Stage: 6 (Year 11) Unit title:
20
Unit description:
The focus of this study is a geographical investigation of biophysical processes and how an understanding of these processes contributes to sustainable management
Syllabus Outcomes:
P1 differentiates between spatial and ecological dimensions in the study of geography
P2 describes the interactions between the four components which define the biophysical
environment
P3 explains how a specific environment functions in terms of biophysical factors
P5 examines the geographical nature of global challenges confronting humanity
P6 identifies the vocational relevance of a geographical perspective
P7 formulates a plan for active geographical inquiry
Students learn about:
The biophysical environment
• the nature and functioning of two of the four components: the atmosphere and
hydrosphere, in specific biophysical environments including:
– atmospheric processes, climatic components, climatic variation
– operation of the water cycle and the role of water in geomorphological processes
• the interactions between, and the human impacts on, the functioning of the
atmosphere and hydrosphere.
biophysical processes and issues
• a case study investigating the biophysical component of the hydrosphere and the issue
of urban run-off, to illustrate how an understanding of biophysical processes contributes
to sustainable management in the environment. The investigation will include:
– identification and explanation of the key biophysical processes which relate to the issue
– scale of operation
– interactions with other components of the biophysical environment
– the sensitivity of the biophysical environment to change
– the importance of understanding key biophysical processes for effective management
Author: Duration: 5 Weeks (approx.
Lyndal Howison (15895338) hours) – 20 lessons
P8 selects, organises and analyses relevant geographical information from a variety of sources
P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical
inquiries
P10 applies mathematical ideas and techniques to analyse geographical data
P11 applies geographical understanding and methods ethically and effectively to a research
project
P12 communicates geographical information, ideas and issues using appropriate written
and/or oral, cartographic and graphic forms.
Students learn to:
investigate and communicate geographically, by asking and addressing geographical questions
such as
– what are the biophysical interactions which occur between components of the
biophysical environment?
– what are the effects of human impacts on the functioning of the hydrosphere?
– how is the biophysical environment changing in response to climatic variations?
use geographical skills and tools such as
– constructing and interpreting flow charts describing the key biophysical processes
operating within a given area
– identifying, collecting and recording data about erosion and deposition from primary
sources
– planning a field work activity to assess the impacts of flood or drought
– recognising the key features of changing weather patterns to describe atmospheric
processes in a given location
identify geographical methods applicable to, and useful in, the workplace such as
– contributing to Environmental Impact Assessments
– collecting and analysing field data
– environmental mapping
– the relevance of a geographical understanding of biophysical interactions to a particular
vocation such as: planning hazard mitigation, practising environmental law,
meteorological forecasting, local council maintenance of coastal areas
1
Assessment of learning Assessment for learning Assessment as Learning
Case Study Assignment: Lane Cove River Exit cards, evaluation of participation in class Weekly social media source analysis: peer evaluation
HSC Exercises x 2 discussion, weekly short answer tasks and discussion
Self-Assessment Activities
Literacy target – Completion of self-directed research Numeracy target – Analysis of geographical data for ICT target – Application of online tools that apply
activities and producing narrative in a variety of interpretation and synthesis, producing charts and geographical skills and tools to educational, media and
contexts to communicate geographical information graphs professionally contexts
Literacy: Numeracy: ICT:

Summative Assessment Fieldwork report: an urban river and the case for Sustainability Management
Type & Focus
20% of the Overall Assessment

2
 Lesson Purpose Format Supplied?*

1. Textbook – Global 1.1 – Direct instruction, self-regulated (extension) learning, visual resources, revision Hard copy book n/a
Interactions Year 4.4
11 (Kleeman et al.,
2019)
2. Unit Intro: Kahoot 1.1 Fun engagement activity to prime students for this unit’s language as well as work Online, devices  Example Q
Quiz as an informal pre-test to establish prior knowledge see Appendix
3. Social media BLAH 1.2 – BLAH is a mnemonic to support recall of the four Biophysical Interactions: Hardcopy and  Worked
BLAH BLAH 4.4 Biosphere, Lithosphere, Atmosphere, Hydrosphere. This activity will run internet based: example, see
throughout the 4 week unit. Students are asked to source and evaluate four social hashtag Appendix
media items featuring Biophysical Processes. Each lesson, the class will review 3 searchable
or 4 posts selected by their peers. Students will review and discuss. #Year11GeoBLA
Teaching intentions: a media literacy activity to: raise awareness of Biophysical H
Interactions in media, highlighting cultural relevance + foster a personal
connection to this subject via beauty and social interactions.
Class Discussion prompts: Which Biophysical processes are represented? What
kind of ecosystem this is? What human impacts are likely to be relevant in
relation to this ecosystem? Has the imaged been enhanced or altered? What does
the producer/photographer want us to think/feel/do when we view the media?
https://tinyurl.com/yxx2qnse
4. Map Skills – 1.2 Addresses core geography skills as mandated in the Syllabus (page 15) and Hardcopy  See
Topographical incorporates three Biophysical Processes: hydrosphere, biosphere and Appendix
Maps lithosphere. Map Source: 2018 HSC test – NESA
5. Biophysical 1.4 This resource covers all the main concepts of Biophysical Processes and functions Hardcopy  See
Interactions – Key as formative assessment. It is also designed as a cheat-sheet for at-home study. Appendix
Concepts Matchup Format by author, definitions derived from Kleeman et al. 2019 and online
resources including http://www.preliminarygeography.hsieteachers.com/the-
biophysical-environment.html
6. Bolivia and Chile 3.2 Real world example of geopolitical water issue Onscreen  See
Appendix
7. Water Budget 3.3 and Flood and Drought extended response Students work collaboratively to research Hardcopy  See
Variations 3.4 self-selected topic, then independent on HSC-style extended response Appendix
8. Case Study 3.4 – Excerpts from Lane Cove River Plan of Management Google Drive  See
Materials 4.4 Appendix

* Some resources are identified as required for the teaching of this unit but have not been produced for this Assessment (LG calls for a minimum of 3 resources supplied) 3
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P2 – Unit Overview and explanation of Learning Outcomes [PPT slides to be produced for lesson delivery] AfL (pre- Broad &
– Concept Hook (fun interactive): Biophysical Interactions and Wrong Answers! [Resource: Kahoot onscreen quiz] test) – inclusive
1
P8
o Teaching intention: demystify terminology, elicit omnipresence of Biophysical Processes Kahoot discussion
– Concept Overview (direct instruction): Biophysical Processes [PPT slides to be produced for lesson delivery] quiz, 4 input is
o Overview of four Biophysical Processes and key terms Squares, welcome
Lesson
o Introduce mnemonic (BLAH: biosphere/lithosphere/atmosphere/hydrosphere)
1:1 Discussion
o Short Discussion: why do geographers analyse our world/ecosystems in this way? Social
contributio media
– 4 Squares (kinetic interactive activity): students take an intellectual + physical position on an issue: Which is the most
ns BLAH task
important Biophysical Process?
– Class Discussion (follow up to 4 squares): What are the linkages between Biophysical Process? Which is the most is
important process? (Teaching intention: Biophysical processes are interconnected and symbiotic) designed
– Quick Introduction: Social Media BLAH BLAH BLAH See resources list for explanation to be
universally
accessible

Week P2 Lesson focus: Human Influences on Biophysical Processes [PPT slides to be produced for lesson delivery] AfL – TPS Social
– Human Influences on Biophysical Processes (direct instruction) contributio support

1
P5
o Online Interactive: Class explores effects of greenhouse gases on atmospheric processes with interactive ns + for
P9 online tool [Resource: worksheet learning in
https://authoring.concord.org/sequences/388/activities/7666/pages/100073/0fdd11ef-4057-4d6a-9d79- answers TPS.
e577295fadde]
Students
Lesson o Class Discussion – response to interactive tool
given
1:2 – Think-Pair-Share: How have the Biophysical Processes changed over time in response to human existence? Students
option of
should describe actual industries and activities rather than just ‘climate change’. Which process is affected, what are
textbook
the flow-on effects to other processes? (Elicit understanding: interactions are intrinsically linked)
– Geography Mapping Skills: Topographical map of Hastings River location reference
o Students complete mapping skills exercise – distance, scale, direction [Resource: Top Map Worksheet, for
supplied in Appendix] Students can refer to textbook if needed mapping
– Check in: Social Media BLAH BLAH BLAH: reinforce learning intention. Teacher to scaffold task by working through an task
example. All students to have one completed example by end of Lesson 1:4.

4
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P1 – Biophysical Processes in Ecosystems Learning Outcomes and recap last lesson (direct instruction) [PPT slides to be AfL – Class Social
produced for lesson delivery] Discussion support in

1
P3
– Geography skills and student research: Teacher compiles mixed ability pairings, students to independently select an contributio pairings
P8 ecosystem to explore (with teacher approval) and with Google Earth, develop precis map of selected ecosystem ns, KWL for
o Find and record latitude/longitude, altitude reports Geograph
Lesson
o Select two points in the ecosystem and measure distance, cardinal direction from/to y skills
1:3 AaL – self-
o Describe surrounding land use, human impact, biophysical processes task.
– Class Discussion: Pairs report back to class on ecosystems in KWL format (what did we already know, what did we learn assessment
Option of
through Google Earth, what do we still have questions about) OR Describe the Biophysical features of your ecosystem of word
descript-
– Word Web: Teacher records key themes from student research on board: highlighting the connections between land web
use/human impact/biophysical processes. ive
o Self-assessment: Students encouraged to capture word web in books and highlight concepts they have response
questions about. to
– Homework: be prepared to share a ‘Social Media BLAH BLAH BLAH’ example in next lesson ecosystem
research

Week P1 – Skills and Revision Learning Outcomes and recap last lesson (direct instruction) [PPT slides to be produced for lesson AfL– Students
delivery] Concepts have

1
P2
– Concept Revision Lesson: Matchup option of
P12 o Concepts Matchup Quiz [Resource: Biophysical Processes Quiz Worksheet – provided in Appendix.] Quiz waiting
o Independent first attempt (optional) then class discussion of concepts. for class
Lesson AaL – self-
o Self-Assessment Exit Slip – Students to identify those concepts they might like to revisit and preferred discussion
1:4 assessment
strategy for revision. [Exit slip to be produced for lesson delivery] to
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social complete
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet] concepts
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with ‘watch at home’ tutorial on core Atmosphere cheat
concepts [PPT recording to be produced for lesson delivery] sheet

5
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P3 – Atmosphere: Learning Outcomes, rationale for Flipped Classroom approach [PPT slides to be produced for lesson AfL – call Students
delivery] and filtered
2
P8
– Concept Hook (quick, fun interactive): Atmos-here! [Kahoot quiz to be produced for lesson delivery] response, into
P12 o Teaching intention: demystify terminology, infer key concepts, fun applications – dolphin narration! definitions groups
– Revisit of flipped classroom material (direct instruction): Atmosphere [Resource: [PPT slides to be produced for lesson complet-
Lesson AaL –
delivery]. Call and response: nature and purpose of the Atmosphere
2:1 ing
– Student Research and Discussion: Atmosphere concepts students
research
o Students divided into mixed ability groups to conduct research from selected sources (textbook, BOM are
to
website and NOAA (US). Students develop a 2-3 sentence definition of one key Atmosphere concept: comparing
insolation, albedo, scattering, solar radiation, ozone layer, microclimate. Definitions entered into shared develop
concept
Google doc. Students identify a single image to accompany their definition as an illustration of the concept definition
definitions
o With teacher input, students can elect to identify an image to accompany each definition or to
with their
o Students interact with Google doc to compare student definitions with teacher’s version. Class votes for identify
peers
winner. (Teacher to engage closely to ensure accuracy) [Google doc to be produced for lesson delivery] suitable
o Final version of Google Doc shared with class as a shared study resource. images
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with ‘watch at home’ tutorial on Weather Charts
[Resource: VIDEO – Geography tutor video https://youtu.be/sbqZSzBgZjA]
Week P1 – Climate and Weather Part 1: Learning Outcomes, feedback from students on Flipped Classroom approach [PPT slides to AfL – call Students
be produced for lesson delivery] and can opt to
2
P3
– Revisit of flipped classroom material (direct instruction): Weather Charts response, test
P9 o Call and response: key concepts of weather charts. completion themselv
– Interactive activity: Weather Map Bingo! Class watches second video together and completes worksheet about key of synoptic es with
Lesson P12
climate and weather influences (Latitude, insolation, altitude, ocean currents, air pressure and wind systems, landform
2:2 chart Life Skills-
features including mountains, size of landform, proximity to coast) [Worksheet to be produced for lesson delivery]
worksheet style
– Geography Skills: Synoptic Charts: Students independently attempt past HSC questions on synoptic charts, compiled by
questions
teacher. Short class discussion about HSC assessment of this topic, direction for future learning AsL – HSC
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social rather
prep,
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet] than HSC
students
choose
focus areas

6
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P2 – Climate and Weather Part 2: Learning Outcomes AaL – peer Students
– Revision of last lesson: Weather Maps (direct instruction) [PPT slides to be produced for lesson delivery] roleplay can do
2
P8
– Geography Skills Revision: Synoptic Charts Roleplay exercise vocation-
P12 o Role play: students work in pairs working from two synoptic charts. Students take turns providing a verbal al task
weather report to each other (TV news style), which should cover all core concepts about
Lesson
o OR students can elect a task where they describe the types of skills a meteorologist would need and
2:3 meteor-
roleplay a job interview
ology
o Students score each other, report to class on this experience (teaching intention – ability to explain
careers,
concepts verbally in applied setting)
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social rather
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet] than
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with ‘watch at home’ tutorial on Climate Change and synoptic
Atmosphere [Resource: VIDEO –National Geographic – atmospheric effects of climate change: chart
https://youtu.be/G4H1N_yXBiA] content
Week P3 – Climate Change and Atmosphere: Learning Outcomes, feedback on Flipped Classroom [PPT slides to be produced for AaL – peer Students
lesson delivery] assessment can
2
P10
– Revision of ‘at home’ study (direct instruction): Call and response, students selected by teacher of charts, research
P12 – Geography Skills: Charting Climate Change exit slips climate
o Students are allocated an element of climate data related to atmosphere (average temperature, ocean data as a
Lesson AfL – class
temperature, soil moisture, precipitation, extreme weather events). Source data from IPCC or similar
2:4 concept
o Students work independently to produce a chart, which contains title, data source, labelled axes, legend. discussion,
instead of
Chart ‘style’ is student’s choice OR describe the types of climate data collected and why call and
complet-
o Mixed ability groups work together to compare charts of the same source data (average temperate group response
etc) and select a “winning” chart to share with the class. ing data
revision,
o Class discussion: what are the implications of this chart for human development, population and industry and chart
exit slips
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social tasks
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet]
– Exit Slip – Students identify concepts from Atmosphere they need to revisit. Optional (written, private) ‘hand raise’ –
I’m going to need more help with this!
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with ‘watch at home’ tutorial on the Hydrosphere
[PPT slides to be produced for lesson delivery + NASA video on storage https://youtu.be/4HSFKwho7MQ]

7
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P3 – Hydrosphere: Learning Outcomes, rationale for Flipped Classroom [PPT slides to be produced for lesson delivery] AfL – call Call and
– Concept Hook (quick, fun interactive): Turning on the waterworks! [Resource to be produced for lesson delivery] and response

3
P9
o Teaching intention: demystify terminology, infer key concepts through fun wrong answers response, requests
– Revision of ‘at home’ study (direct instruction): Call and response, students selected by teacher. Key concepts: water student tailored to
budget, water storage, closed and open water systems. flow charts, student
Lesson
o Students produce a flow chart that describes the relationships and sequence of the water cycle abilities.
3:1 Kahoot quiz
o Students have option to work independently or in group with teacher
Options
– Geography Skills: Water Cycle + Flow Chart
on how to
o Classroom watches 2:30 min video on water cycle [Resource: Video – Darren Gedge on the water cycle
complete
https://youtu.be/koI_3eLfidQ]
o Classroom mind map: key terms recorded on the board, including: evaporation, transpiration, water
precipitation, stream and river flow, infiltration, runoff. cycle task
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet]
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with ‘watch at home’ resources: 1. NASA video on
global cycles (https://youtu.be/oaDkph9yQBs) and 2. World Bank video on global precipitation (bottom of webpage)
https://olc.worldbank.org/sites/default/files/sco/E7B1C4DE-C187-5EDB-3EF2-897802DEA3BF/Nasa/chapter1.html
Week P1 – Global Water Distribution: Learning Outcomes, feedback on Flipped Classroom [PPT slides to be produced for lesson AfL – call Broad &
delivery] and inclusive
3
P5
– Revision of ‘at home’ study (direct instruction): Call and response, students selected by teacher. response, discussion
P10 o Core concepts + global interactions - which countries have a water surplus and which have a water deficit? class input is
[Resource – world water distribution map discussion, welcome
Lesson
– Class Discussion: Water Budgets and Interactions on Global and National Scales
3:2 MC quiz
o Elicit key concepts: relationship to latitude, human development, population, wealth, access to oceans and
streams. Problematic deficit and surpluses – floods, droughts).
o Real-world discussion prompt: Bolivia/Chile and access to the Pacific Ocean [Resources: Meme + news
articles about Bolivia and Chile, provided in Appendix] Geopolitics and water.
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet]
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with ‘watch at home’ tutorial on Water Variations –
flood and drought [PPT slides to be produced for lesson delivery]

8
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P1 – Water Variations: outline Learning Outcomes, feedback on Flipped Classroom [PPT slides to be produced for lesson AfL – call & Call and
delivery] response, response

3
P5
– Revision of ‘at home’ tutorial (direct instruction): Hydrosphere. Call and response, students selected by teacher. class requests
P10 o Core Hydrosphere concepts including: the water budget, water storage, closed and open water systems. discussion, tailored to
– Student Research, part 1: Water Budget Variations research student
Lesson
o Students work in pairs to conduct online research of water budget variations – flood OR drought. Students abilities.
3:3 progress
working towards preparation of HSC style extended responses [Resource: Water Budget Variations
Research
worksheet, provided in Appendix]
pairings
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social
by ability -
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet]
teacher
support
provided
if needed

Week P1 – Hydrosphere wrap up: revisit Learning Outcomes [PPT slides to be produced for lesson delivery] AfL – call & Research
– Student Research, part 2: Water Budget Variations response, pairings

3
P5
o Students work in pairs to finalise research on water budget variations – flood OR drought. Students class by ability -
P10 working towards preparation of HSC style extended responses [Resource: Water Budget Variations discussion, teacher
worksheet, provided in Appendix] extended support
Lesson P11
– Water Cycle and Budgets: Quiz provided
3:4 response
o Working from the textbook, students develop one multiple choice question each on the Hydrosphere and if needed
answers
enters these into a Google Form. Teacher checks accuracy and collates. Class participates in quiz.
Resultant Q&A document becomes a shared study cheat-sheet resource. AaL –
– Next lesson framed up: FLIPPED CLASSROOM. Students provided with source documents on Case Study – [Resources: students
National Parks and Wildlife Service, Plan of Management excerpt, provided in Appendix) co-produce
their own
assessment
mechanism

9
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P3 – Case study Intro: outline Learning Outcomes, feedback on Flipped Classroom [PPT slides to be produced for lesson AfL – call & Social
delivery] response, support
4
P7
– Revision of ‘at home’ learning (direct instruction): class available
P8 – Case Study in detail (direct instruction and discussion): Get to know Lane Cove River discussion in video
o View video of river walk: https://youtu.be/PlG9CRWvqTQ. Students to note of mentions of colonial and mentions
Lesson P11 AaL –
indigenous history, native and introduced flora and fauna, mentions of proximity to the city, recreational
4:1 task.
uses of the river. Students share their insights with class students
o Class views other information sources including: Google Earth, NPWS Plan of Management, Council co-produce Call and
management documents, news media fieldwork response
o Source evaluation: what is the value of these various information sources and how can they help us program requests
answer geography questions? tailored to
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social student
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet] abilities
– Homework: draft four geography fieldwork questions for class project on Lane Cove River (prep for next lesson)
Week P3 – Case study: revisit Learning Outcomes AfL – call & Students
– Geography Skills: continuing investigation into Case Study on Lane Cove River response, have
4
P7
o Class discussion/brainstorm: What hydrological processes are relevant to this investigation? How will class option of
P8 these be discerned? What primary data will be needed? What secondary sources can help? How can our discussion text or
primary data be presented? What do we predict will be the human influence on this ecosystem? image-
Lesson P11 AaL –
o Output: a framework for a case study investigation and fieldwork visit
4:2 based
o Student research: self-nominate to write up and present one part of the fieldwork project plan students
reflection
– Students’ Verbal Report and Class Discussion: Social Media BLAH BLAH BLAH: 3-4 students share their selected social self-reflect
journal
media post with the class. [Resource: ‘Social Media BLAH BLAH BLAH’ worksheet] on
– Homework: Students begin a self-reflection journal for fieldwork project. Reflection questions: KWL – what do I know, fieldwork
what do I want to know, how will I learn these things? What am I feeling confident/nervous about for our fieldwork program
trip? What extra research do I need to do before I go, to make sure I can answer our geography questions? What are
my hopes for our fieldwork research in terms of positive impact?
Journal can feature text or images or combination

10
Teaching EVIDENCE OF
Week/ LEARNING
SYLLABUS DIFFER-
Lesson ASSESSMENT
Sequenc
LINKS FOR/OF/AS ENTIATION
e LEARNING
Week P6 – Lesson Learning outcomes, feedback on homework AoL – HSC Broad &
– HSC Prep: Students to complete Section 1 of 2018 HSC – multiple choice questions prep – inclusive
4
P9
o Self-marking and class discussion about answers multiple discussion
P11 o Exit slips: what do I need to learn or revise for next time? choice input is
– Revisit Fieldwork Project: investigation into Lane Cove River [PPT slides to be produced for lesson delivery] questions welcome
Lesson
o Class reviews fieldwork questions and plan. Are we ready to go into the field? (next week!)
4:3 AaL – Students
o Students allocated into mixed ability groupings to collect fieldwork data together
– Geography Skills (direct instruction): Review a range of charts and statistics used in fieldwork [PPT slides to be students have
produced for lesson delivery] include some about our site self-reflect option of
o Class discussion: which charts and statistics we will use on text or
– Homework: Students continue self-reflection journal for fieldwork project. Reflection questions as above in 4:2 fieldwork image-
program based
reflection
journal
Week P6 – Case Study Final Prep: revisit Learning Outcomes AaL – Social
– Fieldwork plan (direct instruction): Geography Skills [PPT slides to be produced for lesson delivery] students support
4
P9
o Teacher shows students a ‘best practice’ Geography fieldwork report. provide provided
P11 o Think-Pair-Share - Students provide feedback to author of example fieldwork report: 2 points of feedback in TPS
encouragement, 2 points of ‘room for improvement’ on example
Lesson Students
– FINAL EPISODE OF: Social Media BLAH BLAH BLAH: Student’s Vote and prizes awarded: most memorable image, most
4:4 fieldwork
insightful analysis, and wooden spoon. can work
report
– Recall and summative assessment: Atmosphere and Hydrosphere recap [Textbook summary questions to be independ
transferred to worksheet for lesson delivery] AoL – ently or
o Teaching intention: revisit terminology, immediate feedback to student textbook with
quiz wrap- teacher
up to
complete
textbook
questions

11
Rationale and Discussion
The Geography syllabus has a distinctively practical and systematic application of its
conceptual framework in real-world scenarios, and this unit supports senior students to
engage with Biophysical Interactions through a variety of teaching strategies that meet
relatively demanding knowledge requirements and build their capacity to apply
geographical skills in practical contexts, both for the purposes of standardised assessment,
and future life experiences. The intent is to maximise student engagement and provide
opportunities for a diverse range of students to achieve academic success.

Student engagement is “an emerging determinant of education success” (Zendarski et al.,

2017, p. 128) but demands a “stimulating” learning environment (De Jong, 2005, p. 360), as
well as other cognitive, emotional and school factors (ibid). This unit employs evidence-
driven strategies that include a range of student-centred learning activities based in real-
world applications (Spronken-Smith, 2008), the integration of ICT, and an experimental
method to create classroom time for the teacher to act as learning facilitator (Boyer, 2013).
These strategies are most effective when students possess “cognitions around willingness
and motivation to learn, as well as self-regulation” (Zendarski et al., 2007, p. 128).

Many of this unit’s activities meet the definition of inquiry-based learning (IBL), including
working independently on self-selected research questions, constructing understanding
through self-regulated knowledge acquisition, collaborative learning with other students,
and the teacher as facilitator (Spronken-Smith, 2008, p. 72). IBL is well suited to the subject
of Geography (Kidman, 2012; Spronken-Smith, 2008), because it offers students “the ability
and desire to ask geographic questions, to apply geographic thinking skills and to use
geographic information” (Kidman, 2012, p. 312).

The unit seeks to provide opportunities for student decision-making and self-direction,
which supports engagement and builds positive learning environments (De Nobile et al.,
2017; De Jong, 2005). Senior students have the opportunity to “share the responsibility of
learning (De Nobile et al., 2017, p. 126) and in the extended response activity on Water
Budget Variations, they can choose their topic and the question they will address, according
to their interests. In the recurring Social Media BLAH activity, students are encouraged to
engage with their own social media presence to enhance their awareness of Biophysical

1
Interactions in popular culture and think critically about purpose, source and agenda. In
these ways the unit delivers “teaching for thinking” and encourages students to
“hypothesise, be curious and take risks in answering questions” (McDonald, 2010, p. 149).

Another key teaching strategy in this unit is partial application of the “flipped classroom”,
whereby some of the direct instruction material is delivered outside the classroom. It is
intended that students consume a range of multimedia resources including reading, videos
and blended audio-visual PowerPoint presentations, to create classroom time for “peer
sharing (and) teacher assistance” (Boyer, 2013, p. 29). Flipped classrooms meet diverse
student needs because they allow students to “learn at different paces, rewinding, playing
back or skipping forward” (ibid). This strategy was adopted for the similar reasons as those
of Caldis, who described an action research activity in the same Syllabus topic in 2015. A
flipped classroom allows for “more effective use of digital technologies” and Caldis contends
it is compatible with a “constructivist inquiry-based approach to teaching and learning in
Geography” (2015, p. 23). Results included “exceptional detail” in student responses as well
as new opportunities for diverse students to contribute; “all students now had a voice in the
classroom – those who prefer not to or cannot verbally contribute to face-to-face class
discussion were now the some of the first to post a comment in an ‘online’ learning
environment” (ibid, p. 24).

The flipped classroom strategy represents only part of this unit, and it is hoped that the
teacher undertakes reflection or ‘action research’ evaluation. Boyer, a proponent of this
method, acknowledges that there is “(l)ittle or no evidence as yet to suggest it improves
overall student learning” (ibid). The unit program incorporates regular feedback invitations
from students on this approach.

One of the most pertinent features of student-teacher relationships is the asymmetry of

power (De Nobile et al., 2017) however, students in this unit are studying a Stage 6 elective
that reflects their personal interests or future career aspirations. The teacher’s role can
therefore pivot toward learning facilitation and leverage a higher level of “cooperation,
engagement, and motivation” (Osher et al., 2010, p. 49). Compatible with IBL, this unit
envisions “a dynamic system” of learning (ibid, p. 49), where students are given “freedom to
explore” (Spronken-Smith, 2008, p. 73). This balance may be differentiated according to

2
student need, given that the right level of input is “a delicate” balance that “varies according
to the experience and confidence of both the facilitator and the learner in relation to the
subject matter” (ibid, p. 73).

The unit also contains a number of opportunities for students to self-assess or peer-assess,
which supports self-directed learning (Weatherby-Fell, 2015). In the extended response
water activity, students provide each other with constructive feedback, and in week 1 word
web activity, they identify their own learning needs. Deppeler describes these types of
student participation in assessment as a way to “reinterpret assessment as an integral part
of student learning – assessment as learning” and argues that it fosters “thinking about
thinking” or metacognition, which is “associated with efficient and expert learners” (2007, p.
176).

This unit lays the foundations for a fieldwork trip, and students help to determine the
geographical questions that will be addressed, as well as applying geography skills by
discussing the optimal means of primary research. This offers an IBL component to
fieldwork, which is in itself a well-established constructivist teaching strategy (Day, 2012). It
has been argued that geographical fieldwork provided IBL opportunities before it was
formally recognised as such, and that “geographers may lay a claim to being among the
pioneers of active learning” (Day, 2012, p. 309).

The unit integrates ICT seamlessly and functionally, not as an teaching activity in itself. It is
employed where it has utility, such as the unparalleled access and interactivity of Google
Earth, or the distinctiveness of the World Bank’s proprietary precipitation model, or the
delivery efficiency offered by illustrated videos and interactives. Bigum and Rowan describe
this as a “professional sensibility” to ICT, and this unit seeks to meet their contention that
teachers think critically and selectively about its use (2015, p. 174).

The fieldtrip report will form the basis of the summative assessment for this unit and will
focus on the sustainable management of an urban river. Students may take different roles in
primary data collection onsite, but this data will be a shared resource allowing them to
synthesise their conceptual understanding of Biophysical Interactions into an independently
prepared fieldwork report, with possible differentiation to allow for the learning needs of
individual students. The report will count towards 20% of their grade, provide a skills

3
foundation for the Senior Geography Project, and combine all four components of
assessments mandated by NESA, including: knowledge and understanding of course
content; geographical tools and skills; geographical inquiry and research, including
fieldwork; and communication of geographical information, ideas and issues in appropriate
forms (NESA, 2017).

Kidman calls on geography teachers to “explore the benefits of learning geography through
inquiry” and argues that “the best way is to combine it with alternative pedagogies and
across disciplines” (2012, p. 319). This unit seeks to meet that call, by empowering senior
students to direct their learning, presenting compelling geography concepts in real-world
scenarios, and helping students to build the link between digital tools and their geography
studies.

Word count: 1242 including in-text citations.

4
References

Bigum, C. & Rowan, L. (2015). Developing a professional sensibility to ‘the digital’ in

secondary classrooms. In Learning to Teach in the Secondary School (Ed. Weatherby-
Fell, N.). Cambridge University Press, Port Melbourne, Australia.

Boyer, A. (2013). The flipped classroom. TLN Journal, 20(1), 28-29. Retrieved from:
https://search.informit.com.au/documentSummary;dn=302825604903142;res=IELH
SS

Caldis, S. (2015). Biophysical Interactions: Trialling a flipped approach to teaching, learning

and assessment in the Geography classroom. Geography Bulletin, 47(3), 23-30.
Retrieved from:
https://agta.asn.au/files/Conferences/conf17/presentations/workshops/Caldis_S/Ca
ldis%20(2015)%20biophysical%20interactions%20trialling%20a%20flipped%20appro
ach.pdf

De Jong, T. (2005). A Framework of Principles and Best Practice for Managing Student
Behaviour in the Australian Education Context. School Psychology International, 26,
353-370

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments: Creating
and maintaining productive classrooms. South Melbourne, Australia. Cengage
Learning

Kidman, G. (2012) Geographical inquiry in Australian schools: a retrospective analysis,

International Research in Geographical and Environmental Education, 21(4), 311-
319. DOI: 10.1080/10382046.2012.725967

Kleeman, G., Hamper, D. & Rhodes, H. (2019) Global Interactions: Year 11. Pearson
Australia. Melbourne, Australia.

McDonald, T. (2010). Developing safe and accountable classrooms. In: Classroom

management: Engaging students in learning. 144-180. South Melbourne, Australia.
Oxford University Press

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NSW Board of Studies (2009). Geography: Stage 6 Syllabus. Sydney, Australia. Retrieved
from: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-
learning-areas/hsie/geography

NSW Education Standards Authority (2017). Assessment and Reporting in Geography Stage
6. Sydney, Australia. Retrieved from: https://educationstandards.nsw.edu.au/wps/
portal/nesa/11-12/stage-6-learning-areas/hsie/geography

Osher, D., Bear, G., Sprague, J. & Doyle, W. (2010). How Can We Improve School Discipline?
Educational Researcher, 39(1), 48–58. DOI: 10.3102/0013189X09357618

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C. & Keiffer, A. (2008) Where Might Sand
Dunes be on Mars? Engaging Students through Inquiry based Learning in Geography.
Journal of Geography in Higher Education, 32(1), 71-86. DOI:
10.1080/03098260701731520

Sullivan, A., Johnson, B., Owens, L., & Conway, R. (2014). Punish Them or Engage Them?
Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian
Journal of Teacher Education, 39(6). http://dx.doi.org/10.14221/ajte.2014v39n6.6

Weatherby-Fell, N. (2015). Planning for pedagogy: A toolkit for the beginning teacher. In
Learning to Teach in the Secondary School (Ed. Weatherby-Fell, N.). Cambridge
University Press, Port Melbourne, Australia.

6
Appendix 1 – Resources Produced for this Unit
(numbering as per table on page 3)

2. Kahoot Quiz

7
3. Social Media BLAH BLAH BLAH

8
4. Mapping Skills

9
5. Biophysical Interactions – Concepts Summary page 1

10
Biophysical Interactions – Concepts Summary page 2

11
6. Bolivia and Chile discussion prompts

News Article: The Guardian Online https://www.theguardian.com/world/2018/oct/01/landlocked-

bolivias-request-for-chile-to-grant-ocean-access-rejected-by-un 2 October 2018

12
7. Water Budget Extended Response Task

13
Appendix 2 – Third Party Resources Used in
this Unit
8. Case Study Resources

14
From: https://www.youtube.com/watch?v=PlG9CRWvqTQ&feature=youtu.be

Other Videos and Interactives

From: https://authoring.concord.org/sequences/388/activities/7666/pages/100073/0fdd11ef-4057-
4d6a-9d79-e577295fadde

15
From: https://www.youtube.com/watch?v=sbqZSzBgZjA&feature=youtu.be

From: https://www.youtube.com/watch?v=koI_3eLfidQ&feature=youtu.be

From: https://www.youtube.com/watch?v=G4H1N_yXBiA&feature=youtu.be

16
From: https://youtu.be/oaDkph9yQBs

From: https://olc.worldbank.org/sites/default/files/sco/E7B1C4DE-C187-5EDB-3EF2-
897802DEA3BF/Nasa/chapter1.html

17