4G3 – Global Change Access to Food

Syllabus Outcomes 4.1 identifies and gathers geographical information 4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.4 uses a range of geographical tools 4.5 demonstrates a sense of place about global environments 4.7 identifies and discusses geographical issues from a range of perspectives 4.9 describes differences in life opportunities throughout the world 4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship.

Assessment and Resources Assessment - Informal Introductory verbal quiz Mind Map completed in workbook Completed Activity questions in workbook. Resources GeoActive 1: Stage 4 (3rd Ed) S. Bliss and J. Paine (pps. 224-227). http://www.youtube.com/watch?v=0ESZEAz_BD4&feature=relmfu http://www.fao.org/hunger/en/ Coloured pencils and pens

Students Learn About/To Students Learn To extremes of poverty and wealth variations in the access of people to essential aspects of life including: – food variations in the distribution, access and use of natural resources – use of natural resources – sustainability of natural resources different life opportunities and quality of life throughout the world identify global patterns of poverty and wealth describe global variations in the access of people to a range of essential aspects of life describe different global life opportunities and quality of life, including those based on gender

Teaching and Learning Strategies: (5mins) Settling down, roll call. (7mins) Quick pop quiz. (15 mins) Activity 1 – Scaffolded Mind Map. (6 mins) Watch the World Vision Hunger Bites video. (15 mins) Activity Two – Textbook: reading and answering Activity Questions. (5mins) Wrap Up.

Quick Pop Quiz To remind the class about the previous lesson. Questions: What is globalisation, what are some global companies and technologies ? What are some of the impacts of globalisation? Informal Assessment Continuing to embed geographical language and knowledge.

Activity 1 – Scaffold Mind Map Outcomes: 4.3 (later 4.9) How do we buy our food? With money, Where do we buy our food? The supermarket, organic markets, we grow our own…… Food! Where, How and Why….. How much do we spend on our groceries? (If the students know, if not ask them how much lunch would be from the tuck shop). Why do we buy our food? Why do we need food?

Video – World Vision Hunger Bites Outcome: 4.9 Hunger Bites http://www.youtube.com/watch?v=0ESZEAz_BD4&feature=relmfu

Activity 2 – Text Book Time Outcomes: 4.3 and 4.7 Read Pages 224-225 as a class. Individually answer Question 8 a-d in Activities. USING YOUR SKILLS Refer to the World hunger map. How does the key or legend on the map help you instantly see the pattern of world hunger? Which continent has the most undernourished population? Which three continents have the best access to food? Refer to the map, and an atlas, to describe the distribution of the world's undernourished people. While students are answering these questions on the projector the teacher will have the interactive hunger map up. http://www.fao.org/hunger/en/

Extension Activity Outcomes: 4.9 EXTENSION ACTIVITY: Students will be instructed if they finish early to continue to work on their mind map, adding an extra layer about those who live in a developing nation. Students answer the same questions as before, but from a different perspective.

Wrap Up Do all countries produce enough food? (No), Which countries suffer hunger? WHY? (Asia, Africa, Latin America and the Middle East), What countries have the best access to food? Do you think there is equal access to food in the world? What can we do to help?- Leading question for the next lesson.

Classroom Management Issues Resource Management Issues Disruptive behavior during Mind Map discussion. Unsettled behavior throughout lesson Noise management during the Textbook activities. Students may be bored by use of textbook. Computer and Internet problems.

Mixed Ability Class By scaffolding the Mind Map, the teacher allows those students with higher order thinking capabilities to think broader and deeper, however those who find it more challenging are helped by the focus questions and the prompts by the teacher. The textbook has been formulated for a mixed classroom. The language is simple, and there is a glossary at the beginning and key terms are explained on individual pages where they are used. The extension activity allows those students who finish fast an engaging yet still educational outlet for them to complete. By introducing the idea of different colors students may find it more fun.

Different Learning Styles The activities contained within this lesson appeal to those who are visual and auditory learners. Visual learners – The mind map activity and reading from the textbook and answering activity questions are all activities that accommodate visual learners. Auditory learners – The beginning exercise of a class mind map appeals to auditory learners as they have the opportunity to talk through their ideas with the class. The video half-way through the lesson also accommodates this style of learning. Kinaesthetic learners will be accommodated in the next lesson when a role play activity will be introduced as a means of learning about international organisations and examining global issues from different perspectives.

Lesson 2 Syllabus Outcomes: 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.7 identifies and discusses geographical issues from a range of perspectives 4.9 describes differences in life opportunities throughout the world 4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship.

Lesson 2 Assessment: Informal – Students have completed previously set questions in their workbook. Student contribution to reading and involvement in Jigsaw Activity. Resources: GeoActive 1: Stage 4 (3rd Ed) S. Bliss and J. Paine. (pps.225 and 238-239). 6 handouts from Get Connected Issue 5 2009, ‘What would you do?’ Homework: No set homework.

Run Down Teaching and Learning Strategies: (2mins). Settling down, roll call. (7mins) Recap of previous lessons knowledge. Discussing as a class the answers to the set questions from the textbook which were completed in the previous lesson. (p.225, Q8 a-d). (7 mins) Activity 1 – As a class read pps. 238-239 of the GeoActive textbook. (20 mins) Activity Two – Jigsaw Activity. Divide the class into 6 groups of five students. Hand out to each group one of the sheets from Get Connected detailing a scenario. Groups have 10mins to brainstorm solutions and strategies and consequences. Regroup as a class and the last 10mins groups will take turns presenting their ideas to the class. There is a double up of scenarios as it will be interesting for the students to see how different people view and solve different problems. (2mins) Wrap Up – Teacher will sum up the main points of the lesson.