Fieldwork in Thailand

1. Fieldwork in Thailand Why? What? Where? and How?

2. Why fieldwork? • Syllabuses require knowledge of fieldwork techniques and skills. • Students get a firsthand experience and direct contact with the organisms, materials and systems of real life and can relate this to classroom instruction. • Fieldwork arouses interest in a topic. • It generates positive learning attitudes and sharpens teamwork skills. • Students better understand the complexity of natural systems and the limits of experimental science.

3. Fieldwork can help students to gain a different perspective

4. Fieldwork in Biology CIE IGCSE biology; Requirement to study examples of food chains and food webs occurring locally. Fieldwork techniques and skills may be examined in the practical papers. Section 4; Relationships of organisms with one another and with their environment. Includes 1. Energy flow, 2. Food chains and food webs, 3. Nutrient cycles, 4 Population sizes, 5. Human influences on the ecosystem all of which are suitable areas for fieldwork. CIE A-level Biology; Part K Ecology contains this syllabus statement; “An ecosystem should be studied in relation to an area familiar to the candidates” Fieldwork is also helpful in improving the understanding of; Part P Selection and evolution Part Q Biodiversity and conservation. Part T Crop plants IB Biology; Option G ecology and conservation can be supported extensively by fieldwork.

5. Fieldwork in geography CIE IGCSE geography; Coursework (Paper 3) The coursework assignment may be on Physical, Human or on an interaction between Physical and Human Geography which is related to one or more of the Syllabus themes (Population and Settlement; The Natural Environment; Economic Development and the Use of Resources) Requirement to complete a school-based assignment. Collection of primary data using fieldwork techniques such as undertaking questionnaires, mapping or sketching observation, recording counts or measurements. Alternative to coursework (Paper 4) Exam which requires knowledge of a range of techniques used in fieldwork studies. Questions test the methodology of questionnaires, observation, counts, measurement techniques, and may involve developing hypotheses appropriate to specific topics.  CIE A-level Geography (AS and A2); Fieldwork is complementary (not compulsory) to the course and is used to build on existing skills of enquiry. Collecting, recording and interpreting information from fieldwork sources. IB Geography (Standard Level and Higher Level); Internally assessed report based on fieldwork.

6. No textbook or video can give you the sensation of being knee deep in the river you are studying (or provide the memory of picking off the leeches afterwards!)

7. Fieldwork in other subjects • Fieldwork can help bring other subjects to life too. • Chemistry • History • Business studies • Art • Languages Are examples of subject areas where imaginative teachers have devised and run great fieldwork trips for their students

8. What shall we do? Can we generate a list of examples of fieldwork exercises our teaching areas?

9. Fieldwork topics in biology • Ecology • Farming • Plant studies • Human impact

10. Ecology topics • Adaptations in insects • Rainforest insect survey and classification. • Decomposers in the rainforest. • Adaptations in rainforest plants • Rainforest food web • Termite population study • Changes in plant populations along a transect between two different microclimates. • Soil profile comparison in grassland and woodland.

11. Insect Studies • Biodiversity • Systematics • Adaptation • Random sample techniques

12. Example fieldwork exercise for Biology • Insect Studies: Insect taxonomy and biodiversity • The students will learn how to collect insects and other invertebrates using random sample methods such as netting and branch beating. Selected insect taxa will be collected and identified. These methods can be used to determine biodiversity in different habitats. • The same process can also be used to answer • these research questions: • What are appropriate random sample techniques for specific insect groups? • How can we identify insects and other invertebratesand place them into the right taxonomical system? • How does the land use in different habitats effect insect biodiversity? • Habitats with different forest types will differ significantly in their insect biodiversity. Plantations will have lower numbersof insect species than secondary and primary forest’. • Additional research and background. • Understanding the taxonomic classification system Insect Studies - Beating Method (Picture P. Schuetz) • (Phyla, genera etc. - using field guides and Internet resources)

13. Example of a fieldwork exercise for Biology • Adaptation of insects: This large group of invertebrates occupy all parts of rainforest areas at KhaoYai. Each species needs specific adaptations to survive in their environment. • One family of insects stand out: its members are able to fly, swim, walk and to dive: • Whirligig beetles (Gyrinidae) • The students will learn to study the behaviour of these exceptional beetles. They possess uniquehunting and enemy prevention strategies. Whirligig beetles live on the surface of rivers at KhaoYai and have turbine like legs to manoeuvre.Their compound eyes are split into surface and under water sections. These beetles dive if theyneed to escape enemies and they also possess the • ability to fly from one freshwater habitat to another or walk across river banks. • The Whirligig beetle study will answer the following research questions • How do these beetles behave in order to • survive in their risky environment?. • What specific morphological adaptations enable Whirligig beetle head (Picture P. Schuetz)this beetle family to live on the water surface? • )

14. Farming topics • Trophic levels in dairy farming. • Selective breeding in dairy farming. • Fish farming study • Pollinators and pests in fruit orchards.

15. Plant topics • Variation of tree species with height and aspect on mountain slopes. • Vegetation succession in Tropical Rainforest. • Forest and Grassland productivity in Khao Yai National Park • Comparison of photosynthetic ability of leaves in canopy and understory in TRF.

16. Human Impact topics • Impact of tourism on plant and animal populations. • Use of indicator species to measure water pollution. • Lichens as an indicator of air pollution. • Banana and bamboo as indicators of disturbance in tropical Rain Forest. • Land use on the boundaries of Khao Yai National Park and its impact on conservation.

17. Fieldwork topics in geography • Environmental • Transport • Physical • Amenity • Population • Rural • Urban

18. Recommended titles on fieldwork in geography

19. Environmentaltopics • To what extent do the resident’s perception of flood threats match the reality of these events in town/area Y? • A study of the impact of afforestation/deforestation in area Z.

20. Transporttopics • During peak times of the day, traffic reaches saturation at various points in town/village X. • A review of the nature, use and adequacy of car parking in town Z.

21. Physical topics • An investigation into the impacts of coastal protection schemes along coastline Z. • What is the impact of rock type Z on the scenery, soils, vegetation and land usage in area Y? • What factors influence the rates of weathering on several buildings in town X?

22. Amenity topics • A survey of the impacts of tourism and recreation on Z (a particular settlement or area). • A study of the differences between visitors and residents in their perceptions of resorts X and Y.

23. Population topics • A survey to show how and why the population structure in town Y has changed over the last 30 years. • Population and migration surveys of two contrasting villages X and Y.

24. Rural topics • What evidence is there of conflict between agricultural practices and conservation in area Z? • Are golf courses generally an environmental, economic and social asset in rural area X?

25. Urban topics • A survey of the distribution of particular types of shops within the town centre X. • What is the nature and extent of urban pollution in selected parts of town X.

26. Fieldwork encourages good teamwork

27. Example of a fieldwork exercise for biology Vegetation Studies: Identifying stages of plant succession within Khao Yai National Park. The students will learn how to sample along a transect and will collect plant data. Areas are chosen which have been cleared at various times recently due to human action, fire or the fall of one or more large trees and comparisons are made between the cleared area and the surrounding, established vegetation. Simple keys are used to identify plant types. The same process can also be used to answer these research questions • How do micro-climates affect vegetation density and diversity. • How does human activity affect the density and diversity of vegetation in Khao Yai National Park? Vegetation transects are established which cross boundaries between areas of different land use e.g. grassland and footpath, or between areas with variation in an abiotic factor such as soil type, aspect, gradient, water (near a stream or river). Additional research and background. The origins and subsequent maintenance of the grasslands at Khao Yai can be studied at the visitor centre and using the internet. Vegetation Studies - Quadrat Method (Picture J. Gibbs)

29. Example of fieldwork exercise for geography What is the sphere of influence of Khao Yai national park? Purpose: To collect primary data using questionnaires and traffic/pedestrian counts. Method: Questionnaires Students use a questionnaire that they have produced and use a systematic sampling technique to ask park visitors about why they visit Khao Yai national park. Traffic count Students do a traffic count at various sites in the park. Can be done at different times of the day and on different days. Pedestrian count Count the number of people around various facilities, sites, footpaths. Can be done at different times of the day and on different days. Prior and post visit research: Total visitor numbers per year/month information can be obtained at the visitor centre and the internet.

30. Where should we go? Local trip or residential? Self organised or fieldwork center? Where can we access suitable fieldwork sites in safety? Where can we go for advice?

31. Advantages More in-depth study Can do more activities Travel further More opportunities for cross-curricular study Disadvantages More expensive Time constraints can affect how far the trip is Risk assessment more difficult to carry out Staffing –teachers/TA absent for longer time Comparing residential fieldwork trips vs day trips.

32. Comparing center based field trips vs self organised field trips

33. Survey of fieldwork centres in Thailand • List of centres. • Ask group for feedback on any of centres and for any others to add to the list.

34. How do I organise a field trip in Thailand. Students needs Parents’ needs Staff needs School needs Education ministry needs

35. Students Students need: • To understand why they are doing fieldwork and how it fits in to their course of study • Do preparation work prior to the trip: • secondary data collection; • get information about the field work location; • be familiar with what primary data collection they will be doing. • be informed about health and safety requirements at field work sites • what equipment to bring.

36. Parents. Parents need; • Timely information as to dates, purpose, location and cost of the trip. • A clear payment schedule and the terms of payment (i.e. whether the deposit is returnable, cost implications of late withdrawal of their children etc.) • Reassurance that accommodation and activities are safe for their children. • Information about insurance cover. • Good value for money. • A detailed itinerary including contact details for the centre, the teachers and their children. • Information as to special clothing, and equipment • A packing list, including a list of any items which are NOT to be brought.

37. Staff Staff need to: • Ensure that field work is relevant to curriculum requirements; • Do a survey trip to the field work location and carry out a risk assessment; • Organise relevant field work equipment and materials; • Make enough time for planning processes (6-8 weeks?); • Follow school policies and procedures for school trips; • Compile a list of emergency contact numbers for the area they are visiting, e.g. ambulance, hospital, police.

38. School. The school needs the organisation of the trip to follow school policies as to ; • The timeline of the organisation process • The staffing ratio • The type of activities planned • Risk assessments • Cost to parents and to the school • Type of accomodation and transport used. Teachers thinking of planning any off campus visit should familiarise themselves with these policies before starting the planning process, and obtain approval from Senior Management before informing children or parents of the trip.

39. Education Ministry “The best way to deal with bureaucrats is with stealth and sudden violence.” Butros Butros-Ghali The Education Ministry must be approached for approval for any overnight school trip and any school trip which goes outside the school’s home region at least 2 weeks before the date of departure. In most schools this is done by the Thai Administrative Staff under the school’s Thai Head as everything is done in Thai. The package sent to the ministry will contain; • The names and ages of all students • The names of the staff accompanying the trip • The purpose of the trip (learning outcomes) • The procedures followed in organising it. • A detailed itinerary • The cost to students • A formal letter from the school asking for approval As there is a lot of paperwork involved in preparing and translating these documents, most schools require this information from the teacher in charge about 1 month before the date of departure.

40. Risk Assessment for Residential Fieldwork. • Risk assessments try to assess • The likelihood of an accident occurring and; • The severity of the consequences of that accident. • Be Prepared... the meaning of the motto is that a scout must prepare himself by previous thinking out and practicing how to act on any accident or emergency so that he is never taken by surprise. Robert Baden-Powell . A formula can then be applied to decide whether the risks are acceptable, and plans can be made to mitigate the more serious risks.

41. The templates in use in my school are typical. Here is an example for a raft building activity in a local river. These pages identify hazards.

42. This page evaluates the identified risks

43. This page lists the control measures to be taken to minimise risk.

44. Fieldwork ideas and risk assessments. Three different sites. One river/forest, one coastal, one urban. Several photos of each site. Work in groups, single subject or multidisciplinary. Choose one site, plan a fieldwork exercise for that location and complete a risk assessment. Each group select a spokesperson to report back to the workshop.

45. The river/forest site B A Picture A: shows a river site in Khao Yai national park. Forest layers are clearly visible. This site is a short walk from the main access road and a five minute drive to the visitor centre. Picture B: Khao Yai national park shows a managed grassland area with a footpath not far from the main access road into the park. It’s a 5 minute drive to the visitor centre. This is a river site at Erawan national park. A five minute walk to the visitor centre.

46. The coastal site

47. Monkey Island Site

48. Google Map satellite image of the site. This island is uninhabited but regularly visited by tourists who leave food for the resident population of crab eating macaques. The shore is mostly rocky with a spit of sand uncovered at low tide on the Eastern end. It is approximately 15 km from Jomtien bay.

49. Urban site Road safety is of particular importance in an urban environment. Being familiar with the area to be visited is key in ensuring safety.

50. Wikispacefor teachers leading fieldwork groups in Thailand. Share experiences, centre reviews, fieldwork ideas, worksheets and risk assessments.