Landscapes and Landforms

Overview

Students begin the unit by defining what a landscape and a landform are, and by identifying physical features they can observe in real places. They will also practise key inquiry questions used throughout “Exploring Landscapes and Landforms”.

Learning intentions

Students will:

• identify features or characteristics of places and environments in a local or familiar context
• describe how landscapes and landforms can be recognised and grouped
• use key inquiry questions to guide geographic investigation

Success criteria

Students can:

• explain the difference between a landscape and a landform using their own words
• list at least three landforms/landscape features they can see in an image (with simple descriptions)
• generate or choose inquiry questions that help them investigate landforms in a specific location
• use subject language accurately in short answers (e.g. landscape, landform, physical feature)

Curriculum links

• GELS-DFC-02: Students identify features or characteristics of places and environments (environmental change and management context)
• GELS-PRI-01: Students describe how places and environments change (building toward how landforms develop and change)
• Thinking and working geographically: asking questions, observing, and using evidence from images/places

Lesson structure (60 minutes)

1. 0–5 min · Welcome and lesson focus. Teacher writes today’s questions on the board: “What is a landscape?” “What is a landform?” and shows one striking landscape photo. Students quickly jot first impressions.

2. 5–15 min · Hook: observe and classify (gallery walk). Teacher displays 6–8 images around the room (coast, valley, riverbank, cliff, plateau, dunes, urban hills). Students rotate in pairs, recording one visible landscape feature and one possible landform name on a quick observation card.

3. 15–25 min · Direct teach: key definitions. Teacher leads a short, interactive explanation:

• A landscape is what you can see in an area (a whole “scene” including land and sometimes water, vegetation, and human features).
• A landform is a natural physical feature of the Earth’s surface (e.g. hill, valley, plateau, dune, cliff). Students match definition cards to examples and correct misconceptions (e.g. “a river is a landform” vs “rivers are physical features that may form landforms like valleys”).

4. 25–35 min · Guided practice: evidence-based description. Teacher chooses one image and models using a sentence structure: “In this landscape, I can see ___. The landform appears to be ___ because ___.” Students complete the same structure for a second image, using evidence (what they observe, not what they guess).

5. 35–50 min · Inquiry questions workshop. Teacher introduces two to three unit inquiry question stems:

• “How do landforms in this landscape affect human activities?”
• “How are landforms shaped over time?”
• “What changes can we observe or expect in this environment?” Students select one localised scenario (coast/river/hills from the images) and write 2–3 inquiry questions, then circle the questions they think will help them investigate best.

6. 50–58 min · Check-in and share. Teacher conducts a short “strategic share” (4–5 students). Students submit one chosen question and one definition they feel confident about.

7. 58–60 min · Exit ticket. Students answer:

• “One difference between a landscape and a landform is…”
• “My inquiry question is…”

Resources

• 6–8 printed or projected landscape images (clear landforms visible)
• Observation cards and pens/pencils for pairs
• Definition cards: landscape, landform, physical feature
• Sentence stems on the board or worksheet
• Exit ticket slips (or a class form on a single device if available)
• Timer and board markers/whiteboard

Assessment

• Formative checks during the gallery walk: Are students identifying visible features and attempting correct landform terms?
• Guided practice monitoring: Can students describe with evidence-based reasoning (not just guesses)?
• Exit ticket: Accuracy of landscape vs landform definition and quality of an inquiry question linked to investigation.

Differentiation

• Provide sentence starters for describing images (e.g. “I notice… I think the landform is… because…”).
• Offer a word bank with common landforms (hill, valley, plateau, cliff, dune) and landscape features (river, coastline, vegetation, rock).
• For students needing additional support: allow “choose from options” matching instead of open responses for definitions and landform identification.
• For students ready for extension: ask them to add one “how/why” question that links to change over time (without requiring deep content yet).
• EAL support: pair students strategically so they can rehearse answers verbally before writing; allow use of first language notes if helpful, then translate key terms.
• SEN support: keep tasks short and structured (one image at a time, clear time limits, frequent teacher check-ins).