Landscape Comparisons Showcase

Overview

In this final lesson of the unit, students present their finished landscape comparison projects between an Australian landscape and a Peruvian landscape. They focus on how places and environments change, how environments can be managed, and how similarities and differences can be explained using geographical evidence.

Learning intentions

• Students will present a landscape comparison clearly, using geographical terminology and evidence.
• Students will describe similarities and differences between selected landscapes and explain reasons for these patterns.
• Students will identify at least one environmental change and one environmental management approach relevant to each landscape.
• Students will reflect on feedback and improve the way they communicate their findings.

Success criteria

• I can compare similarities and differences between the two landscapes using evidence (facts, examples, or data).
• I can explain environmental change (what changed and why) in a way that links to my landscape.
• I can describe how people (including Aboriginal Peoples’ land care where relevant) manage/protect environments and why it matters.
• I can present confidently with clear structure (introduction, comparison, evidence, conclusion).

Curriculum links

• GELS-PRI-01: Students describe how places and environments change.
• GELS-DFC-01: Students recognise places and environments and identify their characteristics.
• GELS-APC-02: Students identify ways Aboriginal Peoples care for and manage Country.
• GELS-MAN-01: Students demonstrate ways to manage and protect a place or environment.
• Thinking and working geographically: using evidence and describing patterns in places and environments.

Lesson structure (60 minutes)

1. 0–5 min · Opening. Teacher displays the lesson goal and success criteria on the board, then reminds students this is the last presentation in the “Exploring Landscapes: Australia vs Peru” unit; students do a quick “ready to present” checklist for their project.
2. 5–10 min · Model strong comparison. Teacher shows a short example slide or paragraph structure (no new content—just a model of comparison language such as “Both… whereas… This may be due to…”); students highlight where evidence is used and where environmental change/management is referenced.
3. 10–12 min · Presentation setup. Teacher confirms groups/sequence and presentation format (e.g., 3 minutes per student or 4 minutes per pair), plus the audience role for listening; students arrange notes and any visuals, and ensure sources of information are listed in their project.
4. 12–45 min · Student presentations (Round 1 & 2). Teacher facilitates and times presentations, giving brief non-disruptive prompts when needed; students present and use a prepared structure (intro → compare similarities → compare differences → environmental change + management → conclusion).

• Audience task: Students complete a simple peer feedback sheet with two “Glow” comments (what’s strong) and one “Grow” question (what to improve).

5. 45–54 min · Feedback and refinement. Teacher leads a short whole-class debrief: “What patterns did we notice across Australian vs Peruvian landscapes?” Students review peer feedback and write one “next edit” to improve clarity, evidence, or explanations.
6. 54–60 min · Exit reflection. Teacher collects the final “next edit” statement and students complete a quick exit ticket: one similarity, one difference, and one management approach they found most convincing.

Resources

• Student final landscape comparison projects (slide deck, poster, booklet, or written report)
• Peer feedback sheet template (Glow & Grow + evidence check)
• Timer or projected countdown for presentations
• Presentation structure prompt card (intro, similarities, differences, change, management, conclusion)
• Marking rubric or checklist aligned to success criteria (teacher copy)
• Markers/pens, paper, and any required visuals/maps
• Optional: sentence starters for comparison (on board)

Assessment

• Formative assessment during presentations: teacher uses a checklist to note clarity of comparison, use of evidence, and inclusion of environmental change and management.
• Peer assessment: Glow & Grow feedback to check understanding of similarities/differences and reasoning.
• Exit ticket: verifies students can name one similarity, one difference, and one relevant management approach, linking to evidence.

Differentiation

• Support for students needing scaffolds:
• Provide sentence starters for comparing (“Both landscapes have…”, “However…”, “This is likely due to…”).
• Allow formats beyond slides (e.g., voice recording with storyboard, poster + short oral explanation).
• Offer a “must include” checklist for change and management to reduce omissions.
• Support for EAL learners:
• Pre-teach key terms for presentation (landscape, environment, environmental change, management, protect, evidence, similarity, difference).
• Permit cue cards with maximum 8 bullet points for speaking.
• Extension for advanced learners:
• Challenge students to include a brief “cause and effect” chain for environmental change (e.g., driver → process → observable result) and justify one management choice using evidence.
• Add a “trade-off” question: “What could be an unintended consequence of this management approach, and how could it be mitigated?”
• SEN considerations:
• Use chunked timing (e.g., intro 30 sec, similarities 1 min, differences 1 min, change/management 1 min, conclusion 30 sec).
• Allow a buddy pre-check of visuals and key claims before presenting.

Extension (optional)

• SKIP (not requested).