Landscapes and Comparison

Overview

Students are introduced to the concept of a landscape and the related idea of landforms. They explore why landscapes matter and begin a structured Australia vs Peru comparison to prepare for later lessons in the unit “Exploring Landscapes: Australia vs Peru”.

Learning intentions

Students will be able to:

• define landscape and landform using examples
• identify key features of places and environments
• describe how landscapes can change over time (e.g. through weathering, erosion, or human activity)
• explain why comparing landscapes across places helps us understand environmental change and management

Success criteria

Students can:

• give a clear definition of “landscape” and “landform”
• list at least 3 landscape features from an image and match them to correct terms (e.g. coast, plateau, valley, mountain)
• explain one reason landscapes are significant for people and environments
• start a comparison by identifying one similarity and one difference between Australia and Peru landscapes

Curriculum links

• GELS-DFC-02: Students identify features or characteristics of places and environments
• GELS-PRI-01: Students describe how places and environments change
• GELS-MAN-01: Students demonstrate ways to manage and protect a place or environment (introduced as a preview for later lessons)
• Thinking and working geographically: using evidence from images to describe and compare environments

Lesson structure (60 minutes)

1. 0–8 min · Hook and question. Teacher shows two contrasting landscape images: one from Australia (e.g. coastal cliffs or outback escarpment) and one from Peru (e.g. Andes mountains or Sacred Valley). Students think-pair-share: “What makes these places look different, and what words describe them?”

2. 8–18 min · Direct teach (terms with examples). Teacher builds a short anchor chart:

• Landscape = the visible features of an area, shaped by natural processes and human activity
• Landform = a natural feature of the Earth’s surface (mountains, plateaus, valleys, plains, coasts) Students complete a quick teacher-led “term check” by giving one example of a landform seen in each image.

3. 18–30 min · Guided practice (feature spotting). Teacher hands out an image set (4 images total: 2 Australia, 2 Peru) with a simple table: “Feature I see / Landform term / Evidence (what I notice).” Students work in pairs to fill the table for two images (teacher circulates, prompts for evidence-based descriptions like “steep slopes”, “terraced land”, “rocky coast”). Whole-class debrief: students volunteer one feature and justify the landform term using evidence.

4. 30–42 min · Change and significance mini-lesson. Teacher explains, at a Year 8 appropriate level, that landscapes can be shaped and reshaped by natural processes (erosion, weathering, river flow, tectonic uplift) and by people (farming, building, mining, road cutting). Students add to their anchor chart with one sentence each: “Landscapes matter because…” (examples: water supply, hazards, food production, tourism, cultural connections).

5. 42–55 min · Australia vs Peru comparison (begin the unit). Teacher models a comparison sentence using a frame:

• “Both Australia and Peru landscapes show ______. This suggests ______.”
• “A difference is ______, which may connect to ______.” Students complete a “Compare Box” (similarity + difference) using evidence from today’s images. They must use at least one landscape term and one change-related word (e.g. erosion, uplift, farming, roads).

6. 55–60 min · Exit ticket. Students respond to two prompts on an exit ticket:

• Define landscape and landform in their own words (1–2 sentences total).
• Name one landscape feature from either Australia or Peru and explain why it is significant.

Resources

• 4 landscape images (2 Australia, 2 Peru) printed or displayed
• Anchor chart paper/whiteboard for “Landscape” and “Landform”
• Image feature table (Feature / Landform term / Evidence)
• “Compare Box” worksheet with sentence frames
• Exit ticket slips or a digital form (no internet required if using offline)
• Coloured markers for pair work

Assessment

• Formative: observation of pair discussion during feature spotting (evidence quality and correct terminology)
• Formative: teacher checks sentence frames in the Compare Box for accurate comparison and use of at least one landscape term
• Summative for this lesson: exit ticket (definitions + one evidence-based feature)

Differentiation

• Support for students needing extra scaffolding: provide a word bank (coast, mountain, valley, plateau, plain, river, terraces) and sentence starters for significance and comparison
• Support for EAL learners: offer bilingual-friendly visuals (label cards with pictures), allow oral rehearsal with a partner before writing
• Support for SEN: reduce the number of images to interpret (e.g. 1 Australia + 1 Peru) while keeping the requirement for evidence-based descriptions
• Extension for advanced learners: require an additional “change link” sentence (e.g. “This landscape feature could be shaped by erosion over time…”), and ask them to predict one possible environmental management issue that could arise in that landscape (e.g. soil erosion on slopes, water management in valleys)

Extension (optional)

• Students create a “Landscape Snapshot” mini-poster for either Australia or Peru including: 3 landform labels, 2 pieces of evidence, 1 change process, and 1 management idea to be explored later in the unit.