Conducting Field Surveys

Overview

In this lesson, students practise conducting a simple geographical survey to collect primary data about a local landform or landscape issue. They focus on choosing an appropriate method, writing clear survey questions, and preparing to organise their data for later representation.

Learning intentions

Students will:

• Understand how to conduct a geographical survey to collect original primary data.
• Write relevant, unbiased survey questions that link to a local geographical issue.
• Use simple digital tools to record responses accurately.
• Plan how to organise and represent survey data so it can be analysed later.

Success criteria

Students can:

• Use a survey question that is clear, specific and linked to the local issue being investigated.
• Create response options (e.g. Likert scale or categories) that make data easy to count.
• Follow a consultation- and respect-focused approach during any real-world data collection.
• Record survey responses accurately in a table (paper or digital) ready for analysis.

Curriculum links

• AC9HG8S02: collect, organise and represent data and information from primary research methods using digital tools as appropriate.
• AC9HG8S03: interpret and analyse geographical data to identify patterns and infer relationships (set up for the next lesson’s analysis).
• AC9HG8K02 and AC9HG8K04: connect the survey topic to distinctive landscapes/landforms and human–environment interconnections and management.

Lesson structure (45 minutes)

1. 0–5 min · Hook (conversation). Teacher shows two example survey questions (one clear, one confusing) and asks: “Which question would help us make fair, countable conclusions and why?” Students quickly share reasons with a partner.

2. 5–15 min · Direct teach (survey planning). Teacher explains the survey basics: purpose, target group, question types, response options, and keeping questions unbiased; emphasise relevance to a local landform/landscape issue and accuracy in recording. Students highlight key features on a provided “Survey Checklist”.

Success criteria for this part: Students identify (and can explain) clear question wording and countable responses.

3. 15–25 min · Modelling (question writing). Teacher models turning a broad issue into survey questions using a quick scaffold:

• Issue: “Erosion near walking tracks” (example)
• Question stem: “How often do you notice…”
• Response options: “Never / Sometimes / Often” Students draft 2–3 survey questions in their planning sheet, then trade with a peer to check for clarity and bias using a short “checklist sentence”.

4. 25–37 min · Guided practice (recording and organisation). Teacher demonstrates creating a simple response table (paper or spreadsheet) with columns for participant group and each response option. Students enter a short practice set of responses (teacher reads out sample answers or students use a quick class poll) and practise tallying/counting.

Success criteria for this part: Students produce an organised dataset table ready for later representation.

5. 37–44 min · Quick assessment (ready-to-use submission). Students submit their best final question set (and response options) plus their planned response table headings. Teacher gives immediate feedback on clarity, relevance and countability.

6. 44–45 min · Exit ticket (reflection). Students answer: “One improvement I made to my survey questions was…” and “My survey data will help us look for…”

Resources

• Survey Planning Sheet (template with question stems and response option ideas)
• Survey Checklist (clarity, relevance, unbiased wording, countable responses)
• Response table template (paper) and/or simple spreadsheet template
• Markers/pens, highlighters
• Teacher sample questions (clear vs unclear)
• “Local issue” prompt cards (e.g. track erosion, litter near waterways, vegetation loss, flooding impacts, stormwater runoff)
• Dyslexia-friendly reading options: audio recordings of instructions, font size 14–16 worksheets, fewer questions per page

Assessment

• Formative: checklist-based peer check of drafted questions (teacher circulates and prompts revisions).
• Formative: observation during guided practice as students create and use a response table.
• Summative-for-today (mini): final submission of one or two high-quality survey questions with response options and table headings.
• Exit ticket: identifies how survey questions link to data they can count and later analyse.

Differentiation

• Provide a question-writing template with sentence starters and pre-set response options (e.g. Never/Sometimes/Often, Strongly disagree/Disagree/Agree/Strongly agree).
• Offer dyslexia-friendly reading supports: audio version of lesson instructions, large-font worksheets, and colour-coded sections (Purpose / Question / Response options / Data table).
• Scaffold for students needing support: limit to 1 strong question plus response options; provide an example question matched to the local issue prompt card.
• Extension for confident students: add a second question that targets a different variable (e.g. “What is the main cause you think contributes to the issue?” with categories) and justify why it complements the first.
• Conversation support: assign roles for pair checking (Reader checks clarity, Writer checks relevance, Reporter shares one improvement).

Success criteria for each lesson

• Lesson 18 (today): Conduct a survey by producing clear, unbiased, countable survey questions and an organised response table for collecting primary data about a local landform/landscape issue.