Presentation of Findings

Overview

In this final lesson of the unit “Exploring Landscapes and Landforms”, students present their findings about a chosen landscape or landform at risk. They practise clear communication, explain environmental change and management strategies, and respond respectfully to questions from peers.

Learning intentions

Students will:

• present a short, structured report about a landscape or landform at risk
• explain how places and environments change over time and why this matters
• identify and justify management and protection strategies for the environment
• use geographical thinking (cause/effect, impacts, evidence, and conclusions) to answer audience questions

Success criteria

Students can:

• deliver a 2–3 minute presentation with an introduction, key findings, and a clear conclusion
• explain at least two causes of environmental change and two impacts on people and/or ecosystems
• propose at least two management/protection actions and justify why they would help
• respond to questions using evidence from their notes or resources

Curriculum links

• GELS-PRI-01: Students describe how places and environments change
• GELS-MAN-01: Students demonstrate ways to manage and protect a place or environment
• GELS-APC-02: Students identify ways in which Aboriginal Peoples care for and manage Country (where relevant to the chosen landscape)
• Thinking and working geographically: using evidence, cause/effect, and communication to show understanding

Lesson structure (60 minutes)

1. 0–5 min · Warm-up & goals. Teacher shows the presentation success checklist and briefly reviews time limits and expectations; students read the checklist and highlight what they will practise.

2. 5–15 min · Model and planning refresh. Teacher models a strong 2–3 minute structure (hook, “At risk because…”, “Evidence shows…”, “Actions…because…”, conclusion) and demonstrates one sample Q&A response; students add a “presentation skeleton” to their notes (3 headings only).

3. 15–45 min · Student presentations (round-robin). Teacher organises students into presentation groups (or a whole-class order with timed turns); students present one at a time while peers use the checklist to record 2 strengths and 1 question.

4. 45–55 min · Peer feedback and question time. Teacher prompts students to ask only specific, respectful questions (e.g., “Which evidence supports that?”, “How would that action reduce risk?”); students respond using their notes and evidence, aiming to revise wording for clarity.

5. 55–60 min · Exit reflection (quick). Teacher gives a short prompt; students complete a 3-sentence exit ticket: (1) one thing I improved, (2) one management action I’d strengthen, (3) one question I would still ask.

Resources

• Student presentation checklist (print or digital)
• Timer (projected or classroom timer)
• “Presentation skeleton” template (3 headings)
• Notes/graphic organisers from earlier lessons (cause/effect, impacts, management actions)
• One-question-per-slide or cue card template (if using slides)
• Teacher feedback form for summative-style comments (simple rubric copy)
• Devices or offline copies for any images/maps used in presentations
• Sentence starters for responses (e.g., “My evidence is…”, “One impact is…”, “This action matters because…”)

Assessment

• Formative during presentations: teacher listens for clarity, evidence use, and alignment to management and protection strategies.
• Peer feedback: peers record two strengths and one question using the checklist.
• Exit ticket: short written check of environmental change explanation and at least one justified action.

Differentiation

• Scaffold for students needing support: provide sentence starters, a completed example skeleton, and a “must-include” list (cause/effect, impacts, 2 actions, conclusion).
• Extension for students ready to challenge: require one “feasibility” justification (who benefits, timeframe, and potential trade-offs) and one deeper link to evidence quality (source/type of evidence).
• Language support / EAL: allow bilingual word banks for key terms (environmental change, impact, management, risk, evidence). Permit responses using cue cards even if not speaking at length.
• SEN support: offer reduced presentation length (e.g., 1–2 minutes) or structured roles (speaker + evidence reader). Provide checklists with fewer items if needed.
• Choice and engagement: allow presentations as posters, slides, or a spoken report with images, as long as success criteria are met.

Progression note (for the teacher)

This lesson assumes students have already selected a landscape/landform at risk, collected evidence, and drafted management/protection actions. Today focuses on communicating findings clearly and strengthening explanations using geographical thinking—concluding the unit with demonstrated alignment to managing and protecting environments and describing how environments change.