Local Landform Research

Overview

This lesson is Lesson 16 of 24 in “Exploring Landforms and Landscapes”. Students investigate a local landform (or landscape feature) using maps and teacher-provided resources, then prepare a short presentation explaining where it is, what it looks like, and why it is significant.

Learning intentions

Students will:

• research a local landform/landscape and locate it using map features
• identify and describe the landform’s key characteristics and what makes it distinctive
• explain the significance of the landform for people (including cultural values and/or community use)
• represent their findings clearly using an appropriate visual and short oral explanation

Success criteria

Students can:

• present on a local landform with a clear location (map-based) and description
• explain at least one reason the landform is significant to people or Country/Place
• use at least three accurate geographic facts (e.g. location, type of landform, observable features)
• show their research in a simple visual format (slide, poster, or annotated map)

Curriculum links

• Geography 7–10 Year 8: location and distribution of Australia’s distinctive landscapes and significant landforms - Geography 7–10 Year 8: the spiritual, aesthetic and cultural value of landscapes and landforms for people, including Country/Place of First Nations Australians - Geography 7–10 Year 8: collect, organise and represent data and information from primary and secondary research materials using geospatial technologies and digital tools as appropriate - Geography 7–10 Year 8: interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes ## Lesson structure (45 minutes)

1. 0–5 min · Conversation hook. Teacher shows two quick local images (e.g. riverbank, coastal cliff, creek, hill) and asks: “What landform is this, and how can we locate it on a map?” Students turn-and-talk, then share one idea to build a word bank on the board (landform, map, location, significance, people).

2. 5–12 min · Mini teach: how to research locally. Teacher models a think-aloud: choosing a local landform, finding it on a map, extracting three facts, then adding one significance statement. Students follow along using a provided research template and highlight where each answer will go (location, description, significance, evidence).

3. 12–25 min · Independent research rounds. Teacher assigns groups or pairs by chosen landform and hands out research packs (varying complexity) plus printed maps. Students use secondary materials and map resources to collect notes, including one annotated map feature (e.g. compass direction, nearby roads/landmarks, grid reference if appropriate).

4. 25–35 min · Build a 30–60 second presentation. Teacher circulates with a checklist and prompts: “Where is it? What is it? Why does it matter? What evidence do you have?” Students create a simple visual (one-slide/one-pager) and rehearse their short explanation with a partner, using sentence starters.

5. 35–44 min · Quick-share presentations (with teacher feedback). Teacher runs a structured gallery: each student (or pair) presents for 30–60 seconds to a small group, while peers listen for the success criteria. Students present and record one “glow” (what worked) and one “grow” (what to improve) on a listener card.

6. 44–45 min · Exit ticket. Students complete: “My landform is located at… / It looks like… / It matters to people because…” Teacher collects to check accuracy and readiness for the final presentation lesson in the unit.

Resources

• Printed local maps (topographic style if available, otherwise street + feature maps)
• Research packs (3 levels: basic, standard, extension) for common local landforms
• Landform ID cards (photos/diagrams with simple descriptions)
• Student research template (four boxes: Location, Description, Significance, Evidence)
• Sentence starters and word bank cards
• Listener feedback cards (Glow/Grow)
• Coloured pencils/highlighters or sticky notes for map annotation
• Digital option: tablets/laptops for creating a single-slide poster (optional)

Assessment

• Teacher observation during research using a brief notes checklist (location found, at least 3 facts, significance addressed)
• Peer feedback from listener cards aligned to the success criteria
• Exit ticket to confirm: location + description + significance are included and understandable

Differentiation

• Provide three research pack versions:
• basic pack with guided questions and simplified texts
• standard pack with short paragraphs and an extra “fact challenge”
• extension pack including a “process link” (e.g. how water/wind shaped it or how management affects it)
• Offer scaffolded sentence starters for oral presentations (e.g. “This landform is located near…”, “It is distinctive because…”, “People value it because…”).
• Dyslexia-friendly reading supports:
• audio read-along option for research texts (teacher device or pre-recorded files)
• reduced-text extracts on coloured paper with larger font and clear headings
• “highlight only” task for key information (students highlight facts rather than reading full pages)
• For students needing additional support: provide a partially completed annotated map and a pre-selected set of facts to choose from.
• Extension: students add a short management connection (one human impact and one possible management strategy) linked to protecting the landform.

Success criteria for each lesson

• Location + map evidence: I can show where my landform is using a map feature.
• Description accuracy: I can describe what it looks like and what type of landform it is using at least three facts.
• Significance: I can explain why the landform matters to people and/or Country/Place.
• Presentation clarity: I can present for 30–60 seconds and my listener can follow my main points.