What this lesson teaches
I can apply the inquiry process to community responses to climate change and to older residents' needs.
Syllabus 9173, Fieldwork. Students should devise geographical questions or hypotheses and follow through the fieldwork in the following areas: Community response to climate change; Needs analysis of the elderly living in an urban neighbourhood.
Make a guess
Most residents in a survey know climate change is real. Does that show the community is responding to it?
- No. Knowing is not the same as acting.
- No, because communities cannot respond to climate change.
- Yes, because awareness is a response.
- Yes, if they say they usually act responsibly.
Show the answer
No. Knowing is not the same as acting.
A community response is an action, such as cutting food waste or caring for street trees. Measure what people actually do and what stops them.
Measure what people actually do, why they do it and what stops them, because awareness alone is not a response.
A community response is action by people who are not government or businesses, such as residents or volunteer groups. Name the action: cutting food waste, sharing heat advice or caring for street trees. Separate mitigation, which cuts emissions, from adaptation, which reduces harm.
A workable question is: "What affects joining the neighbourhood food-sharing group?" Survey both members and non-members. Ask about a set period, like the past four weeks, not whether people usually act responsibly. Use neutral wording and test it first.
Combine what people say with observations or group records, with consent. Interviews can reveal barriers like time, cost or trust that attendance numbers cannot. Do not assume every reported action cuts emissions by a known amount.
Keep conclusions within limits. People who join may already be more motivated. A difference between members and non-members does not prove the group caused it. For stronger evidence of change, repeat the study or compare similar groups.
- Community response
- Action by residents or volunteer groups.
- Include non-members
- They reveal the barriers.
- Awareness is not action
- Knowing is not the same as doing.
Step by step
Define the response
One action, one group, one time period.
Include non-participants
Ask about barriers and motivations.
Compare evidence
Check what people say against records.
Worked example: Fix a leading question
"Why do you fail to recycle?" assumes blame. Ask instead: "In the past week, which materials did your household separate for recycling?" Then ask what made it easier or harder.
Watch out for this
A before-and-after improvement proves the campaign worked.
Other things may have changed too, like prices or facilities. Consider other causes.
Check your understanding
Which sample best helps understand barriers to joining a climate group?
- The group's organisers, who know why people join.
- Members and non-members from the neighbourhood.
- Residents who are very concerned about climate change.
Show the answer
Members and non-members from the neighbourhood.
Yes. Non-members reveal the barriers.