 5 (60 minutes)
1) Proceed to Station 1. You should spend a maximum of 15 minutes at this station.
2) Appoint 1 pair to take photos of the rocks.
3) Appoint 1 pair to take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down. 
4) Appoint the last pair to compare the notes the previous pair has noted against the rock identification guide. Try to find out what type of rock it is. If this is impossible, start by eliminating which type of rock it is not.
5) After 15 minutes, proceed to Station 2 and repeat steps 2 to 4.
Station 2
1) Proceed to Station 2. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down. 
4) Appoint the last pair to compare the notes the previous pair has noted against the rock identification guide. Try to find out what type of rock it is. If this is impossible, start by eliminating which type of rock it is not.
5) After 15 minutes, proceed to Station 3 and repeat steps 2 to 4.
Station 3
1) Proceed to Station 3. You should spend a maximum of 15 minutes at this station.
2) Switch roles among yourselves. Appoint 1 pair to take photos of the rocks.
3) Appoint a different pair to take notes on the characteristics of the rocks (for example, colour, texture, size, grain size, visible layering, evidence of erosion/weathering etc). Note these characteristics down. 
4) Appoint the last pair to compare the notes the previous pair has noted against the rock identification guide. Try to find out what type of rock it is. If this is impossible, start by eliminating which type of rock it is not.
5) After 15 minutes, proceed back to the starting point and consolidate the information you have gathered.
6) Explain each rock classification, why that classification was chosen and why it is not a different classification. Explain if there are any linkages between location and the rock type.
Appendix 6
Key to Classifying Common Rock Types
Remember that rocks vary. So do not be surprised or discouraged if you fail to identify your specimen the first time. Review the description of the features and the way the rock occurs. If they do not seem to fit your sample, go back through the guide and check for alternative choices- particularly where you may have been unsure of your observations.
1. Inspect the rock carefully with the naked eye. Are some or all the grains distinguishable or not? if some or all grains are distinguishable - go to 2
if the grains are not easily distinguishable - go to 13
2. Look at the grains in the rock - their shapes and relationship to one another.
if the grains are rounded or angular - go to 3
if the rock is made up interlocking crystalline grains - go to 6
if the grains are mostly rounded - go to 4
if the grains are mostly angular - go to 5
if the grains are mostly sand sized (less than 2 millimetres) - the rock is a sandstone
if the grains are mostly gravel sized or larger (larger than 2 millimetres), or a mix of coarse and fine grains - the rock is a conglomerate
if the grains are mostly coarse (larger than 2 millimetres) in a fine matrix - the rock is a breccia
if the grains are volcanic fragments and possibly include glassy grains - the rock is a volcanic breccia
if the rock fizzes - the rock is a marble
if it does not fizz - go to 7.
if the rock does not show any layering - go to 8
if the rock is noticably layered - go to 12
if they are very large (usually larger than 1 to 2 centimetres) - the rock is a pegmatite
if the crystals are roughly equal in size - go to 9
if there are large crystals in a fine matrix - the rock is a porphyry
if the rock is mostly light coloured minerals with two types of feldspar - go to 10
if the rock has more light minerals than dark, and mostly one type of feldspar - the rock is a granodiorite
if the rock has equal quantities of light and dark minerals (intermediate colour) - go to 11
if the rock is mostly dark minerals - the rock is a gabbro
if the rock is all dark coloured minerals - the rock is an ultramafic rock
if the rock is mostly feldspar with little or no quartz - the rock is a syenite
if the rock has both quartz (often more than 10% of the rock) and feldspar - the rock is a granite
if there is some visible quartz (usually less than 5%) - the rock is quartz diorite
if there is no visible quartz - the rock is diorite
if the rock is made up of granular quartz crystals that break across the grains - the rock is quartzite
if the rock micaceous and splits easily along the layers - the rock is schist
if the rock has coarse light and dark layers which do not split very easily - the rock is a gneiss
if the specimen is light coloured - it is quartz
if the rock is dark coloured - the rock is obsidian
if the rock is hard and scratches a knifeblade - go to 16
if the rock is soft and will not scratch a knife blade - go to 19
if the rock is smooth with no visible grains - the rock is chert
if the rock is granular - go to 17
if the rock is layered - the rock is tuff
if the rock is not layered - go to 18
if the rock is light in colour - the rock is felsite
if the rock is intermediate in colour - the rock is andesite
if the rock is dark in colour - the rock is basalt
if it fizzes - go to 20
if it does not show any reaction - go to 21
if the reaction is vigorous - the rock is limestone
if the reaction is slow, but better with rock powder - the rock is dolomite
if the rock is rough to touch and light in weight - the rock is tuff
if the rock does not split easily - the rock is shale
if the rock splits easily into smooth sheets - the rock is slate
if the rock is green to black with a slippery feel - the rock is serpentinite
if the rock is light coloured and feels greasy - the rock is talc
http://www.em.gov.bc.ca/Mining/Geolsurv/Publications/InfoCirc/IC1987-05/rockclas.htm
Gua Charas
Activity Sheet for Group 1 and 2 (60 minutes)
Walk into the limestone cave looking and feeling your surrounding carefully.
Using your various senses i.e. touch, smell, and sight, describe the caves in words.
Compare and contrast your findings in this cave with the findings from your previous field activity at Telok Cempedak.
List the differences in the space below. (for example; colour, size, texture).
Activity Sheet for Group 3 and 4 (60 minutes)
Explore the cave for its different characteristics.
Select a location in the cave and sketch what you see. Do take note of where exactly in the cave your sketch is on.
Compare your sketch with the ones sketched at Telok Cempedak.
List the differences in both the sketches in the space below.
Activity Sheet for Group 5 and 6 (60 minutes)
Explore the cave and in the process take photographs of the various characteristics of the limestone (It is essential for you to take pictures of the various colours and texture of limestone). Compare the characteristics with photographs taken at Telok Cempedak.
List the difference in both photographs in the space below.
