Geomorphic Processes

Overview

Students explore the geomorphic processes that shape landscapes, building understanding from the unit’s earlier comparison of Australia and Peru. They will identify process–landform relationships and explain how interactions over time change environments.

Learning intentions

• Students will explain the main geomorphic processes that create and change landforms.
• Students will identify evidence of geomorphic processes in both Australia and Peru landscapes.
• Students will describe how processes and time work together to shape places and environments.
• Students will practise thinking and working geographically by using maps, images, and geographic vocabulary to make claims supported by evidence.

Success criteria

• I can name key geomorphic processes (for example, weathering, erosion, transport, deposition).
• I can link a process to a landform using evidence from a case example.
• I can explain how interactions and time change a landscape.
• I can communicate my explanation clearly using correct geographic terms.

Curriculum links

• GELS-DFC-02: Students identify features or characteristics of places and environments.
• GELS-PRI-01: Students describe how places and environments change.
• GE4-PRI-01: Students explain processes and interactions that change people, places and environments.
• GELS-PRI-02 and GELS-MAN-01: Students identify processes/interactions that change environments and consider how management can respond to change (briefly referenced through a “what should we do?” prompt).

Lesson structure (60 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher shows two landscape images: one Australian (e.g., coastline cliffs or river bend) and one Peruvian (e.g., canyon valley or slope). Students think-pair-share what could be “building” or “breaking down” the land.

2. 5–15 min · Direct teach (Process–Landform model). Teacher introduces a simple sequence: weathering → erosion → transport → deposition, plus the role of water, wind, ice, gravity, and tectonics where relevant. Students copy a labelled diagram and add one example cue beside each step.

3. 15–25 min · Guided investigation stations (Evidence sorting). Teacher sets up 3 stations with short data/image packs (no links):

• Station A: Coast or river examples (Australia)
• Station B: Mountain/slope or valley examples (Peru)
• Station C: Mixed cards for matching processes to landforms Students rotate, sorting cards into “process” and “landform” and highlighting one piece of evidence per match.

4. 25–40 min · Explain it (CER-style geography writing). Teacher models a short paragraph frame: Claim (process) → Evidence (what you saw) → Reasoning (how the process creates the landform over time). Students write one explanation for an Australia case and one for a Peru case, using at least 3 key terms from the process list.

5. 40–50 min · Whole-class check (Barrier game: Misconception busting). Teacher displays 4 “statements” (e.g., “Erosion always builds up landforms.”). Students stand where they agree/disagree, then justify with one process term and one evidence reference from their notes.

6. 50–57 min · Quick management link (What should we consider?). Teacher asks: “If these processes continue, what risks or changes might increase, and what could people do?” Students choose one risk (e.g., coastal retreat, slope instability, flooding/siltation) and write a single sentence response.

7. 57–60 min · Exit ticket. Students complete: “A geomorphic process that could explain this landscape is ___ because ___, and it changes the environment over time by ___.”

Resources

• Printed image/data packs for Australia and Peru case examples
• Process–landform matching card set
• “Process sequence” diagram sheet for note-taking
• CER paragraph frame sheet (Claim–Evidence–Reasoning)
• Whiteboard/chart paper for misconception statements
• Coloured highlighters or stickers for evidence tagging
• Timer and rotation schedule for stations
• Exit ticket slips

Assessment

• Formative: teacher checks station sorting for correct process–landform links and key terminology use.
• Formative: paragraph checks for clear claim, relevant evidence, and reasoning that includes time/process interactions.
• Summative-in-mini: exit ticket identifies whether students can explain a process and describe change over time.

Differentiation

• Support for learners needing scaffolds:
• Provide sentence starters for CER (e.g., “The process is…”, “This is shown by…”, “Over time…”) and a word bank.
• Offer a simplified process sequence card with pictures/icons next to each step.
• Allow oral responses or buddy scribing during the first writing attempt.
• Extension for advanced learners:
• Require students to add a “role of energy and environment” sentence (e.g., higher rainfall intensity, faster flow, freeze–thaw cycles, steeper slopes, vegetation cover) to strengthen reasoning.
• Challenge: include one comparison between Australia and Peru explaining why different processes may dominate.
• EAL learners:
• Pre-teach 6–8 key terms using gestures/pictures (weathering, erosion, deposition, transport, slope, valley).
• Offer bilingual word support if available in class resources.
• SEN considerations:
• Reduce cognitive load in stations by limiting choices per match and using clear headings on each card set.
• Check understanding frequently at station rotation points.

Extension (optional)

• If time allows, students complete a short “Process Map”: draw an arrow diagram connecting one selected process to one landform in Australia and Peru, then add a brief note about time (fast/slow, short-term/long-term) and one risk to people.