Central Queensland University

Rachael-Lyn Anderson

12143136
Bachelor of Education (Secondary)

Professional Placement 2 Application of the Curriculum: EDFE12043

Term: Term 1 2021

Task 1

Vincent Mawn

27 August 2021
Lesson Focus Learning Area / Year Level Implementation Date
Landscapes and Geography 8 11/10/2021
Landforms
Strand Duration
Geographical Knowledge and 70 minutes
Understanding

Literacy
Prior knowledge of learners
Students require the following prior knowledge, understandings and skills from their study in Year 7 of Water in
the World:
 The environment is the product of a variety of processes.
 Our world is connected by physical landforms and cultural connections to them.
 Land formations, for example mountains, plains, valleys or coasts

Lesson objective/s
By the end of this lesson, students should be able to:
 Describe some of the different types of landforms within a landscapes
 Identify different types of landscapes (for example, coastal, riverine, arid, mountain and karst) and
describe examples from around the world

Link to Curriculum (identify relevant Strands and Content Descriptors)

Geographical knowledge and understanding

The different types of landscapes and their distinctive landform features (ACHGK048)

 identifying different types of landscapes (for example, coastal, riverine, arid, mountain and karst)

 describing some of the different types of landforms within a landscape

Literacy
Comprehending texts through listening, reading and viewing
 Navigate, read and view learning area texts
 Interpret and analyse learning area texts
Word knowledge
 Understand learning area vocabulary

Evidence of learning
 Classroom discussions
 Kahoot Quiz
 Teacher circulating throughout class
 Worksheet

Classroom Management Strategies

 Before the lesson commences, have PowerPoint slide displaying lesson objectives to establish
expectations. Ensure PowerPoint is uploaded to Google Classroom and OneNote for student P.
 Ensure students remain in allocated seating plan for ease of think-pair-share groups. This will ensure
conscious/higher level students (F,R, T and W) are paired with students who may require more
assistance (G,P and S) to complete the lesson activity. Ensure students I,J and L has spare seat next to
them for AITSL Liaison.
  PowerPoint slide/handout clearly identifies instructions for lesson activity. Big lettering for Student C.
 The students are to understand that when the teacher is talking students are expected to not disrupt the
class. Students are to understand that when the teacher has their hands on their head, students are
expected to be quiet. Student are also to understand that when the teacher says ‘pens down/laptop
screens halfway, eyes on me’ students are expected to stop what they are doing, be quiet and focus on
the teacher.
 Throughout the class teacher to encourage students through body language encouraging and descriptive
encouraging (especially important for students E and N)
 Classroom management plan – focus on routines. Learning goal, elbow partners, Responsible Thinking
Process, gotchas-token reward economy, Zones of regulation. Ensure students H, K and R has chill-out
cards for students to take time to calm down.
 Students I, J and Q are to be separated.

Essential skills important for this lesson: giving instructions and descriptive encouraging.

Resources
 Student Laptops
 Kahoot Quiz https://create.kahoot.it/share/ms-anderson-year-8-geography-landforms-vs-
landscapes/493ea967-5f87-47fe-9042-f1b2ca3cfbe6
 Google Earth Google Earth
 Worksheets and Glossary booklet (in Appendix)
 PowerPoint (PowerPoint was used from Curriculum into the Classroom).

Differentiation strategies
 Continually assessing readiness and ability and adjusting explanations and transitions as a result
 Using flexible grouping- mixed ability. Caters for range of learners in the class including students G&S.
 Catering for different learning preferences: visual, auditory (discussion), kinaesthetic (relate to real life
experience) tactile (hands on learning-sensory).

Lesson Introduction  Lesson objectives written on the

 Introducing the topic board prior to class:
 Engagement of the
learners Describe some of the different types of
landforms within a landscapes

Identify different types of landscapes (for

example, coastal, riverine, arid, mountain Ensure students are contributing to
and karst) and describe examples from discussion.
around the world

1. Warm up activity: PowerPoint with

examples of landforms-Slide 2 of
PowerPoint. Question sequence:
What are these images? What do
you think we are learning about?
Students are to discuss
experiences they have had of Model a Mind map construction with
being near any of these an example.
landforms, or seeing them in a
movie, in photos, or on a map.
Ensure students are contributing to
 discussion. Ask for answers from
students. Forced response.
2. Mindmap- Explain and demonstrate
a mind-map (Refer to slide 3 in
PowerPoint and Appendix A).
Question: What are landforms
and What are Landscapes?
Examples of landforms and
landscapes results recorded on
the whiteboard (Appendix A).
Lesson Body 3. Show PowerPoint slides on
 Delivering the content Interactive Whiteboard
through specific Topics: Landforms and
strategies Landscape
Questions: What makes Landforms
difference than landscapes?
(Landscape=visible appearance of an Check for understanding from the range
area with geological, geomorphological, of students
biological and cultural elements.
Landforms=features that make up the
Earth’s surface; plain, mountains, valley).
What are the types of landforms/scapes?

Students are to glue the Glossary booklet

of landforms and Landscapes (Appendix
B) into the front of their notebooks. A copy
will be uploaded onto Google
Classroom/One note and student’s
folders.

4. Landform diagram. I do: Teacher

shows the landform diagram on
the interactive whiteboard
(Students will have Appendix D Give feedback and clear up any
glued into their notebooks and on misconceptions.
Google Classroom/One note and Check for understanding by asking each
student’s folders). Teacher fills in students to contribute to discussion.
the interactive landform diagram
(Appendix C) with input from
students. Question sequence:
How did you know these are the
correct landform?

Brain-Break Mindful breathing-

1:1 check in with Student H,K and R

5. We do: Ask students if they have

used Google Earth before?
Encourage students to ask questions if
Teacher explains how to use
they need clarification.
Google Earth and models Google
Earth with the class. Monitor student engagement and
understanding based on contribution to
6. Gradual release: Students explore discussion
Google Earth and are to choose
2-3 landscape of their choice and Model using Google Earth and model an
answer worksheet (Appendix E). example on the Whiteboard.
Teacher models an example of
 the task with the questions on the
Whiteboard and Google Earth on
the Interactive Whiteboard.

7. After the teacher models-students

explore chosen landscapes and
answer Appendix E worksheet.

8. Optional: Fast finishers are to come

up with an ‘Who am I?’ for either
an landscape or an landform
using their glossary.

Lesson Conclusion
 Concluding activities
 Summarizing the
lesson
9. Kahoot! Students play landform
and landscape themed Kahoot.
By answering multiple choice
questions regarding the types of
landscapes and their distinctive
landforms ranging from easiest to
challenging. (Large written for
Student C, high order thinking
and challenging simulating Check for understanding on landforms
questions). and landscapes on observation of
students completing the Kahoot Quiz and
answers selected.

Evaluation / Reflection
Were students engaged during the activities?
Did students participate with partners in the group activities?
Were students able to complete all the activities with their intended purpose?
At the end of the lesson, did students met the learning intentions?
Was there extra scaffolding needed at any time?
Were their enough time for the activities?
Were the learning outcomes achieved?
Appendix

Appendix A-Mind map.

Appendix B- Glossary

Landforms: features that makes up the Earth’s surface.

Landscapes: the visible appearance of an area, including geological, biological and cultural elements..
It is made up of landforms and other features.

Types of Landforms Definition Picture

Alluvial fan land formation that

occurs when
sedimentary
materials such as
rocks, gravel, and silt,
are deposited onto
land as a result of
decreasing or
 stopped water flow
from a river or
stream source.

Archipelago: a group/chain of
islands clustered
together in a sea or
ocean.

Barrier Island an island or group of

island, usually in the
ocean, that protects
the nearby mainland
coast from erosion.

Basin An area of land

largely enclosed by
higher land

Beach A sloping shoreline

consisting of sand,
gravel, soil or other
sediment. It consists
of water

Butte A rock formation

with vertical or
nearly vertical sides
that is flat on top and
taller than it is wide
Canyon: narrow valley with
steep sides; usually
created by erosion.

Cape a curved or hooked

piece of land
extending into a body
of water

Caves large hole in the

ground or in the side
of a hill or mountain.

Delta: land built up by

deposits of sand and
silt at the mouth of
some rivers

Divide: the highest ridge of

land separating river
basins

Floodplain: a flat are of land

around a river that
floods when the river
gets high.
Glacier a large body of slow
moving ice which
alters the land
around it through
displacement

Gulf part of a sea or ocean

that reaches into
land; usually larger
than a bay.

harbor a sheltered area of

water where ships
may anchor safely

Hill: a raised part of the

earth’s surface with
sloping sides; smaller
than mountains,
rounder and shorter

an area of land
surrounded by water
Island:

isthmus: narrow strip of land

with water on both
sides connecting two
larger pieces of land.
lake: a large body of water
surrounded by land

Mesa: a land formation

having a relatively
flat top and steep
rock walls

Moraine: deposits of rock and

sediment left from a
former or receding
glacier

Mountain high, rocky land,

usually with steep
sides and a pointed
or rounded top,
higher than a hill.
More than 300
metres above sea
level.

ocean: largest body of salt

water; these cover
3/4 of the earth’s
surface.
 piece of land that
extends into a body
Peninsula: of water and is
surrounded on three
sides by water.

Plain a broad, flat or gently

rolling area; usually
low in elevation.

Plateau flat highland area

with one steep face;
elevated plain.

River a large stream of

water flowing
through the land into
a lake, ocean, or
other body of water.

River mouth place where a river

empties into a larger
body of water; the
end of a river
River Source the place where a
river or stream
begins.

Strait a narrow waterway

connecting two
larger bodies of
water.

Sandbar an area of sand or

sentiment that has
been collecting and
rises above or just
below the water.

Tributary a river or stream that

flows into a larger
river or stream

Valley low land between

hills or mountains.
Volcano a cone shaped
mountain formed out
of rock or ash thrown
up from inside the
earth, frequently
with an opening or
depression at the
top.

Types of Landscapes Description Picture

Alpine/glaciated An environment
which is covered
in ice and snow.
Landforms can
include glaciers,
ice sheets,
mountains
(covered in
snow).

Arid dry or parched,

refers

to regions such as
deserts.
Landforms can
include dunes.
Coastal An environment
in which water is
the main
geomorphic
agent. Coastal
landforms
includes beaches,
islands, bays,
cliffs,

Karst limestone region

where
underground
water is

the main cause of

distinctive

landforms.
Landforms
include caves and
volcanoes.

Mountain Associate with

mountains.
Landforms
include
mountains,
mountain ranges,
valleys.

Riverine associated with

rivers. Landforms
includes rivers,
river mouth, river
delta.
Rural a space formed
by large areas of
land. Landforms
include plains,
mountains, hills

Wetlands area of land that

is either covered
by water or
saturated with
water. Landforms
include rivers.
1. Annotate theselected landformsdiagramto show the name of each type of landform indicated.

Selected landforms

Appendix

ANSWERS

Appendix C

Identify examples of landforms.

List and describe five landforms that you noticed in the example landscapes.
© DET

Appendix E-Google Earth Exploration

Have an explore of Google Earth. Once exploring, click the dice icon for an randomised location. Click
on the dice until you get an landscape. Once you have your 1st chosen landscape answer the
questions below. Repeat for your second landscape.

Landscape #1

1. What is the name of your location ?

2. Where is it located ? (Continent/Country, State, City)
3. What type of landscape is it? (Refer to your glossary)
4. What type of landscape is it? (Refer to your glossary)
5. What types of landforms may be found in this landscape? (Refer to your glossary).
Landscape #2

1. What is the name of your location ?

2. Where is it located ? (Continent/Country, State, City)
3. What type of landform is it? (Refer to your glossary)
4. What type of landscape is it? (Refer to your glossary)
5. What types of landforms may be found in this landscape? (Refer to your glossary).
Part B: Planning Table
Key Question Answer
What knowledge and Year 8 Geography: Unit 1:
understanding of the Landforms and Landscapes:
content of your teaching Content Descriptor:
area have you Geographical Understanding:
demonstrated in your
lesson plan? I have demonstrated the Year 8
Geographical knowledge and
understanding shows knowledge
of different types of landscapes
and their distinctive landform
features (ACHGK048),
throughout the lesson with
activities applying to two
relevant elaborations;
identifying different types of
landscapes (for example,
coastal, riverine, arid, mountain
and karst),
describing some of the different
types of landforms within a
landscape.
How have you used The following strategies have been
the resources and teachin employed to demonstrate the
g strategies to scaffold descriptor: different types of
students to demonstrate a landscapes and their distinctive
relevant content landform features (ACHGK048).
descriptor from the
curriculum framework?
Reflection and High order
thinking: I use the inclusion of
reflection with Bloom’s Taxonomy
to evaluate student’s
understandings of the content.
Evidence
I have applied the pedagogical
content for geography
throughout my lesson. Each
elaboration listed are evident
throughout my lesson.
In the introduction, students
demonstrated half of the first
elaboration through the
activation of prior knowledge of
landforms through the
PowerPoint warm-up discussion
and the T chart brainstorming
activity.
In the body of my lesson plan,
students demonstrated the
content descriptor and both
elaborations through the Google
Earth activity.
In the conclusion of my lesson
plan, students summarise their
understanding of the content
descriptor and both elaborations
through an educational game of
Kahoot.
After every activity, students
reflect on their learning by
answering questions to evaluate
their understanding of the
content. These questions include:
How did you make this decision?
What did you already know about
landforms/landscapes that helped
you make this decision? How do
you know these are landforms
/landscapes? These evaluation
questions are used for students to
make informed and sound
evaluations of material.
The Remember and Understand

Visual activities: I activated
learning through visual materials
to cater for visual learners as the
year 8 class profile consist of 14
visual learners.
Visible teaching and learning. The
teacher activate learning through
visible teaching strategies of -drill
and practice-to engage students
(Hattie, 2008).
How have you met the The class has been structured as a
needs of diverse learners ‘productive and informed user of
in the class (using one of technology’ (Council of Australian
the resources as an Government Education Council,
example)? 2019), in which students engage
with instructional practices for
creative and critical thinking (Gibbs
and McKay, 2021).
tiers of Bloom’s Taxonomy are
used in the lesson introduction
and the landform diagram as the
students are to recall and
understand the material. In the
body of my lesson, students apply
and analyse their understanding
of landscapes and landforms
through the visual interactive ICT
resource of Google Earth.
Students respond to questions to
summarise their findings.
I used PowerPoint, diagrams,
tables, and graphic images to
cater to my 14 visual learners.
However, these activities also
challenge my kinesthetic,
auditory, and tactile learners as it
is outside of their familiar and
strong learning preferences.
Lots of computer games require
drill and practice. This means
learning and applying the skills.
The introduction and body of my
lesson are the ‘drill’ where
students were exposure to
multiple traditional and digitals
materials to learn the content
before they could apply their
‘practice’ in the end of the body
and the conclusion. According to
Burns & Bozeman (Hattie, 2008),
drill and practice routines are
effective in helping students
struggling to first learn a concept.
Technology offers multiple
opportunities to support
differentiation for all learners.
According to ACARA (2017 as
citied in Grant-Skiba, & Orwa.,
2018), students need the
knowledge, skills and confidence
to make ICT work for them at
school, home, work and in
communities’ The Google Earth

What is the planned
impact on student
learning and achievement
of this lesson? What
evidence will you gather
during the lesson that this
has occurred?
The lesson is designed to engage
students that are at great risk of
disengagement from learning
through a variety of activities
(Council of Australian Government
Education Council, 2019).
Learning Outcomes:
 Describe some of the
different types of
landforms within a
landscapes
 Identify different types of
landscapes (for example,
coastal, riverine, arid,
mountain and karst) and
describe examples from
around the world
exploration activity in my
conclusion, applies real-world
learning to discipline knowledge
to ignite student’s interests and
expand their understanding of
landforms and landscapes (Hyde
et.al., 2017, Council of Australian
Government Education Council,
2019). This activity encourages
students to explore the website,
build on their interests and
questions, and uses areas of
interest and relevance to support
and extend thinking and digital
literacy skills (Molyneux, &
Godinho, 2012).
Students are engaged in quick
warm-up and brainstorming
activities, brain-breaks,
interactive ICT activity and
Kahoot. These activities are brain-
friendly strategies that consider
the major brain reconstructing
middle years learners go through
(Churchill et al., 2019).
Checks for Learning
Teacher will check that students
independently complete the
Google Earth exploration activity
and have completed the
worksheet. Teacher will
encourage students to ask
questions if they need
clarification.
In the conclusion of my lesson,
the Kahoot is used as a diagnostic
assessment to assess students
learning of the content descriptor
(Grant-Skiba, & Orwa., 2018).
By the end of this lesson students
should have the capacity to
explain and describe types of
landforms and landscapes from
 low to higher order thinking
activities.

References

Churchill, R., Godhinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M.,

Moss, J., Nagel, M.C., Shaw, K., & Rogers, J., (2019) Teaching: Making a Difference, 4th

Edition, John Wiley & Sons Australia.

Council of Australian Governments Education Council. (2019). Alice Spring (Mparntwe) Education
Declaration. Retrieved from
http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and
%20publications/Publications/Alice%20Springs%20Declaration/Alice%20Springs%20(Mparntwe)
%20Education%20Declaration%20(accessible).pdf

Gibbs, K., & McKay, L. (2021). Differentiated teaching practices of Australian mainstream classroom
teachers: A systematic review and thematic analysis. International Journal of Educational Research,
109, 101799.

Grant-Skiba, D., & Orwa, J. (2018). Raising Lazarus : Creative teaching and learning strategies to
engage middle high school students. Literacy Learning, 26(1), I-Viii.

Hattie, John. Visible Learning : A Synthesis of over 800 Meta-Analyses Relating to Achievement,
Taylor & Francis Group, 2008. ProQuest Ebook Central,
http://ebookcentral.proquest.com/lib/cqu/detail.action?docID=367685.

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Hyde, Marvyn, et al. Diversity, Inclusion and Engagement 3e, Oxford University Press,
2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/cqu/detail.action?
docID=5199514.

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Molyneux, Paul; Godinho, Sally. (2012). 'This is my thing!' : Middle years students' engagement and
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