Geography · Grade 11

Active learning ideas

Landforms and Geomorphic Processes

Active learning helps students visualize slow, large-scale processes that are difficult to observe directly. For landforms and geomorphic processes, hands-on modeling and simulation make abstract concepts concrete, allowing students to test hypotheses about erosion, deposition, and tectonic forces in real time.

• Ontario Curriculum Expectations
• Ontario Curriculum CGF3M, C1: Analyse various natural physical processes that create and change the Earth’s physical features.
• Ontario Curriculum CGF3M, C1.1: Analyse the effects of various tectonic forces on the Earth’s surface.
• Ontario Curriculum CGF3M, C1.2: Analyse the effects of various gradational processes on the Earth’s surface.
• Ontario Curriculum CGF3M, C2.1: Describe the characteristics of various landform regions in Canada and the world.

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Mountain Formation Processes

Divide class into expert groups on fold, fault-block, and volcanic mountains; each researches one type using diagrams and videos. Experts then regroup to teach peers and co-create comparison charts. Conclude with a class timeline of Canadian mountain evolution.

Explain the processes that lead to the formation of different types of mountains.

Facilitation Tip

During the Jigsaw Protocol, assign each expert group a specific plate boundary type and have them prepare a short demonstration with labeled diagrams before teaching their peers.

What to look for

Present students with three images of different landforms (e.g., a U-shaped valley, a volcanic mountain, a river delta). Ask them to write the name of the landform and list one primary geomorphic process responsible for its creation on a sticky note.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Concept Mapping
• 45 min · Pairs

Stream Table Simulation: Delta Formation

Provide stream tables with sand and adjustable water flow. Students adjust slope and sediment load to form deltas, measure changes, and sketch stages. Discuss variables affecting delta shape in pairs before sharing data class-wide.

Analyze how glacial activity shapes landscapes over geological time.

Facilitation Tip

For the Stream Table Simulation, run multiple trials with different sediment sizes and flow rates to show how deposition patterns change over time.

What to look for

Pose the question: 'If a glacier and a river were to carve through the same area for 10,000 years, what key differences would we observe in the resulting landscape?' Facilitate a class discussion, encouraging students to use key vocabulary related to erosion and deposition.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 03

• Concept Mapping
• 40 min · Small Groups

Clay Modeling: Glacial Landscapes

Students sculpt valley models from clay, then use wooden tools to simulate glacial erosion and deposition. Compare pre- and post-erosion forms, label features, and present how Canadian landscapes match. Photograph for digital portfolios.

Design a diagram illustrating the formation of a river delta.

Facilitation Tip

When using Clay Modeling for glacial landscapes, have students mark their clay with a pencil to trace the movement of debris and compare it to real glacial landforms like drumlins or moraines.

What to look for

Ask students to write a two-sentence explanation for how plate convergence leads to the formation of fold mountains. Then, have them list one specific example of a fold mountain range.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 04

• Concept Mapping
• 60 min · Pairs

Field Mapping: Local Geomorphic Features

If possible, visit schoolyard or nearby site; students map landforms with compasses and sketch erosion evidence. Back in class, analyze photos to classify processes and predict future changes.

Explain the processes that lead to the formation of different types of mountains.

What to look for

Present students with three images of different landforms (e.g., a U-shaped valley, a volcanic mountain, a river delta). Ask them to write the name of the landform and list one primary geomorphic process responsible for its creation on a sticky note.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

A few notes on teaching this unit

Experienced teachers approach this topic by using a mix of analog modeling and real-world case studies to bridge the gap between abstract theory and observable phenomena. Avoid relying solely on diagrams or textbook images, as these often oversimplify the dynamic nature of geomorphic processes. Instead, prioritize activities that allow students to manipulate variables and observe outcomes, reinforcing the idea that landforms evolve over long timescales through competing forces.

Students will accurately explain how tectonic, glacial, and fluvial processes shape landforms and support their explanations with evidence from models and simulations. They will also identify key landform features and link them to the processes that created them.

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Watch Out for These Misconceptions

• During the Jigsaw Protocol, watch for students who assume mountain formation happens rapidly.

  Use the expert group’s labeled diagrams and peer teaching to emphasize that mountain ranges like the Rockies form over millions of years due to slow tectonic uplift and erosion. Have students calculate the average rate of uplift in cm/year based on geological data.

• During the Clay Modeling: Glacial Landscapes activity, watch for students who believe glaciers only erode the landscape.

  Have students observe how their clay ‘glacier’ deposits debris (till) at its snout and sides, then compare this to images of glacial moraines. Ask them to describe the dual role of glaciers in both carving and building landforms.

• During the Stream Table Simulation: Delta Formation, watch for students who think river deltas form primarily through erosion.

  Guide students to measure sediment deposition at the delta’s edge during each trial. Ask them to explain how the drop in river velocity leads to sediment settling and delta growth, using their data to counter the misconception.

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Methods used in this brief

• Jigsaw
• Concept Mapping