Sustainable Landscape Choices

Overview

This lesson builds on students’ understanding of how geomorphological processes and human activity connect, by exploring practical ways people manage distinctive landscapes sustainably. Students use real-world examples to identify sustainability strategies and explain likely environmental, social and economic impacts.

Learning intentions

• WALT discuss sustainable practices for managing landscapes by using evidence from real examples.
• Students will identify interconnections between human decisions and geomorphological processes (especially erosion, sedimentation and land/water changes).
• Students will explain how strategies can improve environmental quality and consider impacts for communities.

Success criteria

• I can list examples of sustainable practices used to manage landscapes.
• I can explain how a chosen strategy could reduce environmental harm (for example erosion/sediment) and support long-term landscape quality.
• I can connect human activity to geomorphological processes using clear cause-and-effect language.
• I can justify my choices using reasons, not just opinions.

Curriculum links

• AC9HG8K04: the interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes (focus: managing impacts on land and water environments).
• AC9HG8S05: identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts.
• AC9HG8K03: recognise the spiritual, aesthetic and cultural value of landscapes and landforms (considered when discussing ‘why we protect’ places).

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Keep it working” discussion. Teacher shares two quick prompts: “What would happen if a popular track got worn out?” and “Why might people choose rules to protect landforms?” Students do a think–pair–share, drawing on their own experiences (parks, coasts, walking tracks, school grounds).

2. 5–12 min · Mini-lesson: Sustainable geography in action. Teacher explains that sustainability strategies aim to reduce negative impacts and keep environments functioning; highlights examples like limiting trampling on tracks, stabilising banks, managing runoff, restoring vegetation buffers, and designing visitor access. Students take 3 short notes in a cause–effect template: Human action → geomorphological process → possible outcome.

3. 12–27 min · Case study carousel (groups of 4). Teacher sets up 4 stations with prompt sheets (no hyperlinks):

• Station A: Tourist tracks in bushland (overuse, erosion, sediment)
• Station B: Land clearing and runoff (soil exposure, sedimentation)
• Station C: River regulation effects (dams/weirs/channel changes; link to wetlands/river health)
• Station D: Mining/urban development (pollution risk, disturbed land; link to management) Students rotate every ~3–4 minutes, each time adding one strategy a community could use and writing one sentence of potential impact (environmental + one other factor such as social or economic).

4. 27–38 min · Whole-class “Sustainability strategy” debate. Teacher displays a question: “Which strategy would you prioritise, and why?” Students choose one station’s scenario and argue for one action using the frame:

• “I choose ___ because ___.”
• “This could reduce ___ (geomorphological impact).”
• “It could also affect ___ (social/economic/cultural value).” Teacher facilitates conversation, ensuring respectful turn-taking and encouraging quieter students with specific roles (timekeeper, evidence finder, summariser).

5. 38–45 min · Exit ticket: evidence-based choice. Teacher gives an exit ticket: “List two examples of sustainability in practice and explain one potential impact for each.” Students complete independently; teacher collects for quick checking.

Resources

• 4 case study prompt sheets (one per station) with guiding questions and simple diagrams
• Cause–effect note template (Human action → process → outcome)
• Sustainability strategy sentence frame strip (for discussion and writing)
• Coloured pencils/highlighters for marking “strategy” and “impact”
• Timer for rotations
• Exit ticket slips or digital form (teacher chooses)
• Dyslexia-friendly reading copies: shortened text version + larger font + icons for key words (Track, Soil, River, Wetland, Community, Protect)
• Optional: sticky notes for “strategy” votes

Assessment

• Formative during hook discussion: check that students make connections between human activity and landscape change.
• Formative during carousel: look for correct cause–effect statements and realistic strategies.
• Exit ticket: assess if students can list sustainability practices and explain at least one potential impact using clear reasons.

Differentiation

• Support for diverse learners: provide sentence starters (“One strategy is…”, “This could lead to…”) and a worked example for one station.
• Dyslexia-friendly reading options: offer shortened text prompt sheets, larger font, and icon cues; allow audio reading by teacher or student buddy for key instructions.
• Extension for advanced students: ask for a brief trade-off (one benefit and one possible drawback) and how monitoring could improve the strategy.
• Conversation scaffolds: assign roles in groups (reader, summariser, impacts writer, strategy proposer) so every student contributes.
• Encourage lived experience: invite students to relate to familiar places (local bushland, coast, school oval usage) while still linking to geomorphological processes.

Lesson 23 Success Criteria (student-friendly)

• I can name at least two sustainable practices used to manage landscapes.
• I can explain how a strategy links to reduced erosion/sedimentation or improved land/water quality.
• I can justify my choices using evidence and reasons.
• I can consider how protecting landscapes also supports people and community needs.