Go to page Content

2 — Describing landscapes

A satellite image of most of North America, taken from a low altitude orbit of approximately 826 km

Above: A view of Earth (showing most of North America) from space, NASA image, public domain, no copyright

This is the second sequence in a learning unit where students are becoming familiar with the relationship between the environment and human activity, and how the environment can be represented. This may be achieved by asking:

These questions will introduce the students to the three main elements of a clause or simple sentence. Students will engage with a series of photographs of people doing things in various landscape settings as stimulus for reinforcing the three questions above.

To prepare for the lesson you need to source images of people doing things in different landscapes (coastal, alpine, rainforest, desert or grassland, urban and rural) that will support the three questions listed above. This will lead the students to suggest the things (nouns and noun groups) depicted, the actions (verbs and verb groups) they are participating in and where, when or how the actions (adverbs/prepositional phrases) are being performed (for example, ‘Some children are playing on the sand’).

You will also need to print class copies of the Clause analysis worksheet that will be used to build up information about each of the landscapes and books studied.

Begin by revisiting the images used in Sequence 1. Refer to the ‘Landscape language’ display and discuss some of the words and phrases. Ask the students which words or phrases could describe each picture. Label each of the landscapes with their correct names and discuss some of their features. ACHASSI027

Activity 1: Elements of a clause

Display the images of different landscapes (coastal, alpine, rainforest, desert or grassland) that you have previously chosen that will support the three questions:

Choose one of the images and display it on the board with the Clause analysis worksheet next to it. Model how to fill in the worksheet by asking the students who or what is involved in the image and recording their responses. Next, ask them what is happening and again record their responses. Finally, ask them if there are there any other circumstances surrounding the activity, and record their responses.

Demonstrate how we can use the responses to these questions to make a clause or sentence (for example, ‘The tall man is leaping out of the deep blue water’). Ask the students to turn to a partner and, using the information from the worksheet, tell each other a clause or sentence.  ACELA1451 

Activity 2: Filling in the Clause analysis worksheet

Organise the students into groups of around four and provide each group with a copy of the Clause analysis worksheet. Give each group one of the images and get them to think about the three questions they have just answered about the first image. Encourage them to refer to the ‘Landscape language’ display to assist them in choosing words or phrases to describe their place. They write their responses on the worksheet. Move around the groups providing support, as necessary.  ACELA1452

Reflection

Bring the class back together and ask groups to select a sentence about their image that they would like to share with the rest of the class. Allow time for each group to share. Ask the students whether there are any additional words or phrases that should be added to the ‘Landscape language’ display. Place the Clause analysis worksheets in the display area. ACHASSI027