Humanities Department Year 9 Geography – Food Insecurity Unit Plan · 2020-04-03 · ‘Biomes...
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Humanities Department Year 9 Geography – Food Insecurity Unit Plan Unit: Food Insecurity Duration: Term 2 or 4 / 10 weeks Unit Outline Australian Curriculum Year Level Description: https://www.qcaa.qld.edu.au/p-10/aciq Year 9 Level Description There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’. ‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre product ion. This unit examines the biomes of the world, their alteration and significance as a source of... There is one unit of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ ‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre product ion. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world. The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions. Key inquiry questions A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The key inquiry questions for Year 9 are: What are the causes and consequences of change in places and environments and how can this change be managed? What are the future implications of changes to places and environments? This unit: In this unit students will develop an understanding of Food Security and Insecurity across the globe. They will develop the skills of research and report writing as well designing and interpreting surveys.
Transcript of Humanities Department Year 9 Geography – Food Insecurity Unit Plan · 2020-04-03 · ‘Biomes...
Humanities Department Year 9 Geography – Food Insecurity Unit Plan
Unit: Food Insecurity Duration: Term 2 or 4 / 10 weeks
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Australian Curriculum Year Level Description:
https://www.qcaa.qld.edu.au/p-10/aciq
Year 9 Level Description
There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’.
‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre product ion. This unit examines the biomes of the world, their alteration and significance as a source of...
There is one unit of study in the Year 9 curriculum for Geography: ‘Biomes and food security’
‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre product ion. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.
The key inquiry questions for Year 9 are:
What are the causes and consequences of change in places and environments and how can this change be managed?
What are the future implications of changes to places and environments?
This unit: In this unit students will develop an understanding of Food Security and Insecurity across the globe. They will develop the skills of research and report writing as
well designing and interpreting surveys.
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https://www.qcaa.qld.edu.au/p-10/aciq
By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria.
Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to select and collect relevant and reliable geographical information and data. They record and represent multi-variable data in a range of appropriate digital and non-digital forms, including a range of maps that comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to propose explanations for patterns, trends, relationships and anomalies across time and space, and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings, arguments and explanations using relevant geographical terminology and digital representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes and consequences of their proposal
VOCABULARY
(ESSENTIAL VOCABULARY STUDENTS MUST DEVELOP WITHIN THIS UNIT. IDENTIFY WHAT LEVEL OF VOCABULARY INSTRUCTION IS REQUIRED – 1: SIMPLE INSTRUCTION, 2: VOCABULARY MAPS, 3: FRAYER MODEL)
LEVEL 1 LEVEL 2 LEVEL 3 Levels of Vocab Instruction
food security risk global refugee access civil conflict poverty natural disaster social aid agency
Indicator Arable Malnourished Undernourished Biofuel Economic Standard of living
Vulnerable Developing country Less developed country Demographic Population pyramid
Level 1 – Simple concepts
Mix ‘n ‘Match
Flash Cards
Quizlet etc
Word wall Level 2 – Complex concepts
Vocabulary Maps Level 3 – Highly abstract concepts
Frayer Model
ASSESSMENT ITEMS
Due Date
Food insecurity report A range of skills based activities interpreting primary and secondary data. This
will focus on the different types of indicators used to determine food security.
Students research a selected Sub-Saharan African
country and conduct a case-study of its food
insecurity challenges.
TOOLS – these are what you might
use:
TECHNIQUES – this is how you might
use the tools:
RUNNING RECORDS
CRITERIA FOR SUCCESS
RESEARCH PROJECTS
ANNOTATED WORK SAMPLES
WRITTEN TESTS
MULTIPLE CHOICE TESTS
EXTENDED RESPONSE
GROUPS DISCUSSION
ORAL PRESENTATION
WRITTEN TASKS
PORTFOLIO
TEACHER OBSERVATION
PEER FEEDBACK
STUDENT SELF-ASSESSMENT
FOCUSED ANALYSIS
STUDENT/TEACHER CONSULTATION
ASSESSMENT AUDIT – KNOWLEDGE (CONTENT) AND UNDERSTANDING: SKILLS (CCES) BEING ASSESSED:
Content
Food insecurity
Indicators – types
Level of development
Causes of food insecurity
Impacts of food insecurity
Possible solutions to food insecurity
Aid
Aid agencies and their role
Skills
Interpreting indicators/population pyramids
Recording and noting data
Mapping relevant information
Summarising and condensing text
Organising and structuring data and text
Analysing cause and effect
Comparing country indicators
Evaluating possible solutions
CCEs 4. Interpreting the meaning of words or other symbols 5. Interpreting the meaning of pictures/illustrations 6. Interpreting the meaning of tables or diagrams or maps or graphs 7. Translating from one form to another 11. Summarising/condensing written text 12. Compiling lists/statistics 13. Recording/noting data 14. Compiling results in a tabular form 15. Graphing 20. Setting out/presenting/arranging/displaying 21. Structuring/organising extended written text 27. Expounding a viewpoint 29. Comparing, contrasting 30. Classifying 31. Interrelating ideas/themes/issues 43. Analysing 44. Synthesising 45. Judging/evaluating 48. Justifying
https://www. qcaa.qld.edu.au/downloads/senior/qcs_cce_descriptors.pdf
Unit FOOD INSECURITY Duration: 20 lessons
Week 1
Title: Introduction to Food Insecurity Learning Intentions KNOWLEDGE – students will learn about:
Who isn’t hungry?
What is food insecurity?
SKILL – students will learn to: Interpreting from photos, video and text
Text References: P 66, 67 Additional Resources: Refer to G Drive, Humanities, Yr 9 Geog lesson 1) Video: Food for Thought + Worksheet Worksheet questions(Text p66-67) Supporting learning resources:
Title: Who is Hungry? Learning Intentions KNOWLEDGE – students will learn about:
Who is hungry?
SKILL – students will learn to: Interpret
Summarise
Text References: p68-69
Additional Resources: Video: Global Food Equity + worksheet Supporting learning resources: Spreadsheet/mind map, closed activity interpreting choropleth maps
Glossary: Arable, innovation, sustainable
Title: Who is Hungry? Learning Intentions KNOWLEDGE – students will learn about:
Who is hungry?
Who is at risk of food insecurity?
Pastureland and food problems
SKILL – students will learn to:
Identify food problems Explain how food production
can be increased
Text References: Ch 2.1 p28 map: World distribution and cropland and pasture, Ch 4.2 p68-69
Additional Resources: Video: Global Food Equity + worksheet Supporting learning resources: Spreadsheet/mindmap, closed activity interpreting choropleth maps Glossary: Malnourished and undernourished
Week 2
Title: Food Shortage or Surplus
Learning Intentions KNOWLEDGE – students will learn about:
Causes and impacts of food insecurity SKILL – students will learn to:
Explain how we can feed the future world population.
Identify ways to improve future production
Text References: ch 5 P78-79
Title: Who is not hungry now?
Learning Intentions KNOWLEDGE – students will learn about:
Food security SKILL – students will learn to:
Define Food security
Compare photographs p66/67 Fig 1 and 2 Interpret a map of low risk of food insecurity
Title: Who is hungry?
Learning Intentions
Knowledge – students will learn
about:
Factors that make people
vulnerable to food insecurity
SKILL – students will learn to:
Additional Resources: JacPlus Video: Future Food p79 Supporting learning resources: Interactivity: More or less food p83 text
Text References: Ch 4.1 P66-67, Figure 1 and 2 p66-67
Figure 3 p67 Additional Resources: Supporting learning resources:
Interpret maps and table Text book Ch 4.2 p68-69 Additional Resources: worksheet on choropleth maps (G Drive) Interactivity p 69 called “Nothing to eat”. Glossary: Arable
Week 3
Title: What is poverty?
Learning Intentions KNOWLEDGE – students will learn about:
Geographical indicators
Case Studies - SKILL – students will learn to:
Define poverty
Interpret cartoons
Empathise with people with different levels of food insecurity
Analyse and reflect on solutions to food insecurity Text References: Text Ch 5.4 p88-89 Additional Resources: Mind map: What is Poverty (G Drive), Global food inequality simulation Game (G Drive) – World vision
Title: Geographical Indicators
Learning Intentions KNOWLEDGE – students will learn about:
Geographical indicators
Case Studies -
SKILL – students will learn to: Classify levels of development using primary data
Compare indicators from a variety of countries
Text References:
Additional Resources: Booklet (electronic copy in G/T drive): “Comparing Indicators on Food Insecurity” , The World in 10 Seconds video (G Drive folder) Get Connected booklet activites
Title: Geographical Indicators
Learning Intentions KNOWLEDGE – students will learn about:
Geographical indicators
Case Studies -
SKILL – students will learn to: Classify levels of development using
primary data
Compare indicators from a variety of countries
Text References:
Additional Resources: Booklet (electronic copy in G/T drive): “Comparing Indicators on Food Insecurity” , The World in 10 Seconds video (G Drive folder)
Week 4
Title: Geographical Indicators
Learning Intentions KNOWLEDGE – students will learn about:
Geographical indicators
Case Studies -
SKILL – students will learn to: Classify levels of development using primary data
Compare indicators from a variety of countries
Text References:
Title: Geographical Indicators
Learning Intentions KNOWLEDGE – students will learn about:
Geographical indicators
Case Studies -
SKILL – students will learn to: Classify levels of development using primary data
Compare indicators from a variety of countries
Text References:
Title: Get Connected actiites
Learning Intentions KNOWLEDGE – students will learn about:
Challenges of providing solutions to food insecurity
SKILL – students will learn to: Recommend solutions global food issues
Analyse various case studies
Text References:
Additional Resources: Booklet (electronic copy in G/T drive): “Comparing Indicators on Food Insecurity” , The World in 10 Seconds video (G Drive folder)
Text References: Hand out Task sheet: REPORT Text Ch 5.1 Can we feed the future population? + Qs p81
Additional Resources: CIA World Fact Book Supporting learning resources:
Additional Resources: Booklet (electronic copy in G/T drive): “Comparing Indicators on Food Insecurity” , The World in 10 Seconds video (G Drive folder)
Text References: Hand out Task sheet: REPORT Text Ch 5.1 Can we feed the future population? + Qs p81
Additional Resources: Video: The Hunger Season (Clickview) + Worksheet/concept map, PPT…. Whose home is this? (G Drive/Humanities) Supporting learning resources: CIA World fact Book
Additional Resources: Get connected booklet- World Vision Video: The Hunger Season (Clickview) + Worksheet/concept map Supporting learning resources:
Week 5
Title: Introduction to report
Learning Intentions KNOWLEDGE – students will learn about:
Report writing
Requirements of task
SKILL – students will learn to: Follow report genre
Text References: N/A
Additional Resources: Task Sheet and Template access
Title: Report writing
Learning Intentions KNOWLEDGE – students will learn about:
Report writing
Requirements of task
SKILL – students will learn to: Follow report genre
Text References: N/A
Additional Resources: PPT called A standard report and C standard report (G Drive: Food Security) Task Sheet and Template access
Title: Report writing
Learning Intentions KNOWLEDGE – students will learn about:
Report writing
Requirements of task
SKILL – students will learn to: Follow report genre
Text References: N/A
Additional Resources: PPT called A standard report and C standard report (G Drive: Food Security)
Week 6
Title: Report writing
Learning Intentions KNOWLEDGE – students will learn about:
Report writing
Requirements of task
SKILL – students will learn to: Follow report genre
Text References: N/A
Title: Report writing
Learning Intentions KNOWLEDGE – students will learn about:
Report writing
Requirements of task
SKILL – students will learn to: Follow report genre
Text References: N/A
Title: Report writing
Learning Intentions KNOWLEDGE – students will learn about:
Report writing
Requirements of task
SKILL – students will learn to: Follow report genre
Text References: N/A
Additional Resources: PPT called A standard report and C standard report (G Drive: Food Security) Task Sheet and Template access
Additional Resources: PPT called A standard report and C standard report (G Drive: Food Security) Task Sheet and Template access
Additional Resources: PPT called A standard report and C standard report (G Drive: Food Security) Task Sheet and Template access
Week 7
Title: Draft Due date
Learning Intentions KNOWLEDGE – students will learn about:
Completing a draft for feedback
SKILL – students will learn to: Self-audit before handing draft in
Text References: N/A Additional Resources: Supporting learning resources:
Title: Draft Due date
Learning Intentions KNOWLEDGE – students will learn about:
Completing a draft for feedback
SKILL – students will learn to: Self-audit before handing draft in
Text References: N/A Additional Resources: Supporting learning resources:
Title: Work on Draft using feedback
Learning Intentions KNOWLEDGE – students will learn about:
Feedback to improve work
SKILL – students will learn to: Use feedback to improve their work
Text References: N/A Additional Resources: Supporting learning resources:
Week 8
Title: Report finalising
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity and issues/solutions
SKILL – students will learn to: Review report and edit work
Text References: Additional Resources: Supporting learning resources:
Title: Report finalising
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity an issues/solutions
SKILL – students will learn to: Review report and edit work
Text References: Additional Resources: Supporting learning resources:
Title: Due Date Report
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity an issues/solutions
SKILL – students will learn to: Review report and edit work
Text References: Additional Resources: Supporting learning resources:
Week 9
Title: Consolidation activities
Learning Intentions KNOWLEDGE – students will learn about:
Title: Consolidation activities
Learning Intentions KNOWLEDGE – students will learn about:
Title: Consolidation activities
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity and issues/solutions
Food insecurity and issues/solutions
SKILL – students will learn to: Observing and empathising
Text References:
Additional Resources: “The Boy Who Harnessed The Wind” film Supporting learning resources:
Food insecurity and issues/solutions
SKILL – students will learn to: Observing and empathising
Text References:
Additional Resources: “The Boy Who Harnessed The Wind” film Supporting learning resources:
SKILL – students will learn to: Observing and empathising
Text References:
Additional Resources: “The Boy Who Harnessed The Wind” film Supporting learning resources:
Week 10
Title: Consolidation activities
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity and issues/solutions
SKILL – students will learn to: Observing and empathising
Text References: Additional Resources: Supporting learning resources:
Title: Consolidation activities
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity and issues/solutions
SKILL – students will learn to: Observing and empathising
Text References: Additional Resources: Supporting learning resources:
Title: Consolidation activities
Learning Intentions KNOWLEDGE – students will learn about:
Food insecurity and issues/solutions
SKILL – students will learn to: Observing and empathising
Text References: Additional Resources: Supporting learning resources:
