Landslides and Mass Movement

Active learning turns abstract forces like gravity and friction into visible, hands-on evidence students can measure and discuss. Building models, reading real events, and designing solutions give Year 5 learners concrete ways to connect causes such as slope angle and rainfall to outcomes like buried homes and blocked roads.

• Year 5
• Science
• 4 activities
• 30 min–50 min

Learning Objectives

1. Analyze the role of gravity, water, and slope angle in initiating mass movement events.
2. Compare the primary triggers for a mudslide versus a rockfall, identifying key differences in material and environmental conditions.
3. Design a simple mitigation strategy, such as a retaining wall or drainage channel, to reduce landslide risk on a model slope.
4. Explain how factors like vegetation removal or intense rainfall can increase the likelihood of landslides.
5. Classify different types of mass movement based on their speed and the material involved.

Problem-Based Learning

⏱ 45 min·Small Groups

Tray Model: Trigger Tests

Provide trays with layered sand, soil, and rocks on inclines. Students add water, shake for earthquakes, or remove 'vegetation' sticks, then observe and measure slide distance. Groups record variables and results on charts for class sharing.

Prepare & details

Explain the factors that contribute to the occurrence of landslides.

Facilitation Tip: During Tray Model: Trigger Tests, circulate with a protractor to model how to measure slope angle and reinforce that 10 degrees can slide if soil is wet.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 35 min·Pairs

Case Study Pairs: Aussie Events

Pair students with images and articles on Thredbo 1998 or Queensland 2022 landslides. They list causes, effects, and human factors, then compare to mudslide vs rockfall triggers using Venn diagrams. Pairs present findings to the class.

Prepare & details

Compare the triggers for a mudslide versus a rockfall.

Facilitation Tip: When running Case Study Pairs: Aussie Events, give each pair a single A4 sheet so they must agree on the most important factors and effects before presenting.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 50 min·Small Groups

Design Challenge: Risk Fixes

In small groups, students sketch and build mitigation models for a sloped 'town' using cardboard, straws for drains, and fabric for netting. Test models with water sprays, evaluate effectiveness, and propose improvements.

Prepare & details

Design strategies to mitigate the risk of landslides in vulnerable areas.

Facilitation Tip: In Design Challenge: Risk Fixes, limit materials to 10 craft sticks and 20 grams of clay so students focus on structural logic rather than decoration.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 30 min·Whole Class

Mapping Whole Class: Local Risks

Project local maps; class brainstorms slope, rain, and land-use risks. Students mark zones with sticky notes, discuss triggers, and vote on priority mitigations. Compile into a shared risk poster.

Prepare & details

Explain the factors that contribute to the occurrence of landslides.

Facilitation Tip: For Mapping Whole Class: Local Risks, provide a single large map so every group’s pins become part of a shared visual reference for the whole class.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers anchor this topic in the concrete by starting with hands-on modelling before abstract case analysis. Avoid overloading students with too many variables at once; instead, isolate one trigger per activity so patterns emerge clearly. Research shows that students grasp cause-and-effect faster when they physically manipulate variables and record results in real time.

What to Expect

Successful learning looks like students explaining how gentle slopes can still slide after rain, naming two Australian events with clear triggers, and proposing one stabilisation fix for a local risk map. They should use terms like saturation, debris flow, and retaining wall with confidence.

Watch Out for These Misconceptions

Common Misconception

During Tray Model: Trigger Tests, watch for students who assume landslides only occur on steep mountain slopes.

What to Teach Instead

Use the tray to model a gentle 15-degree coastal dune and a steep 45-degree hill; have students compare the effects of adding water to both, measuring travel distance and depth of debris.

Common Misconception

During Case Study Pairs: Aussie Events, watch for students who claim landslides are completely random and unpredictable.

What to Teach Instead

Provide the Lockyer Valley rainfall data and ask pairs to circle dates when warnings appeared; prompt them to list patterns such as heavy rain within 48 hours before slides.

Common Misconception

During Design Challenge: Risk Fixes, watch for students who overlook human actions like vegetation removal.

What to Teach Instead

Require students to include a labeled section on their poster showing how fire or farming destabilized the slope before they propose a fix like terracing or replanting.

Assessment Ideas

Exit Ticket

After Tray Model: Trigger Tests, provide the scenario: 'A heavy rainstorm has just occurred in a hilly area where many trees were recently removed.' Ask students to write two sentences explaining why this situation might lead to a landslide and one type of mass movement that could occur.

Discussion Prompt

During Mapping Whole Class: Local Risks, pose the question: 'Imagine you are advising a community living on a steep slope. What are two important factors you would tell them to watch out for that could signal an approaching landslide?' Facilitate a class discussion, guiding students to mention signs like cracks in the ground, leaning trees, or unusual sounds.

Quick Check

After Case Study Pairs: Aussie Events, show students images of different types of mass movement. Ask them to label each image with the correct term and briefly explain one key difference between two of the images.

Extensions & Scaffolding

• Challenge: Ask early finishers to predict how the same slope would behave if they added a road cut halfway up the tray.
• Scaffolding: Provide sentence starters on cards for students who struggle to write explanations during the exit ticket.
• Deeper: Invite students to research the 2005 Thredbo landslide and compare the debris flow speed to their tray model results.

Key Vocabulary

Mass Movement	The downslope movement of rock, soil, and debris under the influence of gravity. This is a broad term that includes landslides and mudslides.
Landslide	The rapid movement of a large mass of earth or rock down a slope. It can involve soil, rock, or a mixture of both.
Mudslide	A rapid flow of soil and debris that has become saturated with water. Mudslides often occur after heavy rainfall or snowmelt.
Trigger	An event or condition that initiates a process, such as a landslide. Common triggers include heavy rain, earthquakes, or volcanic activity.
Mitigation	Actions taken to reduce the severity or impact of a hazard, like landslides. This can include engineering solutions or land-use planning.