Lesson 1 - Understanding

Content Descriptors from the Australian Curriculum

Knowledge and Understanding: Collect, select and record relevant geographical data and information, using ethical protocols, from appropriate primary and
secondary sources (ACHGS048)
Geographical Inquiry and Skills: Interpreting, analysing and concluding: Apply geographical concepts to draw conclusions based on the analysis of the
data and information collected (ACHGS052)
Geographical Concept Environment: Focuses on living and non-living surroundings. The features of the environment can be classified as natural, managed
or constructed. However environment is also a way of understanding, explaining and thinking about the world.
Time

15
mins

20
mins

Learning procedures

Teacher Talk

Phase 1 Introduce, engage,

focus, advance organiser,
review prior knowledge,
hook
1. Greet the students a give
a summary of what the
focus of the lesson is
2. Structure the expectations
of the lesson, for both
behaviour and work.
3. Ask the students to get
out any equipment
needed to takes notes.
Any specific language or
facts/information needed
to include into virtual
diary
4. View mountains and
rainfall graph. Students
examine and compare
the difference between
yesterday and todays
graph
5. Students predict why the
east coast of Queensland
receives more rainfall
than the rest of Australia
6. Explain and define
topography check if
this is on the glossary
and ask students to write
the definition down.
Discuss the landscape
and terrain across the
east coast of Australia

Good morning Seniors. Today, youll be looking at rainfall relationships in

Australia and specifically looking at why the east coast of Queensland is wetter
than the interior of the state. This is due to a process called the rain shadow
effect. By the end of the lesson, you would have completed your second chapter
of your virtual diary, demonstrating a cycle called the rain shadow effect.
As this is new content, equipment will be needed to take notes to put into your
virtual diary. Take note of any specific language and terminology as well as facts
and diagrams we cover today.
To begin, we are going to view a graph which is similar to yesterdays Australian
Rainfall graph. What were some facts that we took from the data from
yesterday? Ill give you a moment to examine this maps features. Place your
hands on your head when you have found something to share. Ask yourself how
is it similar or different to the map we had last week? and What new information
does it tell us?. What features can we see on the map that help us analyse the
data in order to make a statement for our virtual diary? *compass, states, capital
and main cities, rain gauge (mm) and mountain gauge*
So we understand that Queensland receives more rainfall than the rest of
Australia. Why could this be? *ask for suggestions/predictions*. Has anyone heard
of topography? Does anyone know what this could mean?
Topography. Can someone please check to see if this word is on the glossary?
TOPOGRAPHY is the study of surface shape and features of the Earth and
other observable astronomical objects including planets, moons and
asteroids. It specifically involves the recording of surface shape features
of terrain and landform, both natural and artificial.
We are going to use Google Maps to view the terrain in Queensland. See how
along the east coast of Queensland it looks very green but as you start moving
inland the terrain is very dry, arid, rocky and mountainous.
Using Google Maps, we are going to examine Queenslands topography through
satellite mode. You need to compare the land, shown by different colours, and
share what you discover.

Resources
and ICTs
Figure 1
Mountains
and
rainfall
Smartboard
or
projector
Google
maps on
satellite
mode
Class
computer
or iPad set
Email
School
email
addresses
Penzu https://pe
nzu.
com/jour
nals
/1346983
6/
1608628
7

Assessment &
feedback

Now we are going to take a look at the rain shadow effect as displayed on the

Virtual Diary
Did the
students
include all of
the necessary
information
and set it out
appropriately?
Did they
sequence the
rain shadow
effect
accordingly?
Prediction
answers
Behavioural
feedback from
the students
Verbal
feedback from
the students
Participation
within the
lesson
The answers
students
provide in
relation to
various
questions
asked
Anecdotal
notes
Observations

7. Use Google Maps to

display the topography
on the east coast of
Queensland. Ensure that
the map is on satellite
mode to ensure the
students can see and
compare the land colours
(topography).
Phase 2 Develop skills &
knowledge, build, practice,
acquire, integrate, extend,
refine.

35
mins

1. Explain the rain

shadow effect
using figure 1
2. Go through the 5
steps and
annotate the
diagram. Students
write down each
step and draw a
diagram too.
3. Display Google
Maps on the smart
board. Compare
the topography of
Queensland to
South Africa.
Discuss how the
mountainous
range along the
west coast creates
the rain shadow
effect making the
east coast
wetter. Water
from the Indian
Ocean along the
east coast creates
the rain shadow
effect. Put Google
Maps on satellite
mode
4. Praise the
students for their

board. Take a look at the west coast of Australia. How is it different to the east
coast? There is less rainfall. The region to the east of the Great Dividing Range
has a relatively high rainfall. How do the mountains influence the rainfall along
the east coast?
Step 1: Moist rising coastal winds blowing in from the ocean are forced to rise up
when they hit a range of mountains.
Step2: Rising moist air cools and condensing water vapour produces rain. What
does condensing water vapour mean? Condensation occurs, when warm, moist
air from evaporated water has risen and turned cold, changing it back into liquid,
forming clouds. This then creates precipitation when so much water has
condensed that the air can no longer hold it anymore. The clouds get heavy and
water falls back in the form of rain, hail or snow.
Step 3: By the time the air moves over the mountain range and descends the
other side, the air will be fairly dry and begin to warm up
Step 4: This warm air absorbs what little moisture there is on land
Step 5: The area of land on the side of the mountain range away from the coast is
called the rain shadow region and is quite arid. Can anyone come up and show
me exactly where the rain shadow region is along the east coast? Nice work!
So lets compare this method to another side of the world! We will use Google
maps again to look at South Africa, in particular Namibia and Botswana. You can
see along the west coast that the topography is very mountainous and along the
east coast it is very green and luscious. How does this compare to Queensland?
They are very similar. This is due to the same rain shadow effect. As wind blows
air and water particles off the Indian Ocean it travels across the land until it hits
the mountainous terrain on the western coast line. This causes condensation and
precipitation to occur on the east side of the mountain gauge exactly how it
occurs in Queensland. We can assume that the south-east coast of South Africa is
considered a reliable water source for the people of Zimbabwe, Swaziland and
Mozambique.

Alright, now we are going to move on to writing your second chapter of your
virtual diary. Using the notes you have collected and the diagram on the board,
your task is to individually reflect and create your virtual diary, which
demonstrates how the great dividing range influences rainfall on the east coast of
Queensland. You must describe the relationship between the topography
(land/terrain), closeness to the sea, and rainfall patterns in Australia. You need to
answer the question, why is it wetter closer to the coast in Queensland

efforts and
encourage them
to share ideas and
thoughts
Phase 3 Conclude,
culminate, draw together,
review & summarise key
learnings, checks for learning,
consolidation,
homework/review tasks
1. Allocate each student
a computer, iPads or
iPod and ensure they
can access Penzu
- Students are semifamiliar with using this
software therefore
they are developing
their skills with using
this form of ICT
2. Re-explain the
expectations of the
virtual diary
3. Remind them to use
specific
language/terminology
and refer to places
using orientation
(north, south, east
and west).
4. Students need to
model how the rain
shadow effect works
but using pictures and
animation to create
the cycle
5. Complete virtual diary
and send chapter
through to learning
manager to assess
6. Ask the students to
share any important
or new information
they learnt during that

compared to the interior of the state?. Use images and diagrams of the cycle and
graph to support your reflection.
You need to use any specific terminology you may have heard today. This could
include words such as condensation, ocean names, rain shadow effect, and key
relationship involved in Australias rainfall patterns on the east coast.
Make sure you e-mail your chapter to me before you pack up.
Get out of class pass: Hands on your head if you learnt something new or
interesting today? *choose a few students to share their thoughts and ideas*
How might this information relate to your lives today or in the future?

7.

lesson
Ask the students to
share the importance
and value of them
completing this task
and how it is relevant
to their current and
future lives.

Reflection Questions and Feedback

What aspects and strategies of teaching this topic would I continue to do? What did I do really well?
How could I improve myself for the next lesson?
Was it the best learning style for all students?
Did I use a variety of activities, strategies and methods, catering foe every students learning styles and preferences?
Was it engaging and interesting for all students?
Did the learners actually learn what I taught them? How do I know this?
Did I teach them in a way that they are able to understand?

Resources
Google Maps Satellite View - Queensland
https://www.google.com.au/maps/@-23.4987172,19.9679099,3024851m/data=!3m1!1e3

Google Maps Satellite View South Africa

Rain Shadow Effect Diagram