This unit is comprised of five learning sequences.

Learning sequence 1: Plate tectonics

Students:

• investigate the processes involved in volcanic and earthquake activity, folding and faulting, for example:
  • location of major tectonic plates and their boundaries
  • discussion of evidence of tectonic plate movement
• explanation of the relationships between plate boundaries and major physical

Learning sequence 2: Physical processes

Students:

• investigate the processes of weathering, erosion, deposition and mass movement, for example:
  • explanation of physical and chemical weathering processes and the role of weathering in shaping the landscape
  • description of types of mass movement
  • discussion of the role played by humans in mass movement
  • examination of erosion and deposition including the role of water, wind and ice in transforming the land

Learning sequence 3: Climate

Students:

• investigate patterns and processes associated with climate, for example:
  • explanation of global atmospheric circulations: insolation, pressure, wind, temperature, precipitation
  • description of global climatic patterns
  • examination of factors affecting climate: latitude, altitude, maritime and
• continental influences
  • explanation of issues resulting from climate change

Learning sequence 4: Weather

Students:

• investigate patterns and processes associated with weather and weather events, for example:
• discussion of factors affecting temperature and humidity
• description of meteorological processes that produce different types of rainfall and extreme weather events: droughts, floods, storms
• assessment of the impact of an extreme weather event on a community
• examination of Aboriginal, Torres Strait Islander and/or international Indigenous perspectives on patterns and processes associated with weather and climate

Learning sequence 5: Biogeography

Students:

• investigate the biogeography of one vegetation community, for example:
  • identification of ways vegetation is classified
  • explanation of soil-forming processes and the relationship between soil and vegetation
  • examination of the spatial distribution and physical characteristics of one vegetation community
  • analysis of human impact on the selected vegetation community, including that of Aboriginal Peoples
• investigate at least one environment produced by biophysical processes and human interactions in a particular location, for example:
  • identification of the main biophysical processes in the selected study
  • explanation of the processes that create the features of the environment
  • description of human interactions with the environment

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