Stage 6 | Geography

Extended Analysis

The design of this unit conforms to the Stage 6 Board of studies Geography syllabus, Preliminary Course: Biophysical Interactions. This
unit requires students to think geographically, to understand biophysical interactions to highlight the importance of applying this knowledge in
order to implement sustainable management in our future. Biophysical interactions is a unit of work heavily centered on the idea of developing
critical thinking students who possess the values and attitudes required in contemporary society. Students who can recognize and understand
environmental change and who are prepared to explore relevant issues in the real world.
This unit of work incorporates learning intentions and success criteria according to Fisher & Frey (2018) establishes purpose, organisation,
and expected quality during lessons. Providing students with learning goals is critical for sustaining engagement and motivation, it allows for
students to take control of their own learning and find meaning. The utilisation of pre-testing at the beginning of syllabus points provides data
for further planning. Structuring diagnostic tests in the form of glossary’s is suitable especially for a topic this dense in geographical terminology
because it allows students to continually add to it, building a database for later study.
Fieldwork is an integral part of Geography teaching, according to Preston (2016) the acclaimed benefits of fieldwork often include
“holistic, student-driven learning, where all the senses are engaged, and the impacts are more than cognitive “(p.2). This unit of work utilise
fieldwork multiple times to provide students with a sense of relevance and the ‘real world’ side of geography. This pedagogy allows student
opportunity to develop their skills in planning, conducting, recording and displaying geographical data using geographical tools a core component
of the stage 6 syllabus. Kent, Gilbertson & Hunt (1997) state that although fieldwork is vital there are problems and difficulties when conducting
a fieldwork study with a class and if fieldwork is not carried out effectively then the students may not receive their ‘value for money’ (p. 328).
This unit of work implements problem-based learning (PBL) during the case study proposing students with the issue with the Mekong
Delta. This pedagogy requires students to determine how they will approach the problem, and how they will attempt to solve the issue. The
syllabus requires students to explore issues, and the investigation of the nature of spatial and ecological problems which by studying develop
Stuart McMahon – 18377822 – Assessment 1 – Curriculum 2A

student’s key competency solving problems. PBL pedagogy is student centered, they are self-directed, and they decide the level of which they
learn, the teacher becomes more a facilitator rather then the traditional mode of teaching. Critical to PBL is students becoming active and self-
directed learners, students develop a higher level of autonomous study, a larger variety of methods of learning and higher outcomes. De Witte
and Rogge (2014) study shows that students in secondary education who learn through PBL have higher test scores compared to students taught
in traditional pedagogy.
Throughout this unit collaborative learning strategies are implemented at various stages as in it is in line with syllabus which requires
students to conduct geographically inquiries in teams. More critically, this unit employs instructional design for computer assisted collaborative
learning, which aligns with the syllabus which requires students to use appropriate information technologies, developing the competency using
technology. Gros (2001) states that there are positive effects of social interaction on learning and that collaborative learning using ICT as further
enhanced student outcomes, as the content becomes more engaging and relatable.
This Unit of work hypothetical addresses gifted and talented students and low achieving students. The incorporation of core +
enhancement to accommodate all types of learners in the class. Goodhew (2009) states that an advantage of using core plus enhancement is
that “the teacher does not start the lesson or unit with a preconceived idea of who should be capable of moving on to the enhanced work”
(p.56). This allows these lessons to not limit the protentional growth of gifted and talented students while to assist low-achieving students the
collaborative aspect of the task follows a mixed ability approach. Noyes (2013) states that Vygotsky believed that children can do with the
assistance of others (the zone of proximal development) is a better reflection of their intellectual ability than what they can do alone”.
Cross curriculum priorities are incorporated throughout this unit of work as ICT, literacy and numeracy have been heavily integrated into
the geography syllabus. The incorporation of ICT e.g. videos, online graphs, GIS, google earth, maps, google docs assist students develop an
understanding of significant geographical tools and concepts through visualisation (Fralinger, 2011, pp. 15). According to Cordell (2011) student
research through ICT and online resources are excellent for fostering student engagement because having direct access materials that were
previously untenable provides a sense of relevance. This pedagogy utilise collaborative teaching strategies as it is aided by ICT, Livingston (2011)

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argues the “internet, can enable widespread sharing of valuable resources in both traditional and interactive forms, affording the means of
collaborative learning” (p.20). This unit of work requires students to conduct fieldwork, measure, plan, calculate and display data in multiple
modes e.g. line charts, flow charts, bar graphs, scales. Students engage with climatic graphs and diagrams all which develop a student’s numeracy
skills. This unit of work aligns with the syllabus because when students construct, read and interpret maps, analyze statistical evidence and
construct tables and graphs, they are developing the competency using mathematical ideas and techniques Students engage in multiple
resources all which will require students to understand geographical terminology which will develop their literacy skills.

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References

Cordell, R. (2011). New technologies to get your students engaged. The Chronicle of Higher Education, Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/865547067?accountid=36155

De Witte, Kristof, and Nicky Rogge. "Problem-based Learning in Secondary Education: Evaluation by an Experiment." Education Economics 24.1
(2014): 1-25. Web.

Fralinger, B., & Owens, R. (2011). You Tube as A Learning Tool. Journal Of College Teaching & Learning (TLC), 6(8).
http://dx.doi.org/10.19030/tlc.v6i8.1110

Fisher, D., & Frey, N. (2018). A Map for Meaningful Learning. Educational Leadership, 75(5), 82-83.

Goodhew, G. (2009). Meeting the needs of gifted and talented students (1st ed., Meeting the Needs).

Gros, B. (2001). Instructional design for Computer-Supported Collaborative Learning in primary and secondary school. Computers in Human
Behavior, 17(5), 439-451.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24.

Kent, M., Gilbertson, D., & Hunt, C. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of
Geography in Higher Education, 21(3), 313-332.

Preston, Lou. (2016). Field 'work' vs 'feel' trip: Approaches to out-of-class experiences in geography education. Geographical Education (Online),
29, 9-22.

Noyes, K., Meneses, Liliana, McCready, Al, & Pattee, Amy. (2013). Stories of Educational Journeys: Indigenous Learning & Socio-cultural Approach
in Education, ProQuest Dissertations and Theses.

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Course: Preliminary Geography Course Stage 6 Year 11 Duration: 54 For Assessment purposes 6
Hours total weeks/24 hours/ 4 Lessons
per week est.

Title: Biophysical Interactions

Content Focus: The focus of this study is a geographical investigation of biophysical processes and how an understanding of these processes contributes to sustainable
management.

Content Rationale
Students learn to:
 investigate and communicate geographically by Geography is an investigation of the world which provides an accurate description
o asking and addressing geographical questions such as and interpretation of the varied character of the earth and its people. It is a key
– what are the biophysical interactions which occur discipline through which students develop the ability to recognize and understand
between components of the biophysical environmental change and the interactions which take place in our world.
environment? Geography has many dimensions, two of which are emphasized in this syllabus: the
– what are the effects of human impacts on the ecological dimension considers how humans interact with environments. the spatial
functioning of the hydrosphere? dimension focuses on where things are, why they are there and how people interact
– how is the biophysical environment changing in differently with environments in different places.
response to climatic variations?
In this syllabus the term environment describes the ‘total surroundings. It includes
 use geographical skills and tools such as biophysical interactions as well as people in their cultural, social, political and
o constructing and interpreting flow charts describing the key economic contexts. Geography provides knowledge of the earth and helps people
biophysical processes operating within a given area to plan and make decisions about the spatial dimensions of the world with a strong
o identifying, collecting and recording data about erosion and grasp of Geography, students are well prepared to explore issues as informed
deposition from primary sources citizens in a changing world. students of Geography develop skills and
o constructing a transect to describe the variety and understandings transferable and applicable to the world of work. Studies in both
distribution of plants in a specific area physical and human geography provide an important information base on which
o planning a field work activity to assess the impacts of flood students investigate contemporary geographical issues to explore why spatial and
or drought ecological differences exist, the importance of effective management and how they
o interpreting ternary graphs to describe elements of may take an active role in shaping future society. Clarifying, analysing, acquiring and
biodiversity or soil variation judging values and attitudes allows students to respond to geographical issues,
o recognising the key features of changing weather patterns to questions and problems. Studying Geography Stage 6 prepares students for post-
describe atmospheric processes in a given location. school studies and future employment, and for active participation as informed
citizens.
 identify geographical methods applicable to, and useful in, the
workplace such as

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o contributing to Environmental Impact Assessments

o collecting and analysing field data
o environmental mapping
o the relevance of a geographical understanding of biophysical
interactions to a particular vocation such as: planning hazard
mitigation, practising environmental law, meteorological
forecasting, local council maintenance of coastal areas.

Students learn about:

 the biophysical environment
o the nature and functioning of the four components: the
atmosphere, hydrosphere, lithosphere and biosphere in a
specific biophysical environment including:
– atmospheric processes, climatic components, climatic
variation
– operation of the water cycle and the role of water in
geomorphological processes
– parent material, slope processes, weathering, mass
movements, erosion, transport and deposition, and the
fluvial, aeolian and/or coastal geomorphological
processes
– the variety and distribution of plants and animals and
soil formation
o the interactions between, and the human impacts on, the
functioning of the atmosphere, hydrosphere, lithosphere and
biosphere.

• biophysical processes and issues

o a case study investigating ONE issue in ONE of the
biophysical components, to illustrate how an understanding
of biophysical processes contributes to sustainable
management in the environment. The investigation will
include:
– identification and explanation of the key biophysical
processes which relate to the issue
– scale of operation – interactions with other components
of the biophysical environment
– the sensitivity of the biophysical environment to change
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– the importance of understanding key biophysical

processes for effective management

• the issue should be selected from ONE of the following components: – in

the atmosphere, one issue such as greenhouse warming, acid rain, ozone
depletion
– in the biosphere, one issue such as biodiversity, forestry,
land clearing, fire
– in the hydrosphere, one issue such as river regulation, urban
run-off, coastal sediment budgets, flood or drought
– in the lithosphere, one issue such as soil degradation, soil
erosion, salinisation, soil contamination, mass movement.

Outcomes Key questions

The student:
 P1 differentiates between spatial and ecological dimensions in the study • what are the biophysical interactions which occur between components of the
of geography biophysical environment?
 P2 describes the interactions between the four components which define • what are the effects of human impacts on the functioning of the hydrosphere?
the biophysical environment • how is the biophysical environment changing in response to climatic
 P3 explains how a specific environment functions in terms of biophysical variations?
factors
 P6 identifies the vocational relevance of a geographical perspective
 P7 formulates a plan for active geographical inquiry
 P8 selects, organises and analyses relevant geographical information from
a variety of sources
 P9 uses maps, graphs and statistics, photographs and fieldwork to
conduct geographical inquiries
 P10 applies mathematical ideas and techniques to analyse geographical
data
 P12 communicates geographical information, ideas and issues using
appropriate written and/or oral, cartographic and graphic forms.

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Geographical Concepts and Skills Learning Across the Curriculum

 Information and Communication Technology Capability
Students learn to interpret maps by: o Students will have opportunities to evaluate websites and online
communication.
 calculating the gradient of a slope as a ratio o Students will be asked to identify the provenance and credibility of
 calculating the vertical exaggeration of a cross-section evidence, as they locate, access, process and analyse information
 identifying spatial interaction and change using a variety of sources digitally.
 reading, constructing and interpreting choropleth maps  Literacy
 recognising the key features of changing pressure patterns on weather o Students will access geographical content through a variety of
maps resources
 designing and interpreting flowcharts.  Numeracy
 Fieldwork – F • observing, measuring, collecting and recording data,

Students learn to analyse graphs and statistics by:  fieldwork instruments such as weather instruments, compasses,
clinometers, sensing Graphs and statistics – GS
 interpreting frequency distributions and diagrams
 reading and interpreting logarithmic and semilogarithmic graphs  data tables, pie graphs, column graphs, compound column graphs, line
 interpreting and analysing population pyramid data. graphs, scatter graphs, climate graphs, multiple tables and graphs
presented on a geographical theme, statistics to find patterns and trends,
and to account for change Spatial technologies – ST
Students learn to interpret photographs by:
 virtual maps, satellite images, global positioning systems (GPS),
 orientating a photo to a map
geographic information systems (GIS), – VR
 estimating the scale of aerial photographs and satellite images
 estimating the time of day at which a photograph was taken  photographs, aerial photographs, illustrations, flow charts, annotated
 calculating areas of land use as a ratio diagrams, , mind maps,
 constructing a precis map from an aerial photograph or satellite image
 using Geographic Information Systems (GIS) to examine spatial and
ecological issues.

Students learn to conduct fieldwork by:

 formulating a geographical question or issue for study

 identifying, collecting and recording geographical data from a variety of
primary sources

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 constructing a log of events and activities, which records the

development of a fieldwork activity
 synthesising data and evaluating the fieldwork activity.

Diversity of Learners Key Terms

Students with visual impairments
– Hydrosphere,
o Varied audio and visual resources – Atmosphere
o Varied modes of expression – Lithosphere,
o Buddy/SLSO systems – Biosphere,
– Microclimate,
Students with hearing impairments
– Troposphere,
o Varied audio and visual resources – Stratosphere,
o Varied modes of expression – Mesosphere,
o Buddy/SLSO systems – Thermosphere,
– adiabatic,
Students with low ability
– fohn,
o Scaffolding – humidity,
o Modelling/demonstrations – Evaporation,
o Small group instruction – infiltration,
– impervious,
Gifted and Talented students
– groundwater,
o Varied time allotments – Horizontal transfer,
o Multiple supplementary resources – asthenosphere,
o Interest based materials – continental drift,
o Core + enhancement – Vertical transfer,
– tectonic processes,
– Weathering,
– erosion,
evapotranspiration

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UNIT OF WORK – Biophysical Interactions

Stage 6 Year 11 Geography Preliminary Course No. of Lessons: 22 (4 Weeks, 4 Periods per Week). —- 54 in practice

Geographical Knowledge – Learn Teaching and Learning Strategies Resources Outcomes

About
• the nature and functioning of Learning Intentions: Students can identify and describe key terms that they will Biophysical Interactions Overview YouTube Clip: P2
the four components: the be utilizing regularly throughout the unit.
atmosphere, hydrosphere,
lithosphere and biosphere in a Visual Learning
specific biophysical • Students collectively engage with a visual mode of learning (YouTube
environment Clip)
• A pre-prepared educator made YouTube clip (2.43) that identifies the
key components of the biophysical environment and outlines the
nature of each component. Retrieved from
• Students develop an idea of the purpose of this unit, acting as a https://www.youtube.com/watch?v=6U-n2n0ZqYg
roadmap of their future learning.
• Introduces key terms that students may be unaware of a precursor to
the next activity. Spheres Glossary Quiz Created by L. Swanson Retrieved
from
Glossary Activity http://www.preliminarygeography.hsieteachers.com/t
Week 1
• Students Individually undertake the diagnostic glossary quiz attempting he-biophysical-environment.html
to match geographical terms with the corresponding definitions.
• Students are required to identify and describe key terms relating to the
biophysical environment
o Atmosphere
o Hydrosphere
o Lithosphere
o Biosphere etc.
• This Glossary activity will provide students with foundational
knowledge that they can build upon over the unit.

Adjustments:
• This activity may be adjusted to accommodate for student ability,
removing the definitions from the handout. Students will then be
required to investigate and research their own definitions.
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• the nature and functioning of Learning Intention: Students can explain the nature and function of the P2
the four components: the atmosphere, students investigate how weather and climate is impacted by P3
atmosphere, hydrosphere, other spheres P9
lithosphere and biosphere in a • Students engage with teacher provided resources to understand they
specific biophysical key features of the atmospheric processess
environment Including: • Students gain an understanding on the differences in weather and
 atmospheric processes, climate
 climatic components, • Students analyses diagrams and charts to grasp the structure of the
atmosphere and the process.

Retrieved from
https://beyondweather.ehe.osu.edu/issue/understandi
ng-earths-climate/climate-a-complex-interaction

Jigsaw Activity - Students are allocated L Swanson P1

• the nature and functioning of
• The key processers that shape weather and climate, the main energy http://www.preliminarygeography.hsieteachers.com/bi P3
the four components: the
that drives climate systems, how heat warms the grounds then heats ophysical-interactions.html
atmosphere, hydrosphere,
lithosphere and biosphere in a the air.
o Solar radiation http://cronodon.com/files/Atmosphere_solar_energy_
specific biophysical
o Altitude and_climate.pdf
environment Including:
 Climatic Components o Water bodies
o Surface heating
o Air pressure and Winds
o Urban Heat Island
• Students understand the difference between weather, climate
variation and climate change.

Adjustments
o Provide less resources for High-achieving students set up a research
activity that get them to create the diagram instead of just providing
them the answers then the students describe

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the nature and functioning of Students can identify and explain the classifications on climate and engage with
the four components: the diagrams that suggest why they are like that e.g. topography, elevation, location
atmosphere, hydrosphere, and latitude.
lithosphere and biosphere in a P1
specific biophysical Collaborative Research Activity using ICT P2
environment Including: P3
 The World Pattern on Each group provides examples of a specific climate once allocated a topic. P6
Climate Create a scrapbook through google slides.
 Tropical
o Wet (rain forest)
o Monsoon Retrieved from
o Wet and dry (savanna) https://www.pacificclimatefutures.net/en/help/climate
o Dry -projections/understanding-climate-variability-and-
o Arid change/
o Semiarid
 Mild
o Mediterranean
o Humid subtropical
o Marine
 Continental
o Warm summer
o Cool summer
o Subarctic (boreal)
 Polar
o Tundra
o Ice cap
Retrieved from
https://www.pacificclimatefutures.net/en/help/c
limate-projections/understanding-climate-
variability-and-change/

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the nature and functioning of Visual Learning Microclimates by Robert, S. Retrieved from P1
the four components: the Students learnt about the development of microclimates, and to explain what https://study.com/academy/lesson/microclimate- P3
atmosphere, hydrosphere, factors shape microclimates definition-factors-examples.html P7
lithosphere and biosphere in a o Topography P12
specific biophysical o Elevation
environment Including: o Location
 the development of o Latitudes
Microclimates
Students formulate a plan of geographical inquiry in their own school to go out
and find 4 locations of different climates.

Week 2

P9
Fieldwork Activity requires
the nature and functioning of Fieldwork Activity – Microclimates P12
- Thermometer
the four components: the • Students use fieldwork to undertake geographical inquiry
- Hygrometer
atmosphere, hydrosphere, • Students are required to measure humidity, temperature and wind
- Anemometer
lithosphere and biosphere in a speed at 4 locations around the school.
- Lead pencil
specific biophysical • Students are required to identify and record their findings
Blank paper
environment Including: • Depending on available resources students may work in groups but
 the development of preferably individually.
Microclimates
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Students must analyze their data a try to determine why the atmospheric
conditions in each location are different? What factors may have influenced the
conditions.

Adjustments
o Highly able students may create a graph based of their data that
contrasts and compares all 4 locations.

P1
st
the nature and functioning of Short Answers / Think/Pair/Share 1 Original teaching Resource – Consequences of P2
the four components: the Human Interactions with the Atmosphere found in P3
atmosphere, hydrosphere, Students must identify the human causes of global warming and explain the Appendix P8
lithosphere and biosphere in a possible impacts of global warming. P9
specific biophysical
environment Including: They must utilise the 1st original source booklet and work through the
 Consequences of questions, analyses graphs/diagrams and maps that demonstrate the causes https://www.pacificclimatefutures.net/en/help/climate
Human Interaction and impacts of human interaction with the atmosphere. -projections/understanding-climate-variability-and-
with the Atmosphere change/
Students evaluate possible climate change solutions based on the geographical
evidence shown through the pie chart within the handout.

Adjustments
o Provide a gifted and talented class the data and ask them to create the
charts instead of providing them.

the nature and functioning of Four Corners Activity

the four components: the  Students are required to analyze atmospheric processes in relation to P2
atmosphere, hydrosphere, the biophysical environment and make judgements on what causes P3
lithosphere and biosphere in a climatic variations. P12
specific biophysical  The class will be provided the statement
environment Including:
 Consequences of Climate change is mostly a direct result of large water bodies, the hydrosphere
Human Interaction interacting with the atmosphere and humans are powerless to stop it.
with the Atmosphere
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 Student movement to the corners (strongly agree, agree, disagree,

strongly disagree.
 Once in their groups they are required to explain their stance to their
group they may change their view.

Allow time for individual and collaborative research so during the ball toss
debate each student can contribute something to the discussion

Adjustments:
 Provides suggest topics and arguments through scaffolds and
collaborative working to ensure low-achieving students can contribute.
 Check in on the students at stages to ensure on track.

the nature and functioning of Ball Toss Debate

the four components: the - Rubber Ball P2
atmosphere, hydrosphere, - Students must Identify and explain the factors in the biophysical - Clock/timer P3
lithosphere and biosphere in a environment influence climatic variation and explain the P9
specific biophysical consequence of human interactions with the atmosphere. P12
environment Including: - This activity requires student movement and provides opportunity
 Consequences of Human for each student to be involved
Interaction with the
Atmosphere Flow Chart
- Students create a flow chart based on the information from the
debate
- Linking consequences with the causes with the biophysical
Week 3
processes involved.

Adjustments
- Low-achieving students may require scaffolds of the flow chart
and ques during the debate to assist in their answer.

the nature and functioning of Diagram activity Hydrosphere – Water Cycle Diagram P1
the four components: the - Students must identify and create a diagram that illustrates the P2
atmosphere, hydrosphere, water cycle process. P3
lithosphere and biosphere in a P6

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specific biophysical - Students can explain key processes in the water cycle and how
environment Including: they occur in a relevant location e.g. Blacktown creek.
 operation of the water - Precipitation
cycle - Infiltration
- Runoff
- Evaporation
- Transpiration
- Condensation

Adjustments
- Diagram scaffold may be provided with labels and definitions of
each aspect of the process

the nature and functioning of Visual Learning

the four components: the Students can explain how landforms are shaped by water- Fluvial processes The Fluvial Processes – Stage 6 Text Book P2
atmosphere, hydrosphere, - The processes involved P3
lithosphere and biosphere in a o Hydraulic action
specific biophysical o Abrasion
environment Including: o Corrosion
 operation of the water
cycle and the role of water Short Answer Activity
in geomorphological - What are the geomorphological processes?
processes - Describe the weathering and erosion processes?
- Explain what occurs when the hydrosphere interacts with the
lithosphere?
- Have you seen this occur in your area? (relevance)

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the nature and functioning of Hydrosphere Fieldwork Study – Blacktown Creek  You will need:
the four components: the  Students are required to undertake a field case study to determine o Thermometer P7
atmosphere, hydrosphere, shoreline erosion and water quality of Blacktown creek (Near Evans o pH test kit P9
lithosphere and biosphere in a High) o Phosphate test kit P10
specific biophysical  Students investigate background information aerial photos, water o Camera P12
environment Including: levels, ownership of land, temperature, phosphate, acidity and o Lead
 the role of water in alkalinity levels. Blank paper
geomorphological  Ensure students follow all ethical protocols and record their data in
processes tables

Adjustments
 Low achieving students may require a scaffold or a checklist to ensure
they undertake the activity properly.

The nature and functioning of Field work – Data and Graph P7

the four components: the  Students must analyze their data they gathered from their fieldtrip to P9
atmosphere, hydrosphere, Blacktown Creek. P10
lithosphere and biosphere in a  They must create an appropriate graph from their data using data found on P12
specific biophysical Blacktown City council website and their own (line graph, Bar graph) to
environment Including: demonstrate the change in water levels, water quality and bank erosion.
o operation of the water  Students then make critical judgements on what their graphs is showing.
cycle and the role of o What fluvial process is occurring?
water in  Ask students to explain why the rock banks are eroding, is it due to
geomorphological flooding, has water levels increased/or decreased, is the quality of the
processes water declined to sedimentation.
Week 4
Adjustments
 Low-achieving students made require scaffolds and examples on how
to construct a graph

the nature and functioning of Students utilise the 2nd teacher provided resource working through the 2nd Original resource – Found in Appendix P1
the four components: the P2
extracts, graphs, diagrams and tables that demonstrate the human
atmosphere, hydrosphere, P3
lithosphere and biosphere in a
effects on the Hydrosphere. P8
specific biophysical environment P10
Including: P12

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o What are the effects of Students are required to identify and explain how our actions in other
Human interaction on spheres have affected the hydrosphere. They are required to evaluate
the Hydrosphere graphs and explain the prevalent conditions of human water use. They
must analyze the problems we face with water and evaluate how we
need to shape and use water to achieve equality.

Students are also required to use data to create a graph that represents
human water regulation.

For the purpose of this

assessment this unit of work will
skip forward in the syllabus to
the case study syllabus point in
order to gain feedback.

P2
biophysical processes and issues Mind Map P3
• a case study investigating Students create a mind map that illustrates the formation of the Mekong delta, P8
The Mekong River in the students explain how the hydrosphere interacted with geomorphological
Hydrosphere of the processes to form the Mekong. Students apply knowledge gained in previous
biophysical components, to lessons to understand how this type of geographical river is formed.
illustrate how an
Week 5 understanding of Collaborative learning activity
biophysical processes - students work in groups to prepare each section of the mind once
contributes to sustainable all sections are together it will provide an overview for students.
management in the
environment. The
investigation will include:
– identification and
explanation of the key
biophysical processes
which relate to the
issue

biophysical processes and issues Visual Learning Forecast Mekong: Visualizing Shared Waters P2
• a case study investigating https://www.youtube.com/watch?v=FnVZEMljH8s P3
The Mekong River in the P8
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Hydrosphere of the • Students engage with video clip (5.43) provides an overview of the P12
biophysical components, to biophysical processes which relate to the river regulation of the Mekong
illustrate how an Delta.
understanding of • Students are actively notetaking highlighting key issues that the Mekong
biophysical processes delta faces.
contributes to sustainable • They can identify what biophysical process are involved
management in the o Hydrosphere
environment. The o Atmosphere
investigation will include:
– identification and
explanation of the key
biophysical processes
which relate to the
issue
ICT activity – Google Earth P2
biophysical processes and issues • Students are required to individually utilise ICT, geographical tools 3rd Original Resource – Scaffold – found in P3
a case study investigating The (google earth) to locate and describe the scale of the Mekong Delta Appendix P4
Mekong River in the o What countries does it travel through?
Hydrosphere of the biophysical o How large is it?
components, to illustrate how o What direction does it flow?
an understanding of biophysical • They then must be able to explain why It would be difficult to manage
processes contributes to this river?
sustainable management in the o Multiple countries political aspect?
environment. The investigation o The river serves different purposes in different areas
will include o
– scale of operation Map Analysis Activities
 Students must identify what location water regulation occurs.
 Students analyze provided maps and create a line graph that’s
represents rainfall, flooding

Adjustments:
High-achieving students may find their data on their own, low achieving
students may require a scaffold on how to design the line graph.

Collaborative Learning – Experts Activity

biophysical processes and issues Oxfam – Save the Mekong P1
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• a case study investigating • Students in groups are assigned a biophysical process and by utilizing https://www.oxfam.org.au/what-we-do/infrastructure- P3
The Mekong River in the resources provided they are required to identify and explain how this people-and-environment/save-the-mekong/ P6
Hydrosphere of the process impacts the Mekong River.
biophysical components, to • An example maybe building dams or cement pathways may increase
illustrate how an run off as water is unable to infiltrate this may result in flooding along
understanding of the Mekong delta during wet seasons.
biophysical processes Ensure students can make these relevant links to the issue and once they are
contributes to sustainable adept on their process form new groups where they take turns explaining their
management in the process to their classmates.
environment. The
investigation will include:
- interactions with
other components
of the biophysical
environment

biophysical processes and issues Flow Chart Activity

• a case study investigating • Using the provided scaffold and data students are required to create a flow P1
The Mekong River in the chart that illustrates the interactions with other components of the http://www.mrcmekong.org/ P3
Hydrosphere of the biophysical environment.
biophysical components, to • Students must analyze a synopsis and identify the biophysical interactions. https://www.sciencedirect.com/book/9780123740267
illustrate how an • Using this data create a flow chart that demonstrates the interactions of /the-mekong
understanding of components in the biophysical environment.
biophysical processes
Week 6
contributes to sustainable e.g. Atmosphere: heavy Rainfall -> Biosphere: Rice paddocks absorb water ->
management in the lithosphere: Dams catchment/runoff
environment. The
investigation will include: Adjustment
- interactions with • Students may engage in their own research, not solely rely on provided
other components extracts to determine the biophysical interactions.
of the biophysical Don’t provide them with a flow chart scaffold, allow them to create one on their
environment own.

biophysical processes and issues The Mekong River – Problem Based Learning
Government Proposal P2

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• a case study investigating  Students are required to investigate the multiple impacts of river Fieldwork Study Mekong River P3
The Mekong River in the regulation collaboratively http://ffrc-mekong.blogspot.com/2012/03/thoughts- P6
Hydrosphere of the  Groups may be assigned a specific impact e.g. or impacts to specific on-fieldwork-in-laos.html P8
biophysical components, to locations along the Mekong river P12
illustrate how an o Salinization
understanding of o Water levels
biophysical processes o Wildlife endangerment
contributes to sustainable o Food shortages (rice/fish)
management in the o Climate Change
environment. The o Water Regulation
investigation will include:  They are to act as if they are writing to the Mekong River Commission
- the sensitivity of the that there issue is in dire need of management.
biophysical  If there is time ask students to present if not create a online google
environment to change drive for students to deposit their work.

Adjustment
Higher-ability students may be able to find data/ fieldworks and create their
own graph that demonstrates the sensitivity of the biophysical environment.

Problem Based Learning Activity utilizing ICT P1

biophysical processes and issues  Students in collaborative groups of four are to attempt to solve the P2
• a case study investigating problem of water regulation in the Mekong delta. P3
The Mekong River in the  Each group is assigned a different aspect of the issue. P6
Hydrosphere of the o Where is the issue located?
biophysical components, to o What re the specifics of the issue? What is exactly wrong?
illustrate how an o What is the impacts on the Mekong River?
understanding of o What is the impact of this issue on populations?
biophysical processes o What type of issue is it? Is it economic/political/human
contributes to sustainable geography/
management in the o Identify what has been done recently to assist the issue by
environment. The organizations/government’s and NG0s
investigation will include:  Students all post there sections on google slides for all students to
- The issue of Water have access to it
Regulation

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biophysical processes and issues Research Presentation Activity

• a case study investigating • Students are required to collaboratively research an assigned
The Mekong River in the management strategy by acquiring geographical information through
Hydrosphere of the government reports. P1
biophysical components, to • They are required to analyze and evaluate their assigned management P2
illustrate how an strategy P3
understanding of • Furthermore, explaining the importance of understanding the P8
biophysical processes biophysical processes and how that would lead to effective P12
contributes to sustainable management.
management in the • Students must present their evaluation of their strategy in a mode they
environment. The deem suitable.
investigation will include:
- the importance of Adjustment
understanding key • To accommodate for low achieving learners implemented mixed-ability
biophysical processes based grouping method.
for effective
management

Evaluation

- Many activities are collaboratively based so they may take more then one lessons. Hence leaving 2 periods in week 4 in case they are needed.
- This unit of work does incorporate the utilization of geographical skills/tools but I may to carve out time in case students do no possess those skills a need time
to develop them.
- I may need to provide more resources in some stages of the unit instead of asking students to utilise ICT to investigate on their own.
- Some lessons will require the textbook, so in practicum I should alter some activities.
- May incorporate more short and long answer questions for students

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Original Resources
1st Original Source – A collection of Online Maps/diagrams and Graphs that demonstrate the possible impacts of Climate Change.

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7. Explain the Greenhouse Effect and how this influences the atmosphere? What biophysical processes process are involved?

Retrieved from https://www.pacificclimatefutures.net/en/help/climate-projections/understanding-climate-variability-and-change/

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2nd Original Source – Human Interactions with the Hydrosphere

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3rd Original Source

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