Meaning and Importance of Field Visit
Reading a recipe does not tell the taste; one has to taste it. Likewise maps and books tell about a region, but one truly understands it by going there and seeing it.
A field visit is a planned visit to the place of study to observe directly, ask questions and collect information.
Key idea 1 : What is a field visit? — Geography is the study of surroundings; so going out of the classroom and directly seeing land, water, trees, crops, settlements and people’s work is the most effective way to learn it. A field visit is done under a teacher’s guidance, with a fixed purpose and a fixed route; it is not just a picnic.
Key idea 2 : Benefits of a field visit — (1) Concepts read in the book are seen in reality. (2) Skills of observation, classification, comparison and drawing conclusions grow. (3) One learns how relief and climate affect people’s livelihood in a region. (4) One gets practice in map reading, measurement and keeping records. (5) Habits of group work, discipline and responsibility towards the environment develop.
Key idea 3 : Kinds of field visits — A field visit can be a journey along a route (to see changes in relief, vegetation and settlements) or to a single place (dam, factory, market, fort, coast, farm). In each kind the observation points and questionnaire differ. The visit is useful only when the purpose is clear.
- Easy : Seeing a mountain on a map and climbing it — which teaches more? — The actual visit.
- Medium : Visit to a factory — which kind? — To a single place.
- Exam-type : Travelling by a ghat road and noting changes — which kind? — Route visit.
In the figure: Main parts of a field visit.
Ob-Qu-No-Re.
A field visit is not just roaming; purpose, observation and notes are needed.
Memory clue: Field visit = see + ask + note + write. Memory clue: "See-Ask-Note-Write".
Spot the difference
| Point | Learning in class | Field visit |
|---|---|---|
| Source | Book, map | Actual surroundings |
| Skill | Reading, writing | Observation, measurement, asking questions |
| Effect | Concept understood | Concept seen and made firm |
Practice questions
- 1What is a field visit?
- 2Outline the importance of a field visit.
- 3Write two kinds of field visits with examples.
- 4State the difference between a field visit and a picnic.
- 5Which skills grow through a field visit?
- 6Why is a clear purpose necessary?
- 7Choose a place for a field visit in your area and write the reason.
- 8Compare learning in class and a field visit.
Show answers (try them yourself first)
- 1A planned visit to the place of study to observe and collect information.
- 2Concepts are seen, skills grow, relation with livelihood is understood.
- 3Route journey (ghat road) and single place (factory).
- 4Field visit has purpose and notes; picnic is only for enjoyment.
- 5Observation, classification, comparison, conclusions.
- 6Only with clear purpose can proper points and questions be fixed.
- 7Student writes own place and reason.
- 8Student compares source, skill and effect.
Planning and Preparation
A family going to its village fixes tickets, luggage and schedule beforehand. A field visit also needs a plan, otherwise both time and opportunity are wasted.
Planning a field visit means fixing in advance the purpose, place, route, time, group duties, materials and safety rules.
Key idea 1 : Steps of planning — (1) Fix the purpose: what is to be observed? (2) Decide route and places by seeing the map. (3) Arrange permission, vehicle, lodging and meals. (4) Make student groups and give each group a duty. (5) Prepare a questionnaire in advance for collecting information. (6) Fix budget and schedule. (7) Keep a plan for safety and for what to do if someone falls sick.
Key idea 2 : Items to carry — Identity card, notebook, pen, map, binoculars, camera or mobile, cap, water bottle, first-aid box, and as needed compass and measuring tape. Keep luggage minimum; large items should stay in the vehicle. Use less plastic and collect litter in a bag carried along; keeping the place clean is a responsibility of the field visit.
Key idea 3 : Questionnaire and safety — A questionnaire is a set of questions prepared in advance to obtain information; the questions should be clear, short and on one point. For a factory, for example: where does raw material come from, how many workers, where does finished product go, how is waste managed. Safety rules: stay with teachers, do not leave the group, extra care near dams, cliffs, coasts and reservoirs, check times of high and low tide at the coast, avoid unknown food.
- Easy : Questionnaire for a factory visit — one question? — Where does the raw material come from?
- Medium : How will you manage litter? — Collect in the carried bag and dispose at the proper place.
- Exam-type : What to check before going to the coast? — High and low tide times.
In the figure: Steps in planning a field visit.
Pu-Gr-Qu-Sa.
A visit without planning is possible, but the observation will be incomplete and may be unsafe.
Memory clue: Purpose → route → groups → questionnaire → items → safety. Memory clue: "Pu-Ro-Gr-Qu-It-Sa".
Spot the difference
| Step | What to do | Example |
|---|---|---|
| Purpose | Fix observation points | Link between rainfall and crops |
| Questionnaire | Prepare questions for information | Factory, market, village |
| Safety | Rules and first aid | Checking tides at coast |
Practice questions
- 1How will you plan a field visit?
- 2What items will you take on a field visit?
- 3What is a questionnaire?
- 4Prepare a questionnaire of five questions for a factory visit.
- 5How will you manage litter during a field visit?
- 6Which safety rules will you follow?
- 7Why should groups be given duties?
- 8Write a complete plan for a visit to a market.
Show answers (try them yourself first)
- 1By fixing purpose, route, permission, groups, questionnaire, schedule, safety.
- 2ID card, notebook, pen, map, binoculars, camera, cap, bottle, first-aid box.
- 3Questions prepared in advance for information.
- 4Questions on raw material, workers, finished goods, waste, power/water.
- 5Collect in carried bag and dispose properly.
- 6Stay with group, care at dangerous places, check tides.
- 7Clear duties distribute work and nothing is missed.
- 8Student includes purpose, groups, questionnaire and safety.
Observation and Data Collection
A doctor looks at the patient, asks questions and examines, then diagnoses. A geography student does the same in the surroundings: sees, asks and records.
Information obtained by direct seeing in the field visit is primary data and information from offices, maps, books and statistics is secondary data.
Key idea 1 : Observation points — On the journey seven things should be recorded: relief (plain, hills, slope), water bodies (river, canal, dam), vegetation, soil, agriculture (crops, irrigation), human settlement and settlement pattern (linear, dispersed, nucleated). For each point write the time, place and feature in the notebook. If a change is seen, write where it changed and why.
Key idea 2 : Ways of collecting information — (1) Direct observation and notes. (2) Photographs and small sketches. (3) Interviews with local people and questionnaires. (4) Statistics from the Gram Panchayat, talathi office or relevant office; from the talathi office one gets information on crops, soil types, irrigated area and land revenue. (5) Information boards and maps. Record information in the notebook at once; do not depend on memory later.
Key idea 3 : Primary and secondary data — Information that one has seen and asked oneself is primary; it is fresh and from a specific place. Records in offices, census, maps and information in books are secondary; they cover large areas and long periods. A good report compares both kinds of information.
- Easy : Taking a photograph yourself — which data? — Primary.
- Medium : Crop statistics from the talathi office — which data? — Secondary.
- Exam-type : Houses in one row along the road — which pattern? — Linear.
In the figure: Main points to record in a field visit.
Relief-Water-Veg-Soil-Farm-Settlement.
Taking only photographs is not a complete record; written notes are also needed.
Memory clue: See + ask + record; primary + secondary. Memory clue: "My eyes = primary, office = secondary".
Spot the difference
| Point | Primary data | Secondary data |
|---|---|---|
| Source | Own observation, interview | Office, census, book |
| Nature | Fresh, specific place | Large area, may be older |
| Example | Photos, notebook records | Crop statistics of talathi office |
Practice questions
- 1Which points should be recorded in a field visit?
- 2State the difference between primary and secondary data.
- 3What information is obtained from the talathi office?
- 4Which are the settlement patterns and how will you identify them?
- 5Write ways of collecting information.
- 6Why should notes be made immediately?
- 7What points will you keep in mind while taking photographs?
- 8Collect information by asking ten questions in a village and write which is primary and which secondary.
Show answers (try them yourself first)
- 1Relief, water bodies, vegetation, soil, agriculture, settlement, pattern.
- 2Primary = self-collected; secondary = from office, book, statistics.
- 3Crops, soil types, irrigated area, land revenue.
- 4Linear, dispersed, nucleated; by seeing arrangement of houses.
- 5Observation, photos, interviews, office statistics, boards.
- 6So as not to depend on memory.
- 7Photos in which place, feature and time can be identified.
- 8Student writes own observation/interview as primary and office figures as secondary.
Interpreting Landscape and Writing the Report
A doctor identifies the cause from body temperature. In the same way a geography student guesses rainfall and livelihood from trees, crops and houses.
A field visit report is writing in order the causes and conclusions obtained by finding relations among recorded observations.
Key idea 1 : Natural indicators — Type of vegetation shows rainfall amount: thorny and scrub vegetation indicates low rainfall, deciduous forest moderate rainfall and dense broad-leaved trees heavy rainfall. Crops also give signals: pulses in areas of low rainfall and low irrigation, sugarcane near canals or reservoirs due to irrigation, rice in areas of heavy rainfall. So as rainfall increases or decreases vegetation and crops change.
Key idea 2 : Relief, settlement and livelihood — When relief changes, settlements and work also change. On plains: linear settlements along roads, large farming area and markets; in hilly areas: dispersed settlement and less farming; in coastal areas: fishing, plantation farming and now tourism. Livelihood can be identified as primary (farming, fishing), secondary (industry) and service sector. At higher places clouds and coolness are felt, because temperature falls with height.
Key idea 3 : Writing the report — Parts of the report: (1) Title, date and names of the group. (2) Purpose and route or place. (3) Observations: point-wise table or paragraphs. (4) Information collected: interviews and office figures. (5) Photographs, sketches and simple maps. (6) Conclusions: linking cause and effect. (7) Difficulties and suggestions. Language should be simple, point-wise and in one’s own words; the report should be based on things actually seen, not hearsay.
- Easy : Thorny shrubs seen — how is rainfall? — Low.
- Medium : Sugarcane near a canal — reason? — Irrigation.
- Exam-type : Occupations in coastal area? — Fishing, plantation farming, tourism.
In the figure: Vegetation and crops change with rainfall.
Low rain = thorns, high = dense.
Do not draw conclusions from one observation; compare many observations and information.
Memory clue: Vegetation and crops = signals of rainfall. Memory clue: "Trees speak, crops tell".
Spot the difference
| Rainfall | Vegetation | Crops/livelihood |
|---|---|---|
| Low | Thorny, scrub | Pulses |
| Moderate (with irrigation) | Deciduous | Sugarcane |
| High | Dense broad-leaved | Rice |
Practice questions
- 1How does vegetation become an indicator of rainfall?
- 2Explain the relation between crops and irrigation.
- 3Write the relation between relief and settlement.
- 4In which parts will you write a field visit report?
- 5Write the livelihood in a coastal region.
- 6Why is temperature felt to be lower at high places?
- 7What care will you take while writing conclusions?
- 8Write a field visit report of your school surroundings.
Show answers (try them yourself first)
- 1Thorny scrub shows low rain, dense broad-leaved trees show high rain.
- 2Pulses in low irrigation, sugarcane with irrigation.
- 3Linear settlement on plains, dispersed in hills.
- 4Title, purpose, observations, information, pictures, conclusions, suggestions.
- 5Fishing, plantation farming, tourism.
- 6With height the air becomes thin and cooler.
- 7Write conclusions based on many observations and seen oneself.
- 8Student writes own report with all parts.