Physical geography
A learning sequence where students investigate the physical geography of this world.
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
Syllabus
Please note:
Syllabus outcomes and content descriptors from Geography K-10 (2012) Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012