Range vs Andes

Overview

Students compare the Great Dividing Range and the Andes Mountains by identifying key features, explaining how they formed, and considering why these landforms matter for people, ecosystems, and management decisions. This lesson builds from Lesson 2 by using earlier landscape vocabulary to develop a clearer, evidence-based comparison.

Learning intentions

Students will be able to:

• identify and describe features of the Great Dividing Range and Andes Mountains
• explain how each mountain system has changed over time (evidence-based cause–effect)
• analyse how landscape characteristics influence environments and human activities
• practise investigating environments using simple geographic evidence

Success criteria

“I can”:

• describe at least 3 physical features for each landform (e.g., elevation, range orientation, climate effects)
• use a simple sequence (past → present) to describe how landscapes change
• give one example of significance for people and one for ecosystems
• support comparisons with evidence from provided texts/maps/diagrams

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 (linked to impacts of mountains on land use and risk)
• HSIE Geography Stage 4 emphasis on investigating environments and thinking geographically through comparison and evidence use

Lesson structure (60 minutes)

1. 0–8 min · Hook (Think–Pair–Share). Teacher displays a “landform silhouette” set (Great Dividing Range outline vs Andes outline) and one quick fact prompt each (e.g., “longest mountain range in Australia” vs “longest in South America”). Students think-pair-share: “What clues tell you these are different?” and record 2–3 clues.

2. 8–18 min · Direct teach (Mini briefing). Teacher explains and models a comparison framework:

• Features (what it looks like / where it is / size and shape)
• Formation & change (what processes shape it; what changes over time)
• Significance (environmental impacts and human uses/risks; one management response) Students follow along on a class example using sentence starters: “The Great Dividing Range is… because…”.

3. 18–32 min · Investigate (Jigsaw evidence stations). Teacher groups students into four teams and assigns one station each:

• Station A: Great Dividing Range evidence card (formation/processes, landforms, climate/elevation effects)
• Station B: Andes evidence card (formation/processes, landforms, hazard/climate effects)
• Station C: Map/climate graphs (compare rainfall patterns and altitude/climate relationship)
• Station D: Human-environment significance card (settlement, agriculture, resources, hazards, protections) Students rotate after 3–4 minutes, completing a shared comparison table: Feature / Evidence / “So what?” significance.

4. 32–45 min · Compare & justify (Partner written reasoning). Teacher prompts a structured response: “Which landform system is more associated with… (hazards, biodiversity zones, water supply)? Use evidence.” Students choose ONE comparison focus (teacher gives two options and they select one):

• Water and climate patterns
• Hazards and land management They write a 6–8 sentence paragraph using: claim → evidence → explanation → link to management.

5. 45–55 min · Gallery walk (Success criteria check). Teacher posts exemplars/blank posters around the room with headings: “Features”, “Change over time”, “Significance”, “Management idea”. Students add one sticky-note contribution per heading from their paragraph, then leave a “Question for another group” on a different poster.

6. 55–60 min · Exit ticket (Quick assessment). Teacher collects:

• One sentence describing a feature of each mountain system
• One sentence describing how one system changes over time
• One sentence on significance (people OR ecosystems) Students complete independently.

Resources

• Evidence station cards for Great Dividing Range, Andes, maps/climate graphs, and human-environment significance
• Comparison table worksheet (Feature / Evidence / So what?)
• Sentence starters and paragraph scaffold (claim–evidence–explain–link)
• Sticky notes or mini cards for gallery walk
• Coloured markers, pens, highlighters
• Projector/printouts for silhouette hook images
• Timer for rotations and a sample paragraph (teacher-prepared)

Assessment

• Formative during stations: teacher circulates, checks completed table entries against “Feature / Evidence / So what?”
• Formative during partner writing: look for correct use of claim–evidence reasoning and at least one management link
• Exit ticket: verifies identification of features (DFC-02), change over time language (PRI-01), and significance/management idea (MAN-01)

Differentiation

• Support: provide sentence starters (“Both ranges affect…”, “A process that shapes mountains is…”, “This matters because…”), word bank (plate movement, erosion, altitude, rainfall, hazard, biodiversity, land use), and a partially completed comparison table for students needing structure
• Support (EAL/SEN): allow short responses, provide visual diagram prompts, and pre-teach 5–7 key terms on the wall; partner with a supportive peer
• Extension (advanced learners): require an additional “management implication” sentence—e.g., propose one protection strategy and justify why it fits the landscape characteristics and risks
• Choice: students choose one comparison focus (water/climate OR hazards/land management) to engage different strengths

Extension (optional)

• For fast finishers: complete a “mini risk-and-response” card—identify one environmental risk linked to mountains (e.g., erosion, landslides, water variability) and suggest one management action with a brief justification using evidence from the station materials.