EDFD454

Assignment 2

Joseph Murphy
S00153947

Description of Unit
This unit, Landforms and Landscapes is a Year 8 Geography unit designed to meet the AusVELS curriculum
and standards. The unit was designed using an Understanding by Design approach, which was done to
maximise the potential for deep learning for students through focusing on Big Ideas (Wiggins &
McTighe, 2011). Using the UBD approach, the assignments were designed first to meet the standards,
and then the unit was designed to scaffold students learning so that their achievements would be more
likely to meet the standards.
For this unit, which was designed to take place over 10 weeks, the assessments took the form of a
summative test at the end of the unit, and a formative assessment in the form of a fieldwork report that
took place over Weeks 4 to 6. The Unit could be roughly divided into three smaller sections or sub-units:
an introduction to landforms and landscapes in Weeks 1-4; a case study of a local landform, in this case
Hanging Rock, in Weeks 4-6; and finally natural hazards in weeks 7-10. The original unit is included as an
appendix. All original tasks and resources are available online through the links provided to the Google
Drive.
For the purpose of this assessment, I will be reworking the first 6 weeks in order to better scaffold the
Fieldwork Report Assessment. As the report is already multi-modal in nature, involving the creation of
written text, graphs, charts and maps, the assessment could be enhanced by more explicit teaching of or
use of new literacies. Primarily these will include the iPed Approach, Annotation, and the Four Resources
Model.

Opportunities for Revision

This unit plan already provides some aspects of Mills and Levidos (2011) iPed approach to teaching
literacies. The site visit of this unit was designed around the local landform, Hanging Rock, and therefore
students would be familiar with its use as a recreation place, as well as the political tensions around its
future. This background is the strong link in which both the unit as a whole, as well as individual tasks to
the students, linking texts from the unit to them personally, linking the unit to the broader local culture
especially when considering land usage, and linking the texts to the broader world (Mills & Levido, 2011).
There were elements for challenging information, both from web sources and other texts, however, this
challenging was never explicit. Cocreation was present in group tasks, especially on the site visit itself.
The major component of the iPed approach missing from the unit, was the Share aspect, with the unit
producing no texts that were to be shared beyond the classroom level. Even where these aspects may
have been present, there was a lack of technology usage to enthuse students about the learning (Mills &
Levido, 2011).
Tasks such as photo annotations and map creation and annotation also make use of literacy strategies.
Greater scaffolding of annotations, and more explicit use of the four resources model, especially in map
reading and creation, could be beneficial in students learning and understanding (Wong, 2016; Luke &
Freebody, 1999).

EDFD454
Assignment 2
Week

Landscapes of
the World and
Australia Week
One

Essential Questions

What types of landscapes are

present across the world?

What landforms are found

within landscapes?

What landscapes are typical in

Australia/locally?

Key Concepts

Students explore
landscapes through
the ideas of place
and space, through
locating and
describing
landscapes and
landforms.
The ideas of
environment and
change are studied
through the focus
on the creation of
landforms and the
processes that lead
to this.

Task

Think-Pair-Share Students propose a definition

for landscape based on their prior knowledge.

Resources

What types of Landscapes are there? Pages 4345 are read through as a class. Students
Page 43-45
summarize key points of each landscape
Oxford Big Ideas

Assessment

Joseph Murphy
S00153947

Students are questioned

throughout the task, and
encouraged to explain and
reason their thinking.

Choose one landscape. Identify an example

within Australia if one exists. Describe its
location and size. Compare with other students.

Definition Matching In pairs students match

the definitions of landforms to their name,
image and the landscape(s) they can be found in. Landforms
definitions
handout
Scale is studied
Photo Annotation Students are given a photo
through the use of of the coastline near Port Campbell. They
digital technologies annotate the photo pointing out landforms
in Google Maps.
Port Campbell
Photograph
Using Technology Using Google Maps to locate
various landscapes and landforms TASK
Google Maps
Google Maps
Task Sheet

Students will be informally

questioned throughout the
class. They will be expected
to explain their thinking and
defend their reasoning.

Students work is collected

electronically. They are given
written feedback based on
their understanding of the

Commented [J1]: Visual Images and

Annotation
It is not enough for the students to be
expected to know how to annotate a text first
off without it being modelled to them first.
Rather than just giving a photo to students
and asking them to annotate it, this lesson
will be modified so that the teacher and
students collaboratively first complete an
annotation as a class of a different photo on
the board using a data projector or an
interactive whiteboard. By completing this
task as a group with scaffolding by the
teacher, they will be better prepared to
successfully annotate their own photos.
Another modification to the task would be to
have students annotate different photos,
with a selection of three or four in the class.
Students would then be able to Think-PairShare after they have annotated their own
photos to compare their annotations and
then suggest changes.

EDFD454
Assignment 2

Joseph Murphy
S00153947

concepts, as well as the

standards as summarized
below.

During this week students are

working towards the
standards:
Explain geographic
processes (1)
Explain interconnections
within a landscape (3)
Explain distribution
patterns of landscapes (4)
Local Landscapes
Mountains
Week Two

Where are mountains located

around the world?
Why are they in these
locations?
How are mountains formed?

Students
investigate space
and place with
regards to tectonic
plates and
mountains around
the world.
Interconnection is
found between
tectonic plate
movement and
natural hazards.
Through studying
the formation on
mountains,
students

Overlay mapping task mapping mountains over Page 67 of

fault lines
Oxford Big Ideas
TASK
Task Sheet
Students watch ABC Splash Video Ocean deep,
mountain high as an introduction to mountain
formation.

Ocean deep,
mountain high ABC Splash

Check Your Learning 2.4 - Questions 1, 3, 5, 6, 8,

9 from Oxford Big Ideas Page 65.

Big Ideas 8 Page

62-65

Class reading Pages 62-64 of Oxford Big Ideas,

How mountains are formed is read through as a
class.

Students following BOLTSS.

Annotation is collected and
students are given feedback
on their progression towards
the standard for analyzing
geographical data (9)
Answers to questions are
discussed through as a class.
Instant feedback on students
answers based on their ability
to explain geographic
processes (1).

Commented [J2]: Four Resources Model

This is actually a rather complicated task in
terms of what students have to do, and the
aspects of the varying levels of student
understanding needs more scaffolding for
students to achieve the outcomes.
Students first need to understand what each
of the source maps mean. This is where they
need to break to code, where they
understand that the lines on the world map
are where the tectonic boundaries are
located, and triangles are where mountains
are. It should not be assumed that all
students get this.
When students recognize the strong
association between tectonic plates and
mountains, then they are participating in the
meaning of the text.
In creating their map and writing their
annotation, students are using their own
texts functionally, as well as critically
analyzing them. Students should be made
aware that their map annotation is not just
simple questioning and answering, but
measuring their understanding of the code of
mapping conventions (BOLTSS) and their
understanding of the meaning they convey
through symbols.
Greater use of the Four Resources Model in
mapping and understanding maps could be
used throughout the unit.

EDFD454
Assignment 2

Human impact
on mountain
landscapes &
Fieldwork
Preparation
Week Three &
Four

investigate the
How are mountains distributed creation of
around the world?
environments
through change
over a large time
period, through
designing and
using scale.

How do humans use mountain

landscapes?
What impact does human
activity have on mountain
landscapes?

The idea of
sustainability is
introduced through
investigating
human uses of
mountain
landscapes. How

Joseph Murphy
S00153947
Think-Pair-Share Students name a mountain
that they know about from somewhere around
the world. They discuss in pairs why they think it
is famous, and share back to the group.
Identifying mountains around the world
Questions 1, 2, and 5 from Big Ideas page 57

Class Brainstorm Students create a concept

map through brainstorming ideas about
mountain uses on the board.

Small Group - In small groups students are given

a use of mountain landscapes to quickly

Big Ideas 8 Page

56-57

During this week students are

working towards the
standards:
Identify the distribution
pattern of mountains,
and the interconnection
between tectonic plates
and natural hazards(3,4)
Locate information from
secondary sources (7)
Represent data on a map
(8)
Analyze data to explain
trends (9)
Use of geographic
terminology (10)

Commented [J3]: A chance for use of digital

technologies

EDFD454
Assignment 2

these uses can

change the
environment is
critically assessed.

How are landforms and

landscapes valued by people?

What meaning do mountain

landscapes have for Aboriginal
Peoples?

The value of a
place and how it is
interconnected to
the use of the land
is investigated.
Students are
expected to think
critically about the
scale they use in
their timeline
when organizing
ideas.

Joseph Murphy
S00153947

investigate. They share their findings with the

class.

Hexagon Tiles
Hexagon Tiles In pairs students complete a
Task
hexagon concept-mapping tool to show
relationships between landforms and landscapes Hexagon Tiles
and their uses. TASK
Think Edu
On the line, above the line, beyond the line
reading task. Oxford Big Ideas Pages 50-51

Judging Value - Select one image of a mountain

landscape as used by humans. Answer Question
4 on Page 51 for this image. Discuss with the
person next to you.

Oxford Big Ideas

50-51

Mountain Usage
images

Students are asked to explain

their reasoning as they
organize their thoughts.

Questions are discussed in

class. Instant feedback is
given to students.

Concept Map of how Aboriginal Peoples used

and continue to use mountain landscapes.
Venn Diagram After Reading Big Ideas pages
60-61 Students use a Venn Diagram to compare
and contrast how mountains in Australia are
used now vs. how they were used traditionally
by Aboriginal peoples.

Students are questioned

throughout class on the
information they find
significant. Verbal feedback

EDFD454
Assignment 2

Construct a timeline of Hanging Rock using the

article and websites. TASK

New Task Sheet

for EDFD454
(Original) Task
Sheet
Macedon
Aboriginal
History

News Article

Visit Macedon
Ranges History

Site Visit to
Hanging Rock
Week Four - Six

The local
environment is
studied through an
investigation into
local place,
Hanging Rock. The
larger space of the
region is
considered when
looking into its
significance.
Through mapping
tasks students use

Introducing the Hanging Rock Field Trip

Reading through the Field Work Report Task
Sheet and Criteria

Cross Section Mapping Students are given a

contour map. Using this they create a cross
section of Hanging Rock.

Grid Mapping using a map of the local area,

create a map with grid references showing the
location of Hanging Rock with reference to the
school, Mount Macedon and other significant
landforms and settlements. TASK

Fieldwork Report

Joseph Murphy
S00153947

on their use of a timeline to

present information.

During this week students are

working towards the
standards:
Explain how places are
perceived and valued
differently (2)
Explain interconnections
in and between
environments (3)
Locate information from
a range of sources (7)
Present findings using
geographic terminology
(10)

Task Sheet

Topographic
Map

Map of the Area

Jacaranda
Drawing a Cross
Section

Commented [J4]: iPed Approach

Students need to recognize that information
on websites may need to be read critically,
especially when using multiple sources that
may have conflicting information.
The use of annotations in collecting
information from websites would be helpful
in determining the key information, so the
teacher modelling an example from one of
the sources would be useful in helping
students gather the key information, as well
as understanding whether it is factually
accurate or true.
This task has been modified to better make
use of digital technologies. Rather than
constructing a timeline by hand, students will
now work collaboratively to create timelines
using a web or app based timeline creator,
which will then be publically shared on that
site.
Commented [J5]: Explicit Teaching of Rubric
to students

A copy of the grid reference

maps will be included in the
fieldwork report

EDFD454
Assignment 2
A visit to hanging rock, a local
mountain landform, to
investigate human impacts
and management

What land management

strategies are in place locally?

What value is placed on the

land at hanging rock?

the concepts of
place, space and
scale to build an
understanding of
their local
environment.

The management
strategies at
Hanging Rock are
investigated to find
practices of
sustainability. The
history of Hanging
Rock from its
formation to its
varied human uses,
are studied to find
change.

Site Visit Investigating the different land uses

at Hanging Rock:
Racecourse
Concert Venue
Nature Reserve
Potential Tourist Development
Revisiting the Timeline made in Week 4 Can
anything be added back to it?
Push Pull Factors - Students complete a PushPull table detailing what attracts and deters
people from going to Hanging Rock

Fieldwork
Booklet

SMH Article

Star Weekly Council

Consultation

Star Weekly Hanging Rock

Protection

Star Weekly People Power

saves icon

Joseph Murphy
S00153947
Fieldwork Booklet will be
collected and marked along
with the fieldwork report at
the conclusion of the Hanging
Rock case study.

Commented [J6]: On the site visit, students

are given an opportunity to engage with
Hanging Rock in a more multimodal way.
Interactive exhibits and displays in the
Discovery Centre at Hanging Rock provide an
opportunity for kinesthetic learners, as does
climbing the rock and hands-on examination
of the rocks and landform itself.
This is also the co-create portion of the
fieldwork report assignment, with students
working in teams to complete and
complement each others data booklets for
the final assignment.

Commented [J7]: iPed Approach

This task is an example of the challenge
domain in the iPed approach. After gathering
data from the Hanging Rock Reserve
information center, which should be
recognized and understood to be the most
reputable source of information on Hanging
Rock, students will now compare this to the
data they have previously gathered.
The timeline will again be edited in pairs for
the co-create aspect, and republished for the
share aspect.

EDFD454
Assignment 2

Fieldwork Report Students use their fieldwork

booklet and subsequent work on the value of
Hanging Rock to write a guided fieldwork report
on their findings. TASK MODIFIED

How is Hanging Rock valued? In light of your

own thoughts on push-pull factors and the visit
to Hanging Rock, students compare and contrast
how Hanging Rock is valued from differing
perspectives. TASK

New Fieldwork
Report Task
Sheet (iPed)

(Original)
Fieldwork Report
(Original)
Fieldwork Report
Modified

Competing
Perspectives task
sheet.

Joseph Murphy
S00153947

Fieldwork report: Looking at

the management of Hanging
Rock and looking into its
value. Formal Assessment
Collected by the teacher

Through the fieldwork and

work in class, students are
working towards the
standards:
Explain geographic
processes (1)
Explain how places are
valued (2)
Explore interconnections
(3)
Compare strategies for
land management (5)
Identify significant
questions for inquiry (6)
Find information from a
variety of sources (7)
Represent data found in
various forms (8)
Present findings and ideas
using geographic
terminology (10)
Propose alternate action
to geographic challenge
(11)

Commented [J8]: iPed Approach

The Fieldwork report is already a multi-modal
document that the students are producing.
However, it has been slightly modified to
better match to the iPed Approach.
The link to the content matter is the same as
throughout the unit, however, it is increased
by the site visit, which should help students
become more engaged with the content.
Using their background knowledge from
throughout the unit, students should be able
to challenge the new information they
receive at the Discovery Centre as well as
challenging the ideas they had already
developed through their prior research.
By using their data booklets from the site
visit, the students have already completed
the co-create portion, and in completing their
report, they have the opportunity and
responsibility to acknowledge the work that
other students have done.
The share aspect comes from giving the
students the opportunity to present their
report to the Hanging Rock reserve for their
and the local communitys usage.

EDFD454
Assignment 2

Joseph Murphy
S00153947

Justification
The original unit was created using an Understanding by Design approach to planning, with the aim of
targeting the achievement of AusVELS standards through the use of scaffolding (Wiggins & McTighe,
2011). This meant that the assignments were designed first to meet the standards, and the unit content
was structured backwards to give students the best opportunities in achieving these standards. In
revising this unit, a similar approach was taken, with the already multimodal Field Work Report
Assessment Task being reworked to more explicitly meet multimodal ideas, and the content in the weeks
before that adjusted to make more use of multimodal literacy models. The unit was also designed with an
inquiry-based approach in mind, with the aim of producing deeper learning with it being used in
combination with a local site students are familiar with (Westwood, 2006). This was done as the
Australian Currciulum, which the AusVELS Geography unit was based on, presented inquiry as a major
focus (ACARA, 2015).
The iPed model was used in redesigning the assessment task due to its benefits in helping students be
creative producers of texts, and critical consumers of information presented (Mills & Levido, 2011).
Before considering the iPed Approach, there was no real idea of challenging information, which is needed
when reading online sources that may not be reputable. The greater focus on authentic and digital
literacies will help students develop skills that they will use later in their schooling (Mills & Levido, 2011).
Basing this approach on the geographically significant teaching method of field work, is beneficial in
achieving all four of these outcomes (Taylor et al, 2012).
The use of the Four Resources Model in teaching mapping is helpful in structuring the processes that
students will need to go through. Students need to first recognise and understand both mapping
conventions, BOLTSS, and the symbols used in mapping to break the code of the text (Luke & Freebody,
1999). Considering the culturally specific visual language that mapping conventions use, or even local
mapping conventions is also important in the understanding of mapping, and supports the use of the four
resources model (Kress & van Leeuwen, 1996). After decoding the symbolism in the map texts, students
are more able to use the other resources, by participating in the meaning through using maps and
creating them; then using them functionally by recognising their specific purposes; and finally critically
analysing the texts by completing tasks such as mapping annotations that demonstrate their
understanding (Luke & Freebody, 1999).
Tasks such as annotating all texts, whether they be pictorial or written in nature, are better informed by
teacher modelling and repetition, rather than just trusting that students know what they are doing
(Wong, 2016). The consideration of the composition of Visual Images is also helpful in tasks such as phot
annotations and map readings (Kress & van Leeuwen, 1996). The consideration of culture in both images
and in texts as a whole is an important consideration that should be taken throughout the unit (Kress &
van Leeuwen, 1996).

EDFD454
Assignment 2

Joseph Murphy
S00153947

References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Australian Curriculum:
Geography. Version 7.3. Retrieved from http://www.australiancurriculum.edu.au/
Kress, G., & van Leeuwen, T. (1996). Reading images: the grammar of visual design. London, England:
Routledge.
Luke, A. & Freebody, P. (1999). Further notes on the Four Resources Model, reading online. Retrieved
from
http://kingstonnetworknumandlitteam.wikispaces.com/file/view/Further+Notes+on+the+Four+R
esources+Model-Allan+Luke.pdf
Mills, K. A., & Levido, A. (2011). iPed: Pedagogy fro digital text production. The Reading Teacher, 65(1).
pp. 80-91.
Westwood, P. (2006). Teaching and Learning Difficulties: Cross-curricular perspectives. Melbourne: ACER.
Wong, G. (2016). EDFD454: Curriculum Literacies [Lecture 14/04/2016]. School of Education, Australian
Catholic University, Melbourne. Australia.

APPENDIX 1: ORIGNAL UNIT

Rationale
The study of the humanities, geography included, is an essential part of
understanding our globalizing world (Gilbert and Hoepper, 2014). Studying the
landscapes and landforms that make up this world is a logical step on from that.
Westwood (2006) describes Effective learning in geography as involving the
identification of interrelationships in environments, appreciating different
cultures and the understanding of maps as symbolic representations (p. 114).
Through studies in class, and a field trip to significant local landform Hanging
Rock, this unit is designed to meet all these criteria. As Taylor et al. (2012)
explain, fieldwork is an important part of learning as it allows students to learn
local histories, as well as frame their own questions.
This unit has also been designed with the use of inquiry as a significant part of
students learning, which is also advocated for by Westwood (2006, p. 116). This
use of inquiry-based tasks will encourage deeper learning. The use of a local
landform as a case study will also lead to greater student engagement in the
topic.
The use of a Understanding by Design thought process in designing this unit
means that there is more opportunity for deeper student learning through the
use of big ideas to encourage long term learning rather than short term recall
(Wiggins & McTighe, 2011). Through the use of varied tasks, students will cover
all key Geographic Skills, SPICESS, as well as the focus on inquiry the Australian
Curriculum calls for (ACARA, 2015).
Opportunities will be given to all students to demonstrate their achievement
through the use of differentiating for certain tasks. This differentiating is
essential for providing equal opportunities for al students to achieve the unit
outcomes. Every opportunity has been taken to ensure that any assessment is
assessment for learning. That is, assessment that provides feedback to students
and teachers that informs of the learning activities that should follow to continue
to build understanding (Taylor et al. 2012).
The study of the formation natural world is of course an essential part of
studying the Earth through the perspective of the Humanities. By completing this
unit, students will be better prepared for further studies in Geography, as well as
being better global citizens.
Landforms and Landscapes
Year:
Depth Study:
8
Mountain Landscapes
Allocated Time:
Number of Periods (50 minutes):
9 Weeks
36 Periods
Prior Knowledge:
Future Knowledge:
Year 8 Geographic Skills overview
Year 8 Changing Nations
Stage 1 Desired Results

AC or AusVELS Standards:
Students will be able to:
1. Explain geographic processes that influence the characteristics of places
2. Explain how places are perceived and valued differently
3. Explain interconnections within environments and between people and
places. Explain how these interactions change places and environments
4. Explanations for spatial distributions and patterns among phenomena
and identify associations between distribution patterns
5. Compare strategies to a geographical challenge and propose a response
taking into account environmental, economic and social factors
6. Identify significant questions from observations to frame and inquiry
7. Locate relevant information from a range of primary and secondary
sources to answer questions.
8. Represent data and the location and distribution of geographical
phenomena in a range of appropriate graphic forms including maps that
conform to cartographic conventions
9. Analyze geographical data and other information to propose explanations
for spatial patterns, trends and relationships and draw reasoned
conclusions
10. Present findings, arguments and ideas using geographical terminology
and graphic representations in a range of appropriate communication
forms
11. Propose action in response to a geographical challenge taking account of
environmental, economic and social considerations and predict the
outcomes of their proposal
Understanding:
Big Ideas:
o Learning about the
landscapes that make up our
world, country and our local
area
o Investigating local
Australian environments
through studies into
mountains and Hanging
Rock
o Preventing, managing and
recovering from natural
hazard
Predictable Misunderstandings:
o What constitutes an area
being a landscape
o The concept of value being
purely in economic terms
o What types of natural
hazards exist versus the
amount that can be covered
in class.

Essential Questions:
What landscapes are there in the
world? What landforms are
present?
Where and how are mountains
formed?
How do humans use, impact on, and
manage mountain environments?
How can we see this in action at a
local site Hanging Rock?
What is a natural hazard?
How can Humans prepare for,
manage and react to natural
hazards?

APPENDIX 1: ORIGNAL UNIT

Student Outcomes:
Content:
The different types of landscapes and their distinctive landform features
(ACHGK048)
The aesthetic, cultural and spiritual value of landscapes and landforms for
people, including Aboriginal and Torres Strait Islander Peoples
(ACHGK049)
The geomorphic processes that produce landforms, including a case study
of at least one landform (ACHGK050)
The human causes and effects of landscape degradation (ACHGK051)
The ways of protecting significant landscapes (ACHGK052)
The causes, impacts and responses to a geomorphological hazard
(ACHGK053)
Skills:
Develop geographically significant questions and plan an inquiry using
appropriate geographical methodologies and concepts (ACHGS055)
Collect, select and record relevant geographical data and information,
using ethical protocols, from appropriate primary and secondary sources
(ACHGS056)
Evaluate sources for their reliability and usefulness and represent data in
a range of appropriate forms, for example, climate graphs, compound
column graphs, population pyramids, tables, field sketches and annotated
diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
Analyse geographical data and other information using qualitative and
quantitative methods, and digital and spatial technologies as appropriate,
to identify and propose explanations for spatial distributions, patterns
and trends and infer relationships (ACHGS059)
Apply geographical concepts to draw conclusions based on the analysis of
the data and information collected (ACHGS060)
Present findings, arguments and ideas in a range of communication forms
selected to suit a particular audience and purpose, using geographical
terminology and digital technologies as appropriate (ACHGS061)
Reflect on their learning to propose individual and collective action in
response to a contemporary geographical challenge, taking account of
environmental, economic and social considerations, and predict the
expected outcomes of their proposal (ACHGS062)

Stage 2 Assessment Evidence

Formal Assessments
Informal Assessments
Field work Report
Google Maps Task
What to do in the event of an
Annotated Overlay Map
emergency? Research Task
Cross Section and Grid Mapping
Landforms and Landscapes Test
Task
Values Debate

APPENDIX 1: ORIGINAL UNIT

Google Doc Version available at https://drive.google.com/open?id=0ByW4tQAw9kBVbExQMFpkMnVBb00&authuser=0

Week
Essential Questions
Concepts
Task
Resources

Assessment

Landscapes of
the World and
Australia
Week One

Students are questioned

throughout the task, and
encouraged to explain and
reason their thinking.

What types of landscapes are

present across the world?

What landforms are found

within landscapes?

Students explore
landscapes
through the ideas
of place and
space, through
locating and
describing
landscapes and
landforms.
The ideas of
environment and
change are
studied through
the focus on the
creation of
landforms and the
processes that
lead to this.
Scale is studied
through the use of
digital
technologies in
Google Maps.

What landscapes are typical

Think-Pair-Share Students propose a

definition for landscape based on their prior
knowledge.
What types of Landscapes are there? Pages
43-45 are read through as a class. Students
summarize key points of each landscape

Page 43-45
Oxford Big Ideas

Choose one landscape. Identify an example

within Australia if one exists. Describe its
location and size. Compare with other
students.

Definition Matching In pairs students match

the definitions of landforms to their name,
image and the landscape(s) they can be found
in.

Landforms
definitions
handout

Photo Annotation Students are given a photo

of the coastline near Port Campbell. They
annotate the photo pointing out landforms

Port Campbell
Photograph

Using Technology Using Google Maps to

Google Maps

Students will be informally

questioned throughout the
class. They will be expected
to explain their thinking and
defend their reasoning.

Students work is collected

APPENDIX 1: ORIGINAL UNIT

in Australia/locally?

locate various landscapes and landforms

TASK

Google Maps
Task Sheet

electronically. They are

given written feedback
based on their
understanding of the
concepts, as well as the
standards as summarized
below.
During this week students
are working towards the
standards:
Explain geographic
processes (1)
Explain
interconnections within
a landscape (3)
Explain distribution
patterns of landscapes
(4)

Local
Landscapes
Mountains
Week Two

Where are mountains located

around the world?
Why are they in these
locations?
How are mountains formed?

Students
investigate space
and place with
regards to
tectonic plates
and mountains
around the world.
Interconnection
is found between
tectonic plate

Overlay mapping task mapping mountains

over fault lines
TASK

Page 67 of
Oxford Big Ideas
Task Sheet

Students watch ABC Splash Video Ocean deep, Ocean deep,

mountain high as an introduction to mountain mountain high formation.
ABC Splash
Class reading Pages 62-64 of Oxford Big

Students following BOLTSS.

Annotation is collected and
students are given feedback
on their progression
towards the standard for
analyzing geographical data
(9)
Answers to questions are

APPENDIX 1: ORIGINAL UNIT

How are mountains

distributed around the
world?

movement and
natural hazards.

Ideas, How mountains are formed is read

through as a class.

Through studying
the formation on
mountains,
students
investigate the
creation of
environments
through change
over a large time
period, through
designing and
using scale.

Check Your Learning 2.4 - Questions 1, 3, 5, 6,

8, 9 from Oxford Big Ideas Page 65.

Big Ideas 8 Page

62-65

discussed through as a class.

Instant feedback on
students answers based on
their ability to explain
geographic processes (1).

Think-Pair-Share Students name a mountain

that they know about from somewhere around
the world. They discuss in pairs why they
think it is famous, and share back to the group.
Identifying mountains around the world
Questions 1, 2, and 5 from Big Ideas page 57

Big Ideas 8 Page

56-57

During this week students

are working towards the
standards:
Identify the distribution
pattern of mountains,
and the interconnection
between tectonic plates
and natural hazards(3,4)
Locate information from
secondary sources (7)
Represent data on a map
(8)
Analyze data to explain
trends (9)
Use of geographic
terminology (10)

APPENDIX 1: ORIGINAL UNIT

Human impact
on mountain
landscapes &
Fieldwork
Preparation
Week Three &
Four

How do humans use

mountain landscapes?
What impact does human
activity have on mountain
landscapes?

The idea of
sustainability is
introduced
through
investigating
human uses of
mountain
landscapes. How
these uses can
change the
environment is
critically assessed.

Class Brainstorm Students create a concept

map through brainstorming ideas about
mountain uses on the board.
Small Group - In small groups students are
given a use of mountain landscapes to quickly
investigate. They share their findings with the
class.
Hexagon Tiles In pairs students complete a
hexagon concept-mapping tool to show
relationships between landforms and
landscapes and their uses. TASK

The value of a
place and how it
is interconnected
How are landforms and
to the use of the
On the line, above the line, beyond the line
landscapes valued by people? land is
reading task. Oxford Big Ideas Pages 50-51
investigated.
Judging Value - Select one image of a mountain
Students are
landscape as used by humans. Answer
expected to think Question 4 on Page 51 for this image. Discuss
critically about
with the person next to you.
the scale they use
in their timeline
when organizing
What meaning do mountain
ideas.
Concept Map of how Aboriginal Peoples used
landscapes have for
and continue to use mountain landscapes.

Hexagon Tiles
Task
Hexagon Tiles
Think Edu

Students are asked to

explain their reasoning as
they organize their
thoughts.

Oxford Big Ideas

50-51
Mountain Usage
images

Questions are discussed in

class. Instant feedback is
given to students.

APPENDIX 1: ORIGINAL UNIT

Aboriginal Peoples?
Venn Diagram After Reading Big Ideas pages
60-61 Students use a Venn Diagram to
compare and contrast how mountains in
Australia are used now vs. how they were
used traditionally by Aboriginal peoples.

Task Sheet

Construct a timeline of Hanging Rock using the Macedon

article and websites. TASK
Aboriginal
History
News Article
Visit Macedon
Ranges History

Students are questioned

throughout class on the
information they find
significant. Verbal feedback
on their use of a timeline to
present information.
During this week students
are working towards the
standards:
Explain how places are
perceived and valued
differently (2)
Explain
interconnections in and
between environments
(3)
Locate information from
a range of sources (7)
Present findings using
geographic terminology
(10)

APPENDIX 1: ORIGINAL UNIT

Site Visit to
Hanging Rock
Week Four - Six

The local
environment is
studied through
an investigation
into local place,
Hanging Rock. The
larger space of the
region is
considered when
looking into its
significance.
Through mapping
tasks students use
the concepts of
A visit to hanging rock, a local place, space and
mountain landform, to
scale to build an
investigate human impacts
understanding of
and management
their local
environment.
What land management
strategies are in place
The management
locally?
strategies at
Hanging Rock are
investigated to
find practices of
sustainability.
The history of
What value is placed on the
Hanging Rock
land at hanging rock?
from its formation

Introducing the Hanging Rock Field Trip

Reading through the Field Work Report Task
Sheet and Criteria

Fieldwork
Report

Cross Section Mapping Students are given a

contour map. Using this they create a cross
section of Hanging Rock.

Task Sheet

Grid Mapping using a map of the local area,

create a map with grid references showing the
location of Hanging Rock with reference to the
school, Mount Macedon and other significant
landforms and settlements. TASK
Site Visit Investigating the different land
uses at Hanging Rock:
Racecourse
Concert Venue
Nature Reserve
Potential Tourist Development

Topographic
Map
Map of the Area
Jacaranda
Drawing a Cross
Section
Fieldwork
Booklet

Revisiting the Timeline made in Week 4 Can

anything be added back to it?
Push Pull Factors - Students complete a PushPull table detailing what attracts and deters

SMH Article

A copy of the grid reference

maps will be included in the
fieldwork report

Fieldwork Booklet will be

collected and marked along
with the fieldwork report at
the conclusion of the
Hanging Rock case study.

APPENDIX 1: ORIGINAL UNIT

to its varied
human uses, are
studied to find
change.

people from going to Hanging Rock

Star Weekly Council

Consultation
Star Weekly Hanging Rock
Protection
Star Weekly People Power
saves icon

Fieldwork Report Students use their

fieldwork booklet and subsequent work on the
value of Hanging Rock to write a guided
fieldwork report on their findings. TASK
MODIFIED

Fieldwork
Report

How is Hanging Rock valued? In light of your

own thoughts on push-pull factors and the
visit to Hanging Rock, students compare and
contrast how Hanging Rock is valued from
differing perspectives. TASK

Competing
Perspectives
task sheet.

Fieldwork
Report Modified

Fieldwork report: Looking

at the management of
Hanging Rock and looking
into its value. Formal
Assessment Collected by the
teacher
Through the fieldwork and
work in class, students are
working towards the
standards:
Explain geographic
processes (1)
Explain how places are
valued (2)
Explore
interconnections (3)

APPENDIX 1: ORIGINAL UNIT

Introduction to
Natural
Hazards
Week Seven

What is a natural hazard?

What natural hazards

present themselves in
mountain landscapes?

Students once
again return to
the ideas of
interconnection
between tectonic
plates and other
phenomena
through
investigating
natural hazards.
Students find
what natural
hazards are found
in differing
environments.
The scale at

Compare strategies for

land management (5)
Identify significant
questions for inquiry (6)
Find information from a
variety of sources (7)
Represent data found in
various forms (8)
Present findings and
ideas using geographic
terminology (10)
Propose alternate action
to geographic challenge
(11)

Defining a Natural Hazard Students work in

pairs to define the term natural hazard.
3-2-1 Bridge Students write 3
thoughts/ideas, 2 questions, and one analogy
about natural hazards. They will return to this
at the end of the unit to see how their thinking
has changed.
Natural Hazards in mountain landscapes
Jigsaw task. Students become an expert in one
natural hazard (landslides, avalanches,
earthquakes, volcanoes) in their expert
groups, and then share with their home
groups.

Visible Thinking
- 3-2-1 Bridge

Students demonstrate
understanding though their
use of correct terminology
(10), their use of research
(6, 7, 9) in their short
presentation.

APPENDIX 1: ORIGINAL UNIT

which various
hazards can occur
is studied through
the use of video
and diagrams.

Earthquakes and Tectonic Plates impacts

Students return to the overlay map they made
at the start of the unit. Students investigate
what other natural hazards can be caused by
tectonic movement.
Tsunamis and other coastal hazards
Students watch the ABC Splash Video and
answer the As You View and After You View
questions on the Things to think about tab.

ABC Splash Tsunamis

Diagram Students draw a diagram showing

how a Tsunami is created from the actions of a
different natural hazard (earthquake, volcano,
landslide).

Natural
Hazards in
depth Week

How can Humans prepare

for, manage and react to
natural hazards?

Practices to
minimize the
effects of natural

Students complete the What to do in the

event of an emergency guided research task.
They work in class and at home to complete

Through their work in class,

students demonstrate their
progress towards:
Explain geographic
processes (1)
Identify significant
questions for inquiry (6)
Present findings based
using geographic
terminology (10)
Represent data (8)
Task Sheet

Task is marked according to

the criteria based on the
standards.

APPENDIX 1: ORIGINAL UNIT

Eight

Week Nine

hazards are
investigated to
find
sustainability
measures.
The change that
natural hazards
can have on
specific places as
well as across
broader
environments is
researched for the
pamphlet task.
Students review
all concepts
across the unit in
preparation for
the test.
The test has been
designed to cover
all key geography
concepts across
questions through
the use of photo
annotations,
mapping tasks
and written
responses.

their pamphlet. TASK

Landscapes recap in small groups students

create a concept map of what they know about
landscapes without referring to any of their
material.
Articulate Students are split into two teams.
One at a time, a volunteer comes up from each
team. Each is given a stack of cards with terms
and concepts relating to landforms and
landscapes. They must explain the concept
without using its name, which the team must
guess. The aim is to get through as many as
possible in one minute. An independent judge
from the other team awards points for correct
answers.

Students are questioned

informally throughout the
task to determine how
much they have retained.
Landforms and
Landscapes
concept cards

APPENDIX 1: ORIGINAL UNIT

Mini-Expo. Students are given the opportunity

to look through each others natural hazard
pamphlets. Students work together to
determine to which landscape each hazard is
applicable to so as to arrange the expo.
3-2-1 Bridge Students return to their
thoughts, questions and analogy from before
studying natural hazards and explain the
connections and differences in their thinking.
Landscapes and Landforms Test. TASK

Test
Test Modified
Version
Question 1
Images sourced
from Page 42 of
Big Ideas
Map from Page
67 of Oxford Big
Ideas

Students are given a mark

out of 40 as well as written
feedback. Questions have
been designed to allow
students to meet the
standards as well as cover
all key Geographic concepts,
SPICESS. Through their
completion of the unit it is
expected they have met all
standards listed in stage 1
of the UBD, or progressed
significantly from the tasks
earlier in the unit.

Bibliography is available at
https://drive.google.com/open?id=0ByW4tQAw9kBVaEU3eUprZDBiWEk&auth
user=0