FORWARD PLANNING DOCUMENT

Year Level: 8

Learning Area/Topic: Geography/Landforms and Landscapes

General Capabilities:
Literacy

Numeracy

ICT

Critical and Creative Thinking

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Week/
Knowledge &
Concepts & Specific
Lesson
Understanding
Lesson Objectives

Ethical Behaviour

Personal and Social

Competence

Asia and Australias engagement with Asia

Skills

Teaching & Learning Experiences

questions)

Intercultural Understanding
Sustainability

(include Focus/Key

Resources and
Assessments

The different types

of landscapes and
their distinctive
landform features
(ACHGK048)

1.1

1.

Identify different
types of landscapes
including coastal, mountain,
riverine, desert, karst,
tropical rainforests and
human landscapes
2.
Identify some iconic
landscapes in Australia and
the world

Use

ICT
(Powtoon) to
create a
short video
of iconic
landscapes
Colla
borative
work

Introduction
Go through the Introduction page on Weebly as a class.
Briefly refer to the assessment task that students will be
completing (Prezi). Recommend that students read through the Task
page in their own time.
In the Lesson 1 page introduce landscapes. What are
landscapes? What are the different types of landscapes? Students to
brainstorm prior knowledge on Padlet.
-

Body
Watch the Youtube video of landscapes as a class. Whilst the
video is playing, discuss the different types of landscapes (do not have
to watch the entire video, can stop at 2 or 3 minutes depending on class
discussion).
Get students to form groups of 3 (this group of 3 can be used as
the group for the final task assessment). Allocate each group a number
which will correspond to a type of landscape.
Group 1: Mountain
Group 2: Coastal
Group 3 Karst
Group 4: Human
Group 5: Tropical rainforest
Group 6: Riverine
Group 7: Desert
In their groups, students create a short 15 second Powtoon
video illustrating 2 iconic examples of the landscape they have been
allocated. Note: The Resources page provides resources and
examples of iconic landscapes for the 7 groups to use.
Conclusion
Ask for 1 or 2 groups to volunteer to show their Powtoon video
to the class.
Have a final class discussion to revise the lesson objectives.
Ask different students to define landscape, list the seven different types
of landscapes and give an iconic example of each type of landscape.
Remind students to read the Task page on Weebly.

Weebly site http://ndivorbruce.weebly.com

Prezi - https://prezi.com
Padlet http://padlet.com/rachael_sene25/l
lsduc3n0yr1
Pinterest https://www.pinterest.com/search/
?q=landscapes
Youtube video https://www.youtube.com/watch?
v=dMcQidZdaOk&feature=youtu.b
e
Powtoon http://www.powtoon.com
Websites students can use http://www.environment.gov.au/her
itage/places/world/blue-mountains
http://www.visitvictoria.com/Region
s/Great-Ocean-Road/Things-todo/Nature-and-wildlife/Beachesand-coastlines/12-Apostles
http://education.nationalgeographi
c.com.au/education/encyclopedia/
karst/?ar_a=1
http://www.australia.gov.au/aboutaustralia/australian-story/sydneyharbour-bridge

Week/
Lesson

Knowledge &
Understanding

Concepts & Specific

Lesson Objectives

Skills

The different types

of landscapes and
their distinctive
landform features
(ACHGK048)

1. Describing some of
the different types of
landforms within a
landscape

Teaching & Learning Experiences

(include Focus/Key

questions)

Resources and
Assessments
(type & weighting)

1.2

Note
taking skills
Brainsto
rming skills
Collabor
ative skills
ICT
Skills
Retainin
g information

Introduction
Revisit lesson 1 on landscapes and discuss how we
will incorporate that into lesson 2.
Discuss with the students that what is used in this
lesson will be used for their assignments so they will need to
be paying attention.

Weebly site http://ndivorbruce.weebly.com

Body
- Present the Prezi on landforms
- Ensure the students are note taking in this time and
looking at how a Prezi is used.
- Students are to go to www.wordframalpha.com and type in
the queries listed on the Weebly.
- From this they need to write down the answers for the test
later in the class
- Students are to then log onto Spiderscribe to and
brainstorm what they now know about landforms.
- They will need to save this Spiderscribe to their computer
as a .jpeg so that they can use it in their assignment.

www.prezi.com

Conclusion
The students will now participate in a whole class test
using Kahoot.
This will not be assessable but it will test their
knowledge of what was learnt today.
We will then discuss next lesson being on Mountain
Formation and how it will link to this lesson.

Humanities and Social

Sciences for the Australian
Curriculum 8 (p3-70)

www.wordframalpha.com
www.spiderscribe.net
www.kahoot.it

Week/
Lesson

Knowledge &
Understanding

Concepts & Specific

Lesson Objectives

Skills

Teaching & Learning Experiences

Collect
and record
relevant
information
from a range
of sources
Collab
orative work

Introduction
Short quiz to revise content from lesson 1 and 2.
As a class, watch the Youtube video of how mountains
are formed. After the video discuss key terms including
tectonic plates, mantle and magma.

Weebly site
http://ndivorbruce.weebly.com

Body
In their groups of 3, students research how one of the
types of mountains (fold, block, volcanic) is formed. Students
document their research findings on the appropriate Padlet on
the Weebly.
Once each student has finished researching, the group
of 3 come together and teach the other 2 students what they
have learned about the formation of the type of mountain they
researched (peer learning).
Extension activity: If students finish early they can use
Storyjumper to create a short story of how volcanic mountains
are formed (can be used in the final assignment task).
Allow students time to add the information they have
learned today to their assessment task (Prezi).

Youtube video https://www.youtube.com/watch

?
v=g_yRnFqDwYA&feature=yout
u.be

Conclusion
Class discussion. What are tectonic plates? What is
magma? How are fold mountains formed? How are block
mountains formed? How are volcanic mountains formed?
Remind students to continue working on their
assessment task (Prezi).

Resources students can use -

(include Focus/Key questions)

Resources and
Assessments
(type & weighting)

1.3

The geomorphic
processes that
produce landforms,
including a case
study of at least
one landform
(ACHGK050)

1. Define magma
2. Describe the
process of folding
3. Describe how block
mountains are formed
4. Describe how
volcanic mountains
are formed

ProProfs quiz http://www.proprofs.com/quizschool/

Padlets http://padlet.com/wall/ahgbvwvg
bvxy
http://padlet.com/wall/vgco35s7
zff5
http://padlet.com/wall/i77orno23
utf

http://school.eb.com.au.ipacez.
nd.edu.au/levels/middle/article/
275956
http://education.nationalgeogra
phic.com.au/education/encyclo
pedia/fold-mountain/?ar_a=1
http://home.d47.org/drwise/files/
2013/08/mountain_formation.pd
f
Storyjumper http://www.storyjumper.com
Prezi - https://prezi.com

Week/
Lesson

1.4

Knowledge &
Understanding
The causes,
impacts and
responses to a
geomorphological
hazard
(ACHGK053)

Concepts & Specific

Lesson Objectives
1. Define volcano
2. List 6 volcanic
hazards
3. Explain 2 volcanic
hazards
4. Describe 2
advantages of living
near a volcano

Skills

Teaching & Learning Experiences (include

Focus/Key

questions)

Colle

ct and
record
relevant
information
from a
range of
sources
Use
Prezi to
present
findings and
ideas

Resources and Assessments

(type & weighting)

Introduction
In their groups of 3, each individual student in the
group writes their own definition of what a volcano is
(using the 2 websites in resources).
All 3 students type their individual definitions of
volcano into Tagcrowd and note the key words from all 3
definitions (these words will be the most frequent words
used in all 3 definitions and will appear larger than other
words). Key words to note: magma, molten rock, erupt,
lava, vent.

Weebly site
http://ndivorbruce.weebly.com

Body
Students research the hazards caused by
volcanoes and potential advantages of living near
volcanoes.
Students have the choice to complete a T chart or
mindmap (using Spiderscribe) using the information they
have researched.
Extension activity: If students finish early they can
create a picture collage of volcanoes using BeFunky (can
be used in their Prezi for the final assessment task).
Students can work on their Prezi assessment if they
do not want to make a picture collage.

Tagcrowd - http://tagcrowd.com

Conclusion
Ask each group to share with the class one hazard
and one advantage involved in living near a volcano.
Remind students about the Prezi assessment task
due Monday next week.

Volcano definition:
1.
http://www.ga.gov.au/scientif
ictopics/hazards/volcano/basics/wha
t
2.
http://school.eb.com.au.ipac
ez.nd.edu.au/levels/middle/article/
277623#intro

T-chart document
Spiderscribe http://www.spiderscribe.net
Resources students can use http://volcanoes.usgs.gov/hazards/ind
ex.php
http://www.sveurop.org/gb/articles/arti
cles/volchazards2.htm
http://www.opengeography.org/ch-4volcanoes.html
http://www.nhm.ac.uk/natureonline/earth/volcanoesearthquakes/volcano/living-withvolcanoes/index.html
BeFunky http://www.befunky.com/create/collag
e/
Prezi - https://prezi.com
Assessment (30%).
Create a Prezi answering the
question Would you live near a
volcano?
Note: the Prezi will be due the
beginning of week 2 (the Monday of

next week).