FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1, week 1 YEAR LEVEL: 8 LEARNING AREA/TOPIC: HASS: Geography:

Landforms and Landscapes

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy √ Numeracy √ ICT √ Critical and creative
thinking
Ethical Behaviour Personal and social
Competence
Intercultural
Understanding

Cross-curriculum priorities:
Asia and Australia’s engagement with Asia
Aboriginal and Torres Strait Islander histories and Cultures √ Sustainability √

Notes about device access in the classroom:

All students have access to a computer and iPads are available, at least one between two students.
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Australian OBJECTIVE (what & how) EXPERIENCES
Curriculum (Introduction, Body and Conclusion)
LINKS

1.1 The different 1. List the six landscapes Informal Intro

types of on Earth and define Revision of last lesson: what are we looking at first? Landscapes
landscapes in Intro quiz to check  Quiz on geographical skills https://www.youtube.c
Australia and their three chosen landforms
knowledge on om/watch?v=6v2L2UG
distinctive from Australia on a  BOLTSS
geography skills- ZJAM
landform features google slide maps and  Latitude and longitude
(e.g. coastal, 7:53-9:06
2. Identify the natural definitions
riverine, arid,
mountain, karst) processes shaping
Landscapes video discussion- open ended questions
(ACHGK048) landforms in a quiz
 Why study geography and landscapes?
3. Explain four uses of
 Is it our responsibility to protect landscapes?
mountain landscapes
 What can we do to protect them?
and their impact on the
environment through a Kahoot! Tectonics Body Teacher powerpoint
news story and landforms to Direct instruction: natural processes of erosion and tectonic slideshow on types of
consolidate plate activity landscapes, processes
learning and and mountains
gauge progress Research landscapes on computers and refer to textbook as
a guide pp.42-49. Students add their information to a shared Research computers
google slide
 What are the six types of landscapes on earth? Oxford Big Ideas 8
 Are these all present in Australia? What is Australia’s
most prominent landscape? Google Slides
 Choose three landscapes from Australia and identify Kahoot!
a landform present in each
 Share Popplet brainstorm

Oxford
Kahoot! pp.42-45
 On body of lesson so far
Wordcloud
Brainstorm- famous mountains you know

Divide class into 4 groups of 6. Each group chooses a use of

mountains and creates a news story to present to the class
about the environmental impact. Present an accompanying
word cloud.
  Tourism- skiing, mountain climbing etc
 Farming- rainfall and terraces
 Mining- minerals found
 Power- fast flowing rivers dammed

G&T: are there uses that conflict with each other? Solve.

Conclusion
Exit card Quiet time to fill out exit card- which natural process do you Exit and entry card x24
think causes mountains?
Summative
News story on Entry (on back)- find out what tectonic plate Australia is on
environmental and present next class on entry
impact
1.2 The geographical 1. Define three types of Informal Intro
processes that mountains and give one Entry cards- prior Collect entry cards and discuss
produce knowledge of
landforms, example
tectonic plates Revision- call out definitions of tectonic plates
including a case 2. Analyse a tectonic map
study of one type and explain spatial
of landform, such Call outs-tectonic We will be building on this
distribution of mountains plates
as mountains,
volcanoes, 3. Create a visual step by Body Oxford Big Ideas 8
riverine or coastal step process of Oxford Big Ideas 8 p.65- Why are mountains distributed like p. 65
landforms diverging, transforming this? Distribution of
(ACHGK050) mountains
and converging tectonic
Boundary animation explore-
plates with Explain
 Tectonic plates Computers
Everything Summative  Boundaries, distribution of earthquakes and
Explain volcanoes Boundary animation
everything http://www.divediscove
animation to r.whoi.edu/tectonics/bo
Movement animation explore-
complete undaries.html
 Movements of plates and implications
objective 3
 Diverging, transforming boundaries (fault), and
Movements animation
converging and the mountains they cause http://www.divediscove
r.whoi.edu/tectonics/m
Direct instruction on slideshow- ovements.html
 Fold mountains, block mountains, volcanic
mountains
Powerpoint slideshow
Explain everything Activity- In groups of 4, create a slide with
diverging, transforming and converging tectonic plate Formation of a volcano
movements and include direction, explanation, and example http://education.abc.ne
t.au/home#!/media/153

1.3 The spiritual, 1. Define the four types of
cultural and values of landforms
aesthetic value of
landscapes and 2. Create a storyboard
landforms for showcasing the value
people, including
and stories about
Aboriginal and
Australian mountains by
Torres Strait
Islander Peoples the Indigenous people
(ACHGK049) 3. Critically explore the
connection between
land and people by
comparing a range of
attitudes
 Have students explain this as teacher moves around 4608/sleeping-giant-
groups awakens-on-
 When students done, they can spend more time on montserrat
1:20-2:20
the boundary and movement animations or use G&T
activity Explain everything
https://edshelf.com/too
G&T- Identify the type of mountain being formed in scratch l/explain-everything/
animation
Scratch animation
https://scratch.mit.edu/
projects/141275419/
Conclusion
Answer questions in notebook: Know, want to know, learnt Google Drive
Explain Everything slides are uploaded to Google Drive
Informal Intro Oxford pp. 52-53, 70-
Padlet to ensure Mount Shasta video- spiritual stories 71
students  Discussion- do you know any stories about
understand the landmarks or places near where you live? Mount Shasta video-
value aspect to  Many indigenous populations around the world have https://www.youtube.c
landforms and om/watch?v=p85SmW
stories related to the land
landscapes 827_M
Body
Summative Padlet- in pairs, create blog post on a value of landforms
Storyboard That-  Referenced from Oxford Big Ideas 8 pp.52-53, 70-71 Storyboard that
students create a  One from each pair shares briefly to inform whole
storyboard group
expressing a
cultural and/or In Groups of 4 create Storyboard That of chosen Australian Dreamtime story of
spiritual story mountainous form Gulaga
about an  Gulaga, Great Southern Ranges, Snowy River http://dreamtime.net.a
Australian  Research form and story through the texts provided
u/gulaga/
mountain form to
 Create storyboard about the spiritual and culture Dreamtime story of
creatively show
understanding value of the landform Great southern
ranges
Critical discussion http://www.abc.net.au
 Western school student /local/stories/2014/04/
 Indigenous Australian 15/3985939.htm
 Do landforms hold more value when they have
spiritual and cultural aspects? Man from snowy river
  Do those who give spiritual value to landforms want https://www.poetrylibr
to protect them more? ary.edu.au/poets/pate
 Do westerners value landscapes and forms less? rson-a-b-banjo/the-
 Why do Indigenous people perform welcome to
man-from-snowy-
river-0001004
country

Conclusion
Sum up in three points what they learned this lesson on a
small book made up of folded paper