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