C8.4 Lanforms and Landscapes

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UNIT No.
8.4
Unit 4
Year 8 GEOGRAPHY
Landforms and Landscapes
Link to the National Curriculum http://www.australiancurriculum.edu.au/humanities-and-social-sciences/geography/rationale
CODES FOR RESOURCES: PP = Power Point, TN = Teachers Notes, SN = Student Notes, H = Handouts,
LEARNING GOALS
Learning Goal - Introduction
Understand geographic perspectives, the inquiry
process and how earth systems workg
:
Learning Goal 2 - Mapping
Understand cartographic conventions of
mapping and identify and interpret different types
of maps
SUCCESS CRITERIA
Use inquiry questions and describe earth system processes
Define: Natural Environments and Built Environments
Explain how environments change overtime
Identify perspectives: Human centred, Stewardship based, Nature
centred
Explain and identify BOLTSS on maps
Explain and identify compass points on maps
Identify and interpret different types of maps
Create map symbols and a legend, use a compass rose for
orientation, and understand and use scale.
Learning Goal – Mapping cont
Identify and interpret contour lines and intervals
Identify landforms in a topographic map
Interpret and create cross sections of topographic Create cross sections of a topographic map
maps
Learning Goal – Latitude and Longitude
Identify and interpret Latitude and Longitude lines
Identify how to locate areas on the Earth using Latitude and
Longitude lines
Explain relationship between Latitude and Climate
on maps and a globe
LEARNING GOALS
Learning Goal - landforms and landscapes
Understand and identify the value of different types
of landforms and landscape and major
geomorphological processes
Explain relationship between Longitude and Time (including the
International Date Line
SUCCESS CRITERIA
Identify different Landforms and Landscapes
Identifying major geomorphological processes
Analysing geographical data
Evaluate the importance of national identity and its
link to the landscape.
Define – National Identity.
List – aspects of Australian National Identity.
Assess how landscapes should be valued
Define Words
- Aesthetic Value Emotional Value
- Spiritual Value
Economic Value
Construct a template listing how relationship with the land affects how
they use it.
Create an analysis of the Dreaming Story of Ngurunden
4. Discuss how indigenous people view their
landscape using a case study.
LEARNING GOALS
Learning Goal - Tectonic plates
Understand that the movement of tectonic plates
create different types of landscapes and
distinctive landform features.
1. Analyse how specific landscape hazards can
SUCCESS CRITERIA
Identifying the role of Pangaea and how the earth's crust has moved
over time
Recognising that tectonic plates move and create particular
landforms along their boundaries
Produce a multimodal presentation on a specific landscape hazard
impact a region and its people.
referring to specific case studies.
- Earthquakes
- Volcanoes
- Coastal Erosion
- Mudslides
- Avalanches
Produce Event Diagram
Riverine Landscapes
LEARNING GOALS
SUCCESS CRITERIA
1. Identify and Explain the processes of
Coastal Geomorphology.
Explain using diagrams wave formation.
Identify patterns of weathering, erosion, deposition, tides, currents,
LSD
Create Diagram and Explanations of
- Erosional Landforms
- Depositional Landforms
- Create Glossary
2. Assess management of coastal landscapes
by humans.
3. Identify main processes erosional and
depositional that occur in a river
Create Matrix of coastal management practices – their advantages
and disadvantages.
Define
- Erosion – Attrition - Corrosion
- Hydraulic action - Catchments
- Drainage ect.
Draw and Label
- Waterfalls
- V shaped valley
- Flood plains
- Levees
- Ox bow lakes
4 Identify specific riverine landforms of young
and older rivers.
-
3. Identify and explain the main features of the
Mary River.
4. Evaluate the impact of flooding on the
Maryborough region.
Meanders
Deltas
Apply knowledge of Rivers to the Mary River.
- Identify the main flood patterns and problems of the Mary
River.
-List flood mitigation attempts used by Maryborough.
DIMENSION 1.
Classroom
Climate:____________________________________________________________________________________________
__________________________________________________________
Classroom Tasks:
___________________________________________________________________________________________________
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General Capabilities
Literacy
ICT Capability
Personal & Social Capability
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