Year Level: 8

Depth Study: Geography: Landforms &

Landscapes (Unit 1)

Duration (weeks): Approximately 9 weeks

No. of Periods (50 mins): 4 periods per week

= 36 periods (30hours)

Rationale
The UBD framework will be utilised to shape the Year 8 Geography Unit on Landforms &
Landscapes and will be asking students to gain the knowledge and skills to be able to
contemplate and articulate their opinions on the following core ideas:

Geomorphic & human process have taken place in order to form the characteristics of
the environments and places around us that have changed landforms and landscapes
around us they are constantly changing.

Perspective matters. Different places have varying levels of significance to different

people.

Distribution patterns of geographical phenomena exist. What patterns can be

identified and what can be concluded?

Interconnections can be identified between the environment and people what are
they and how have these interconnections changed over time?

Sarah Major

Stage 1 Desired Results

As stipulated in the Australian Curriculum for the Year 8 Geography unit on Landforms and
Landscapes (AC, n.d.) outlined below are the key knowledge and skills to be gained from the
unit content and learning can be viewed in the table below.

Key Knowledge
Identify and explain different landscapes
and landforms and the geographical
processes that influence there
characteristics (ACHGK048; ACHGK050)
Explain how places are perceived and
valued differently by different stakeholders,
including Aboriginal and Torres Straight
Islanders and identify ways of protecting
significant landscapes (ACHGK049;
ACHGK052)
Explain landscape degradation and human
causes and effects (ACHGK051)
Explain interconnections between people
and places and how they (have) change(d)
Identify and explain the cause and effect of
geomorphic hazards and the responses to
them on different scales (ACHGK053)
Other
Explain interconnections between people
and places and how they (have) change(d)

Key Skills
Identify geographically significant questions
from observations to frame an inquiry using
appropriate geographical methodologies
(ACHGS055)
Locate relevant information from a range of
primary and secondary sources to answer
inquiry questions in an ethical manner
(ACHGS056)
Evaluate source reliability and usefulness of
geographical data using spatial technologies
and other information to propose
explanations for spatial patterns, trends and
relationships with and without modern
spatial technologies (ACHGS057) and draw
reasoned conclusions from geographical
concepts (ACHGS060)
Represent data and the location and
distribution of geographical phenomena in a
range of appropriate graphic forms,
including maps at different scales that
conform to cartographic conventions
(ACHGS058)
Analyse data using qualitative and
quantitative methods and digital and spatial
technologies and propose explanations for
spatial distributions and patterns among
phenomena and identify associations
between distribution patterns (ACHGS059)
Present findings, arguments and ideas using
relevant geographical terminology and
graphic representations in a range of
appropriate communication forms
(ACHGS061)
Reflect on learning and propose action in
response to a geographical challenge taking
account of environmental, economic and
social considerations and predict the
outcomes of their proposal (ACHGS062)

Australian Curriculum Standards (AC, n.d.)

Sarah Major

Understanding(s)/Big ideas
Students will understand that:

The world and the places (landforms & landscapes) within it is constantly changing
through natural and human-induced processes.

The value (aesthetic, cultural, spiritual & economic) placed on landscapes and
landforms vary greatly between peoples perceptions, the culture in which they are part
of and the motivations behind them.

Geomorphic hazards can be natural, induced by human activity or intensified by it.

Managing landscapes can be done in a sustainable manner on a local, regional and

global scale.

Interconnections between people and the environment is vast, complex and changes
over time.

Essential Question(s):
a) What are landscapes and landforms? What are their defining characteristics? What
geographical processes have taken place in order to form these landforms and landscapes?
How have they changed over time? Include natural and human-induced changes where
possible.
b) How can you gather reliable information? What sources can you use? How do you
determine what is reliable. Can geographical data be gathered and interpreted? Can it be
analysed, presented and critiqued in an appropriate manner?
c) What value on place is determined by different stakeholders? Consider aesthetic, cultural,
spiritual and economic values placed on landscapes and landforms. What are the traditional
owners views on the value of the land?
d) What are the causes and effects of geomorphic changes and how can they be managed?
What are significant geomorphic hazards that exist and what are the consequences of them?
What landscape management techniques can be used at a local, regional, national and
international levels to reduce adverse consequences of poor landscape management.
e) What interconnections (local/national/international) can be identified between the
environment and people and how have these interconnections changed over time?
f) What patterns exist between the distribution of geological phenomena and what factors
influence the distribution? What can be concluded from such patterns?

Sarah Major

Assessment Evidence
Formal Assessment tasks

Other Evidence (Informal assessment)

Summative:

Formative:

Projects

Kahoot quizzes

Tests/exams

Pop quizzes in class

Field based enquiry

Homework

Case study analysis and response

In-class tasks

Oral presentations

Class tasks such as worksheets, guided

Weekly Portfolio reflection and final

summary

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research tasks

Group work/collaboration

Oral presentation

Weekly Portfolio reflection

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Learning Plan

Week
1

Essential Qs Concepts
Essential
questions
A, B, F

ACHGK048,
049
ACHGS058,
059,060, 061

Tasks/Activities
Ice-breaker activities
Pop quiz (diagnostic assessment)
Video: 10 amazing places on Earth
followed by class discussion regarding
content and identify Landscapes and
Landforms.
Task: Describing and identifying landscapes
and landforms (Attachment 1).

Resources

Map - quick introduction to types of maps

(detail of types of maps and tasks to be
approached later).
Intro to absolute location (latitude and
longitude).
Introduction to SPICESS (space, place,
interconnection, change, environment,
sustainability, scale)
Activities: Questions and tasks regarding:
SPICESS. E.g. Absolute location of
Melbourne/Alice Springs/London/
Moscow/Sahara Desert; spatial distribution
of deserts in relation to Tropics of
Capricorn & Cancer; direction and
proximity of various deserts to the
Sahara; analysing relationship over space
of population distribution and deserts of
Australia. (Mraz, 2013).

Definitions of landscapes, landforms,

examples of each, include video links
above; includes landscapes and landforms
within each. (Mraz, 2013; p42-46 Easton,
2014)

Group task:
(Groups of 3-4) Continuous brainstorming

Sarah Major

Top 10 Amazing Places on Earth you

wont believe exist, Top10Media (2014)
https://www.youtube.com/watch?v=w7A
FRg7-hrA

Assessment
Diagnostic
assessment:
pop quiz (1520min)

See attachment 1

Additional teacher resources:

http://www.ga.gov.au/scientifictopics/geographic-information/landforms
SPICESS (Mraz, 2013; p46 Easton, 2014)
SPICESS: Teacher resources (p4-11,
Easton, 2014; p2-7, Mraz, 2013). Student
questions based on Mraz (2013).

Class 2: Video;
define
landscapes and
landforms.
Group posters
(define 1
landscape and 1
landform
within
landscape
(informal)

Week

Essential Qs Concepts

Tasks/Activities
on butchers paper with markers. Subjects:
landscapes (e.g. mountain range) and
landforms (e.g. ridge/valley). Students
have 2minutes to write down their ideas of
definitions & examples based on central
landscape provided. Dot points okay!
Go through brainstorming examples.
Teacher to clarify and to provide formal
definitions.

Resources

Video: SUP the Murray River (Colton,

2012)
Class discussion: What kind of landscape
was this? What landforms were encountered?
(Think, pair, share).
Example landscape: Riverine, Murray River.
Activity: Images of landscapes and
landforms on board, ask class to answer what
kind of landscape/landform it is/write it
down.

Video: SUP the Murray River, Colton

(2012)
https://www.youtube.com/watch?v=xRVz
rdW8A8k

Activity: Split into groups (approx. 3).

Landforms and landscape posters
(definitions); image of landscape given to
students identify particular landform within
the landscape and point these out and
describe in annotated image. To be pinned
around classroom.
Questions:
Define: Landscapes & landforms (examples
of each); where would you find a cave?; in

Sarah Major

Use images from videos shown,

additional images from textbooks and
some images of your choosing.

Assessment

Week

Essential Qs Concepts

Essential
Questions:
C, E

Sarah Major

ACHGK048;
049; 050
ACHGS059;
060;064.

Tasks/Activities
which types of landscapes would you find
valleys (2)?; The tropics of Capricorn and
Cancer predominantly feature which type of
landscape?
Worksheet: Defining the Murray River and
considering what affect changes
(flood/drought) may have on a place (initial
thoughts). See attachment 2.

Resources

Use world examples of different landscapes

as a prompt towards the first task

Image, attachment : World examples of

different landscapes, (Easton, 2014)

Warm-up Activity: Make different

landforms/landscape with playdough with
time-limit. Winning group gets points.
(15mins)

Image, attachment : Murray River,

(Bendigo Advertiser, n.d. )

Playdough; names of
landforms/landscapes.
Landscapes/Landforms:
Mountain Landscape: Mountain, Ridge,
Valley
Coastal: Stack, Beach, Headland
Riverine: Flood plain, Riverbed,
Task:
Flashcards of different landscape/landforms
Billabong
(students make them). Type randomly
Desert: Inselberg, Oasis, Grassland plains
selected from hat. Student to create image on Karst: Spring, Cave, Stalactite
front (drawn or digital) & provide definition
Tropical Rainforest: Mountain, Valley,
on back, defining characteristics, examples of Wetlands
places where they can be found. (Formative
Polar Regions: Permafrost, glaciers,
Assessment)
limited vegetation
Built (Man-made): Buildings, roads,
Questions: Difference between environments transport, sewerage, telecommunication
(natural and man-made); explain how people systems.
change environments; select landscape and
analyse characteristics, how people use it
(table of this, positive and negative impacts).

Assessment

Week

Essential Qs Concepts

Tasks/Activities
Which has the greater impact? Review and
select 3 impacts that you can propose ways in
which the environment can be used in a more
sustainable way. Describe how the scale
might differ around the world. (Mraz, 2013)
(Students to hand in work formative
assessment)

Resources

Assessment

Kahoot quiz & online Oxford quiz on

landscapes and landforms; formative
assessment travel brochure

Quiz:
Kahoot quiz
regarding
content
covered, or
online
Oassess
(Easton, 2014).
(Formative
Assessment)

Quiz:
Kahoot quiz regarding content covered, or
online Oassess (Easton, 2014). (Formative
Assessment)
(Easton, 2014)
Activity:
Modified from Easton (p47, 2014), create
travel brochure for the appeal of a location.
(Become a Sales Consultant in travel.
ACHGK048;
049; 050
ACHGS059;
060; 061,
062, 064

Formative
assessment,
class tasks.

Task: 1.3 (Easton, 2014) The value of

tourism at Karlu Karlu (aka Devils
Marbles)
SPICESS more details
Geog inquiry & skills: observing,
questioning, planning; collecting, evaluating,
representing primary & secondary data
**Students to bring in a map for next class
any map!**
Review SPICESS; inquiry skills: observing,

Sarah Major

(Easton, 2014)

Students to source own maps outside of

class and bring for next class. Any kind
(tourist, street directory etc.)

Week

Essential Qs Concepts

Tasks/Activities
questioning, planning, collecting, evaluating
representing & maps

Resources
Interactive Typographic Map:
http://mapconnect.ga.gov.au/MapConnect
/?site=250K&accept_agreement=on

Assessment

Types of maps identify & discuss types of

maps (Think, pair, share). Define maps with
groups examples of each to be shown,
defined, identified and practiced with.
Valuing landforms and landscapes (cultural,
spiritual, aesthetic, economic competing
values).
Case study group: table evaluation (think,
pair, share). DeBonos 6 thinking hats &
class discussion.
Valuing landforms: Cultural, spiritual,
aesthetic, economic
Continue with valuing landforms; including
tourist dollar from Chinese case study
Assignment: Evaluate landform/landscape
from around anywhere around the world and
advertise it in positive light. Consider values
of landscape, particularly from cultural
perspective; create digital poster on
Glogster/Canva to present findings. This will
then be presented orally.

Sarah Major

Assignment 1

Assignment 1:
Summative
assessment

Essential
Questions:
A, B, C, D,
E, F

ACHGK048;
049; 050,
051
ACHGS055,
058,059;060;
064

Mountain landscapes
Mountains of the world
Creation stories of mountains
Australian Indigenous land use and the
mountains

P56-57, Easton (2014)

P68-59, Easton (2014)
p60-61, Easton (2014)

Forces that shape mountains: tectonic plates

Types of mountains: folds, block, volcanic

P62-65, Easton (2014); p64-65, Kleeman

(2014)

Video: Fold mountains do hands-on

practical activity with class to demonstrate
this.

Fold mountains:
http://splash.abc.net.au/home#!/media/153
4630/ocean-deep-mountain-high (2:21)

Hawaii include cultural element

P66-67, Easton (2014)
Kahoot quiz (types of mountains; how they
form) Informal, formative assessment
Tectonic plate boundaries + overlay maps
Case study: Mountains of the Antarctic

Essential
Questions:
A, B, D, F

Maps continued; primary and secondary

data
ACHGK048; Mountain landscapes
049; 050,
One landscape with many uses analysis of
051, 052, 053 mountain landscapes
ACHGS057,
058,059;060; Portfolio check-in
061, 064
BOLTSS revisit
Task: Measuring distances using the line
scale. Use sheet of paper edge over map and
distances you wish you measure; mark start

Sarah Major

P68-69 Easton (2014)

Case Study:
critical
thinking,
formative
assessment

P12-19 Easton (2014)

P70-71, Easton (2014)

P20-23, Easton (2014)

P22, Easton (2014)

Portfolio
check-in:
formative
assessment

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and finishing points on paper & hold against

line scale to figure out real distance
between two points. Try it!
Landscape Hazards
Earthquakes
Tsunamis Case Study Asia
Volcanoes and the transforming landscapes
5

Essential
questions:
A, B, C, D,
E, F

ACHGK048;
049; 050,
051, 052, 053
ACHGS057,
058,059;060;
061, 064

Landscape Hazards continued

Mass movements; rockfalls; earthflows;
mudflows; slumps; avalanches;
mudslides/landslides
Evaluate risks of living in high-risk areas and
adapting to threats such as to those from
Earthquakes, Tsunamis and volcanoes.
Task: What would Karl do?
Watch video of An idiot abroad best bits
(China) Part 1
Use PowerPoint from TES Australia and get
students in groups to evaluate two things: 1)
What would Karl do? 2) What would the
students do? Consider stakeholders, ongoing
and additional hazards; how to rebuild

Activity: Students to make class timeline of

significant landscape hazards that have
occurred over the past 10years. Utilise ICT,
the library, newspaper and magazine articles
and textbooks as resources.

Sarah Major

Case study,
formative
assessment
P76-77, Kleeman (2014)
P77-79, Kleeman (2014)
P80-89, Kleeman (2014), p84-87, Easton
(2014)

P96-101, Kleeman (2014); p89-93 Easton

(2014)

P102-103, Kleeman (2014)

Formative tasks
on risk
evaluation

P98-99, Kleeman (2014)

Video: An idiot abroad best bits
(China) Part 1 (RANDOM DUBZ, 2012)
https://www.youtbe.com/watch?v=5jbE
z_TaEds
TES Australia, (n.d.)
http://www.tesaustralia.com/teachingresource/Geography-Higher-LevelThinking-and-Questioning-6171628

Class
discussion:
Formative

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6&7

Essential
questions:
A, B, C, D,
E, F

ACHGK048; Coastal landscapes

049; 050,
Coastal landforms: beaches, stacks, headland, P98-105, Easton (2014)
051, 052, 053 arch, caves, sandbar, spit, sand dunes,
tombolo, wave-cut platform
ACHGS057, Erosional landforms; power of the waves;
058,059;060; depositional landforms
061, 064
Case study: Mandurah, WA
P106-107, Easton (2014)
One landscape, many uses

P108-109, Easton (2014)

Coastal landscape management; impacts of

gas exploration; caring for the landscapes

P110-117, Easton (2014)

Task: Describe how beaches change, natural

forces that change them; describe and draw a
stack, how is it formed? Sketch headlands on
pg 98 and label 3+ landforms; how are
headlands used (provide image examples), is
it hazardous? Why/why not? Is this different
to the headland described by the person next
to you. Discuss. Where can you find more
information on the headland landform you
have listed and discussed?
Video - Erosion: Spectacular landforms
shaped by erosion (Pumpkin Interactive,
2014)
Interpreting, analyzing and drawing
conclusions & communicating findings &
reflecting and responding

Sarah Major

P99, Easton (2014)

Video: Spectacular landforms shaped by

erosion, Pumpkin Interactive (2014)
http://splash.abc.net.au/home#!/media/148
1365/spectacular-landforms-shaped-byerosion
p28-33, Easton (2014)

Formative
assessment
through class
tasks.

Formative
assessment for
skills
development
(observation,
data collection,
analysis,
evaluation,
conclusion and
proposal,
further action
and reflection.

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Essential
questions:
A, B, C, D,
E, F

Coastal landscapes
Point Nepean Development Case Study

P34-38, Easton (2014)

Case Study:
Summative

Field trip investigation techniques

Research investigation techniques for coast.
Purposes of investigation and methods of
doing so.

Field Work:
Summative
Attachment 5

Field trip to Mornington Peninsula

Debrief/notes from field trip, begin writing
up data and investigation.
9

Essential
questions:
A, B, C, D,
E, F

Sarah Major

ACHGK048; Coastal landscapes + wrap-up

049; 050,
Field Trip assessment due
051, 052, 053 Revision of content
Test
ACHGS057,
058,059;060;
061, 064

Fieldwork,
summative

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Attachment 1
(This line is to be deleted upon printing: This is one side of a double-sided handout.)

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Student Task Landforms & Landscapes
Name: ________________________________
Class: ________________________________
1)a. Explain what a landscape is in your own words. Include examples. Useful terms: landscape; geographical features; natural; human; world; cultural.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
1)b. Name 5 or more landscapes and list two or more of their common
landforms in the table below.
Landscape
Landform
Mountain landscape
Ridge

1)c. Please highlight & label 5 or more landscapes on the map of Australia (see over).
List them below and their location. (You may use your text book and class atlas)
Landscape
Location
Mountain landscape: The Great
Runs through the eastern side of Australia
Dividing Range
from QLD through NSW to VIC.

2)a. Explain what a landform is in your own words. Include examples. Useful terms: landform; erosion; geographical feature/shape; forces; large; small; created by; cultural; tectonic plate movement; (not)
unique
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
2)b. Name 7 landforms and list 1-2 of their common
characteristics in the table below.
Landform
Characteristics
Ridge
Long, narrow, elevated surface

2)c. Please highlight & label three landforms on the map of Australia (see
over). Use a different colour to before. List them below and their location.
Landform
Location
Headland: Barrenjoey Headland Ku-ring-gai Chase National Park, NSW.
North of Sydney.

3)a. Look at the table on page 46-47 of your textbook.

There are more landforms than landscapes. How many
landforms are there in the table? _________________
b. Australia has many different landforms. Why do you
think there are so many? (Full sentence response)
______________________________________________
______________________________________________

3)c. Take note of the image of the flood plain of the Riverina (p46). Consider
and describe the advantages and disadvantages to living in this area. ____
____________________________________________________________
____________________________________________________________
_____________________________________________________________

______________________________________________
______________________________________________

Source: some material based on Easton (2013)

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Student Task Landforms & Landscapes *Note: Explicit differentiation of task*
Name: ________________________________
Class: ________________________________

1)a. Fill in the gaps to best explain what a landscape is. (pg42) Key terms: deserts; farms; region/area; human; cultural; natural; cities mountains;
Landscapes are part of the earth and are made up of various geographical features that are common in the ______. Landscapes may be n_______ or
h________. N_______ landscapes, such as ________ and ________, are not as affected by h________ activity and are commonly found in certain areas of the
world. H______ landscapes, such as _________ and _________ are sometimes called c______ landscapes.

1)b. Match the landscapes below to their landforms. Come up with you
own examples for the last two lines. (p43-45 & p46-47)
Landscape
Landform
Mountain landscape
Spring; (cenote); cave;
stalactite
Riverine landscape
Infrastructure such as roads,
buildings
Karst landscape
Billabong, flood plain
Ridge, mountain, valley
Built landscape
Tropical ____________________

______________________

____________________________

______________________

1)c. Please highlight & label 5 landscapes on the map of Australia (see over). List them
below and their location. (You may use your textbook and class atlas & Google)
Landscape
Location
Mountain landscape: The Great
Runs through the eastern side of Australia
Dividing Range
from QLD through NSW to VIC.
Karst landscape

Naracoorte, SA; Jenolan, NSW

Riverine landscape

2)a. Fill in the gaps to best explain what a landform. Include examples. Key terms: landform; erosion; geographical
feature/shape; forces; large; small; created by; cultural; natural; tectonic plate movement; not unique; mountains, plains and
rivers; hills and billabongs (p46-47)
A _________ is a n_____ g________ f_______ that appears on the Earths surface. L______ l___df____ms include

m________,_________, and _________. S_____ landforms include h_____and b _________. The creation of landforms is shaped by n_______l forces such as ___________ ____________
_______________ and e_________. Landforms are often not _______ to one single landscape. For example a hill can be found in many different landscapes. Can you identify from the table 1.10
two landscapes where you might find a valley?______________________________________________
2)b. Match the landforms below to their characteristics.
Complete the table with your own examples. (p46-47)
Landform
Characteristics
Ridge
A basin in rock allowing water to
come to the earths surface
Stack
Swamp or similar area that stays
wet
Spring
Long, narrow, elevated surface
Wetlands

Vertical column of rock

____________________

A supply of groundwater in the

desert

_____________________

__________________________

_____________________

__________________________

Sarah Major

2)c. Please highlight & label three landforms on the map of Australia (see
over). Use a different colour to before. List them below and their location. You
may use the same resources to assist you as before.
Landform
Location
Headland: Barrenjoey Headland Ku-ring-gai Chase National Park, NSW.
North of Sydney.
Caves: Naracoorte Caves;
Jenolan Caves
__________________________________
Hot Springs
Ma______ka (list state)

3)a. Look at the table on page 46-47 of your textbook.

There are more landforms than landscapes. How many
landforms are there in the table? _________________
b. Australia has many different landforms. Why do you
think there are so many? (Full sentence response)
______________________________________________
______________________________________________

__________________________ __________________________________

______________________________________________

3)c. Take note of the image of the flood plain of the Riverina (p46). Consider
and describe the advantages and disadvantages (pros and cons) to living in
this area. ____________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________________

______________________________________________
Source: some material based on Easton (2013) following differentiation practice as
highlighted by Alberta Education (2010)

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Attachment 2

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Source: Easton (2013)

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Attachment 3

1) Choose one landscape and one landform within it. (Hint: it can be from Australia, or anywhere else in the world)
2) Your travel brochure will be presented to small groups, and the best, most interesting ones will be presented to the class!
3) Conduct research to draw tourists into your local area. You may use textbooks, online resources and other (school approved) resources to gather
information. You will present to the class the following information:
i. What is your landscape and what are some of the features of it.
ii. What is your landform and what are the defining characteristics of it.
iii. Include a map of where it is in the world and describe its location. (Which continent, which part of the country: N,S,E,W, where is it near?)
iv. Why do you think your landscape is important?
Presentations will take place at the beginning of class on *x* (2 classes to work on it). Presentations will be short 2-3minutes/person in your group.

IDEAS: Check out Shark Bay in Western Australia!

(You can feed the dolphins and see some of the oldest
living organisms in the world!
http://www.sharkbay.org.au/maps-and-brochures.aspx
Ever heard of Victoria Falls? (PsstIts in Africa)
What about Yosemite National Park, USA?
Asia is beautiful what about visiting Mt Fuji, Japan,
or taking a trip to Ha Long Bay, Vietnam?

Modified activities based on Easton (2013)

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Suggested rubric, however for this task it would be more enjoyable for students just to receive Satisfactory or Not Satisfactory mark.
.

Sarah Major

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Attachment 4

The Murray River

Name: ...

1) Describe the key features of the landscape you see :

..
..
..
2) Identify what features are man-made and what is naturally occurring in the
environment:
..

The Murray River, Bendigo Advertiser (n.d.)

..

.....
3) What affect will changes, such as floods or drought, have on this landscape. Describe some of your current ideas: .
.....
.....
.....
.....

Sarah Major

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Attachment 5

World: Examples of different landscapes

Source: Easton (2014)

Sarah Major

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Attachment 6

Assignment 1 Task Sheet

Evaluate landform/landscape from around Australia and advertise it. Consider values of the landscape, particularly from cultural perspective
Create a digital poster on Glogster or Canva to present findings. Your poster will then be presented orally to the class (approximately 3minute
presentation).
What to include in your poster (*what you must to highlight in your oral presentation) :
1) *What is your chosen landscape? (Describe it and define it)
2) *Describe your understanding of the concept of value.
3) A) Your landscape has value, describe the aesthetic value of your landscape.
b) Describe the cultural value of your landscape
c) Describe the spiritual value of your chosen landscape
d) Describe the economic value of your landscape.
4) *Which value is most attached to this landscape? Give reasons for your answer and provide a selection of images (3 or more) to indicate this.
5) *Which groups of people place different types of values
on your landscape? Create a table to show the groups and
possible opinions. Provide potential reasons for differing
values opinions on the landscape. (See example on right)

6) A) *Find a book/poem/movie/website that displays cultural value for an Australian example of this. Include the title, the author, a blurb (in
your own words!), and an image that represents this.
b) *Provide 3 reasons you think this landscape is culturally significant.

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Assignment 1 Criteria & Marking Rubric
Marks are out of 25 for this assignment.

Student Name: _________________________________

Criteria
Information
Accurate & detailed

Values
Varied values presented and
accurately described in fair and
balanced manner; reasoning
applied for most dominant value
Research
Thorough, use of reliable sources

Presentation
Formatting, correct spelling and
grammar
Oral
Clear, concise speech, speed of
delivery

Sarah Major

Very high (5)

High (4)

Good (3)

Satisfactory (2)

Low/ Not
Satisfactory (1-0)

24
Attachment 7
Peninsula

Assignment 2 Field Work Task Sheet

Mornington

You are to collect data, evaluate it, comment on your findings and draw conclusions. Your
project is to draw upon primary and secondary data and should include a compilation of
computer research, mapping and field data collection. Remember to draw on the
investigation techniques covered in class.
Bring: sunscreen, lunch, hat, camera (or phone camera), notebook/sketchpad, pencil and pen.
Before going on the fieldtrip:
1) Find out where the field trip is. Locate it on a map and insert it here. Annotate where school is, and where the destination is. Ensure
you use BOLTSS on your map.

How far is it from school? How long will it take by bus to get there?................
2) Knowing what you know about coastal landscapes, think about what you expect to observe. Write 2-3 sentences about your
expectations
3) What stakeholders place value on the destination? What do they value? ..............................................................................
Aim: You will need to form your own aim for the project. Reflect on class discussions and work regarding landforms and the processes
that we have studied that create landforms and landscapes.

Sarah Major

25

Instructions:
1) Investigate the waves through observation and images collection
a. Take photographs
b. Make note of the types of waves you are observing (collapsing/plunging/surging/spilling)
c. Paste and annotate your findings
2) Record the following:
a. wind speed on the beach (using an anemometer) to record the wind speed.
b. record the wind direction (hint: watch the waves, trees, use a flag)
c. using a stopwatch (or your phone), count the number of waves breaking on the short in one minute (this will be used later to
investigate if the coast is being built up, stable or being eroded)
3) Investigate the longshore drift utilising the three tennis ball method practiced in class.
a. Record the direction of the balls
b. Record the distance the balls travelled
c. Using a camera, identify landform features that are a result of the longshore drift.
Longshore drift record sheet
Time (mins)
10
20
30
40

60

Ball 1
(Furthest out)
Ball 2
(Surf zone)
Ball 3
(Beach zone)
4) Provide field sketch of the landscape area being studied (the beach).
Evaluate:
5) Comment on findings and include the following info:
a. The relationship between the wind speed and the direction
b. Provide a description of the impact of the wave speed and direction of the beach (e.g. built up, stable, eroded)
c. Describe the impact of the direction of water movement on sediment distribution on the section of coastline being studied
d. Identify landform features that have occurred or changed as a result of longshore drift

Sarah Major

26
Conclusion
6) Describe what you have learned about coasts as a result of this case study. What landscape management plans did you see in place that you
approve of? If none, what landscape management plans would you consider introducing to the landscape and why. (200-300 words)
References
Include the sources you have used to complete this project.
You will have class time to write up your field trip assignment. You must include a cover page, your notes, annotated photographs. This
can be submitted either written on PC or hand-written.
Remember: You must write in your own words. Sources must be acknowledged in the reference section.
Due Date: XXXXXX
Practical case study based on Kleeman (2014)

Assignment 2 Criteria & Marking Rubric

Marks are out of 20 for this assignment.
Criteria
Accurate & detailed
information
Accurate
descriptions and
observations
Appropriate and
effective usage of
geographical
conventions
Presentation,
formatting, correct
spelling and
grammar

Sarah Major

Very high (5)

High (4)

Good (3)

Satisfactory (2)

Not Satisfactory (0)

27

POINT NEPEAN NATIONAL PARK DEVELOPMENT PROPOSAL

Read the following articles with the class and discuss the main points
including, but not limited to, the advantages and disadvantages of the
proposed development to: the environment, cultural, spiritual and historical
significance, economic effects on both big and small scales, and will also
consider the sustainability implications.

Point Nepean National Park

site leased to developer

Attachment 8

Point Nepean National Park

development to be reviewed
by Victorian Government
ABC News, 31 January 2015
http://www.abc.net.au/news/2015-01-31/vicgovernment-to-review-point-nepeannational-park-development/6059296

The Age, 6 November 2014

http://www.theage.com.au/victoria/victoria-stateelection-2014/point-nepean-national-park-siteleased-to-developer-20141106-11i228.html

TASK: a) In groups (34), use De Bonos 6

Thinking Hats to think
about different aspects of
the proposal. Use the lotus diagram on the back to note these points of
view.
b) In your workbook, take into account your analysis and class
discussion and write a 100 word explanation on why you support or do
not support the proposal

Sarah Major

28

Source: http://www.edgalaxy.com/thinking-tools/2012/9/6/lotus-chart-thinking-tool.htm
Sarah Major

29

References
Pumpkin Interactive. (2014). Spectacular landforms shaped by erosion. Retrieved June 01, 2015,
from http://abcspla.sh/m/1481365
Alberta Education. (2010). Chapter 1: Differentiated Instruction: An Introduction. In Making a
Difference: Meeting diverse learning needs with differentiated instruction (pp. 1-13).
Edmonton, AB, Canada: Alberta Education. Retrieved May 25, 2015, from Making a
Difference: Meeting diverse learning needs with differentiated instruction:
https://education.alberta.ca/media/1233952/4_ch1%20intro.pdf
Australian Curriculum Assessment and Reporting Authority (ACARA) & Education Services
Australia. (n.d.). The Australian Curriculum. Humanities and Social Sciences Geography (7-10). Retrieved from Australian Curriculum:
www.australiancurriculum.edu.au
Bendigo Advertiser. (n.d. ). The Murray River - images. Bendigo, Victoria: Fairfax Media.
Retrieved June 02, 2015, from
http://transform.fairfaxregional.com.au/transform/v1/crop/frm/storypad34GUhu3yS7SU9i7jdHAcFhw/966c02bf-7d4b-40a1-a64abbba3428d4b7.JPG/r0_0_4256_2828_w1200_h678_fmax.jpg
Colton, A. (2012, May 03). SUP the Murray River 2012. Retrieved May 15, 2015, from
Youtube: https://www.youtube.com/watch?v=xRVzrdW8A8k
Easton, M. (2014). Oxford big ideas geography. Year 8. Australian Curriculum. South
Melbourne: Oxford Universtiy Press.
Geoscience Australia. (n.d.). What causes Landslides? Retrieved April 15, 2015, from
http://www.ga.gov.au/scientific-topics/hazards/landslide/basics/causes
Geoscience Australia. (Record 2011/025). Landslides: Student Activities. Retrieved March 28,
2015, from Geoscience Australia:
http://www.ga.gov.au/corporate_data/72048/Rec2011_025_Student_Activities.pdf
Gilbert, R. & Hoepper, B. (2014). Teaching Humanities and the Social Sciences: History,
Geography and Citizenship. (5th ed.). Melbourne: Cengage.
Kleeman, G. (2014). Pearson geography student book. Year 8. Melbourne: Pearson Australia.
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Education Australia Pty Ltd.

Sarah Major

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Marsh, C. (2010). Becoming a Teacher - Knowledge Skills and Issues. (5th ed.). Forest Hill:
Pearson.
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RANDOM DUBZ. (2012, April 15). An Idiot Abroad best bits (China) part 1. Retrieved March
28, 2015, from Youtube: https://www.youtbe.com/watch?v=5jbEz_TaEds
TES Australia. (n.d.). Geography: Higher Level Thinking and Questioning,
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resource contributed to TES Connect by SimonNJones.
The Opportunity Thinker - de Bono Schools Division. (n.d.). Retrieved April 10, 2015, from de
Bono for Schools: http://www.debonoforschools.com/asp/six_hats.asp
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Retrieved May 28, 2015, from Youtube: https://www.youtube.com/watch?v=w7AFRg7hrA
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USGS: http://landslides.usgs.gov/learn/ls101.php
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TAB Books.

Sarah Major