GEOGRAPHY OVERVIEW, TERM ???
ENVIRONMENTAL CHARACTERISTICS
HUMAN CHARACTERISTIC OF PLACES
Fantastic Formations
Unit Title:
Inquiry question:
How did the land come to be?
How have humans and nature changed it?
This unit focuses on the nature of landscapes and the forces, processes and factors which shape them physically, as well
as people’s perceptions and also how landscapes are modified and managed.
Achievement
Standard
GEOGRAPHICAL INQUIRY AND SKILLS
K&U




Explain the significance, interconnection and characteristics of places and
the relationships between them.
Use and apply a range of concepts related to location, distribution and
pattern to describe their observations and findings and to explain the
relationships between concepts.



Compare perceptions of biophysical environments and the structure and
functioning of biophysical environments at different scales.

Explain aspects of sustainability in order to show how sustainability is
related to geographical contexts.



Select the focus of a geographical inquiry and develop and refine questions
to inform this inquiry.
Determine a purpose and scale for the inquiry, design the sequence of the
inquiry and identify relevant sources.
Evaluate information sources and collection methods for their capacity to
provide useful information to respond to the inquiry.
Process and examine data to identify patterns, trends, relationships and
anomalies.
Form conclusions in response to their inquiry, including evaluating
alternatives and making recommendations.
use geographical vocabulary, concepts and geographical conventions and
develop geographical texts, including reports and oral presentations.
Select key findings from their inquiry and plan for action.
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued
differently. They explain interconnections within environments and between people and places and explain how they change places and environments.
They propose explanations for spatial distributions and patterns among phenomena and identify associations between distribution patterns. They compare
alternative strategies to a geographical challenge and propose a response, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They locate relevant information from a range of primary and
secondary sources to answer inquiry questions. They represent data and the location and distribution of geographical phenomena in a range of appropriate
graphic forms, including maps at different scales that conform to cartographic conventions. They analyse geographical data and other information to propose
explanations for spatial patterns, trends and relationships and draw reasoned conclusions. Students present findings, arguments and ideas using relevant
geographical terminology and graphic representations in a range of appropriate communication forms. They propose action in response to a geographical
challenge taking account of environmental, economic and social considerations and predict the outcomes of their proposal.

GEOGRAPHICAL
CONCEPTS
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
CONTENT DESCRIPTIONS AND INQUIRY SKILLS
KNOWLEDGE AND
UNDERSTANDING
GEOGRAPHICAL SKILLS AND
INQUIRY
LANDSCAPES

The different types of landscapes and
their distinctive landform features
(ACHGK048)

The aesthetic, cultural and spiritual value
of landscapes and landforms for people,
including Aboriginal and Torres Strait
Islander Peoples (ACHGK049

The geomorphic processes that produce
landforms, including a case study of at
least one landform (ACHGK050

The human causes and effects of
landscape degradation (ACHGK051

The ways of protecting significant
landscapes (ACHGK052

The causes, impacts and responses to a
geomorphological hazard (ACHGK053
Observing, questioning and planning

Develop
geographically
significant
questions and plan an inquiry using
appropriate geographical methodologies
and concepts (ACHGS055
Collecting, recording, evaluating and
representing



Collect, select and record relevant
geographical data and information, using
ethical protocols, from appropriate primary
and secondary sources (ACHGS056
Evaluate sources for their reliability and
usefulness and represent data in a range of
appropriate forms, for example, climate
graphs, compound column graphs, population
pyramids, tables, field sketches and
annotated diagrams, with and without the
use of digital and spatial technologies
(ACHGS057
Represent the spatial distribution of different
types of geographical phenomena by
constructing appropriate maps at different
scales that conform to cartographic
conventions, using spatial technologies as
appropriate (ACHGS058
Interpreting, analysing and concluding

Analyse geographical data and other
information using qualitative and
quantitative methods, and digital and
spatial technologies as appropriate, to
identify and propose explanations for
spatial distributions, patterns and trends
and infer relationships (ACHGS059

Apply geographical concepts to draw
conclusions based on the analysis of the
data
and
information
collected
(ACHGS060
Communicating

Present findings, arguments and ideas in
a range of communication forms
ASSESSMENT
 National Geographic expose on a popular landform
 Choose one from the following list or negotiate
with teacher
o Krakatoa
o Mt Fuji
o Wave Rock (SA)
o Bungle Bungles
o Undara
o Chillago
 What were the geomorphic processes that helped
it form?
 What is the cultural significance placed on it by the
Indigenous communities?
 How it is currently used and maintained?
 How did the Indigenous custodians manage the
landform?
 Bias – Tourist impact on the landform, including
economic, cultural and social impacts.
 Explain: Why should tourists not climb Uluru?
Include:
Mode of presentation:


4-6 A4 pages, 12 font, double line spacing.
Include
o subheadings
o Maps
o Diagrams
o Tables
o Statistics

Bibliography
selected to suit a particular audience
and purpose, using geographical
terminology and digital technologies as
appropriate (ACHGS061
Reflecting and responding

Learning Framework
Cross Curricula
Priorities
General Capabilities
Community Contributor
Leader and Collaborator
Active Investigator
Effective Communicator
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Literacy
Critical and Creative Thinking
Reflect on their learning to propose
individual and collective action in
response to a contemporary geographical
challenge,
taking
account
of
environmental, economic and social
considerations, and predict the expected
outcomes of their proposal (ACHGS062
Designer and Creator
Quality Producer
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Numeracy
Ethical Behaviour
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Links to other LA’s
COMMON CURRICULUM ELEMENTS
 Recognising letters, words
and other symbols
Finding material in an
 Using vocabulary
appropriate to a context
 Summarising
 Structuring /organising
extended written text
 Structuring /organising a
 Reaching a conclusion
which is consistent with a
given set of assumptions
 Analysing
 Synthesising
Judging /evaluating
indexed collection
 Recalling
/remembering
 Interpreting the meaning
of words or other symbols
 Interpreting the meaning
of pictures/illustrations
Interpreting the meaning of
tables or diagrams or maps
or graphs
 Translating from one form
to another
 Using correct spelling,
punctuation, grammar
/condensing written text
 Compiling lists/statistics
Recording /noting data
Compiling results in a
tabular form
 Graphing
 Calculating with or without
calculator
 Estimating numerical
magnitude
 Approximating a
numerical value
 Substituting in formulae
 Setting out /presenting/
arranging/ displaying
mathematical argument
 Explaining to others
 Expounding a viewpoint
 Empathising
 Comparing, contrasting
 Classifying
 Interrelating ideas/themes
/issues
 Reaching a conclusion
which is necessarily true
provided a given set of
assumptions is true
Link to ACARA Senior
Geography Syllabus
Natural and ecological hazards. Land Cover transformations
 Inserting an intermediate
between members of a
series
Extrapolating
 Applying strategies to trial
and test ideas and
procedures
 Applying a progression of
steps to achieve the required
answer
 Generalising from
information
 Hypothesising
 Criticising
 Creating /composing
/devising
 Justifying
 Perceiving patterns
Visualising
 Identifying shapes in two
and three dimensions
Searching and locating
items/information
 Observing systematically
 Gesturing
 Manipulating /operating
/using equipment
 Sketching /drawing
Learning and Teaching Strategies
Week
1/2
INQUIRY QUESTION What makes up a landscape?
Cross Curricular Priorities
Literacy, ICT, Critical and Creative Thinking,
General Capabilities
Sustainability
K&U
LANDSCAPES
The different types of
landscapes and their distinctive
landform features
(ACHGK048)
Geographical Skills & Inquiry

Evaluate sources for their reliability and usefulness and represent data in a range of
appropriate forms, for example, climate graphs, compound column graphs, population
pyramids, tables, field sketches and annotated diagrams, with and without the use of
digital and spatial technologies (ACHGS057

Present findings, arguments and ideas in a range of communication forms
selected to suit a particular audience and purpose, using geographical
terminology and digital technologies as appropriate (ACHGS061
TEACHING AND LEARNING ACTIVITIES
Land forms
ASSESSMENT OPPORTUNITIES
Selection of communication is appropriate
Relevant information
RESOURCES
Brittanica online
Sose Alive Geography 2
What constitutes a landscape?



Visual images of a variety of landscapes (create a powerpoint)
Artistic impressions
http://www.geogspace.edu.au/verve/_resources/2.3.4.4_1_australian_la
ndscape_art_pdf.pdf
What are some global iconic landscapes?
Volcano: http://www.jaconline.com.au/downloads/sose/2004-0713-earth.pdf
Tweed Volcano:
http://www.jaconline.com.au/downloads/sose/2004-07-14Tweed.pdf
Activity – Expert Groups


Put the students into groups and allocate each group a different type of
landscape.
Students then use resource material supplied to identify:
1. Describe the landscape.
Coastal Systems:
http://www.jaconline.com.au/downloads/sose/2004-08-coastuse.pdf
http://www.geographylwc.org.uk/A/AS/coasts/erosland.html


2. Explain the geomorphic process that created the landscape. (how
was it made)
3. Describe the biotic features of the landscape.
a. Use the library think quest to discover what biotic factors
means.
b. Identify the major biotic factors of your landscape (how
the plants and animals interact with each other – food
chain/web)
c. Provide an annotated diagram of the biotic factor
4. Identify and explain how human development and management
impacts on the landscape (eg. Farming, urban development,
tourism. Provide some examples.
5. Provide images and examples
Students consider the appropriate method of presenting their
information.
Each expert group presents their findings to the class, providing the
opportunity to notetake information from each group. (opportunity to
teach notetaking skills)

Types of landscapes and land features







Mountains
Rivers
caves
Coastal systems
Wetlands
Monoliths
volcano
REFLECTION
Enchanted learning:
Landform glossary
http://www.google.com.au/search?sourceid=navclient&aq=&oq=lan
dforms&hl=en-GB&ie=UTF8&rlz=1T4NOOH_enAU506AU507&q=land+for+sale&gs_l=hp..4.0l5j
41.0.0.1.127182...........0.Tc8Uzpts-jA
Biotic factors definition
http://library.thinkquest.org/CR0210243/Science%20Station/How%
20living%20things%20interact%20with%20their%20environment/rel
ationship%20of%20biotic%20and%20abiotic%20factors.htm
GEOGRAPHICAL LANGUAGE
Landscapes, landforms, biotic factors, cultural factors, human impact, geomorphic processes, mountains, rivers, caves, coastal systems, wetlands, monoliths,
volcano
Week
INQUIRY QUESTION
3
Where is ULURU?
Cross Curricular Priorities
Numeracy, ICT, Critical and creative thinking,
General Capabilities
Sustainability
K&U
Geographical Skills & Inquiry
LANDSCAPES

The geomorphic processes that produce
landforms, including a case study of at
least one landform (ACHGK050

Represent the spatial distribution of different types of geographical phenomena by
constructing appropriate maps at different scales that conform to cartographic
conventions, using spatial technologies as appropriate (ACHGS058
Teaching and Learning Activities
ASSESSMENT OPPORTUNITIES
Assess student knowledge of
Australasia.
RESOURCES
Mapping skills





Hand the students a blank map of Australia/Asia
It is interesting to allow the students to do this before giving them the
answers. You can then assess their knowledge.
Plot each Australian state on the map
Using the worksheet in the Tou’rosion activity booklet (link in resource
list), students read the information and plot the location of some of the
iconic landforms in Australia and Asia (including ULURU). Not all of these
areas are on the worksheet
o Uluru
o Mt Everest
o Mt Bellenden Ker
o Great Barrier Reef
o 12 Apostles
o Lake Eyre
o Simpson Desert
o Bungle Bungles
o Great Sandy Desert
o Devil’s Marbles
o Yangtze River
o Himalayas
o Gobi Desert
o Aral Sea
o Ganges
o Indus River
o Hindu Kush
o Mt Fuji
Use Atlas’ or online google maps to check understanding
Where is Uluru

Using google maps students locate ULURU.
Student Activities (Tou’rosion page 14-18)
http://wwwa.ga.gov.au/web_temp/1442937/Rec2013_016_Student_Activi
ties.pdf
Virtual Tour
Panedia.com
http://panedia.com/virtualtour/content/200137
Uluru Allrounder
http://uluru.arounder.com/


Identify the scale
Interpret topographic maps of Uluru online and in Atlas’ to identify Uluru’s
features
Compare relevance of digital vs print (eg. indigenous vs European map)


Field Work

Virtual tour : Using a variety of images, students describe the natural and
man-made features that make up Uluru. Eg. Wave rock, caves, rope chain,
contours.
 Students infer the geomorphic processes that shaped Uluru (weather,
rainfall, tourist impact, erosion, wind etc)
Create

Create a map of Uluru
REFLECTION
GEOGRAPHICAL LANGUAGE
Geomorphic process, erosion, tourist impact, topographic, virtual, scale, iconic, landform
Week
INQUIRY QUESTION
4
Geomorphic processes that formed ULURU
Cross Curricular Priorities
Literacy, Numeracy, ICT, Critical and creative thinking
General Capabilities
Sustainability
K&U
LANDSCAPES

The geomorphic processes that produce
landforms, including a case study of at
least one landform (ACHGK050
Geographical Skills & Inquiry

Develop geographically significant questions and plan an inquiry using
appropriate geographical methodologies and concepts (ACHGS055

Represent the spatial distribution of different types of geographical phenomena by
constructing appropriate maps at different scales that conform to cartographic
ASSESSMENT OPPORTUNITIES
Student responses the creation of the
Geological features.
conventions, using spatial technologies as appropriate (ACHGS058


Apply geographical concepts to draw conclusions based on the analysis of the
data and information collected (ACHGS060
Present findings, arguments and ideas in a range of communication forms
selected to suit a particular audience and purpose, using geographical
terminology and digital technologies as appropriate (ACHGS061
RESOURCES
Teaching and Learning Activities
Geomorphic formation of ULURU



Using the Dinosaur story link:
o Explore the Pangean story and identify the era of the inland sea.
o When was the inland sea in Australia
o Using this information and the inferences developed in the
previous week identify how the existence of the inland sea
impacted on the formation of the rock
Students document the variety of geological features of Uluru and identify
how they were created. Use weblinks
o fans,
o caves,
o wave formation,
o contours,
o domes,
o flaky red skin,
o ribs
o Water holes
Visual interpretation
o Using the visual stimulus (link in resource list) identify the full size.
REFLECTION
Dinosaur Story:
http://www.environment.gov.au/heritage/places/national/dinosa
ur-stampede/lark-quarry/interactives/pangaea.html
Creating the features
http://www.ayersrockresort.com.au/geology/
GEOGRAPHICAL LANGUAGE
Caves, domes, contours, stimulus, pangean Eramonga Ocean
Week
INQUIRY QUESTION
5
Myth and Mystery
Cross Curricular Priorities
Literacy, Critical and creative thinking, Personal and social capability, ethical understanding, intercultural understanding
General Capabilities
Aboriginal and Torres Strait Islander histories and cultures, Sustainability, Catholic Ethos
K&U
LANDSCAPES


The aesthetic, cultural and spiritual
value of landscapes and landforms
for people, including Aboriginal and
Torres Strait Islander Peoples
(ACHGK049
The ways of protecting significant
landscapes (ACHGK052
GEOGRAPHICAL SKILLS AND INQUIRY

Collect, select and record relevant geographical data and information, using ethical
protocols, from appropriate primary and secondary sources (ACHGS056

IAnalyse geographical data and other information using qualitative and
quantitative methods, and digital and spatial technologies as appropriate,
to identify and propose explanations for spatial distributions, patterns and
trends and infer relationships (ACHGS059
Apply geographical concepts to draw conclusions based on the analysis of
the data and information collected (ACHGS060

TEACHING AND LEARNING ACTIVITIES
Where is your Sacred Space




Read the Dreamtime story of how Uluru was formed. (see link)
Read children’s narrative “Nyuntu Ninti (What you should know) by Bob
Randall and Melanie Hogan.
Where is your sacred space? (Student’s should nominate chapel, church,
their own or the school’s area of spiritual reflection.)
Ask the students
o What makes a space sacred?
ASSESSMENT OPPORTUNITIES
Response to Narratives.
Class discussion based on Land Right
Fight
RESOURCES
Dreamtime story
http://artistwd.com/joyzine/australia/dreaming/hare_wallaby.ph
p#.Uh6yqso_7IU
Nyuntu Ninti - What you should know by Bob Randall and
Melanie Hogan
History of ULURU
o
o
o
o
What do people like to do in their sacred space?
What do people not like happening in their sacred space?
How do you think people respond to tourists in their sacred space?
Write a short response to the following question –
 Should tourists climb ULURU?
 Include: The aesthetic, cultural and spiritual value of landscapes
http://www.ayersrockresort.com.au/about-uluru-katatjuta/
Uluru National Management Plan
http://www.environment.gov.au/parks/publications/uluru/manag
ement-plan.html
Return the land to the traditional owners
http://learnline.cdu.edu.au/tourism/uluru/background/history/an
angu.html
and landforms for people
Indigenous management of Uluru
o Page 22-26 of the Uluru National Management Plan describes
Indigenous management and the struggle they endured to reestablish management practices.
Land right fight
o How did the Anunu people care for the land?
o How did they lose the land?
o How did they get it back?
REFLECTION
GEOGRAPHICAL LANGUAGE
Anungu people, Land rights, Management, Indigenous, sacred space
Week
6
INQUIRY QUESTION Human Impact


Causes of land degradation
Management strategies
Cross Curricular Priorities
Numeracy, ICT, Critical and Creative Thinking, Personal and Social capability,
General Capabilities
Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability
K&U
GEOGRAPHICAL SKILLS AND INQUIRY

LANDSCAPES

The human causes and effects of
landscape degradation (ACHGK051




Evaluate sources for their reliability and usefulness and represent data
in a range of appropriate forms, for example, climate graphs,
compound column graphs, population pyramids, tables, field sketches
and annotated diagrams, with and without the use of digital and
spatial technologies (ACHGS057
Analyse geographical data and other information using
qualitative and quantitative methods, and digital and spatial
technologies as appropriate, to identify and propose
explanations for spatial distributions, patterns and trends and
infer relationships (ACHGS059
Apply geographical concepts to draw conclusions based on the
analysis of the data and information collected (ACHGS060
Present findings, arguments and ideas in a range of
communication forms selected to suit a particular audience
and purpose, using geographical terminology and digital
technologies as appropriate (ACHGS061
What causes the degradation of the land on and around Uluru?

Class discussion
Analysis of graphs
Biotic processes diagram
Reflect on their learning to propose individual and collective action in
response to a contemporary geographical challenge, taking account of
environmental, economic and social considerations, and predict the
expected outcomes of their proposal (ACHGS062
TEACHING AND LEARNING ACTIVITIES


ASSESSMENT OPPORTUNITIES
Natural processes
Brain storm the environmental impacts on the sustainability of the land around Uluru.
o Wind
o Rain
o Heat
o cold
Human processes
o Tourists
 Graph analyse (class teacher to locate)
RESOURCES
Introduced plants and animals to Uluru
Introduced plants and animals - learnline
Department of land resource management
Quick Facts about Uluru

Using a graph of tourist to Uluru that from the early 20 th century and
a current graph
 Reflect on how the growing number of tourists impact on the environment
o Introduced wildlife.
 What animals are introduced
 Identify the major biotic factors that the introduced animals have effected.
 Create a diagram that shows how the rabbits have integrated/impact on the
natural food chain of the environment.
REFLECTION
GEOGRAPHICAL LANGUAGE
Biotic factors, introduced animals, natural processes, human processes
Week
7/8/9
INQUIRY QUESTION
Independent case study
Cross Curricular Priorities
Literacy, Numeracy, ICT, Critical and creative thinking, Personal and social capability, ethical understanding, intercultural understanding
General Capabilities
Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, Sustainability
K&U
GEOGRAPHICAL SKILLS AND INQUIRY
LANDSCAPES
Observing, questioning and planning

The different types of landscapes and their

Develop geographically significant questions and plan an inquiry using
distinctive landform features (ACHGK048)
appropriate geographical methodologies and concepts (ACHGS055

The aesthetic, cultural and spiritual value of Collecting, recording, evaluating and representing

Collect, select and record relevant geographical data and information, using
landscapes and landforms for people, including
ethical protocols, from appropriate primary and secondary sources (ACHGS056
Aboriginal and Torres Strait Islander Peoples

Evaluate sources for their reliability and usefulness and represent data in a
(ACHGK049
ASSESSMENT OPPORTUNITIES



range of appropriate forms, for example, climate graphs, compound column
The geomorphic processes that produce
graphs, population pyramids, tables, field sketches and annotated diagrams,
landforms, including a case study of at least one
with and without the use of digital and spatial technologies (ACHGS057
landform (ACHGK050

Represent the spatial distribution of different types of geographical
The human causes and effects of landscape
phenomena by constructing appropriate maps at different scales that conform
degradation (ACHGK051
to cartographic conventions, using spatial technologies as appropriate
The ways of protecting significant landscapes
(ACHGS058
(ACHGK052
Interpreting, analysing and concluding

Analyse geographical data and other information using qualitative and
quantitative methods, and digital and spatial technologies as
appropriate, to identify and propose explanations for spatial
distributions, patterns and trends and infer relationships (ACHGS059

Apply geographical concepts to draw conclusions based on the
analysis of the data and information collected (ACHGS060
Communicating

Present findings, arguments and ideas in a range of communication
forms selected to suit a particular audience and purpose, using
geographical terminology and digital technologies as appropriate
(ACHGS061
Reflecting and responding
Reflect on their learning to propose individual and collective action in response to
a contemporary geographical challenge, taking account of environmental,
economic and social considerations, and predict the expected outcomes of their
proposal (ACHGS062
TEACHING AND LEARNING ACTIVITIES
 National Geographic expose on a popular landform
 Choose one from the following list or negotiate with teacher
o Krakatoa
o Mt Fuji
o Wave Rock (SA)
o Bungle Bungles
o Undara
o Chillago
o Lake Eyre
 What were the geomorphic processes that helped it form?
 What is the cultural significance placed on it by the Indigenous communities?
 How it is currently used and maintained?
 How did the Indigenous custodians manage the landform?
RESOURCES
 Bias – Tourist impact on the landform, including economic, cultural and social impacts.
 Explain: Why should tourists not climb Uluru?
Include:
Mode of presentation:
o
o
o
o
Maps
Diagrams
Tables
Statistics
Bibliography
REFLECTION
GEOGRAPHICAL LANGUAGE
Week
10
INQUIRY QUESTION
Eyjafjallajokull (yes this means something)
Cross Curricular Priorities
Literacy, Numeracy, ICT, Critical and Creative Thinking, Personal and Social capability, Ethical Understanding, Intercultural Understanding
General Capabilities
Sustainability, Asia and Australia’s Engagement with Asia, Aboriginal and Torres Strait Islander Histories and Cultures
K&U

The causes, impacts and responses to a geomorphological hazard
GEOGRAPHICAL SKILLS AND INQUIRY

Evaluate sources for their reliability and usefulness and represent data in a
range of appropriate forms, for example, climate graphs, compound column
ASSESSMENT
OPPORTUNITIES
Class discussions
graphs, population pyramids, tables, field sketches and annotated diagrams,
with and without the use of digital and spatial technologies (ACHGS057
(ACHGK053


Present findings, arguments and ideas in a range of communication
forms selected to suit a particular audience and purpose, using
geographical terminology and digital technologies as appropriate
(ACHGS061
Reflect on their learning to propose individual and collective action in response
to a contemporary geographical challenge, taking account of environmental,
economic and social considerations, and predict the expected outcomes of their
proposal (ACHGS062
TEACHING AND LEARNING ACTIVITIES
Icelandic volcanic eruption.





Where in the world is Iceland?
Where in Iceland was the volcanic eruption? Using
Describe the cause of an volcanic eruption
Explain the impact of a the Iceland Volcanic Eruption
In groups of 4 or 5 develop a proposal to respond to the eruption.
REFLECTION
GEOGRAPHICAL LANGUAGE
Volcanic Eruption, response, proposal
Proposal
RESOURCES
Iceland Volcano
http://www.geography.or
g.uk/resources/volcano/
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies
Assessment Outline Term 4, Yr 8
UNIT
DATE DUE
Duration
Fantastic Formations
Final: Week 5
40 minutes
ASSESSMENT TASK
TASK TYPE
Length
Task 1
Should tourists climb ULURU?



Make a decision about whether or not you would climb Uluru if you had the chance.
Using the information you have learnt in class, write a 250 word answer
Make sure you use evidence in your persuasion (Cultural impact, economic impact, social
impact, environmental impact)
Include: The aesthetic, cultural and spiritual value of landscapes and landforms for people
RESOURCES
Extended written response to stimulus
Written research task
Multimodal presentation
Other
Objective tests
Short response tests
Response to stimulus tests
Essay tests
TASK CONDITIONS
Map it Now www.mapitnow.weebly.com
Individual
Group
Supervised
Seen
Unseen
other
Diocese of Cairns, Catholic Education Services
HISTORY CRITERIA SHEET
A
B
C
D
E
Geographical
Knowledge and
Understanding
Student’s response demonstrates
an extensive knowledge and
understanding of:
 The cultural impact of climbing
Uluru
 The economic value of tourism
to Uluru
 The spiritual meaning to the
Indigenous custodians.
 The environmental impact of
climbing Uluru.
 Student is able to process,
analyse and interpret
information from a variety of
sources to provide
comprehensive evidence in their
response.
 Student’s brochure provides
comprehensive information that
answers the inquiry question
and is persuasive.
Student’s response demonstrates
an in-depth knowledge and
understanding of:
 The cultural impact of climbing
Uluru
 The economic value of tourism
to Uluru
 The spiritual meaning to the
Indigenous custodians.
 The environmental impact of
climbing Uluru.
 Student is able to process,
analyse and interpret
information from a variety of
sources to provide quality
evidence in their response.
Student’s response demonstrates
sound knowledge and
understanding of:
 The cultural impact of climbing
Uluru
 The economic value of tourism
to Uluru
 The spiritual meaning to the
Indigenous custodians.
 The environmental impact of
climbing Uluru.
 Student is able to process,
analyse and interpret
information from a variety of
sources to provide sound
evidence in their response.
Student’s response demonstrates
some knowledge and understanding
of:
 The cultural impact of climbing
Uluru
 The economic value of tourism
to Uluru
 The spiritual meaning to the
Indigenous custodians.
 The environmental impact of
climbing Uluru.
 Student identifies evidence and
provide information from a
variety of sources and attempts
to provide a response.
Student’s response demonstrates
limited
knowledge and understanding of:
 The cultural impact of climbing
Uluru
 The economic value of tourism
to Uluru
 The spiritual meaning to the
Indigenous custodians.
 The environmental impact of
climbing Uluru.
 Little or no evidence in
response.
Skills
CRITERIA
Processing,
analysing,
interpreting
and
concluding
Communicatin
g
 Student’s brochure provides indepth information that answers
the inquiry question and is
persuasive.
 Student’s response provides
satisfactory information that
answers the inquiry question.
Signature:
Diocese of Cairns, Catholic Education Services
 Student’s brochure provides
cursory information that
answers the inquiry question.
 Student’s brochure provides
limited information
 that answers the inquiry
question.
Assessment Outline Term 4, Yr 8
UNIT
DATE DUE
Fantastic Formations
Final: Week 8
ASSESSMENT TASK
TASK TYPE
Task 2
A 500 - 700 word National Geographic report on a popular landform
 Choose one from the following list or negotiate with teacher
o Krakatoa
o Mt Fuji
o Wave Rock (SA)
o Bungle Bungles
o Undara
o Chillago
Complete the KW chart on the landform (attached)
 What were the geomorphic processes that helped it form?
 What is the cultural significance placed on it by the Indigenous communities?
 How it is currently used and maintained?
 How did the Indigenous custodians manage the landform?
 Bias – Tourist impact on the landform, including economic, cultural and social impacts.
Mode of presentation:
 A4 pages, 12 font, double line spacing.
 Include
 subheadings
 Maps
 Diagrams
 Tables
 Statistics
 Bibliography
Duration
Length
500-700
wrds
Extended written response to stimulus
Written research task
Multimodal presentation
Other
Objective tests
Short response tests
Response to stimulus tests
Essay tests
Diocese of Cairns, Catholic Education Services
RESOURCES
Map it Now www.mapitnow.weebly.com
Britannica Online,
Diigo,

library book resources,
TASK CONDITIONS
Individual
Group
Supervised
Seen
Unseen
other
Diocese of Cairns, Catholic Education Services
CRITERIA
A
B
C
D
E
Geographical
Knowledge and
Understanding
Student’s report demonstrates an
extensive knowledge and
understanding of:
 Geomorphic processes
 Cultural significance
 Current use and maintenance
 Indigenous management
 Tourist impact
 Human impact
Student independently
formulates a comprehensive
series of questions to guide their
research.
 KW chart
 Student proficiently identifies
their inquiry and use graphs,
statistics, spatial technologies,
maps and photographs to
conduct research
 Bibliography uses a range of at
least 10 references.
Student’s report demonstrates an indepth knowledge and understanding
of:
 Geomorphic processes
 Cultural significance
 Current use and maintenance
 Indigenous management
 Tourist impact
 Human impact
Student independently formulates
an in-depth series of questions to
guide their research.
 KW chart
Student’s report demonstrates
knowledge and understanding of:
 Geomorphic processes
 Cultural significance
 Current use and maintenance
 Indigenous management
 Tourist impact
 Human impact
Student’s report demonstrates
some knowledge and understanding
of:
 Geomorphic processes
 Cultural significance
 Current use and maintenance
 Indigenous management
 Tourist impact
 Human impact
Student needs considerable
assistance to formulate
questions to guide their research.
 KW chart
Student’s report demonstrates
limited knowledge and
understanding of:
 Geomorphic processes
 Cultural significance
 Current use and maintenance
 Indigenous management
 Tourist impact
 Human impact
Student was unable to formulate
questions to guide their research.
 KW chart
 Student experienced difficulty to
identify their inquiry and use
graphs, statistics, spatial
technologies, maps and
photographs to conduct
research.
 Bibliography was limited and
incomplete.
 Student identifies information
and attempts to explain how
tourism and humans impact
positively and negatively on the
landform. .
 Student were unable to identify
their inquiry and use graphs,
statistics, spatial technologies,
maps and photographs to
conduct research.
 Bibliography was absent or
incomplete.
 Student’s report uses some
geographical language and
provides cursory information,
graphics and images that gives
basic answers to some questions.
 Student’s report provides limited
information, graphics and images
and provides minimal answers.
Observing and
questioning
Geographical Skills & inquiry
Planning,
collecting and
evaluating
Processing,
analysing,
interpreting
and
concluding
Communicatin
g
 Student efficiently analyses
information and
comprehensively explains how
tourism and humans impact
positively and negatively on the
landform and suggests future
implications.
 Student’s report uses
geographical language and
provides comprehensive
information, graphics and images
and comprehensive answers to
all questions.
With minimal guidance, student
formulates a series of questions
to guide their research.
 KW
 Student effectively identifies
their inquiry and use graphs,
statistics, spatial technologies,
maps and photographs to
conduct research
 Bibliography uses a range of at
least 6 references.
 Student satisfactorily uses
graphs, statistics, spatial
technologies, maps and
photograph to conduct research
 Bibliography uses a range of at
least 3 references.
 Student independently analyses
information and fully explains
how tourism and humans impact
positively and negatively on the
landform.
 Student analyses information and
explains how tourism and
humans impact positively and
negatively on the landform.
 Student’s report uses
geographical language and
provides in-depth information,
graphics and images and detailed
answers to all questions.
 Student’s report uses
geographical language and
provides satisfactory
information, graphics and images
and sound answers to all
questions.
FEEDBACK:
Signature:
Date:
Diocese of Cairns, Catholic Education Services
 Little or no explanation of how
tourism and humans impact
positively and negatively on the
landform..