Stuart McMahon – 18377822

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Secondary Curriculum 1B – Assessment 2 – Geography KLA

Rationale
This Program has been designed for a mixed ability stage 5, year 9 Geography class at Doonside technology Highschool. This unit of
work has been created in accordance with the K-10 Geography syllabus unit Environmental Change and Management, a unit that focuses on
human-induced change on environments. The purpose of this unit is to develop informed, active and critical thinking students in relation to the
importance of sustainable ecosystems.

To achieve this objective this unit utilises problem-based learning (PBL) an instructional approach that requires students to engage in
deep analysis and evaluation of real-world problems. This is evident in the program when the students engage in ICT research activities for
Climate change, deforestation fronts and pollution. Students are required to evaluate existing management strategies and then propose their
own as their evidence of learning. According to Yeung (2010) “PBL is useful for the development of critical thinking about complex, real-life
problems, and is associated with an attitude that fosters inquiry and the ability to carry it out systematically” (p.190). This pedagogy provides
students with the opportunity to direct their own learning and develop their ICT research skills in order to engage with relevant global issues.

Fieldwork in geography allows students to take learning beyond the classroom, into the real world where it can be more engaging,
meaningful and have a greater impact on the students. This unit of work requires students to investigate the sustainability of their school, this
inquiry approach assists students to think geographically and make meaning of their world. Caldis (2015) discusses how Fieldwork “enables
students to develop a skill set and think critically as they collect, analyse and evaluate information” (p.19). This pedagogical approach was
chosen to create a sense of importance for the students ensuring they understood that these type of critical research skills are invaluable in
modern society. Caldis also argues that using fieldwork helps define the purpose of the of learning and it helps foster student engagement,
because without a sense of purpose and relevance students will not engage and make meaningful connections to the content.
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

Requiring students to access geographical information and address real world problems moves away from passive learning, towards an
active learning pedagogical model. Williams et al. (2013) state that active learning “is instrumental in initiating an autonomous learning
process whereby students were encouraged to become more reflexive, responsible and critical when reflecting upon their relationship with
the world” (p.33). This is evident in the climate change and pollution activities that are designed for students to reflect on their own personal
ecological impact on environments.

References
Caldis, Susan. (2015). Geography comes alive through fieldwork. Geography Bulletin, 47(1), 19-22.

Williams, A. Jeffrey, A. Mcconnell, F. Megoran, N. Askins, K. Gill, N. . . . Pande, R. (2013). Interventions in teaching political geography:
Reflections on practice. Political Geography, 34(C), 24-34. https://doiorg.ezproxy.uws.edu.au/10.1016/j.polgeo.2013.03.002

Yeung, S. (2010). Problem-Based Learning for Promoting Student Learning in High School Geography. Journal of Geography, 109(5),
190-200. DOI: 10.1080/00221341.2010.501112

Unit Title: Environmental Change and Management

Unit Outline Unit duration
Students develop an understanding of the functioning of environments and the scale of human-induced environmental change challenging sustainability. They 30 x 1 Hour Lessons –
explore worldviews influencing approaches to environmental use and management. Students undertake an investigative study of the causes and 10 Weeks
consequences of environmental change in an environment in Australia and another country. They compare and evaluate the management responses in both 18 Hours for assessment and
countries and propose ways individuals can contribute to environmental sustainability Practicum purposes (4-6 Weeks).
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

Big ideas/key concepts Why does this learn matter?

Students will learn that: The learning matters because:
● Environments have many functions.
● Environmental sustainability is an important concept that will affect the lives of students in the future
● There are many different worldviews on the use of ● Worldviews affect the attitudes and future direction of the world
environments ● Ecosystems have become threatened due to the actions of humans, which is having significant impacts on the
● Environments are fragile and there are many functioning of the world
causes and consequences of changes made to ● Students can become Active Citizens to address the issue of environmental abuse.
them.
● Understanding the functioning of environments is a
key component in sustainably managing them.
Place in scope & sequence/Building the field Target outcomes
This is the second unit that students will study in Year 9 Geography. GE5-2 - explains processes and influences that form and transform places and environments
Students will develop an understanding of how physical environments GE5-3 - analyses the effect of interactions and connections between people, places and environments
are changed and managed by humans. This unit is the last unit of GE5-4 - accounts for perspectives of people and organisations on a range of geographical issues
physical geography that students will study in Stage 5. GE5-5 - assesses management strategies for places and environments for their sustainability
GE5-7 - acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry
GE5-8 - communicates geographical information to a range of audiences using a variety of strategies
Literacy Numeracy ICT Assessment
skills skills skills
Vocabulary Tasks Map reading Visual Representations
Close Reading Cross-Sections Site studies
Reading & Writing Scaffolds Area Reference Virtual Fieldwork
Grid Reference Spatial Technologies
Vertical Exaggeration Word Processing

Lesson Content: Evidence of Outcomes

Numbe Students learn about/Learn to:
Teaching and Learning Resources Learning &
r Strategies: Adjustments
1. Peer-Assessment GE5-2:
investigate the role and importance of Do Now: Guess, Check, Share activity. – Students check Explains
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

natural environments, for example: word meanings processes and

 identification of the function of together. influences
natural environments in that form and
supporting life eg maintaining Students read the following excerpt: Earth is Diagnostic Testing transform
biodiversity home to over 7 billion people and countless – recorded in places and
flora and fauna. Life is sustained by healthy Student Books. environments.
ecosystems that are increasingly at risk of
Big Idea: degradation from humans modifying the Contributions to GE5-3:
Our natural environment protects and environment and over-exploiting natural Class discussion – Analyse the
supports life on Earth; in turn we need resources. Humans depend on the biosphere to feedback effect of
to care and take responsibility for it. meet basic needs but increasing development interactions
has led to pressure on natural resources. and
Learning Intention: Adjustments – connections
Students understand the role and  Underline or highlight all the words between
importance of Environments that are UNFAMILIAR to you ICT assistance people, places
 Put these words in the table below when matching and
Success Criteria: (column headings: word, I think this Mix and Match Activity glossary terms for environments
Students can explain the role and word means, this word actually low-achieving
function of the environment the how means) students GE5-7:
important it is at sustaining life  Guess what each word means. Acquires and
 Check your meaning with a partner Working processes
 Share with class Collaboratively geographical
for low-achieving information
Do Next (i): Diagnostic Test students. by selecting
and using
1. Students are to test their own knowledge. appropriate
They are introduced to the FOUR KEY and relevant
QUESTIONS of this topic geographical
tools for
I. How do environments function?
inquiry
II. How do people’s worldviews
affect their attitudes to and use of
environments?
III. What are the causes and
consequences of change in
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environments and how can this

change be managed?
Do Next (ii):
i. Complete mix and match
activity
ii. Discuss with a partner next to
you how you decided to
match glossary terms
iii. Put key terms on vocab grid
iv. Is there another way you
could describe each term?
 This can be used as a formative
assessment opportunity by teachers.
 This can also be used as a talking point
of key terms and classroom discussion
 Students should put these words on
the vocab grid and try to come up with
equivalent terms or their own
description of term meaning.

Do Next (iii) Class Discussion

 Why is this learning important?
 Tie into sustainability and critical and
creative thinking

2. Investigate the role and importance of Students read the following excerpt of text: GE5-2:
natural environments, for example: Do Now: Think-Pair-Share Across the world there are many environmental Informal Explains
 Identification of the function changes that have been caused by humans, Assessment processes and
of natural environments in  THINK: The environment supports all such as pollution, land degradation and impacts  Feedbac influences
supporting life eg life on Earth—humans, plants and animals. on aquatic environments. People have different k during that form and
maintaining biodiversity Brainstorm examples of environmental points of view, or worldviews, on many of these the transform
changes people have caused. changes. Climate change is a major Think- places and
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

 PAIR: Discuss where these environmental environmental change as it affects all aspects of Pair- environments.
Big Idea changes are occurring. the environment, such as our land; inland water Share
Our Environment is our lifeline and  SHARE: Identify the impact of damaging resources; and coastal, marine and urban activity GE5-3:
without it life would cease to exist, it these environments. environments. It is vital that we respond Analyse the
highlights the importance of intelligently to, and effectively manage, all effect of
environmental protection. future environmental changes. Provide Visual interactions
Do Next (ii): Comprehension Activity Venn diagrams and
Learning Intentions for visual learner connections
Students develop a deep Students are re-introduced to the four spheres Resource: The Four Spheres alongside the between
understanding of the ways in which text. people, places
the natural environment function and Read ‘The Four Spheres’ and
its role in sustaining life.  What are the four spheres of the environments
Environments?
Success Criteria  Identify where each Sphere is located? GE5-7:
Students will be able to answer the  What are the main features of each Acquires and
following inquiry questions Sphere? processes
How do environments function? geographical
What role does our natural information
Do Next (iii): Diagnostic pre-test
environment play to protect and by selecting
 Define what geographic processes are?
support life? and using
 What is their role?
appropriate
 Can you identify a process, and which
and relevant
Sphere it is related to?
The Four geographical
Spheres.docx tools for
inquiry
3. Investigate the role and importance of GE5-2:
natural environments, for example: Do Now: Geographical Processes – Figure A Self-Assessment – Explains
 Identification of the function Students are required to create and annotate a provide a diagram processes and
of natural environments in diagram of the environment and label following the influences
supporting life eg  Atmosphere activity for that form and
maintaining biodiversity  Hydrosphere students to self- transform
 Lithosphere assess their work. places and
 Biosphere environments.
Big Idea Class-discussion –
The geographical processes of each
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

sphere that work in sync to form and Do next (iii): Types of Environments – Concept informal feedback GE5-3:
transform environments. Map on how the Analyse the
geographical effect of
Learning Intentions  coral reefs processes are interactions
Students investigate the function of  coasts evident in the and
the environment the role f the  deserts photographs. connections
geographical processes  grasslands between
 mountains Adjustments people, places
Success Criteria  polar land Students may and
Students are able o answer what  rainforests work environments
process form and shape  River collaboratively in
environments?  Tundra What Makes up an environment – Figure B pairs. GE5-7:
And how do environments function? Acquires and
 wetlands
processes
geographical
information
Do Next (iii) What makes up an environment? by selecting
and using
Core Task – appropriate
- For this activity, students will need to examine and relevant
the collection of images. Students are to write geographical
3-4 sentences describing what can be seen in tools for
the photo. Figure C: What make up an Environment inquiry
- When going through the answers, the teacher is
to highlight the different types of
photographers that Geographers can use,
including:
1. Vertical
2. Aerial
3. Oblique
4. Ground
- Label key features of each environment
and state whether each feature is a part of
the hydrosphere, lithosphere, atmosphere
or biosphere.
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

4. Investigate the role and importance of Figure A -Geographical process Adjustments GE5-2:
natural environments, for example: Do Now: Observing Geographical Processes:  Group low Explains
 Identification of the function  Examine the photographs in figure A achieving processes and
of natural environments in and using the table in Figure B students with influences
supporting life eg o Identify any geographical higher-ability that form and
maintaining biodiversity processes occurring in any of in order to transform
these photographs. cover every places and
o Select a geographical process process. environments.
Big Idea
in one of the photographs
The geographical processes of each GE5-3:
and explain how you were
sphere that work in sync to form and Peer-Assessment Analyse the
able to identify the process.
transform environments. – Each group will effect of
assess other interactions
Learning Intentions Do Next (i): Investigating Geographical groups with a and
Students investigate the function of processes ICT Research Activity provided marking connections
the environment the role f the Figure B – Geographical process sheet. between
geographical processes  Students will be assigned (or may people, places
choose) to research ONE of the FOUR Formative and
Success Criteria topics Atmospheric & Hydrological / Assessment – environments
Students are able o answer what Biospherical 1/ Biospherical 2 Students
process form and shape (Extended) / Lithospherical contribution to GE5-7:
environments?  Once in groups with research topic, the google slide Acquires and
And how do environments function? students are to receive an will be assessed processes
information sheet on their applicable and feedback will geographical
topic with guiding questions. be provided in information
o Atmospheric & Hydrological following lessons. by selecting
o Biospherical 1 and using
o Biospherical 2 (Extended) appropriate
o Lithospherical and relevant
 Students will be researching their geographical
assigned topic for the remainder tools for
Lesson 4 inquiry
 Their research will culminate in
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

students presenting their research to GE5-8 -

their class in group on group sharing communicates
circles in lesson 5. geographical
 Students research may be presented information to
in whatever format they prefer e.g. a range of
PowerPoint, Prezi, Poster, Poetry audiences
Slam etc. – but should check with using a variety
their teacher for appropriateness. of strategies

Students add their group work to google slide –

ensure their process belong to the related
sphere e.g. Biospheric, lithospheric,
hydrosphere and Atmospheric and if it’s it’s a
apart of a larger cycle in the correct order.

5. Investigate the role and importance of Do Now: Students are to reflect on their work GE5-2:
natural environments, for example: over the last two lessons and answer the Biospheric process quiz Explains
 Identification of the function following question processes and
of natural environments in ‘The ideas I have learnt over the last TWO influences
supporting life eg lessons helped me further develop the that form and
maintaining biodiversity capability of (Critical and Creative Thinking) transform
or (Sustainability) because… places and
environments.
Do Next (i): Activity 1: Presenting Research on
Big Idea: Our natural environment Natural Geographic Processes
GE5-3:
protects and supports life on Earth; in Students are to present their group work
Analyse the
turn we need to care and take from the last two lessons to their peers
effect of
responsibility for it.  Explain to students that this activity not
only tests their understanding of Geography
interactions
but also will put to their test important and
Learning Intention: connections
communicative skills that are essential in
Students develop a deep between
any workplace.
understanding of the ways in which o Students will present their group people, places
the natural environment functions can research to their class in group on Lithospheric Quiz and
help people realise the importance of group sharing circles. environments
protecting the world they live in o Each round will go for approx. 7mins
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

with each group presenting for a total GE5-7:

Success Criteria: of 3 ½ mins each. Acquires and
Students will be able to answer the Round 1 Litho Bio 2 processes
following inquiry questions Atmo & Hyd Bio 1 geographical
 How do environments function? Round 2 Litho Bio 1 information
Atmo & Hyd Bio 2
 What are the natural by selecting
Round 3 Litho Atmo & Hyd
geographical processes that and using
Bio 1 Bio 2
impact environments? appropriate
 As students are being presented to, they
and relevant
will take notes and add words tot heir vocab
list geographical
 Explain to students that their knowledge tools for
will be tested in the second half of this inquiry
lesson. So these notes and vocab grid will
act as a ‘Cheat sheet’ GE5-8 -
communicates
Do Next (ii): Activity 2: Testing your knowledge geographical
Hydrological and Atmospheric Quiz
Students will receive 3 worksheets information to
i. Biospheric Processes a range of
ii. Hydrological and Atmospheric
audiences
Processes
iii. Lithospheric Processes using a variety
Teacher to explain to the class that these of strategies
handouts will provide evidence of how
well they have
 Understood content
 Presentation (Communicative) Skills
 Listening Skills
Students will complete 2 out of 3 handouts
(they don’t complete the worksheet of the
topic they presented on).
 Students have 20mins to complete these
worksheets
 When student working time is over
(approx. 20mins) students will be able to
receive help from an ‘expert’ in the class.

Quizzes pre-made and retrieved from Doon side High

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Secondary Curriculum 1B – Assessment 2 – Geography KLA

HSIE faculty.

6. Investigate the role and importance of Adjustments: GE5-2:

natural environments, for example: Do Now: Visual Learning Watch Weather Versus Climate Change | Cosmos: A o Low Explains
 Identification of the function of Spacetime Odyssey https://www.youtube.com/watch? achieving processes and
natural environments in Using this video students must outline the v=cBdxDFpDp_k students are influences
supporting life eg maintaining difference between Weather and Climate. provided that form and
biodiversity climatic data transform
Investigate human-induced Do Next (ii) and scaffold places and
environmental changes across a range Students read the following excerpt instead of environments.
of scales, for example: A climatic graph is a graph of the average asking them
 Brief examination of types, and temperatures and average rainfall at a place, to find their GE5-3:
for every month of the year. It is a combination own data and Analyse the
extent, of environmental change
of both line and column graphs. It shows the create a effect of
Source A – Climatic Graph Example
relationship between temperature and rainfall graph from interactions
Big Idea: Changing Climate can have
for a month, a season or the whole year on the scratch. and
dire consequences; climate is critical
same graph. It also allows quick comparisons to connections
in supporting life therefore we must
be made between the climate at different between
take care of it. Self-Assessment:
places. people, places
Students assess and
Learning Intention: their own climate
Why do we use Climate Graphs? environments
Students can construct a climate graph by
graph to illustrates patterns in comparing it with
Do Next (iii) GE5-7:
temperature and rainfall in an area the Climatic graph Acquires and
Students are required to create a climate graph example on the processes
Success Criteria: PowerPoint.
using the template and data from source B & C geographical
Students can:
and analyze the patterns and trends. information
 Explain the purpose of a climate Source B – Data for Mt Everest Informal by selecting
graph Assessment:
Do Next (iv) – Think/Pair/Share and using
 Analyse patterns and trends that Students received
Student use the textbook to gain a deeper appropriate
are illustrated in a climate graph feedback during
understanding of how Climate change is and relevant
heating the Earth. the Think/Pair geographical
o Explain how the difference between /Share activity. tools for
global warming and climate change? inquiry
o Describe what the greenhouse effect is
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Secondary Curriculum 1B – Assessment 2 – Geography KLA

and explain how human activity is GE5-8 -

affecting this process? communicates
o Describe what the consequences of geographical
this process is? information to
o Identify what we can do to reduce this a range of
effect? audiences
using a variety
of strategies

Source C – Climatic Graph Template

This online resource assists students in analysing geographical data, to understand the human induced consequences of de-forestation on a global scale. It
Briefly outlines the causes and extent of this human induced environmental change.
Stuart McMahon – 18377822
Excerpt Weebly
Secondary Curriculum 1B – Assessment 2 – Geography KLA