Geo2b Assessment One - Culhane

Secondary Curriculum 2B – Geography Liam Culhane 18361777
Geography Unit: Biophysical Environments – Preliminary Geography

Liam Culhane 18361777
Table of Contents
Unit Outline ____________________________________________________________________________________ Page 2
Evaluation of Learning and Teaching ……………………………………………………………………………………………………………………………Page 30
Resource One: Atmosphere Interactive Journal ________________________________________________________ Page 32
Resource Two: Resource Two: Fieldwork Journal Scaffold – Biodiversity ………………………………………………………….……….. Page 33
Resource Three: Resource Three: Great Australian Bight Case Study Report Scaffold ___________________________Page 35
Extended Analysis – Rationale …………………………………………………………………………………………………………………………………….. Page 39
References ______________________________________________________________________________________Page 43
1
UNIT OUTLINE
Subject: Geography Course: Preliminary Geography No. of Weeks: 5 weeks
Unit title: Biophysical Interactions Indicative time: 20 hours
(20x60minutes)
Key Concepts/ Big Ideas The importance of this learning
Atmosphere This learning is framed by the aim of the ‘Biophysical Interactions’ course, focused
Hydrosphere on the geographical investigation of biophysical processes and how an understanding
Lithosphere of these processes contributes to sustainable management. Content highlights the
Biosphere linkages, patterns and associations that exist between the four biophysical spheres
and the human interactions within these, while empowering students to evaluate
Ecological sustainability power discourses through research, evidence and dialogue, as active citizens capable
Interconnection of examining sociocultural political undertones.
Human-induced climate change
Unit context within Scope and Syllabus Outcomes

Sequence/Purpose
Stage 5 Mandatory Geography P2 describes the interactions between the four components which define the
biophysical environment
The Fieldwork Task undertaken in Stage 5
Mandatory Geography develops essential skills P3 explains how a specific environment functions in terms of biophysical factors
2
which are later refined and built upon in the P6 identifies the vocational relevance of a geographical perspective
Senior Geography Project (SGP).
P8 selects, organises and analyses relevant geographical information from a variety
Stage 5 Elective Geography of sources
The Elective course includes five focus areas, P9 uses maps, graphs and statistics, photographs and fieldwork to conduct
any two of which are selected for study. geographical inquiries
Environments at Risk, World Political
Geography and Development Geography
provide a sound basis for topics in Geography
Stage 6. Not all students will have undertaken
the Elective course of study in Geography.
Stage 5 Science
The Science Stages 4–5 Syllabus has prescribed

content about the nature and functioning of the
biophysical environment and the implications
of scientific processes on humans and the
environment. These ideas and concepts
complement the subject matter contained in the
Geography Stage 6 Syllabus.
3
(Board of Studies, 2009)
Literacy Focus Numeracy Focus ICT Focus

Students will familiarise themselves with: Students will familiarise themselves Students will engage with:
- extended response styled responses with: - Google earth mapping
- geographical report styles - fieldwork quantitative and technologies
- visual representations including qualitative data - Multimodal presentation
photographs, graphs and maps; - soil testing kits programs
by engaging in case studies and researching - graphs, maps and diagrams - Minecraft 3D generation
texts, analysing them for geographical data and by collecting and analysing data from - Google Docs
power discourses, in addition to using a wide firsthand fieldwork in addition to - Virtual reality 360-degree
range of informative, persuasive and secondary sources and representing this interactive face tracking
imaginative texts in multiple modes to pose data across multiple modes, in addition to panoramic photographs
questions, research, analyse, evaluate and reading, interpreting, constructing and
communicate information, concepts and ideas. analysing a variety of data including: In their investigation and representation
- choropleth maps, proportional of biophysical processes, in addition to
circles, line graphs, column their demonstration of learning for
graphs, pie charts, synoptic formative assessment.
charts, diagrams and data sets;
and identifying patterns and linkages.
4
Week/ Syllabus Teaching and Learning Strategies including assessment for Assessment Differentiation
Sequence Content learning.
Lesson 1 P2 This lesson is designed to introduce students to the unit Biophysical Formative Creative task
describes the engages visual
assessment for
Biophysical interactions Interactions, and Senior Geography. and
Interactions 1: between the learning: kinaesthetic
Four four Ask students the following questions, which are displayed on the learners.
*Informal;
components + components
Interconnection which define screen, and generate class discussion using a Think/Pair/Share measuring For definitions,
s the students can
participation in
biophysical strategy: write these in
environment class discussions their home
- What is Geography about? languages and
translate these
- What do Geographers do? *Informal; to English later
observing
- Why is it important for Geographers to be able to understand Indigenous
participation in Australian
relationships and interconnections? perspectives
group work for
and worldviews
Introduce students to Geographical concepts – on A3 sheets in teams future groupings valued
and preferred
of two, students define the six Geographical concepts as a circular
learning styles
cycle with textas, listing three examples under each concept. These A3
Formal;
sheets are divided into two thirds and one third by a line – the one third
Think/Pair/Shar
e submission to
has a pre-attached diagram of the Independence of the Spheres (FIG
Google Doc for
student
1.1) – which students annotate with the definitions of the four
understanding of
new content in
5
biophysical components: atmosphere, hydrosphere, lithosphere, the unit and

student personal
biosphere. The role of Geographers in making connections between views.
these spheres, and the interdependence between these spheres and
potential for humans to impact is discussed alongside How Wolves
Change Rivers. The interconnection of these spheres are related to the
‘oneness’ and collective understanding of Indigenous Australian
‘Country’ as a lens for viewing Geography.
Resources:
A3 sheets and textas, containing Independence of the Spheres (FIG

1.1)
How Wolves Change Rivers.
https://www.youtube.com/watch?v=ysa5OBhXz-Q&t=73s
Lesson 2 P6 Lesson 2 aims to flow on from the introductions of the previous lesson Formative Students able to
identifies the work
assessment for
Biophysical vocational by introducing students to the ideologies that define land use and individually or
Interactions 2: relevance of learning separately
Human a management: the post-Industrial Revolution intensified pursuit of depending on
through:
interactions geographical preference
and Sustainable perspective wealth, consumption and development; and Sustainable Development *Informal;
Development Students able to
observing wo
P8 communicate
selects, chooses to work personal views
organises
6
and analyses To engage with these opposing worldviews, in pairs or individually individually/in on paper or
relevant view laptop
pairs for
geographical students read “Amazonians take Chevron to Ontario Court” and
information preferred
from a answer:
learning style.
variety of
sources - What interests and values are being represented by the Formative
assessment of
Ecuadorian Indigenous leaders
learning
- What interests and values are being represented by oil company
through:
Chevron? *In-class and
exit pass
- How are these two different?
submissions to
Student analysis of stakeholders and values is used to construct a table
class Google
of opposing views on the board in a student-driven jigsaw activity. Doc
Students come up with their own list of guiding principles for
sustainable development, before being presented with the official list.
Finally, as a class, students read ‘Adani’s new mini version of its mega
mine still faces some big hurdles’ as a contemporary development
project and discuss this project against their personal and official
7
sustainable development principles – and reflect on the role of
geographers in highlighting these relationships for an exit pass.
Resources:
“Amazonians take Chevron to Ontario Court” (Oved, 2018) – media

article
https://www.thestar.com/news/investigations/2018/04/16/amazonians-
take-chevron-to-ontario-court.html
“Adani’s new mini version of its mega mine still faces some big
hurdles” (Hepburn, 2018) – media article
https://theconversation.com/adanis-new-mini-version-of-its-mega-
mine-still-faces-some-big-hurdles-108038
Lesson 3 P2 As an introduction to the concept of the atmosphere, students Formative Students

describes the choose to
assessment of
Atmosphere 1: interactions investigate the question: How does heat interact with the composition interact with
Composition + between the learning either literacy
radiation four of the atmosphere? or numeracy in
through:
energy in the components jigsaw group
atmosphere which define
8
the Introduce students to the structure of the atmosphere: troposphere, *In-class activity using
biophysical Resource One
submissions of
environment stratosphere, mesosphere, thermosphere. In groups, students are
Resource One: Jelly activity
assigned a component of the atmosphere and investigate: targets students
Atmosphere
with additional
- Size of this layer and distance from the earth’s surface Interactive needs, visual
learners and
Journal to class
- Temperature changes at this level EAL/D
Google students
- The air and wind conditions at this level through use of
Doc/teacher to
visual and
- (demonstrated either written down or in diagram form) check kinaesthetic
activity style
understanding
Students report back to class and these findings are discussed through
visual aid of four, multicoloured square containers of jelly which can
be stacked on top of one another. Different thicknesses of fruit are cut
up to demonstrate varying atmospheric densities within these layers.
The flat surfaces of the square containers can be used to demonstrate
temperature changes as a rising line graph. A high-powered torch is
shone through the jelly and onto these fruit pieces which are used to
discuss the absorption and reflection of radiation, naming the specific
particles, while different coloured sheets of paper under the stacked
9
jelly is used to explain the albedo effect. Students fill out their
interactive journals and show these to the teacher as their exit card.
Resources:
Set jelly and fruiit in square clear containers (red, green, blue, yellow)
x4
Whiteboard markers
Multi-coloured paper
High powered torch
Resource One: Atmosphere Interactive Journals
Lesson 4 P3 In this lesson, students engage with key concepts including: lapse rates, Formative Multiple
explains how
assessment of
Atmosphere 2: a specific surface winds, pressure systems and air masses; through an synoptic charts
Atmospheric environment learning
processes and functions in investigation of synoptic charts. A teacher-directed slideshow explains will be
through:
air mass terms of
biophysical the role of heat transfers and lapse rates in air movement to students. *In-class available to
factors
submissions of
Using synoptic charts depicting Cyclone Yasi and the features of support
P9 paragraohs to
synoptic charts through teacher-facilitated demonstration, students students with
uses maps, class Google
graphs and familiarise themselves with surface winds, pressure systems and air additional
10
statistics, masses and the relationships between these systems. After comparing Doc to check learning needs
photographs
understanding
and fieldwork the movement of air around the globe, to the specific movement of air who will
to conduct in storms – students distinguish between ‘weather’ and ‘climate’. struggle to find
geographical
inquiries Finally, students collect 4 consecutive days’ of synoptic charts and them.
track the movements of high and low pressure systems and their
associated weather patterns, analysing these changes in two Synoptic chart
paragraphs. scaffolded
Resources: analysis sheets
PowerPoint presentation – Atmospheric Processes to support
Clear day synoptic chart, rainfall synoptic chart, Cyclone Yasi synoptic students with
chart x 1 additional
Synoptic chart scaffolded analysis sheets learning needs
who will
struggle to find
them.
11
Lesson 5 P2 In lesson 5, students are presented with the five main factors Formative Source sheet
describes the provided to all
assessment of
Atmosphere 3: interactions determining the world pattern of climate, namely: insolation variations, students with
Climate between the learning annotations for
four earth’s revolution and rotation, the composition of the atmosphere, equal access to
through:
components learning
which define distributions of continents and oceans, and topography. Students are *In-class
the
submissions of
biophysical given a sources sheet, with graphs, diagrams and maps relating to each
environment paragraohs to
of these factors. The map of the world’s major climatic zones (Figure
class Google
P8
selects, 1.2) is projected on the whiteboard. One student volunteer wears an Doc to check
organises
understanding
and analyses inflatable globe body suit, while the teacher uses a high-powered torch
relevant
geographical to discuss isolation variations, earth’s revolution/rotation and the
information
from a distribution of continents/oceans in relation to climate. Students
variety of
sources previous learning with the composition of the atmosphere/jelly layers
is tested in a single paragraph response to be submitted, while
topography and rain-shadow is discussed using the source sheet.
Resources:
Map of the world’s major climatic zones (Figure 1.2) to be projected
Source Sheet physical, and uploaded online
12
Inflatable globe bodysuit
High powered torch
Lesson 6 P2 In this lesson, students investigate the consequences of human Formative Students
describes the choose their
assessment of
Atmosphere 4: interactions interactions with the atmosphere. Students brainstorm popular media own topic for
Human between the learning presentation
Interaction four issues in recent memory regarding the health of the atmosphere; issues and present this
through:
components using their own
which define may include air pollution, city microclimates, (thermal inversion, *In-class preferred
the multimodal
submissions of
biophysical smog, acid rain, the hole in the ozone layer, the Greenhouse Effect and setting
environment presentation to
the Climate Crisis. Organise students into mixed ability groups of three
check
P8
selects, to four. Students will perform an investigation and prepare a five-slide understanding of
organises
Indigenous
and analyses presentation on one manifestation of atmospheric pollution; either of
relevant management
geographical photochemical smog, acid rain or the Greenhouse Effect. Students will
strategies.
information
from a therefore become “experts” who will present their assigned issue to the
variety of
sources class, through analysing and responding to geographical diagrams
outlining these issues. In analysing these processes students must also:
outline main sources of atmospheric pollution, the nature of their issue
and how it impacts humans, and how these issues transcend
13
international boundaries. Using slides, strategies to contain human
induced climate change will be analysed, with reference to measures
taken against aerosols to restore the ozone layer.
Resources:
Teacher-prepared slideshow displaying strategies against human-
induced climate change.
Presentation capabilities for students.
Lesson 7 P2 Lesson 7 explains the water or hydrological cycle to students and ‘States of
describes the Water’ activity
Hydrosphere 1: interactions engages them in assessing the cycle’s importance to global ecosystem targets students
The water between the with additional
cycle four functioning. The class is introduced to the main states of water using needs, visual
components learners and
which define nasturtiums and water tension (Dew), juice (Liquid), a 7/11 slushie EAL/D
the students
biophysical (Snow) and an ice block (Ice). Through engaging with proportional through use of
environment visual and
circles and flow chat diagrams, students will develop both their kinaesthetic
P3 activity style
explains how understanding of the importance of the water cycle and the processes
a specific
environment (condensation, evapotranspiration, evaporation, transpiration,
functions in
14
terms of precipitation, infiltration) within this cycle and its relations to the other
biophysical
factors spheres.
Resources:
Nasturtiums and water drops, juice in clear carafe, a 7/11 slushie and
an ice block
Proportional circles and diagrams from Global Interactions 1
Lesson 8 P2 Lesson 8 builds on students understanding of hydrology, by presenting Formative Graph creation
describes the appeals to
assessment for
Hydrosphere 2: interactions them with information regarding variations in the distribution of the visual and
Water budget between the learning: logical learning
and distribution four global water budget. Students prior knowledge is engaged through a styled students.
*Formal;
components
submission of
which define pre-test, targeting general facts and distribution realities about the Those who
Kahoot pre-test
the require
data for student
biophysical global water budget in a Kahoot quiz, including the fixed nature of the extension tasks
understanding of
environment can interpret
past content in
water cycle, the ratio of freshwater to humans, and the relationship and analyse
the unit
P3 their graphs
explains how between climate and biophysical features. Students create graphs
Formative
a specific
environment depicting continental average rainfall and runoff based on the assessment for
functions in
learning:
terms of ‘continental average rainfall and runoff’ on p. 56 of the textbook and
biophysical *Informal;
factors draw inferences on the factors that influence water and vegetation
movement
15
distribution including: the size of continents and their disruption of around

classroom to
atmospheric circulation, tectonic movements and the separation of
assist students
Pangea and latitude positioning. Lastly, students choose Figure 1.3.7 or
with graph
Figure 1.3.9 (pp. 58-59) and explain the interactions between different making
spheres of the biophysical environment, and how this landscape is the
product of continental variations in the global water budget.
Resources:
Kahoot Quiz
Global Interactions 1
Lesson 9 P6 Lesson 9 aims to educate students about the uneven human industry Formative Students who
identifies the do not wish to
assessment for
Hydrosphere 3: vocational impacts on the operation of the hydrosphere, through class-wide role work in groups
Human relevance of learning: can work
interaction – a playing. Students will be divided up according to statistics outlined in individually,
*Informal;
industry geographical but must ‘check
perspective Global Interactions 1 regarding the domestic sector, the agricultural movement in’ with one
other individual
around
sector and the industrial sector. The students will incur various worker to
classroom to compare
privileges or disadvantages based on where they fall within the class notes/for peer
assist students
discussion.
percentages and will record their personal experiences and the and observe for
Students able to
choose online
16
experiences of others on the Industry Bingo Sheet, including: specific on-task or physical
craft means to
behaviour
water uses, the uneven distribution effects, a class-brainstorm of water design their
pamphlets.
saving methods. Finally, in their sorted domestic sector percentages,
Formative
students are introduced to the indiscriminate nature of water scarcity assessment of
learning
occurring in Australia right now. Using WWF’s water scarcity
through:
document and other sources, in groups students create a pamphlet
*In-class
educating households on water saving tips. pamphlet
submissions to
Resources:
teacher or class
Google Doc
Laptops for pamphlet creation
Coloured paper, pens and textas for pamphlets
WWF Water Scarcity
https://www.worldwildlife.org/magazine/issues/fall-
2017/articles/learn-how-to-help-recharge-your-local-water-source
Lesson 10 P2 This lesson is centred around a case study on the Murray-Darling A more in
describes the Formative depth scaffold
Hydrosphere 4: interactions Basin and recently entered water crisis, to engage students in the will be made
assessment of
between the available to
17
Human four analysis of human activity’s effect on river systems and their learning students with
interaction – components additional
through:
River case which define functioning. The effects of pollution, vegetation, slope gradient and needs
study the * submissions of
biophysical land-use are discussed by students in a think/pair/share, before students Indigenous
report to teacher
environment Australian
investigate the social and environmental impacts of dams .After to class Google students are
P6 encouraged to
Doc
identifies the viewing ‘Problems with the Murray Darling River Plan – Behind the include their
vocational traditional
relevance of News’, ‘The Tragedy of the Murray-Darling River System is Man- knowledge
a regarding care
geographical made’ article, and Figure 1.3.19 (p. 67), students find one additional for river
perspective Country in their
source and write a report outlining the negative effects of damming and report
P8
selects, agricultural misuse of the Murray-Darling Basin on the hydrosphere,
organises
and analyses lithosphere and biosphere – including mention of the effects on rural
relevant
geographical towns, river animal populations, and algae and salinity levels. Students
information
from a are asked for suggestions in managing this issue. This task will be 250-
variety of
sources 350 words and can be finished for homework.
Resources:
‘Problems with the Murray Darling River Plan – Behind the News’
https://www.youtube.com/watch?v=0_0fMttEuy8&t=67s
18
The tragedy of the Murray-Darling river system is man-made

(Kingsford, 2017)
https://www.smh.com.au/opinion/the-tragedy-of-the-murraydarling-
river-system-is-manmade-20170725-gxi35b.html
Lesson 11 P2 The purpose of lesson 11 is for students to gain an understanding of the Formative Cake and
describes the physical
assessment for
Lithosphere 1: interactions forces that shape the earth’s surface – with a specific focus on tectonic mapping
Shaping forces between the learning: activity targets
four forces as the manifestation of the earth’s internal energy. Using students with
*Informal;
components additional
which define something edible such as a layered cake or giant gobstopper (with deep measuring needs, visual
the learners and
participation in
biophysical cut for tectonic boundary) as the catalyst for a joint construction, EAL/D
environment class discussions students
students map the composition of the earth and annotate the functions of through use of
*Informal;
P8 visual and
selects, its layers. Students will each receive Figure 1.4.5 and 1.4.6 (p. 85) observing kinaesthetic
organises activity style
participation in
and analyses depicting the boundaries of the earth’s tectonic plates, and a single
relevant group Students groups
geographical cardboard cut-out of a lithospheric/tectonic plate as a part of a larger to come up
information with own
from a puzzle. This plate will contain a question relating to one of the mapping icons,
variety of where
sources following: Indigenous
Australians and
- Wegner’s theory of Continental Drift + four pieces of evidence students of
other cultural
backgrounds
can provide
19
- Plots world’s largest mountain ranges and describes the process input into
symbolism.
of colliding continental plates
- Plots worlds volcanoes and the ring of fire and describes
colliding oceanic plates
- Plots worlds seismic hazard zones and describes the process of
fracturing or faulting of rock
- Describe asthenosphere and define subduction currents.
Students groups place their lithospheric plate on the map and explain
as experts to the class, while their peers fill out their lithospheric
interactive journals.
Resources:
Lithosphere Interactive Journals
Cardboard cut outs of plates, A3 poster board of map and red
cellophane for asthenosphere, markers, prestik,
Projection display of Figure 1.4.5 and 1.4.6
20
Layered cake
Lesson 12 P2 In lesson 12, students will investigate the ways gradational forces Formative ICT activity
describes the allows all
assessment for
Lithosphere 2: interactions shape the earth’s surface. Through a slideshow made up of visual students to
Gradational between the learning: interact with
forces four examples from around the world and my own personal travels around information and
*Informal;
components gives them
which define Africa and Australia, on an accompanying interactive journal table assessment of physical access
the to geographical
class progress
biophysical with the same visual representations students make notes on the fieldwork
environment on interactive
various types of physical and chemical weathering, mass movement, When filling
journals as an
P9 out the
uses maps, and erosion and deposition and draw on personal examples from their exit pass interactive
graphs and journal students
*Informal;
statistics, own life. The second half of this lesson will be devoted to exploring may choose to
photographs active write notes or
and landforms shaped by ice. The abrasive grinding features of glacial ice draw visual
movement for
fieldwork to examples
conduct sheets will be investigated with specific reference to the Cradle on-task
geographical Gradational
behaviour
inquiries Mountain-Lake St Clair National Park in Tasmania, specifically to forces
during ICT interactive
Dove Lake and nearby Glacial Rock as a classic u-shaped valley. journal table
calls students
Visual representations of this site will be accessed through Google includes
student own
Earth for aerial view, and a VR 360 degree interactive face track personal
experiences
panoramic photo.
21
Resources:
Slideshow
Gradational forces interactive journal table
Google Earth (laptops)
VR 360 degree interactive face track panoramic photo (laptops & link
on shared Google Doc).
Lesson 13 P3 Lesson 13 continues with understandings of the ways gradational Scaffolding

explains how Formative available to all
Lithosphere 3: a specific forces shape the earth’s surface, focussing on the forces of water and students via
assessment of
Landform environment shared Google
shaping functions in wind. In this lesson, students define and explain the fluvial processes learning Doc, and
terms of students who
through:
biophysical of hydraulic action, abrasion, and corrosion within river and coastal require it will
factors * submissions of be directed to it
systems, alluvial deposits and wave action. Students also interact with as the teacher
report to teacher
moves about
wind/aeolian erosion, specifically with the concepts of abrasion and to class Google the room
Doc
deflation. Through a case study of the Victoria’s Twelve Apostles,
supported by “Great Ocean Road, 12 Apostles, Before and After
Collapse In HD”, students access the combined processes of wind and
water erosion influencing:
22
- The pedestal platforms
- The lack of rock heap from the fallen apostle ‘Judas’
- The collapse of land bridge ‘London Bridge’
- The windswept cuts in the headland.
Resources:
‘Great Ocean Road, 12 Apostles, Before and After Collapse In HD’
https://www.youtube.com/watch?v=-RVzAmrf5ko
Lesson 14 P3 Lesson 14 is focussed on exploring lithospheric soil forming processes Assessment for Substantial
explains how instruction
learning:
Lithosphere 4: a specific and factors. This lesson will start at the school compost heap, where a given to
Soil environment *Informal; students before
characteristics functions in soil core sample will be taken as a class, to be investigated in student fieldwork task,
assessment of
and formation terms of with
biophysical field journals. Students will also test the soil in three marked locations class progress instructions
factors written on
while outside
within the school and one location of choice using soil testing kits. scaffolding
P9 *Informal; sheet for field
uses maps, With this compost core sample, supported by the video ‘Layered worm journals for
active
graphs and maximum
statistics, bin 8-week time lapse’ students will investigate the formation of soils, movement for student access
photographs to knowledge.
on-task
and soil characteristics, soil formation factors, and soil formation These
fieldwork to behaviour instructions can
23
conduct processes, including sketching a diagram of the core soil profile, during skills and be written in
geographical students home
fieldwork
inquiries measuring the pH of the soil, and defining/making inferences regarding languages if
they require, to
soil eluviation and illuviation, parent material and drainage. assist in fluidity
of task.
Resources:
Soil core sampler
Soil testing kits
Student field journals
Scaffolded fieldwork sheet
‘Layered worm bin 8-week time lapse’
https://www.youtube.com/watch?v=kh-XtMapkDc
Lesson 15 P6 In lesson 15, students investigate the effects of human interactions with Formative Instructions
identifies the written on
assessment of
Lithosphere 5: vocational the lithosphere, through the exploration of land degradation and scaffolding
Land relevance of learning sheet for
degradation a desertification. As a class, students will break into research teams of maximum
through:
and geographical student access
desertification perspective four to five to build a case explaining the multiplicity of factors * submissions of to knowledge.
These
report to teacher
P8 influencing land degradation for a mock council report following the instructions can
selects, to class Google be written in
organises Australian September 2009 Dust Storm. Students will apply students home
Doc
and analyses languages if
24
relevant knowledge from across their studies of the atmosphere, hydrosphere Formative they require, to
geographical assist in fluidity
assessment for
information and lithosphere to define land degradation and desertification, explain of task
from a learning:
variety of and analyse: overgrazing and its impacts on the lithosphere, improper Group roles
*Informal;
sources suggestions and
soil and water management and its relation to the hydrosphere and active expectations for
students who
movement for
weathering processes, land clearing without sufficient replanting, water require extra
on-task direction
scarcity and drought, and the impacts of the dust storm on human lives.
behaviour and
This report will be collated under the above headings in a shared group roles
Google Doc, to be saved as a PDF for the access of all students.
Resources:
Laptops for research
Research scaffold
Lesson 16 P2 This introductory lesson to the biosphere aims to introduce students to Formative Expectations
describes the clearly
assessment for
Biosphere 1: interactions the variety of ecosystems within the biosphere and their defining displayed for
Ecosystems between the learning: use of
and Global four factors, beginning with climactic factors. After students brainstorm as Minecraft as an
*Informal;
vegetation components ICT activity
patterns – which define many different ecosystems as possible with their definitive traits, they active
climatic factors the
25
biophysical define ‘ecosystems’ and create their own ecosystem levels in a movement for Indigenous
environment Australian
on-task
think/pair/share task. Results from task are adapted to create the understandings
P3 behaviour and of ecosystems
explains how organism, population, community, ecosystem, biosphere stratification. and their
group roles
a specific relationality
environment Students investigate the climatic factors of precipitation, temperature, welcomed in
functions in the
terms of light and winds influences on ecosystems, matching average ‘stratification
biophysical of the
factors temperature graphs and average annual rainfall graphs with biosphere’
activity
international biomes and landmarks. Finally, using the Mojang
Students able to
platform Minecraft in combination with classifications of different work
individually or
biomes displayed on the board, in their groups students classify three separately
depending on
biomes based on the climatic factors discussed above and make preference
inferences about the in-game conditions of these locations.
Resources:
Average temperature graphs and average annual rainfall graphs with
international biomes and landmarks source sheet
Laptops with Minecraft server installed, organised ahead of class with
IT
26
Minecraft biomes interactive journal
Lesson 17 P3 Lesson 17 builds on the student investigation of global vegetation Formative Examples of
explains how graphing/mappi
assessment of
Biosphere 2: a specific patterns, extending class focus to topographic, edaphic and biotic ng techniques
Global environment learning displayed on
vegetation functions in factors. After defining each of these terms, students choose two and board for
through:
patterns – terms of students
topographic, biophysical analyse their effects on global patterns of vegetation in response to * submissions of
edaphic and factors Students
report to teacher
biotic factors questions, which will involve: interpreting diagrams, choose which
P8 to class Google global
selects, mapping/graphing specific patterns, and describing relationships. vegetation
Doc
organises pattern they
and analyses Students may reference their Minecraft inquiry task in these answers. would like to
relevant investigate
Formative
geographical Students will upload these to a shared Google Drive doc which can be
information assessment for
from a accessed by the teacher for assessment for learning, and by other
learning:
variety of
sources students to compare knowledge and access the third factor they did not *Informal;
active
study.
movement for
Resources:
on-task
Global Interactions 1 behaviour and
helping students
Laptops
with skills
27
Lesson 18 P6 Lesson 18 engages students in the concept of biodiversity and guides Formative Scaffold
identifies the provided with
assessment of
Biosphere 3: vocational their exploration of the importance of biodiversity to ecosystems. extensive
Biodiversity relevance of learning written
a Students are met outside near the trees and garden areas and sent to instruction
through:
geographical
perspective collect 10 different leaves in teams of four from 10 different plants * submissions of Extension skills
work provided
group scaffold
P9 after a brainstorm for the definition of biodiversity, noted in their field to students who
uses maps, to teacher via finish early
graphs and journals. With these leaves, students work through their fieldwork
photo and email
statistics,
photographs journal scaffolds. Through teacher-facilitated discussion, the three key
and
Formative
fieldwork to variations of biological diversity and the four major threats to
conduct assessment for
geographical biodiversity including: hunting, species introduction, habitat
learning:
inquiries
destruction and pollution – are discussed in relation to their leaves, as *Informal;
active
well as measures that can be taken to protect the biodiversity of these
movement for
plants. The value of these Australian plants biodiversity is discussed
on-task
with specific reference to the adaptations of Australia’s flora to fire, behaviour and
skills help
climate and poor soil quality.
Resources:
28
Student iPhones for timers
Resource Two: Fieldwork Journal Scaffold - Biodiversity
Lesson 19 and P6 Students continue exploring the importance of biodiversity through a Formative Resource
20 identifies the
assessment of
vocational case study on the Great Australian Bright and the current threat Three: Great
Biosphere 4: relevance of learning
Human a Equinor’s oil drilling project and seismic testing poses the biodiversity Australian
through:
interaction – geographical
Great perspective of the nursery and aquaculture industry site. Utilising the Case Study * presentations Bight Case
Australian
to class
Bight case P8 Scaffold, students measure the value of the biodiversity in the Great Study Report
study selects, * submissions of
organises Australian Bight, the effects of current seismic testing and planned oil Scaffold
group scaffold
and analyses
relevant drilling on the biodiversity of the Bight, and the community response to teacher via supplied to
geographical
photo and email
information to this project. Students use a minimum of three sources to map The students with
from a
variety of Bight on an Australian map, and the range of the fisheries and prompt
sources
nurseries using The Great Australian Bight Marine Park as a support questions for
P9
uses maps, source. Presentation methods that are encouraged include letters, which equal access to
graphs and
statistics, students can volunteer to be sent to appropriate members of learning, while
photographs
and parliament, a speech recorded and uploaded to the teacher, a promoting
fieldwork to
conduct PowerPoint presentation or any other method discussed with the student though
29
geographical teacher. This report serves as the culmination of focussed study

inquiries
relating to the four components of the biophysical environment and Indigenous
familiarises students with issues that will directly relate to the next half Australian
of the unit, which is a biophysical environments case study of coastal voice included
ecosystems. and valued
Resources:
The Great Australian Bight Marine Park (Director of National Parks
2005)
https://www.environment.gov.au/system/files/resources/0ad236e7-
3655-422c-b2c2-c3ba2638acdd/files/gab-values.pdf
Resource Three: Great Australian Bight Case Study Report Scaffold
Evaluation of the Learning and Teaching

Designing the above learning and teaching was particularly challenging, as the ‘Biophysical Interactions’ unit of study is a theory intense
course, one which could be easily be teacher-centred. Planning these lessons in a manner that included student perspectives and choice in an
authentic way, while including deep and complex understandings relating to the various interconnections between the atmosphere,
hydrosphere, lithosphere and biosphere; was the chief focus. While I feel the above plan would be hypothetically successful in fulfilling these
goals, I do believe that certain lessons would carry over two lessons – particularly the final lessons of each biophysical component. In
planning the second half of this unit I would be aware of this and program for four weeks, knowing that this introductory five weeks/20 hours
would likely extend to six weeks/24 hours. Planning for diversity and incorporating adjustments and differentiation was different to previous
30
lessons I have designed, as after reflecting on the work of Ashman (2012), Ballard (2012), Florian & Linklater (2010), and Thomas (1997), I
actively planned to make learning accessible to all students, and as such few specific differentiations remained. Lastly, on reflection I feel as
though there is a definite focus on literacy more so than numeracy in this half of the unit, although students will engage in data analysis and
representation in this introductory program. In the second half of this unit, perhaps incorporating an excursion to a beach with longshore drift
disruption, seawalls and natural dune systems, evident rockface weathering, and a lagoon to ocean mouth intersection such as North Narrabeen
would be beneficial for first hand fieldwork and greater student interaction with numeracy.
31
Resource One: Atmosphere Interactive Journal
32
Resource Two: Fieldwork Journal Scaffold – Biodiversity
Group Member Names:
Quantitative team: Qualitative Team:
Tally the number of source plants you can see in the area for each of your Analyse these leaves and come up with three different ways to categorise
leaves: them in the boxes below:
Category 1:
Leaf 1: Leaf 6: Leaf 1: Leaf 6:
Which of these leaves belong to trees, shrubs, or groundcovers? Analyse these leaves and come up with three different ways to categorise them
in the boxes below:
Category 2:
33
Note what observable varieties of wildlife interact with each of the source Analyse these leaves and come up with three different ways to categorise them
plants: in the boxes below:
Category 3:
Bonus Activities:
Create a graph displaying the relationship between
- Depth of green and size of leaf
- Size of leaf and size of source plant
34
Resource Three: Great Australian Bight Case Study Report Scaffold
https://stabmag.com/news/bp-drops-plans-to-drill-in-the-great-australian-bight/
What problem are we trying to solve?
What questions do we have to answer about the Great Australian Bight (the Bight) before judging its value?
1.
35
2.
3.
4.
5.
Environment:
Investigate which ocean species does the Bight support? In what ways do these species interact with the Bight?
What are the ocean conditions like at the Bight?
Space:
How is the Bight currently used by humans?
Sustainability:
What is seismic testing? How loud is seismic testing?
36
Does sound travel different underwater? List three or more effects of this testing on animal species?
Explain the effects of oil spills on marine life? What previous examples in history are there of oil spills?
What is the estimated damage radius of an oil spill in the Bight?
Scale:
How important is oil to Australia’s economy? What do our imports and exports look like?
Map the Bight on an Australian map, and the range of the fisheries and sanctuaries that exist with this space.
How have stakeholders responded to the plans for oil drilling in the Bight (include sources as evidence):
Locals:
Local Indigenous Australian community (What is their name? What is their region?)
Local Government:
Equinor:
37
International Community:
After investigating these scaffold questions and any other questions you may have, what is your conclusion to the question: Should
Australia allow Equinor to drill for oil in the Great Australian Bight?
38
Extended Analysis – Rationale:
The above sequenced unit of work addresses the Geography Stage 6 Syllabus (Board of Studies, 2009) preliminary unit ‘Biophysical
Interactions’. This unit is designed to target student understanding of the initial content point regarding the nature and functioning of the four
components of the biophysical environment, and the relationships between these components and human interactions. In analysing the processes
of the atmosphere, hydrosphere, lithosphere and biosphere through the lens of a geographer, the perfect opportunities arise to guide students to
interact with the multiplicity of interdependencies that interconnect these spheres, in addition to human activities. These linkages, flows,
associations and patterns, which the Geography Stage 6 Syllabus (Board of Studies, 2009) described in the syllabus rationale, are vital in
fulfilling a professional pedagogy that seeks to create informed and active citizens. Pedagogy that challenges students to see these interdependent
relationships and question the impacts of human activities on them, to be passionate about contemporary issues through an understanding of
geography skills and tools that support their own inquiry, and to pay attention to their own personal lived experiences and those of the people
around them. These are the real-world implications for teaching’s unique position of influence, as our roles are directly linked to the moral and
ethical upbringing of future generations. Yet Geography teachers are in an especially powerful position: to develop in students the skills to
collect, articulate and critique complex information to uncover the operating relationships within.
39
The pedagogical decision to engage students previous lived experiences in this unit, and form new relationships between lived experience and
content, aligned with the demands of the curriculum, needs of the student, and the delivery of relevant pedagogy. Knowing that a significant
content concern of the ‘Biophysical Interactions’ course is the nature of relationships, and that a key outcome focus (P6) for Stage 6 lies in
identifying the relevance of the geographical perspective, grounding these at times complex biophysical processes in student lived experience is
vital to ensuring students are engaged and that a sense of personal relevance is established (Buxton, 2017; Molyneux & Tyler, 2014). This was
achieved through class-wide definition and brainstorm exercises, involving student opinions on Geography, key environmental issues that they
are passionate about or aware of, previous travel and cultural perspectives – including Indigenous Australian understandings of connection for
student self-efficacy (Hackling, Byrne, Gower & Anderson, 2015). Case studies were used to immerse students in the ‘real-world’ relevance and
implications of their new knowledge throughout the unit and are easily modifiable to target specific class interests, however the selected issues
and locations have been specifically chosen for their relevance to students’ Australian context. Similarly, the active involvement of students in
fieldwork aimed to create new lived experiences connected to content (Harrison, 2017). The social, intellectual and emotional significance of
‘doing’ Geography for themselves, forming their own questions and interacting with Country acts to cement deep knowledge and understanding
about the relationships that exist within our biophysical world, physically engaging student motivation (Caldis, 2015; Oost, De Vries, Van der
Schee, 2011). Finally, forming unique lived experiences in the classroom through creative explanations of theories, for instance layered jelly to
explain the components of the atmosphere and the use of Minecraft as an ICT activity exploring biomes – ensures learning is accessible to
students with diverse learning needs by creating a distinct memory and visual example to attach theory and metalanguage to.
40
Specific measures were taken to adopt a collaborative, student-centred pedagogical approach, which allowed he engagement of student lived
experience. In a unit dense with theoretical understanding of various processes, to avoid a purely teacher-directed methodology requires a
commitment to a person-centred approach to Geography education (Romey & Elberty, 1980). This pedagogy acts to define geography as a
problem-based perspective for spatial-problems, where learning is facilitated by the teacher but centered around the learner. Such a discussion-
based pedagogy should be encouraged, as student-to-student collaboration is paramount for students to deepen and reflect on new knowledge
and their own learning, therefore opening up potential for new and extended forms of learning (Molyneux & Tyler, 2014; O’Connor, Michaels,
Chapin & Harbaugh, 2016). The utilization of think/pair/share activities, joint constructions, expert jigsaws, group mini-presentations and
fieldwork teams also serves as a form of differentiation, encouraging the participation of students who are less confident, or perhaps from an
EAL/D background who would be silent in group discussion, and involving them in the construction of knowledge and therefore disrupting the
inequities of a whole class discussion-based classroom (Egle, Navarre & Nixon, 2011). In sharing the load of creating and decoding content in
this way, high expectations are still placed on students, as they must be confident in their own understandings of processes to transfer this
knowledge to their learning community, and are relying on others to share their understandings – collaboratively creating detailed study notes
and material in less time, without complete reliance on the teacher (Afflerbach, Cho, Kim & Clark, 2010). As a facilitator, the teacher remains in
touch with student work products by moving between groups and conferencing, in addition to scaffolds, the submission of this work via shared
Google Doc, presentation, or exit passes.
41
Perhaps the most crucial element of design in this unit program was the sequencing of lessons; positioning content which is substantially
theoretical in a way that enabled students to understand the complex interconnected processes in modes responsive to their needs while engaging
authentically with numeracy, literacy and ICT. Knowing that adolescent students only hold up to nine pieces of new information, lessons never
involved more than four activities nor required students to engage with more than four new ideas (Miller, 1956). Instead the unit was founded on
a cumulative knowledge progression which promotes the capacity for higher order thinking (Mutton, Hagger & Burn, 2011). Through targeting
lived-experience and focusing content on student interaction, associations and memories are created with class content which promotes
mnemonic patterns of thought and high element interactivity. For this high element interactivity to be productive, students need to be allowed
time to interact with previous concepts to allow content to transfer from working memory to long term memory (Hanham, Leahy & Sweller,
2017). For this reason, each topic within the unit progressed from foundational knowledge and pre-testing, to skills tasks, and then to inquiry –
promoting students’ reflection and familiarity with content they’d already addressed. The increasing complexity of tasks responds to Vygotsky’s
(Arnett, 2014) theory regarding ‘Zones of Proximal Development’, which suggests that deep understanding is produced when students are given
substantial instruction toward the limits of their abilities, first with guidance and then with increased self-management. To facilitate this,
scaffolds are utilized throughout the unit plan to guide and ensure learning is accessible to all students, regardless of their learning level.
42
References
Afflerbach, P., Cho B.Y., Kim, J.Y., & Clark, S. (2010). Classroom assessment of literacy. In D. Wyse, R. Andrews & J. Hoffman (Eds.), The
Routledge international handbook of English, language and literacy teaching (pp. 401- 413). New York, NY: Taylor & Francis.
Arnett, J. (2014). Adolescence and Emerging Adulthood. Essex, U.K.: Pearson Education.
Ashman, A. F. (2012). Facilitating inclusion through responsive teaching. In C. Boyle and K. Topping (Eds.) What works in inclusion? (pp. 81-
97). New York, NY: McGraw Hill Education.
Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington and J. MacArthur. Teaching in inclusive school
communities (pp. 65-86). Milton, QLD: John Wiley.
Board of Studies NSW. (2009). Geography Stage 6 Syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au/download/.
Buxton, L. (2017). Ditching deficit thinking: Changing to a culture of high expectations. Issues in Educational Research, 27(2), 198-214.
Caldis, S. (2015). Geography comes alive through framework. Geography Bulletin, 47(1), 19-23.
Egle, L., Navarre, E., & Nixon, C. (2011). Breaking the rules of discussion: Examples of rethinking the student-centred classroom. Human
Architecture: Journal of the Sociology of Self-Knowledge, 9(3), 1-14.
Florian, L. & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching learning for all.
Cambridge Journal of Education, 40(4), 369-386.
43
Hackling, M., Byrne, M., Gower, G., & Anderson, K. (2015). A pedagogical model for engaging Aboriginal children with science learning.
Teaching Science, 61(1), 27-39.
Hanham, J., Leahy, W., & Sweller, J. (2017). Cognitive load theory, element interactivity, and the testing and reverse testing effects. Applied
Cognitive Psychology, 31(3), 265-280.
Harrison, N. (2017). Putting oneself in the shoes of another: Issues of empathy and intercultural understanding in the Australian geography
curriculum. International Research in Geographical and Environmental Education, 26(4), 269-280.
Kleeman, G., Hamper, D., Rhodes., H., Lane, R., & Rugendyke, B. (2008). Global interactions 1 (pp. 1-214). Melbourne, VIC: Pearson.
Miller, G.A. (1956). The magical number seven, plus or minus two. Psychological Review, 63(2), 81-97.
Molyneux, P., & Tyler, D. (2014). Place-based education and pre-service teachers: a case study from India. International Journal of Inclusive
Education, 18(9), 877-887.
Mutton, T., Hagger, H., & Burn, K. (2011). Learning to plan, planning to learn: the developing expertise of beginning teachers. Theory and
Practice, 17(4), 399-416.
O’Connor, C., Michaels, S., Chapin, S., & Harbaugh, A.G. (2016). The silent and the vocal: Participation and learning in whole-class discussion.
Learning and Instruction, 40(1), 5-13.
Oost, K., De Vries, B., & Van der Schee, J.A. (2011). Enquiry-driven fieldwork as a rich and powerful teaching strategy – school practices in
secondary geography education in the Netherlands. International Research in Geographical Environmental Educaion, 20(4), 309-325.
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Romey, B., & Elberty, B. (1980). A ‘person-centred’ approach to geography. Journal of Geography in Higher Education, 4(1), 61-71.
Thomas, G. (1997). Inclusive schools for an inclusive society. Inclusive Education, 24(3), 103-107).
45

Geo2b Assessment One - Culhane

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Secondary Curriculum 2B – Geography Liam Culhane 18361777

Geography Unit: Biophysical Environments – Preliminary Geography

Unit context within Scope and Syllabus Outcomes

The Science Stages 4–5 Syllabus has prescribed

(Board of Studies, 2009)

Literacy Focus Numeracy Focus ICT Focus

biophysical components: atmosphere, hydrosphere, lithosphere, the unit and

these spheres, and the interdependence between these spheres and

potential for humans to impact is discussed alongside How Wolves

Change Rivers. The interconnection of these spheres are related to the

‘oneness’ and collective understanding of Indigenous Australian

‘Country’ as a lens for viewing Geography.

A3 sheets and textas, containing Independence of the Spheres (FIG

Students come up with their own list of guiding principles for

sustainable development, before being presented with the official list.

mine still faces some big hurdles’ as a contemporary development

sustainable development principles – and reflect on the role of

geographers in highlighting these relationships for an exit pass.

“Amazonians take Chevron to Ontario Court” (Oved, 2018) – media

hurdles” (Hepburn, 2018) – media article

Lesson 3 P2 As an introduction to the concept of the atmosphere, students Formative Students

visual aid of four, multicoloured square containers of jelly which can

be stacked on top of one another. Different thicknesses of fruit are cut

up to demonstrate varying atmospheric densities within these layers.

The flat surfaces of the square containers can be used to demonstrate

temperature changes as a rising line graph. A high-powered torch is

discuss the absorption and reflection of radiation, naming the specific

particles, while different coloured sheets of paper under the stacked

High powered torch

Resource One: Atmosphere Interactive Journals

associated weather patterns, analysing these changes in two Synoptic chart

Resources: analysis sheets

PowerPoint presentation – Atmospheric Processes to support

Synoptic chart scaffolded analysis sheets learning needs

is tested in a single paragraph response to be submitted, while

topography and rain-shadow is discussed using the source sheet.

Map of the world’s major climatic zones (Figure 1.2) to be projected

Source Sheet physical, and uploaded online

Inflatable globe bodysuit

High powered torch

outlining these issues. In analysing these processes students must also:

outline main sources of atmospheric pollution, the nature of their issue

and how it impacts humans, and how these issues transcend

international boundaries. Using slides, strategies to contain human

induced climate change will be analysed, with reference to measures

taken against aerosols to restore the ozone layer.

Teacher-prepared slideshow displaying strategies against human-

induced climate change.

Presentation capabilities for students.

Proportional circles and diagrams from Global Interactions 1

distribution including: the size of continents and their disruption of around

spheres of the biophysical environment, and how this landscape is the

product of continental variations in the global water budget.

Coloured paper, pens and textas for pamphlets

WWF Water Scarcity

The tragedy of the Murray-Darling river system is man-made

- Plots worlds volcanoes and the ring of fire and describes

colliding oceanic plates

- Plots worlds seismic hazard zones and describes the process of

fracturing or faulting of rock

- Describe asthenosphere and define subduction currents.

Lithosphere Interactive Journals

Cardboard cut outs of plates, A3 poster board of map and red