Value of Landscapes

Overview

In this lesson, students explore why landscapes have value to different people, focusing on cultural significance and economic uses. Students examine the case of Uluru to identify features of a place and explain how it is managed and protected.

Learning intentions

• Students will identify features and characteristics of landscapes and places, including Uluru.
• Students will explain how landscapes can be culturally significant and economically important.
• Students will describe how different groups care for and manage Country/places.
• Students will use geographic terms to communicate ideas clearly.

Success criteria

• I can describe at least 2 features of Uluru as a place.
• I can explain at least 2 reasons landscapes are culturally significant.
• I can explain at least 1 economic or practical way people use landscapes.
• I can propose one respectful management action and justify it.

Curriculum links

• GELS-DFC-02: Students identify features or characteristics of places and environments.
• GELS-APC-02: Students identify ways in which Aboriginal Peoples care for and manage Country.
• GELS-MAN-01: Students demonstrate ways to manage and protect a place or environment.
• GELS-PRI-01: Students describe how places and environments change (link to how management helps protect landscapes over time).

Lesson structure (60 minutes)

1. 0–5 min · Hook (Think). Teacher shows 2 short images of a landscape—one centred on Uluru and one showing people visiting/using an area—and writes: “What value does this landscape have?” Students quick-write 2 ideas about cultural and economic value.

2. 5–15 min · Starter discussion (Pair–share). Teacher models a sentence frame: “This landscape is valuable because…” and reminds students to be respectful when discussing Aboriginal Country. Students turn-and-talk: identify what might be culturally important and what might be economically/practically important, then share one idea with the class.

3. 15–25 min · Direct teach (Mini-lesson). Teacher introduces a simple “Value of Landscapes” organiser with two columns: Cultural value / Economic value, plus a “Protection & management” column. Students follow along and annotate the organiser with teacher prompts (e.g., stories/identity/connection; tourism/jobs; land management to protect places).

4. 25–42 min · Case study: Uluru (Collaborative investigation). Teacher gives each group a set of short excerpt cards (teacher-prepared) about Uluru’s cultural significance, visitation/tourism, and management/protection actions. Students complete a table:

• Feature of Uluru (what you can see/describe)
• Cultural value (why it matters)
• Economic value (how people use/benefit)
• Management action (how it is cared for and protected) Teacher circulates, checking for accurate connections between value and management.

5. 42–52 min · Geographical reasoning (Whole-class barometer). Teacher reads 3 statements aloud:

• “Landscapes should be used only for economic reasons.”
• “Management choices should protect cultural meanings as well as the environment.”
• “Aboriginal Peoples’ care for Country should shape how visitors behave.” Students stand on a continuum (agree/unsure/disagree), then use “Reason–Evidence” to explain their choice using their organiser notes.

6. 52–59 min · Exit ticket (Assess understanding). Teacher displays the prompt: “Choose one value (cultural or economic) and one management action. Explain why they connect.” Students write 6–8 sentences including geographic terms (place, landscape, features, management, protect).

7. 59–60 min · Tidy and collect. Teacher collects exit tickets and previews what will be built next in the unit (how landscapes change and the role of management over time). Students pack up materials.

Resources

• Teacher-prepared image slides or printed images of Uluru and visitors
• “Value of Landscapes” organiser (one per student) with three columns
• Uluru case study excerpt cards (culture, economy/tourism, management/protection)
• Continuum signs: Agree / Unsure / Disagree
• Sentence starters for students who need support
• Exit ticket slips or digital form (offline option)
• Coloured pencils/highlighters for coding cultural vs economic vs management ideas

Assessment

• Formative: teacher checks group tables during the Uluru investigation for correct identification of features and clear links between value and management.
• Formative: barometer explanations listen for geographic reasoning and respectful language.
• Summative-for-today: exit ticket assessed against success criteria (cultural/economic value plus a justified management action).

Differentiation

• Provide sentence starters and a word bank (place, landscape, features, cultural significance, tourism, protection, management) for students needing language scaffolds.
• Offer a partially completed organiser for students who require additional structure (e.g., give features examples; students complete the values).
• Grouping strategy: mix skill levels so students can contribute different strengths (reading, summarising, presenting).
• Extension option within the task: students add a “possible impact if management changes” note (e.g., greater damage, reduced respect for cultural meanings).
• EAL support: allow responses using short sentences or bilingual word lists; encourage visuals (icons) on the organiser.