Water Connections

Overview

Students revise key ideas from Landscapes and Landforms (processes shaping places) and use those connections to introduce the Water in the world focus. They will explain how landforms influence water movement and why water is a valuable resource, setting up later learning about water scarcity and management.

Learning intentions

• Students will revise how landscapes and landforms are shaped by natural processes.
• Students will explain connections between landscapes/landforms and the movement of water.
• Students will describe diverse features of places by linking physical geography to water availability and use.
• Students will reflect on why curriculum writers choose “Water in the world” as a meaningful unit.

Success criteria

• I can name at least two ways landforms influence how water flows or is stored.
• I can use geography terms (e.g. river, catchment, groundwater, erosion) in a short explanation.
• I can describe one place/environment feature and how it affects water availability.
• I can articulate why studying water helps us understand real-world issues.

Curriculum links

• GE4-DFC-01: Students locate diverse features and describe the characteristics of a range of places and environments (water in the world).
• Thinking and working geographically: making connections between processes, features, and outcomes.
• Water resources and their value: linking physical environments to how people use water.

Lesson structure (40 minutes)

1. 0–5 min · Hook: “Landforms → Water?” Teacher writes the question on the board: “Where does water go after rain, and why?” Teacher prompts a quick think-time, then calls for 2–3 student responses. Students do a 30-second think, then share one idea using a sentence frame: “I think water goes… because…”

2. 5–12 min · Quick revision: landforms and processes Teacher displays (paper handout) a one-page “Landforms recap” with three short prompts: erosion, deposition, and water movement through a landscape. Students complete on paper in pairs: match each process to a short description, using minimal writing (1–2 sentences each).

3. 12–20 min · Explicit teaching: building the link to water Teacher draws a simple cross-section diagram on the board: hills/mountains, valley/river, permeable rock/groundwater, and a catchment boundary. Teacher explains: landforms control slope, drainage, and storage—so they influence rivers, wetlands, and groundwater, which then affects water availability. Students add a label-and-legend to their diagram (catchment, river/streams, groundwater area) using the class teacher model.

4. 20–28 min · Guided task: “Connect the units” paragraph Teacher gives a short worksheet: “Use what you know from Landscapes and landforms to explain water movement in one place.” Provide a model paragraph starter: “In this environment, the landforms… This affects the catchment by… As a result, water is… People value this because…” Students write one paragraph (6–8 sentences) connecting physical processes to water features and value.

5. 28–36 min · Reflection: why this unit matters Teacher prompts three reflection questions on the board:

• “What problems or decisions could be linked to water?”
• “How might water affect people and ecosystems in different places?”
• “Why might the curriculum focus on water now?” Students choose two questions and write brief responses (3–4 lines each). Dyslexia-friendly option: allow oral rehearsal first, then short dot points.

6. 36–40 min · Exit ticket + success check Teacher reads the success criteria aloud and asks students to complete a 2-minute exit ticket:

• “One landform factor that affects water is…”
• “One reason studying water is important is…” Students submit handwritten responses.

Resources

• Printed “Landforms recap” worksheet (short descriptions + matching).
• Printed “Connect the units” diagram sheet (cross-section and blank labels).
• Board markers/chalk and a class diagram model.
• Pens/pencils; optional ruler for neat diagram.
• Sentence frames (provided on worksheet): “I think… because…” and paragraph starter.
• Simple geography word bank on paper (river, catchment, groundwater, erosion, deposition, rainfall, storage).
• Timer visible to students.

Assessment

• Formative: teacher listens during Hook share-outs for misconceptions (e.g. water “disappears” without storage/flow).
• Formative: check matching accuracy on the Landforms recap and labels on the cross-section.
• Summative-for-today: exit ticket responses show whether students can link landforms to water movement and explain relevance.

Differentiation

• Support for students who struggled in Semester 1:
• Provide partially completed diagrams (some labels already placed).
• Use sentence starters for the paragraph (minimum required: 4 labelled ideas + 2 value sentences).
• Allow oral planning with a partner before writing.
• Dyslexia-friendly reading options:
• Offer a teacher-read version of instructions and key prompt sentences (students follow along on paper).
• Provide shorter text chunks on the worksheet (one prompt per box) and allow dot-point responses before sentence writing.
• Extension for advanced learners:
• Add a challenge: include one hydrological hazard link (e.g. flooding risk after heavy rain) OR one water management idea (e.g. dams/reservoirs) and explain the connection to landforms.
• Use “because/therefore” reasoning in the paragraph (one extra linking sentence).
• Additional support:
• Provide a small word bank with example sentences for each geography term.
• Use clear handwriting expectations: one idea per line; diagrams can be simple but must be labelled.