Unit 33 - Human Landscape

1. Understand key geographical features such as hills, rivers, lakes, valleys, and plains.
2. Collaborate to physically represent landscapes using their bodies.
3. Develop spatial awareness and creativity by turning abstract maps into visual, physical forms.
4. Identify different landscapes by observing peers' performances and matching them to the correct maps.

• Collection of Maps (physical or digital): A variety of maps showing landscapes with features such as hills, rivers, lakes, valleys, plains, and mountains.

• Projector/Screen: To display the maps for the class.

• Raffle Box: With each map or location written on a card for students to draw.

• Large open space (indoor gym or outdoor area).

1. Prepare a collection of maps representing different types of landscapes (at least one for each small group). You can use topographic maps or simplified versions for younger students.
2. Set up a raffle system so each group randomly selects a map.
3. Ensure there’s a projector or large screen to display the maps for the class.

As an example for the following activities, these pictures show a dancer/participant in the Creative Harmony performance at the Ars Electronica Deep Space where each participant is led to create the landscape of a marine universe, whether on the surface of the water or in the abyss by co-create a virtual environment in real time through gestures and body motion. For further information please visit: ars.electronica.art/prix/en/winners/computer-animation/

• Introduction: Explain that today’s lesson combines geography with physical movement. The goal is to turn 2D maps into 3D “human landscapes” by using their bodies to represent geographical features.

• Warm-Up:
• Geographic Movements: Start with simple movements mimicking geographical features to get them thinking about how they might represent landscapes. For example:
• "Be a mountain" – Stand tall with arms raised.
• "Be a river" – Flow across the floor with smooth, wavy movements.
• "Be a hill" – Form a low, rounded shape on the ground.
• This warm-up prepares students for thinking physically about landscapes.

• Group Formation: Divide the class into small groups (5-7 students per group depending on class size).

• Raffle the Maps: Each group draws a map from the raffle box. Each map should represent a unique geographic landscape (e.g., a hilly terrain with rivers, a valley with a lake, etc.).

• Preview Maps: Allow the groups to examine their maps for a minute to understand the landscape they will need to represent.

• Each group discusses and plans how to represent the landscape on their map using their bodies.

• Encourage them to think creatively—how can they show different elevations, water features, and flat areas?

• Each student can represent a specific element (e.g., a hill, a river, a lake), or they can work together to form larger features like valleys or mountains.

• Step 2: Practice (10 minutes):
• Groups practice forming their human landscape. Remind them to use the space effectively and make their landscape clear and recognizable.

• The teacher should circulate, offering guidance and helping groups visualize their landscape accurately.

• Step 3: Prepare for Presentation (5 minutes):
• After practicing, each group should rehearse how they will present their landscape and decide on the order of movements if they plan to have any dynamic elements (e.g., rivers "flowing" or trees "growing").

• Step 1: Display the Maps:
• Project all of the maps onto the screen for the class to see. Make sure the maps are numbered (e.g., Map 1, Map 2, etc.).
• Briefly review the different maps with the class, pointing out major features like rivers, lakes, hills, and valleys.
• Step 2: Group Presentations (10-15 minutes):
• One by one, each group presents their human landscape.
• The presenting group performs their landscape for 30-60 seconds, holding or moving to represent the features.
• As each group presents, the other students must try to match the performance to the correct map on the screen by raising their hands and giving their answer (e.g., "That looks like Map 3!").
• Discuss why the observing students guessed the map they did, focusing on how well the group represented specific features like hills, lakes, or rivers.
• Step 3: Reveal the Map:
• After the audience guesses, the presenting group reveals which map they were representing. Applaud the groups for their creativity!

• Reflection Questions:
• Ask students to reflect on the process of visualizing landscapes:
• What was the most challenging geographic feature to represent with your body?
• How did working together as a team help you create a landscape?
• What did you learn about geography from watching the other groups?
• Discuss the importance of spatial awareness in both physical education and geography, and how this activity helped them understand geographical features in a new way.

• Cool Down Movement:
• Lead students through a calm stretching routine while continuing to mimic geographic features:
• Stretch tall like a mountain.
• Flow side to side like a river.
• Curl up like a small hill or dune.

1. Teacher Observation: Monitor group collaboration, creativity, and accuracy in representing geographic features.
2. Peer Feedback: After each presentation, allow students to provide feedback on what made the landscape clear or challenging to identify.
3. Self-Reflection: Have students reflect on how they contributed to their group and what they learned about geography from the activity.

• Art Extension: After the physical activity, students can draw or model the landscapes they created with their bodies, reinforcing the connection between physical representation and geographic understanding.

• STEM Extension: Introduce the concept of topographic maps and how elevation is represented with lines and contours. Have students discuss how they could represent elevation changes physically.

• Technology Integration: Use augmented reality (AR) apps to overlay digital landscapes on the gym floor and have students interact with them as part of the performance.

• Science – Understanding natural landforms and ecosystems.

• Technology – Using digital projections or AR to explore geographic content

• Engineering – Constructing physical models to simulate terrain and elevation

• Physical Education – Coordinating full-body movement to represent mapped features.

• Art – Creative design of landscapes using human movement.

• Mathematics – Spatial planning, estimating distance, and proportion.