Outcomes

GEOGRAPHY
Assignment 2
Abstract
The following assignment is about Investigating Australias Physical
Environments. It includes three lesson plans complete with scope and
sequence, concept map, assessment schedule, assessment task and a unit
outline; Four hours of virtual fieldwork surrounding the landforms found in
Minnamurra Rainforest and an academic justification of the development of
the lesson plans and fieldwork.

Picture by Jo-Ann Carder

18300808
Jo-Ann Carder
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Contents

Digital portfolio online ............................................................................................. 3

Lesson Plan 1 ............................................................................................................ 4
Lesson Plan 2 .......................................................................................................... 17
Lesson Plan 3 .......................................................................................................... 23
Justification ............................................................................................................ 29
Appendices............................................................................................................ 36
Outcomes............................................................................................................................................. 37
Assessment Task .................................................................................................................................. 42
Marking Criteria .................................................................................................................................. 44
Unit Outline ........................................................................................................................................... 45
Lesson Outline ..................................................................................................................................... 46

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Digital portfolio online

For this assignment, I created a website that displays the virtual fieldwork of
this assignment online. I did this using Weebly. The website can be found at:

http://minnamurrarainforest.weebly.com/

It is fully published and viewable by the public.

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 Lesson Plans

Lesson Plan 1

Topic area: Investigating Stage of Learner: Stage 5 Syllabus Pages: 36-37

Australias physical
Environments.

Date: 15/2/15 Location Booked: Classroom Lesson Number: 9/30

Time: 60 minutes Total Number of students Printing/preparation

26

Outcomes Assessment Students learn Students learn to

about

Identify and
Major represent Austalias
major physical
5.5 Demonstrates Mind map landforms
features and
a sense of place Observation Patterns of
patterns on a variety
about Australian Portfolio climate/wea of maps
Environments ther Natural
Life Skills resources,
5.6 Explains the vegetation
geographical and flora
LS.3 Recognises the
processes that and fauna.
features of a range of
form and
environments.
transform
Australian
environments

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

Civics and citizenship Maps

Environment Environment
Life Skills place

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
communication

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students to engage in higher-order thinking and to communicate 1.3 Problematic
substantively about what they are learning. knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self regulation
teachers work productively in an environment clearly focused on learning. 2.2 Engagement
Such pedagogy sets high and explicit expectations and develops positive 2.6 Student direction
relationships between teacher and students and among students. 2.3 High Expectations

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the
lesson?

Teaching Indicators of presence in the lesson

element

1.6 Substantive Communication

1.6 Students are expected to communicate in meaningful ways. In order to do this teachers need
to provide relevant real world issues. This is done by giving a variety of options to give students
a connection to physical geography. They will communicate through reflection on culture and
geographic processes.

2.6 Student Direction

2.2 Student direction relies on the fact that the teacher has provided a positive learning
environment in which children are expected to act responsibly and respect others. This means
they become independent without the need of a teacher enforcing intervention practices. It
is expected that as a class where students are moving around they will act appropriately.

3.3 Knowledge

3.3 Students are expected to integrate new knowledge into previous schemas. They will order
have pre-conceived ideas of each landform however may not know or understand the
geographical processes behind them. Also the integration of geographic skills with content.

Students are expected to integrate their own knowledge into the classroom setting. They are
also expected to use the life skills and geographic knowledge and integrate it into their own
lives. This will encourage active citizenship within the classroom.

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Time Teaching and learning actions Organisation Centred

T/S

5
Students enter the classroom.
Unpack bag and get out last lessons
reflection question. Why are there so
many different indigenous
perspectives on the origin of the
continent.
Mark the roll
Teacher: Question is written on
the board ready.
Student: Unpacking of bag and
Mixed
homework reflection ready.
Resources: Whiteboard

10
Discussion of the reflection question.
Teacher: Facilitating discussion

Student: Discussing question

Resources: Whiteboard may be Student

required.

15
Lesson outline
o Discussion. What is a Teacher: Teacher explaining
landform lesson outline. Facilitating mind
o Information. What? Where? map Teacher
How?
o Activity - Stations
Student: Active istening. Thinking
o Doing. Mapping
and answering
Student
Discussion
What is a landform? Make a Resources: Whiteboard or IWB
classroom definition with a mind
Textbook definition Big ideas
map. Check it against the
Geography
dictionary/Textbook meaning.
What type of landforms exist?
Which ones have you visited?
Which ones do you enjoy? (Maybe
accommodate interests if possible)
What is the difference between a
landscape and a landform?
(Landforms are found in
landscapes)

20
Information
o Hand out sheet describing Teacher: Handing out sheet
different landscapes found in
Australia and different Teacher

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landforms that can be found Student: Reading through the
in those landscapes. Table
o Students are asked to come
up with an example of each Resurces: Sheet
landscape and identify with
landforms can be found in
that particular landscape.

25

Around Australia by Landforms. Students will Teacher Sets up activities on

have to go to 5 different tables and investigate each table and acts as a
30 5 the features of 5 different landforms found in
facilitator. Marking when each 5
Australia and complete the activities. Each
station will be 5 minutes. mins are up.
35
Station 1 Mountains Student: Each table will start on
40 Mt Kosciusko Topographic map/Transect whatever station is on their table
completing the activities, and Students
45 Station 2 Beaches then proceed to next table
Bondi beach Satellite images
when time in up.
Station 3 Floodplain
Riverena Land Use map Resources: Individual station
resources.
Station 4 Inselberg
Uluru Scale Map

Station 5 Caves
Wombeyan Caves- Direction

50 Identifying where landforms occur on Teacher: Hands out worksheet Students

a map. and atlas.
o They will be given a blank
map and an atlas and will Student: Marks each location on
have to mark each landform
55 the Map using an atlas and the
on the map.
key provided.

Resources: Sheet and Atlas

60 Set reflection question Why do you Teacher: Writing question on the

think Australia has so many different board.
landforms? Pack up
Student: Writing question in their
books. Packing up. Students

Resources: Whiteboard and

books.

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Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

With this lesson I struggled with the idea of teaching many things briefly or teaching a
few things in depth. I decided that as an introductory lesson to physical characteristics
that I would go through many landforms. I thought this would be best as Australia has
such a great diversity of landforms. In addition students will more likely encounter a
landform they find interesting.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

G5.5 Through a mindmap students will exhibit a sense

of place of Australian characteristics.

G5.6 Students will learn about the processes of how

landforms are formed and complete activites.

GLS.3 Students are engaging with a number of different

environments and identifying where they occur.

Other considerations

Graduate Evidence within this lesson

Standards

4.2 Manage Students are expected to behave despite a very

classroom kinaesthetic lesson. To do this the teacher has to provide
activities. clear instructions and good facilitation.

3.4 Select and Various resources have been selected. Students will use the
use resources resources at each activity station. They will also include
various mapping skills resources.

4.1 Support Students are encouraged to participate in various activities

student at each station. They are also expected to engage in
participation different discussions and share their own experiences.

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Tables and chairs are evenly spaced. Exits are not blocked. Students are
expected to move carefully between stations.

Resources Attached:

You must list all the resources that you have created or found in this space.

Textbook Definition

A landform is a natural geographic feature of shape that appears on the Earths

surface. Large landforms include mountains, plains and rivers, while small landforms
include hills and billabongs. Landforms are created and shaped by geographical forces
of nature, such as tectonic plate movement and erosion. Natural landscapes are made
up of a variety of landforms. Often landforms are not unique to a single landscape, for
example, a hill can be found in many different landscapes.

Easton. M. (2013) Big ideas: Geography 8. Sydney: Oxford Press.

Information

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Station 1 Mountains
Mt Kosciusko Topographic map/Transect

What is a Mountain Landform?

There is much confusion of what is the exact difference between a mountain and a
hill. Even some geologist can get very confused. There are four different mountains are
described in their definition. The two main definitions that the United States use for a
mountain are a land mass over 984 feet from ground to the peak of elevation or great
than that heigh depending on the slope of the mountain. It does get confusing!

When you think of the mountain landform, you may think of something gigantic and
impressive. Mountains are sure great to see, especially snow capped mountains.

There are many famous mountain landforms around the world. Mount Everest is
probably most famous. Mount McKinley is another famous mountain. There are also
famous mountain ranges, which is a group of mountains, like the Appalachian
Mountains and the Cascade Mountains.

How is a Mountain Formed?

The most common way a mountain is formed is through plate tectonics. The Earth has
massive plates that float. These plates can move under and over each other. When

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one plate moves under another the plate, the other plate rises up to form a
mountain. After thousands of years, they mountains can get very high.

Did you know that some mountains are actually shrinking? These mountains are done
growing because the plates have stopped moving. Through a process called erosion,
these mountains lose some of their makings on the top and actually start to grow
smaller.

Some mountains such as Mount Everest, the worlds highest mountain, is actually still
growing! Right now it about 29,092. There is a mountain that is actually taller than
Mount Everest but 2/3 of it is underwater. This mountain is called Mauna Kea, which is
part of Hawaii.

Mountain Definition

A mountain is a natural elevation of the earths surface rising more or less

abruptly to a summit, and attaining an altitude greater than that of a hill,
usually greater than 2000 ft

Unknown. (2015). Mountain, World Landforms. Retrieved from

http://worldlandforms.com/landforms/mountain/#sthash.mFArxBF3.dpuf

Mt Koscuisko

Mount Kosciuszko is a mountain located at the Snowy Mountains in Kosciuszko National

Park, in New South Wales, Australia. With a height of 2,228 metres, it is the highest
mountain in Australia

Activity: Create a Transect/cross section between A and B.

Unknown. (2015). Mount Koscuisko, Topographic Maps. Retrieved from http://en-au.topographic-

map.com/places/Mount-Kosciuszko-355037/

Station 2 Beaches
Bondi beach Satellite images

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What is a Beach Landform?

A beach is a shoreline formation that meets a body of water and contains sand, gravel,
soil or other sediment. It has a shallow slope and can generally be walked upon without
much difficulty. A beach may also contain particles or sediment from seashells and
other sea life.

How are Beaches Formed?

Wave action causes the wearing of stones and other material, reducing them in size
until they become grains of sand. As the size and weight of particles are reduced, the
rate of wearing slows down. Particles of sand can exist for long periods of time before
turning to dust or sediment. In some cases, beaches contain soil or other sediment that
was formed by another process when it was not a shoreline. Wave action shapes the
material into a slope along the shore. Artificial beaches are also created to provide
recreational areas for local people and tourists. Sand may be transported to the area
from another location.

Where Can Beaches Be Found?

A beach may be found on the shoreline of an ocean, sea, lake, river or stream.

Unknown. (2015). Beach, World Landforms. Retrieved from

http://worldlandforms.com/landforms/beach/#sthash.GEBUZoxR.dpuf

Bondi Beach

Bondi Beach is one of Australia's most famous beaches and well-known worldwide. It
has probably featured on more postcards and more television shows and films than any
other in Australia.

Each year tens of thousands of people, from backpackers to billionaires, take to the
golden sands of this wide, one-kilometre long city beach expanse to walk, jog, or just
soak up the sun. Being only 10 kilometres from the city centre, Bondi Beach is one of
Sydney's busiest beaches. There's a host of events held here all year round from
community art shows to city to surf running marathons.

Bondi Beach is one of Sydney's most visited beaches.

Tourism Australia. (2015). Bondi Beach, Australia. Retrieved from

http://www.australia.com/en/places/nsw/nsw-bondi-beach.html

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 Lesson Plans
Activity- Using the scale, determine the length of Bondi beach. Identify any rips on the
beach. Estimate what season this satellite image was taken. Name features that are
found close to Bondi beach.

Station 3 Floodplain
Riverina Land Use map

What is a Floodplain Landform?

A floodplain is a primarily flat area of land bordering a river that floods when the river is
unusually high.If the area has flooded at least once during the last 100 years, it may be
considered an active floodplain.

How are Floodplains Formed?

A floodplain is formed by the action of water that redistributes sediment evenly during
repeated flooding.A floodplain may be only a few square miles, or in some cases cover
tens of thousands of square miles of land.

Where Can a Floodplain Be Found?

A floodplain can be found bordering many rivers where flooding has occurred.

Unknown. (2015). Floodplain, World Landforms. Retrieved from

http://worldlandforms.com/landforms/floodplain/#sthash.dARGXAW7.dpuf

Riverina Floodplain

The Riverina covers the alluvial fans of the Lachlan, Murrumbidgee and Murray Rivers
west of the Great Dividing Range and extends down the Murray. Much of the geology
and geomorphology of the region is similar to that of the Darling Riverine Plains
Bioregion.

The upper catchment landscape is a series of overlapping, low gradient alluvial fans.
The lower tract of the river is a floodplain with overflow lakes. Discharge from past and
present streams control patterns of sediment deposition, soils, landscapes and
vegetation.

Office of Environment and Heritage. (2011). Riverina Landform, Environment.

Retrieved from http://www.environment.nsw.gov.au/bioregions/Riverina-Landform.htm

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 Lesson Plans
Activity: Using the map above hypothesise what the floodplains are used for. Annotate
your map for interesting features such as Urban landscape or greener areas.

Station 4 Inselberg
Uluru Scale Map

Inselberg, ( from German: Insel, island, and Berg, mountain) isolated hill that stands
above well-developed plains and appears not unlike an island rising from the sea. The
early German explorers of southern Africa were impressed by such features, and they
dubbed the domed or castlelike highlands inselbergs. Spectacular examples include
Uluru/Ayers Rock and the Olga Rocks (Kata Tjuta) in central Australia

The occurrence of inselbergs implies immense variations in the rates of degradational

activity on the land surface. These structures are one of several varieties of landform
called paleoforms that can survive with little modification for tens of millions of years. In
inselberg landscapes, the active erosional processes are confined to valley sides and
valley floors.

Baker, V. (2015). Inselberg, Encyclopaedia Britannica. Retrieved from

http://www.britannica.com/science/inselberg

Uluru

World Heritage-listed Uluru is one of Australias most iconic symbols. Located in the heart
of Uluru-Kata Tjuta National Park in Australias Red Centre, Uluru is an ancient
landscape, rich in Australian indigenous culture and spirituality. There are many ways to
experience the majesty of Uluru and the beauty of this unique desert landscape. Take a
walk with an Aboriginal guide and learn about ancient traditions and stories from the
Dreamtime. See it from the skies by helicopter or hot air balloon. Ride across the ochre
coloured desert on a Harley Davidson motorcycle or on the back of a camel.

Tourism Australia. (2015). Uluru, Australia. Retrieved from

http://www.australia.com/en/places/red-centre/nt-uluru.html

Australian Geography Teachers Association. (2004). Sydney: Macmillan Education

Publishing.

Activity: Using the scale of the map. Find the exact length and width of Uluru. Then using
the map draw Uluru in you were facing it from the south.

Station 5 Caves
Wombeyan Caves- Direction

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What is a Cave Landform?

A cave is a hollow space below the ground or inside a mountain or other elevated
landform.

How are Caves Formed?

Wind and waves can form caves along the shoreline in soft rock formations.Wind and
rain can erode limestone that lay under a hard layer of rock, forming a cave. Freeze-
thaw erosion can also lead to cave formation. The presence of groundwater can
dissolve limestone deposits, forming caves underground. If the top of a cave is covered
with a hard rock layer, the cave may last for a long period of time. However, if the top
of a cave is limestone, it may eventually weaken from exposure to water and cause the
cave to collapse. Carbonic acid in groundwater and organic acids from the soil are
often present to help dissolve limestone and form caverns underground. In some cases,
sulfuric acid may be present in the groundwater, created from sulfuric gases rising from
oil deposits below. Lava from volcanic activity can also form caves and other openings
in the ground. As lava flows, the surface can cool and harden. Inside this form, the lava
may still be hot and drain away, creating a tube or other form. Later this may be
covered by sediment and remain underground.

How big is a Cave?

A cave is a hollow space large enough to allow a person to enter by walking or

crawling. The largest caves have hundreds of miles of passages underground.

Where Can a Cave Be Found?

Caves are found all over the world where soft rock formations have been exposed to
weather, waves or groundwater.

Unknown. (2015). Cave, World Landforms. Retrieved from

http://worldlandforms.com/landforms/cave/#sthash.eRRx6Rhs.dpuf

Jenolan Caves

While the Blue Mountains often portrays Jenolan Caves as one of its own tourist
attractions, Jenolan Caves is actually part of the spectacular Oberon area. Jenolan
Caves is however within easy reach of the Mountains making it ideal for a day trip.

Open daily, award-winning Jenolan Caves is one of Australias national treasures - the
worlds oldest and Australias most awe-inspiring caves, with dazzling formations and
pure underground rivers.

Unknown. (2015). Jenolan Caves, Blue Mountains. Retrieved from

http://www.bluemts.com.au/info/towns/jenolan-caves/

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Activity: Identify the form in the picture. Draw a photo sketch and annotate the feature
then hypothesis what the layers mean.

Atlas Activity

Unknown. (2002). Australian landforms,

SOSE Geography Alive 1. Sydney: John
Wiley and Sons. Retrieved from
http://www.jaconline.com.au/s

osealive/sageography1/worksheets
.html

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Lesson Plan 2

Topic area: Investigating Stage of Learner: Stage 5 Syllabus Pages: 36-37

Australias physical
environments.

Date: 13/2/15 Location Booked: library Lesson Number: 8/30

Time: 60 minutes Total Number of students Printing/preparation

26

Outcomes Assessment Students learn about Students learn to

Major
5.5 Demonstrates Speech landforms Identify and
a sense of place Patterns of represent
about Australian climate/weat Austalias major
physical features
Environments Life Skills her Natural
and patterns on
resources, a variety of maps
5.6 Explains the vegetation
geographical and flora and
processes that fauna.
LS.3
form and
Recognises the
transform
features of a
Australian
range of
environments
environments.

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

Civics and citizenship Maps

Environment Interconnection
ICT Environment
Life Skills
Literacy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

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 Lesson Plans
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on learning. 2.2 Engagement regulation
Such pedagogy sets high and explicit expectations and develops positive
relationships between teacher and students and among students. 2.3 High Expectations 2.6 Student direction

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the
lesson?

Teaching Indicators of presence in the lesson

element

1.4 High Order Thinking.

1.3 In this lesson students are expected to research their given mountain/range and analyse and evaluate the
information they find. They then synthesise the information to put it into their GOLDEN GLOBES speech to
try and prove why they are coolest mountains eva. Also has elements of substantive communication as
well as problematic knowledge.

2.4 Social support

2.4 This lesson requires the use of social support within the classroom. Students are expected to pick a role and
come together to present a persuasive argument with the help of collaboration.

3.1-3.3 Knowledge and background Integration

3.1 Students are expected to integrate their own knowledge with new knowledge that they acquire. Then
present it in a new and engaging way to persuade the class why their mountain is the best..
3.3

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Time Teaching and learning actions Organisation Centre

d

T/S

5
Students enter the library.
Mark the roll

Mixed

10
Discussion of the reflection question.
Is management at Minnamurra rainforest Teacher: Facilitating discussion,
sustainable? Teacher explaining lesson outline
Lesson outline and task.
Golden Globes Award for the
coolest Australian mountain of all Student: Discussing question. Student
time Listening. Thinking and answering

Discussion Resources: Whiteboard may be

o The point of this lesson is for
required.
students to investigate a given
mountain or range in Australia
and prove what makes it unique
or special. You have to include:
Geographical information
(such as how high, where
is it how it was formed.
A visual representation.
(There were crafty
materials such as
cardboard, lego, paper,
textas, Styrofoam cups.)
This visual representation
should have meaning
such as grey lego is used
to signify basalt.
How it is being used. Land
use?
Geographical issues and
management.
Characteristics (climate,
weather, flora and fauna)
Students will then present their findings to
the classroom to persuade the class which
is the coolest mountain of all time

15
Research phase:
o Students will be put into groups of
5 and randomly assigned a

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mountain or range. Each group Teacher: Facilitating the inquiry Teacher
member must pick a role: process. Giving feedback to
Geographical information
students as they go.
A visual representation.
How it is being used. Land Student
Student: Doing research and
use?
Geographical issues and talking to their group members.
management.
Characteristics ( Resources: Library
20
o They will be allowed to use all the
library resources to investigate.
books and the internet. They must
use at least one book per group.
25 o There will be a table of craft things
for the visual representation. It
30 must use academic justification.
o They will have to present for 5
minutes. 1 minute per person.

35 Golden Globes Teacher: Handing out sheet for

Return to the classroom, which has been voting. Listening. Asking questions
set up for the Golden Globes. All tables
after each group to assess
have been moved to the back of the
room. Only chairs facing the front, which learning.
has a ppt set up saying Golden globes
and a red sheet up the front that you Student: Presenting or voting.
40
need to stand on to present. Hand out
golden globes voting sheet. Resources: Voting sheet.
Each group will have 5 minutes to present,
each person needs to present for
45 Mixed
approximately 1 minute. If they go over,
teacher will start playing music. The water
cycle song.
While the students are listening they will be
voting on each of the group.

Entertaining /10
Persuasive /10
Interesting information /10
Good information /10
50 Next lesson the teacher will announce
who won and present the group will small
cheap trophy saying [X] coolest
Australian mountain of all time

60 Set reflection question What was Teacher: Writing question on the

different about each of the mountains board.
why? Pack up
Student: Writing question in their
books. Packing up. Students

Resources: Whiteboard

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Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

I wanted to make this lesson as entertaining as possible. After doing 4 lessons of

fieldwork I wanted something fun they could do while being educational. The need to
investigate then persuade but also peer mark and give feedback. However, the timing
in the lesson is quite tight for a 60 minute lesson and may end up going over two.
Nonetheless I think it is still a fun, engaging, educational lesson. Possibly good to do at
the end of the week or after lunch.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.5 Demonstrates a sense of Locates in Australia were various mountainous

place about Australian
landscapes or environments occur.
Environments
5.6 Explains the Students use geographical information to prove
geographical processes why their mountain is the coolest Australian
that form and transform mountain of all time.
Australian environments

Other considerations

Graduate Evidence within this lesson

Standards

3.1 Establish By the end of the lesson students need to fully investigate a mountain
Challenging then persuade the rest of the class why their information in important,
learning goals interesting, relevant and entertaining. I would find this challenging.

4.1 Support All students are expected to have a say by the end of the class. They only
student need to give a one minute talk about their chosen area. Each person has
participation. their own area. Which give students options and encourages them to
participate.

4.2 Manage While students are going through their research phase it will be the
classroom teachers job to go around to the groups and continually provide
activities. feedback. This is an essential piece of classroom management.

WHS

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Tables and chairs are evenly spaced. Exits are not blocked. Students are not
staring at the computer screen to long.

Resources Attached:

You must list all the resources that you have created or found in this space.

Information table Koscuisko Uluru Round Bartle Bogong

Frere
Geographical
information
Visual
Representation
Landuse
Geographical Issues
and Management
Characteristics

Write the name of each group in as they are presenting.

Mark each category out of five

Group 1. 2. 3. 4.
Entertaining
Persuasive
Good information
Confidence
Mark /25 /25 /25 /25

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Lesson Plan 3

Topic area: Investigating Stage of Learner: Stage 5 Syllabus Pages: 36-37

Australias physical
environments.

Date: 17/2/15 Location Booked: classroom Lesson Number: 8/30

Time: 60 minutes Total Number of students Printing/preparation

26 IWB/TV

Outcomes Assessment Students learn about Students learn to

Major
Physical landforms Identify and
5.6 Explains the geography Patterns of represent
geographical climate/weat Austalias major
and short
physical features
processes that responses. her Natural
and patterns on
form and Life Skills resources, a variety of maps
transform vegetation
Australian and flora and
LS.3 Recognises the
environments fauna.
features of a range of
environments.

Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities

Civics and citizenship Maps

Environment Interconnection
ICT Environment
Life Skills
Literacy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding
knowledge as something that requires active construction and requires 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge

| 23
 Lesson Plans
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
criteria
This refers to pedagogy that creates classrooms where students and 2.5 Students self
teachers work productively in an environment clearly focused on learning. 2.2 Engagement regulation
Such pedagogy sets high and explicit expectations and develops positive
relationships between teacher and students and among students. 2.3 High Expectations 2.6 Student direction

Significance 3.1 Background 3.4 Inclusivity

knowledge
This refers to pedagogy that helps make learning more meaningful and 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural
students prior knowledge and identities, with contexts outside of the knowledge 3.6 Narrative
classroom, and with multiple ways of knowing all cultural perspective.
3.3 Knowledge
integration

How are the quality teaching elements you have identified achieved within the
lesson?

Teaching Indicators of presence in the lesson

element

1.4 Problematic Knowledge

1.4 This lesson is about the students engaging in physical jobs to solve
problematic knowledge. They will have to experiment to understand the
effect and processes the occur in river systems and how they are used.

2.5- Engagement

2.2 While the video will be engaging for some. Some need to physically see
these processes in action to understand them. They will then have to engage
with the findings to prove higher order thinking answers.

3.5 Connectedness

3.5 Another teaching element found within this lesson plan is connectedness.
After watching the video, and engaging with physical geography, the
students will have to explain how rivers are connected to the environments
and how relational it is.

| 24
Time Teaching and learning actions Organisation Centre
d

T/S

5 Teacher: Question is written on

Students enter the classroom. the board ready.
Unpack bag and get out last lessons
reflection question. What was different Student: Unpacking of bag and
about each of the mountains why? homework reflection ready.
Mark the roll
Resources: Whiteboard Student

10 Teacher: Facilitating discussion.

Discussion of the reflection question.
Hand out cheap trophy. [X] Is the Coolest
Mountain of ALL time.
Lesson outline
o Video Two men in a tinny
o Sandbox activity
Placing trophy in classroom.
Student: Discussing question
Student
Resources: Whiteboard may be
required.

15 Watch Video
Two men in a Tinnie Episode 1. Bought fro
ABC. Teacher: Teacher gives out
o While watching the video students Booklet on video.
20 Teacher
are asked to note down
geographical characteristics of
the Murray Darling basin. Student: Listening. Thinking and
25 o Mark the Murray Darling on a answering Student
map.
30 o Look for change over time,
approximately 10,
35 Resources: Whiteboard or
IWB/tTV
40

45 Sandbox activity
o Go outside into the playground to
the four shallow sandboxes full of Teacher: Facilitating debate
wet sand. At each box an
experiment will be undertaken.
o BOX 1 Flat ground
o BOX 2 - Mountains Student: Organising own debate.
o BOX 3 Vegetation and many
rivers into a lake
o BOX 4 Student choice
50 Resources: Pre-made sandbox in Student
As a group go to BOX 1. Get students to
predict what will happen when we put playground
water over the sand. (It will run over the
sand and pool in shallow areas). Pour
water over the sand and watch what
happens. Ask students why they think this
happened? Is it connected to river
processes. Can this be seen in
Minnamurra or the Murray Darling.

| 25
 As a group go to BOX 2. Get students to
help make two massive mountains. Once
again get students to predict what will
happen when we put water over the
sand. (It will run between two mountains
because it is a valley). Pour water over
the sand and watch what happens. Ask
students why they think this happened? Is
it connected to river processes. If more or
faster water was added to the sand what
would happen? Could this happen during
a big flood or rainfall?

As a group go to BOX 3. Ask students to

get some small rocks and twigs and
leaves and make some paths (Rivers) in
the sand that leads to a big lake. Get
students to predict what will happen
when we put water over the sand. (It will
run over the sand finding the quickest
rivers to the lake. The vegetation will vary,
if it is too thick it may dam the rivers). Pour
water over the sand and watch what
happens. Ask students why they think this
happened? Is it connected to river
processes. If I was to fully dam up a
couple of the rivers what would happen?

As a group go to BOX 4. Get students to

choose their own scenario what will
happen when we put water over the
sand. (It will run over the sand and pool in
shallow areas). Pour water over the sand
and watch what happens. Ask students
why they think this happened? Is it
connected to river processes. Can this be
seen in Minnamurra or the Murray Darling.

60 Set reflection question Is it fair that cities Teacher: Writing question on the
downstream have to deal with dirty water, board. Collect booklets
How can we fix it?. Pack up
Student: Writing question in their
books. Packing up. Students

Resources: Whiteboard and

booklets

Reflection

What have I learned about the teaching and learning process when preparing this
lesson?

| 26
I really struggled with the post lessons. I felt that all the skills mapping activities
had already been done in the virtual field work and was trying to keep it
about physical geography. I though a video might be a calming activity that
shows the effects of river systems in Australia. I found this documentary
interesting because it talks about the effects of pollution washing
downstream which raises the issues of cities living upstream having to use the
water appropriately.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.5 Demonstrates a sense of Students will demonstrate a sense of place about Australian
place about Australian Environments by learning about river systems that occur
Environments within Australia and how they affect people.

5.6 Explains the Students will first learn about river systems then explain the
geographical processes geographical processes that form and transform
that form and transform environments by explaining what is happening in the
sandbox.
Australian environments

Other considerations

Graduate Evidence within this lesson

Standards

4.1- Support Students are asked to help create landforms in the sand. They
student are also asked to justify why they have done things the way
participation they have.

3.1- Establish Students need to use the knowledge that they have just
challenging gained over the last 6 lessons to inform what is happening
learning goals physically in front of them.

3.4 Select and This lesson required the use of resources. I was tossing up
use resources between Two men in a tinnie and More than a river- The
Murray Darling system. In the end I went with Two men in a
tinnie because it was a little less formal.

WHS

| 27
 Tables and chairs are evenly spaced. Exits are not blocked. Students are not
staring at the screen too long. Students are supervised in the playground around
the sandboxes.

Resources Attached:

You must list all the resources that you have created or found in this space.

Video Bought from ABC.

Cordell, M. (2006). Two men in a tinnie[TV SERIES]. Australia: ABC.

Video Questions

1. Identify and note down geographical characteristics of the Murray

Darling basin.
2. Mark the Murray Darling on a map.
3. Look for change over time, approximately 10,

Retrieved from www.gtav.asn.au/documents/item/91

| 28
Justification

The purpose of this justification is to validate various choices made while

composing four hours of virtual fieldwork; One pre- field work lesson and two post- field

work lessons. These lessons come from stage five topic, focus area one; Investigating

Australias physical environment (Board of Studies, 2003, 36-37). The chosen Australian

environment was Minnamurra Rainforest, in which several different landforms occur,

such as mountains/hills, rivers and waterfalls.

This justification will demonstrate how ICT, project based learning and GIS based

projects have been utilised to create a virtual fieldwork model for Minnamurra

Rainforest. These approaches are driven by a personal teaching philosophy whereby

effective teaching culminates critical and creative thinking, sustainability, ICT and

geographical skills. Additionally, it reflects on geographic threshold concepts such as

change over time (Activities. 3.3 & 3.4), sustainability (Act. 4.3, 4.4, 4.5), and place (Act.

1.1, 1.2, 1.3). The three lesson plans and virtual fieldwork come from the middle three

lessons of the scope and sequence. They assume the teacher has already covered the

Australian continent (Board of Studies, 2003, 36-37).

ICT is considered an essential part of virtual fieldwork for obvious reasons.

However, the use of technology does not automatically promote good learning. Debele

and Plevyak (2012, 287) have identified a number of conditions that can improve the

chances of successful ICT use. The most important, for the purposes of this justification is

the educator (innovator) and project (innovation). It is vital that an educator has both

the knowledge of the technology and how to use it, as well as pedagogies that can

support its use. Likewise, the project must sync with the schools culture, have appropriate

resources and hold meaning for students.

| 29
 This model is supported within the Minnamurra Rainforest virtual fieldwork. The

technology used to create the virtual fieldwork is called weebly and is an easy website

building program that allows you to add files, pictures, forums, maps and much more. In

reflection, it is a useful tool with very few limitations. Some limitations include the time it

takes to create a website and the need to upgrade to access certain features.

Secondly, the Minnamurra Rainforest was chosen, as it houses several different types of

landforms, has a wealth of ready educational resources and it is close to Sydney.

Keengwe and Onchwari (2011, 1) also believe that technology plays an integral

in the classroom if done right. Technology tends to give students an overwhelming

quantity of information, however, it is not the information which is in important but the

way the information is the processed then applied. Additionally, Keengwe and

Onchwari (2011) connect the use of ICT with constructivist theory. This theory is about

hands on, reflective learning, which is shaped by meaning created by the student. This

was attempted within the virtual fieldwork and associated lesson plans (Act. 1.4, 2.6, 4.3,

4.5 and Lesson plan 3).

The next major element to inform the virtual field work is project-based learning.

Project based learning also has strong educational roots in constructivism as it is the use

of critical thinking and problem solving skills through long term inquiry (Behizadeh 2014).

The Minnamurra rainforest virtual field work in one big project, in which students have to

solve a number questions using geographic skills to access answers to high order

problems. Project- based learning works best when the tasks are relevant and authentic.

For example, a school residing in Kiama would find greater relevance in studying the

rainforest as it is the source of a lot of Kiamas water. Whilst a school from Penrith would

find higher authenticity studying the blue mountains or catchment areas.

The virtual fieldwork was specifically designed for a school from Kiama as it

involves several activities that require problem solving skills relevant to the area without

| 30
needing to leave the classroom. Firstly, the driving question or problem is Why is the

Minnamurra Rainforest important to the area you live in? A subsequent question that

could also be raised are What would happen if the rainforest was removed or

destroyed?. The students then undertake activities that will encourage them to connect

with world outside their school creating active citizens. In addition, the virtual fieldwork

activities involve the use of higher order thinking skills to evaluate, assess and synthesise

materials (1.5,1.6, 2.1, 3.2, 4.5). Together all of these mini problems, help solve the

overriding question, why is the rainforest important?.

The last aspect that incorporated into my virtual lesson plans is the importance of

GIS (Geographic information systems) skills during geographical inquiry. GIS-based

projects are described as projects created to understand a problem or answer questions

using GIS. GIS refers to geographical data that can be collected from maps, satelites,

graphs, photos and surveys. According to Demirci, Karaburum and Unlu (2013, 214)

producing, querying, analyzing, displaying, and visualizing data is key to using GIS for

problem solving (Also strong believers of constructivist theory). The virtual field work was

heavily influenced by GIS as it is provides vast resources for specifically virtual work. Some

of the GIS activities included in the fieldwork are mapping (2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 4.1,

4.2,); Photos (2.1, 2.4, 3.3); and Graphs (2.2).GIS is strongly linked to project based

learning and ICT use.

In conclusion, the above approaches have been utilised to inform my virtual

fieldwork on the Minnamurra Rainforest. The combination of ICT, project based learning

and GIS based projects support effective teaching that encourages students to

become critical and creative thinkers and active citizens working towards sustainability.

| 31
Activity Outcome
Virtual Fieldwork 1
1. Use these photos to take notes on any To introduce the topic through pictures
interesting and potentially relevant and get a sense of place.
information. Include it in your portfolio.

2. Analyse the graph to fill in the document To gather geographical information from
"Minnamurra Climate Graph". Then recreate a table then recreate the table using
the graph on paper and add it and the paper. SKILLS.
worksheet to your Fieldwork portfolio.

3. Using the list found in "MR FLORA" choose To gather information on flora local to the
10 different plants and investigate them. Fill landscape and landforms the virtual
in the sheet and include it in your portfolio. fieldwork covers.

4. Below is two photos of different parts of To hypothesis how geographical

the rainforest. How do you think increased processes affect landforms. To analyse
sunlight would affect the climate in these and make a comparison between to
areas of the forest? Look at these photos in areas of a Riparian rainforest
comparison and draw a comparative
annotated photo-sketch. Include your
answers and sketches in your portfolio. *

5. Using the list found in "MR FAUNA" choose To synthesise gathered information into
5 different plants and investigate them. (Hint: food webs.
Why does the Minnamurra rainforest have a
lot of birdlife) Then compose a food web
including the five animals using CMAPS.
Include the web in your portfolio.
- http://cmap.ihmc.us/

6. Evaluate how introduced species Evaluation of cause and effect on fauna

impact on the list of other animals in the in the landforms.
rainforest had on both the plants and
animals of the rainforest? Include your
evaluation in your portfolio. *

Activity Outcome
Virtual Fieldwork 2
1. The waterway looks fairly calm in the Evaluation and application of knowledge
photo below. What type of extreme natural regarding the processes that transform the
climatic event do you think led to the Australian environment.
boulders shown in the photo being
deposited in this area? What size particles
would you expect this waterway to normally
erode, transport and deposit? *

2. Using GIS the below map was created Using geographical information to deduct
depicting both the tropical and warm where a riparian forest would occur on the
temperate parts of the rainforest. Using the landscape.
information you have learnt hypothesise and

| 32
propose where the Riparian rainforest would
occur. Include in your portfolio. *
3. Looking at the geological cross- To construct a precis map showing the
section below, together with the processes that transform rivers.
topographic map and the satellite photo of
Minnamurra Rainforest, construct a precis
map of the area showing approximately the
soil variation.*
4. Around the rivers and rivulets in To apply geographical understanding of
Minnamurra we will expect to find alluvial river processes to a map.
soils (soils made from nutrient rich sediments
dropped after floods) over the soils that result
from the bedrock. How will this affect the
type of rainforest you will find there? Add this
to your precis maps and include the map in
your portfolio.
5. Compare the map and satellite image. To use geographical skills to understand
Mark clearly on the satellite image the route how the land is being use and what effect
the river takes. Once you have marked the that might have on the environment.
river on the satellite image, investigate how
the river is used and annotate land use of
the image. Include both images in your
portfolio.

Activity Outcome
Virtual Fieldwork 3
1. Locate the falls on the topographic map Identifying features on a map and the
and follow its path. What are interesting processes that waterfalls go through.
features found near the falls and along the
river. Include it in your portfolio.

2. Investigate how waterfalls are normally Comparing and contrasting different

formed. Then deduce why the sign says that waterfalls in the same area.
the lower Falls are not typical falls found in
the Southern Highlands. [hint: Examine the
Belmore falls - Typical Southern Highland
Falls]. Include it in your portfolio.

3. Construct a photo-sketch of the photo Using geographic tools to annotate a

labeled photo sketch at the top of this page sketch applying understanding of
and label the features of the falls. Annotate geographical processes.
your sketch to show evidence of weathering,
erosion, transportation and deposition. *

4. Develop an in-depth timeline using Tiki Toki Showing change over time in a visual way.
about change over time in the Minnamurra
Rainforest. Include as much information as
possible. Include it in your Portfolio.

| 33
 Activity Outcome
Virtual Fieldwork 4
1. Draw a transect of A - B include the river in Using geographical skills then anaylsing
your map. Draw a transect of C - D. Then and evaluating landforms in the Australian
account for the differences between A-B environment.
and C-D. Include the transects in your
Portfolio

2. Using the Above document, Answer the Using geographical information to deduct
following questions: where different features occur on a map.
1. What is the Grid Reference of letters A and
C
2. What is the Area Reference of letters B
and D.
Investigate and make note of geographical
features such as land use at each of the
locations.
Include this information in your portfolio.

3. Having read the reasons for protection in Showing understanding of why we should
general, as explained above, list the reasons protect the rain forest and synthesizing
for the protection of Minnamurra. Explain information to create justifications.
what features Minnamurra has that
contribute to these reason. Add some
reasons of your own on why we need to
protect Minnamurra. *

4. Create a list of both positive or negative To apply geographical understanding of

impacts on the rainforest and describe them. river processes to a map.

5. Assess and evaluate the Assessing and evaluating the sustainability

statement: Minnamurra Rainforest is of the Minnamurra Rainforest.
ecologically sustainable in its present state. *

* Adapted from educational materials given to me by the Budderoo National Park staff.

Online copies of the information can be found at

http://hsc.csu.edu.au/geography/intro/methods/fieldwork/Minnamurra%20Rainforest%2

0Virual%20Fieldtrip/index.html

| 34
 Referencing

Board of Studies NSW, (2006). Geography 7-10 Syllabus. Sydney NSW: Board of Studies NSW

Behizadeh, N. (2014). Enacting problem-posing education through project based learning,

English Journal. 104: 2, 99 105. Retrieved from
http://search.proquest.com/docview/1635219060?accountid=36155

Chuan, G. K., & Gerber, R. (Eds.). (2000). Fieldwork in Geography: Reflections, Perspectives and
Actions (Vol. 54). Dordrecht, Netherlands: Kluwer Academic Publishers.

Church, M., Morrison, K., & Ritchhart, R. (2011). Making Thinking Visible: How to Promote
Engagement, Understanding, and Independence for All Learners. San Francisco: John
Wiley & Sons.

Debele, M., & Plevyak, L. (2012). Conditions for successful use of technology in social studies
classrooms, Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and
Applied Research. 29 : 3, 285 299. Retrieved from DOI: 10.1080/07380569.2012.703602

Demirci, A., Karaburum, A., & Unlu, M. (2013). Implementation and effectiveness of GIS based
projects in secondary schools, Journal of Geography. 112 : 5, 214- 228. Retrieved from
DOI:10.1080/00221341.2013.770545

Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through
constructivisit pedagogy and technology integration, International journal of Information
and Communication Technology Education. 7: 4. Retrieved from
DOI: http://dx.doi.org.ezproxy.uws.edu.au/10.4018/jicte.2011100101

| 35
Appendices
Outcomes

Scope and Sequence

Concept map

Assessment Schedule

Assessment Task

Unit Outline

Lesson Outline

| 36
Outcomes
Objectives Stage 5 Outcomes

Students will develop: A student:

skills in acquiring, processing and 5.1 Identifies, gathers and evaluates geographical information
communicating geographical
information 5.2 Analyses, organises and synthesises geographical information

5.3 Selects and uses appropriate written, oral and graphic forms to communicate
geographical information
skills in choosing and applying 5.4 Select and applies appropriate geographical tools
appropriate geographical tools

knowledge and understanding about 5.5 Demonstrates a sense of place about Australian environments
the characteristics and spatial
distribution of environments

knowledge and understanding about 5.6 Explains the geographical processes that form and transform Australian environments
how people and communities modify,
and are affected by, the environment 5.7 Analyses the impacts of different perspectives on geographical issues local, national
and global scales.

knowledge and understanding about 5.8 Accounts for differences within and between Australian communities
how physical, social, cultural, economic
and political factors shape communities, 5.9 Explains Australias links with other countries and its role in the global community
including the global community

knowledge and understanding about 5.10 Applies geographical knowledge, understanding and skills with knowledge of civics to
civics for informed and active citizenship demonstrate informed and active citizenship

Outcomes

| 37
Scope and Sequence

Scope and Sequence For Stage 5

Semester 1
TERM 1 TERM 2

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Investigating Australias physical environments Changing Australian communities

Focus: The unique characteristics of Australias physical Focus: Ways in which communities in Australia are responding to
environments and the responses of people to the challenges they change.
present
The Australian Physical characteristics Natural Hazards Human Types of communities Factors causing
Continent that make Australia - Bushfires characteristics change in
Unique Landforms that make Australian
Australia unique communities -
Refugees
Outcomes Geographical tools Outcomes Geographical tools
5.1 5.5 Maps 5.1 5.7 Maps
5.2 5.6 Fieldwork 5.2 5.8 Graphs and Statistics
5.3 5.10 Photographs 5.3 5.9 Photographs
5.4 ICT 5.4 5.10 Fieldwork
ICT

Fieldwork Assessment Fieldwork Assessment

Virtual Fieldwork Group Assignment: N/A Skills Test
Week 4/5 Landforms 15%
Minnamurra Rainforest 25% 10%
Due week 7 Due week 7

Scope and Sequenc

| 38
Scope and Sequence

Scope and Sequence For Stage 5

Semester 2
TERM 3 TERM 4
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Issues in Australian environments Australia in its regional and global contexts

Focus: Ways in which geographical understanding contributes to Focus: Australia in its regional and global contexts and the roles of
the sustainable management of issues affecting the Australian individuals and groups in planning for a better future.
environments.
Geographical Coastal Management Spatial Inequality The place of Australia in Future Human rights and
Issues the World and global Challenges for reconciliation.
links - Aid Australia -
Population
Outcomes Life Skills: Geographical tools Outcomes Geographical tools
5.1 Maps 5.2 5.8 Maps
GLS.1
5.2 Fieldwork 5.3 5.9 Graphs and Statistics
GLS.4
5.3 Graphs and Statistics 5.4 5.10 Photographs
GLS.6
5.4 Photographs 5.7 ICT
GLS.11
5.5 ICT
5.6
5.7
5.10

Fieldwork Assessment Fieldwork Assessment

Coastal Management Coastal Management N/A Due Term 4 Week 5
Narrabeen Lagoon excursion and report
Week 9 25%
Due Term 3 Week 7

| 39
Concept Map

Concept Map

| 40
Assessment Schedule

Assessment Schedule for Stage 4

Assignment 1 Weighting Outcomes Due Date

Landforms presentation: 25% - 5.1 Term 1 Week 7
Group presentation on different - 5.2
landforms in Australia. - 5.3
- 5.5
- 5.6
- 5.10
Assignment 2 Weighting Outcomes Due Date
Skills Test 25% - 5.1 Term 2 Week 7
Geographical skills on data - 5.2
collection and graphs. - 5.3
Content Test - 5.4
Communities, physical - 5.5
characteristics, Natural Hazards - 5.6

Assignment 3 Weighting Outcomes Due Date

Coastal Management Report 25% - 5.1 Term 3 Week 7
Doing a fieldwork report on - 5.2
Narrabeen Lagoon. Using - 5.3
fieldwork data and own - 5.5
research. - 5.6
- 5.7
- 5.10

Assignment 4 Weighting Outcomes Due Date

Research Task 25% - 5.1 - 5.8 Term 4 Week 5
- Aid - 5.2 - 5.9
- Human Rights - 5.3 - 5.10
- 5.7

| 41
Assessment Task

Spartan High School for Children

Stage 5 Geography

Assessment Task

Due Date: Term Week 7 Assessment Name: Landforms

Mark: /50 Weighting: 25%

Outcomes to be assessed
- 5.1 : Identifies, gathers and evaluates geographical information
- 5.2 : Analyses, organises and synthesises geographical information
- 5.3 : Selects and uses appropriate written, oral and graphic forms to communicate
geographical information
- 5.5 : Demonstrates a sense of place about Australian environments
- 5.6: Explains the geographical processes that form and transform Australian
environments
- 5.10: Applies geographical knowledge, understanding and skills with knowledge of
civics to demonstrate informed and active citizenship

Task Description

In a group of four, you will be randomly assigned a type of landform found in Australia.
As a group, you will gather, evaluate and synthesise geographical information about
your landform. Then you will present your landform in front of the rest of the class.

Each member of the group must participate in the research and presentation. You may
present in any form, but must use visual aids. You must also submit a written paper
outlining your presentation, where you got your information and group participation
report. Your presentation and report must contain the following.

a) Background knowledge

Spatial distribution
Geographic dimensions
Interrelationship with people and the environment (e.g. How is it used, Indigenous
significance)
Geographic processes

| 42
Assessment Task

b) Physical features

Weather and climate

Flora and Fauna
Natural resources
Vegetation
Miscellaneous/others

c) Example from Australia

Brief background knowledge (Use points above)

Brief Physical features (Use points above)

d) Management strategies

What problems commonly occur around your landform?

What are some of the management strategies?
Is there any alternatives your group can come up with? Come up with a short
term and long term management plan.

Important notes: Presentation must be unique, engaging and relevant. Flash cards can
be used however, eye contact is important. Time limit : 10 mins

Some ideas for presentation:

o PowerPoint, Nearpod or Prezi

o Oral with visual aids
o Role Play (e.g. At a conference)
o In a rap

You must submit a 1000 word written report on each of the sections of the
presentation. It must also include what work each group member undertook.
Students will need to write information in their own words and record where the
information comes from. Information must come from reputable sources.

| 43
Marking Criteria

Marking Criteria
1. A 10 Marks
- Spatial distribution 2
- Geographic dimensions 2
- Interrelationship with people and the 3
environment 3
- Geographic processes

2. B 10 Marks
- Weather and climate 2
- Flora and Fauna 2
- Natural resources 2
- Vegetation 2
- Miscellaneous/others 2

3. C 10 Mark
- Brief background knowledge 5
- Brief Physical features 5

4. D 10 Marks
- What problems commonly occur around your
2
landform?
- What are some of the management 3
strategies?
- Is there any alternatives your group can come
5
up with? Come up with a short term and long
term management plan.

5. F 10 Marks
- Presentation is engaging.
2
- Presentation goes for 10 minutes.
2
- Written report is clear and well presented
2
- Presentation and report information is relevant.
2
- Group work is evenly spread and fair
2

Marking Criteria

| 44
 Unit Outline

UNIT OUTLINE
Geography Stage 5 Number of
Weeks: 10
5.A.1 Investigating Physical Environments
Key Concepts/ Big Ideas The importance of this learning
Landscapes Environmental This unit is part of the Stage 5 mandatory
Environments management Geography syllabus. It extends students
Human History, continuity and beyond the stage 4; Global Geography and
interaction change the physical environments across the world
Communities sustainability and instead focusses on the physical
environments that can be found in Australia.
Unit context within Scope and Sequence Targeted Syllabus Outcomes
Focus: A student:
The geographical processes that form and 5.1 identifies, gathers and evaluates
transform Australian physical environments, and geographical information
human interactions within these environments. 5.2 analyses, organises and synthesises
Geographical Tools: geographical information
Maps: use various types of maps 5.3 selects and uses appropriate written, oral and
locate features using latitude and longitude, area graphic forms to communicate geographical
and grid references
information
identify physical and cultural features on a map
measure distances on a map using linear scale 5.4 selects and applies appropriate
identify scale as written, linear or representative geographical tools
fraction 5.5 demonstrates a sense of place about
use the points of a compass to determine direction Australian environments
identify and interpret relief 5.6 explains the geographical processes that
construct a sketch map form and transform Australian environments
Graphs and Statistics
5.10 applies geographical knowledge,
identify and calculate maximum and minimum,
understanding and skills with knowledge of civics
total, range, rank and average
to demonstrate informed and active citizenship.
construct and interpret bar, column, line, climatic
and proportional graphs Life Skills Outcomes:
Photographs LS1 Experiences a range of environments
draw a line drawing LS3 Explores the effects of the physical
collect and interpret photographic images environment on peoples activities
distinguish between oblique, aerial, ground-level
LS4 Explores the effects of the physical
photographs and satellite imagery
environment on peoples activities
LS5 Explores the effects of peoples activites on
the physical environment
LS11 Uses a variety of strategies to locate and
select information
LS12 Uses a variety of strategies to organise and
communicate information

Literacy Targets Numeracy Targets ICT Targets Cross Assessment

Curriculum
Visual literacy geological and historical Investigating, Sustainability Group
Composing texts time Communicatin Aboriginal presentation:
Comprehending using spatial reasoning g, and Histories and Landforms
text interpreting statistical Creating with culture
Word knowledge information ICT. Assessment 1-
Grammar using number and Managing and (25%)
knowledge measurement operating ICT

Unit Outline

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Lesson Outline
UNIT TITLE
Week 4
1 Pre- Fieldwork Lesson
2 Virtual Fieldwork 1
Week 5
3 Virtual Fieldwork 2
4 Virtual Fieldwork 3
5 Virtual Fieldwork 4
Week 6
6 Post- Fieldwork Lesson
7 Post- Fieldwork Lesson
Lesson Outline
Introduction to landforms:
- Mountain and valleys
- Waterfall
- Rivers
Introduction to Minnamurra Rainforest
- Climate and weather
- Flora and Fauna
Rivers
Waterfalls
Mountains/ Management
Rainforests in Australia
Rainforests in Global environments
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