YEAR 9 GEOGRAPHY UNIT OVERVIEW SUGGESTION
Physical geography (Biomes & Food Security)
Unit Title:
Inquiry question:
Achievement
Standard
Do we have enough food to survive as a human race?
By the end of Year 9, students explain how geographical processes change the characteristics of places. They predict changes in the
characteristics of places over time and identify the possible implications of change for the future. They analyse interconnections
between people, places and environments and explain how these interconnections influence people, and change places and
environments. Students propose explanations for distributions and patterns over time and across space and describe associations
between distribution patterns. They analyse alternative strategies to a geographical challenge using environmental, social and
economic criteria and propose and justify a response.
Students use initial research to identify geographically significant questions to frame an inquiry. They collect and evaluate a range of
primary and secondary sources and select relevant geographical data and information to answer inquiry questions. They represent
multi-variable data in a range of appropriate graphic forms, including special purpose maps that comply with cartographic
conventions. They analyse data to propose explanations for patterns, trends, relationships and anomalies and to predict outcomes.
Students synthesise data and information to draw reasoned conclusions. They present findings and explanations using relevant
geographical terminology and graphic representations in a range of appropriate communication forms. Students propose action in
response to a geographical challenge taking account of environmental, economic and social considerations and predict the outcomes
and consequences of their proposal.

Geographical
Concepts
 Place
 Space
 Environment
 Interconnection
 Sustainability
 Scale
 Change
Content Descriptions
Knowledge and Understanding
 The distribution and characteristics of biomes
as regions with distinctive climates, soils,
vegetation and productivity (ACHGK060)
 The human alteration of biomes to produce
food, industrial materials and fibres, and the
environmental effects of these alterations
(ACHGK061)
 The environmental, economic and
technological factors that influence crop yields
in Australia and across the world (ACHGK062)
 The challenges to food production, including
land and water degradation, shortage of fresh
water, competing land uses, and climate
change, for Australia and other areas of the
world (ACHGK063)
 The capacity of the world’s environments to
sustainably feed the projected future
population to achieve food security for
Australia and the world (ACHGK064)
Geographical Skills and Inquiry
Observing, questioning and planning
 Develop geographically significant questions and plan an inquiry that identifies
and applies appropriate geographical methodologies and concepts (ACHGS063)
Collecting, recording evaluating and representing
 Collect, select, record and organise relevant geographical data and information,
using ethical protocols, from a range of appropriate primary and secondary
sources (ACHGS064)
 Evaluate sources for their reliability, bias and usefulness, and represent multivariable data in a range of appropriate forms, for example, scatter plots, tables,
field sketches and annotated diagrams, with and without the use of digital and
spatial technologies (ACHGS065)
 Represent the spatial distribution of geographical phenomena by constructing
special purpose maps that conform to cartographic conventions, using spatial
technologies as appropriate (ACHGS066)
Interpreting, analysing and concluding
 Evaluate multi-variable data and other geographical information using
qualitative and quantitative methods, and digital and spatial technologies as
appropriate, to make generalisations and inferences, propose explanations for
patterns, trends, relationships and anomalies, and predict outcomes
(ACHGS067)
 Apply geographical concepts to synthesise information from various sources and
draw conclusions based on the analysis of data and information, taking into
account alternative points of view (ACHGS068)
 Identify how geographical information systems (GIS) might be used to analyse
geographical data and make predictions (ACHGS069)
Communicating
 Present findings, arguments and explanations in a range of appropriate
communication forms, selected for their effectiveness and to suit audience and
purpose; using relevant geographical terminology, and digital technologies as
appropriate (ACHGS070)
Reflecting and responding
 Reflect on and evaluate the findings of the inquiry to propose individual and
collective action in response to a contemporary geographical challenge, taking
account of environmental, economic and social considerations; and explain the
predicted outcomes and consequences of their proposal (ACHGS071)
Assessment
Formative:
 Climatic graphs
 Summary paragraph of
climatic graph trends for the
biome type
 Summary matrix of terrestrial
biomes characteristics
 Comparison of global climatic
and biome zone maps
 Reasoned allocation of
unlabelled climatic graphs to
biomes
 Discussion/reflective
comments regarding how
these biome alterations may
influence future food
production.
 Critical thinking behind the
group rankings of “factor”
(physical/human input)
importance to the
maintenance & improvement
of current yields; rankings of
“factor” sustainability.
Summative:
 Annotated Photographic
Gallery
 Supervised Assessment
(possibly a dual practical
exercise and short response
test)
Cross Curricula
Priorities
General Capabilities
 Catholic Ethos
 Aboriginal and Torres Strait Islander
Histories and Cultures
 Social Emotional Learning
 Asia and Australia’s Engagement with
Asia
 Inclusive Education
 Sustainability Education
 Literacy
 Critical and Creative Thinking
 Numeracy
 Ethical Behaviour
 Information and Communication
Technology
 Personal and Social Competence
Links to other LA’s
COMMON CURRICULUM ELEMENTS
 Recognising letters, words
and other symbols
Finding material in an
indexed collection
 Recalling
/remembering
 Interpreting the meaning
of words or other symbols
 Interpreting the meaning
of pictures/illustrations
Interpreting the meaning of
tables or diagrams or maps
or graphs
 Translating from one form
to another
 Using correct spelling,
punctuation, grammar
 Using vocabulary
appropriate to a context
 Summarising
/condensing written text
 Compiling lists/statistics
Recording /noting data
Compiling results in a
tabular form
 Graphing
 Calculating with or without
calculator
 Estimating numerical
magnitude
 Approximating a
numerical value
 Substituting in formulae
 Setting out /presenting/
arranging/ displaying
 Structuring /organising
extended written text
 Structuring /organising a
mathematical argument
 Explaining to others
 Expounding a viewpoint
 Empathising
 Comparing, contrasting
 Classifying
 Interrelating ideas/themes
/issues
 Reaching a conclusion
which is necessarily true
provided a given set of
assumptions is true
 Reaching a conclusion
which is consistent with a
given set of assumptions
 Inserting an intermediate
between members of a
series
Extrapolating
 Applying strategies to trial
and test ideas and
procedures
 Applying a progression of
steps to achieve the required
answer
 Generalising from
information
 Hypothesising
 Criticising
Link to ACARA Senior
Geography Syllabus
Unit 1: Natural & Ecological Hazards, Unit 2: Sustainable Places
Unit 3: Land Cover Transformations, Unit 4: International Integration
 Analysing
 Synthesising
Judging /evaluating
 Creating /composing
/devising
 Justifying
 Perceiving patterns
Visualising
 Identifying shapes in two
and three dimensions
Searching and locating
items/information
 Observing systematically
 Gesturing
 Manipulating /operating
/using equipment
 Sketching /drawing
Learning and Teaching Strategies
Week
1 to 3
Inquiry Question
What is a biome? Where does food grow?
Cross Curricular Priorities
 Catholic Ethos
 Aboriginal and Torres Strait Islander
Histories and Cultures
 Social Emotional Learning
 Asia and Australia’s Engagement with
Asia
 Inclusive Education
 Sustainability Education
General Capabilities
 Literacy
 Critical and Creative Thinking
 Numeracy
 Ethical Behaviour
 Information and Communication
Technology
 Personal and Social Competence
Learning Sequence
Introduce students to the concepts of weather and climate. Explicitly teach how the
following factors affect temperature & precipitation and therefore influence climate:




latitude
the nature of the land (altitude & landform)
the nature of the sea
distance from the sea
Using a global map of climatic zones, allow students to apply their understanding of
the above factors, to explain the spatial distribution patterns as part of a classroom
discussion. Have students annotate their maps to record the apparent trends.
Students learn about climatic graphs as useful tools to geographers:
1. Show students how to construct climate graphs (by hand or computer). Using
blue shaded columns for precipitation and a red line graph for temperature, with
measurements given on the RHS and LHS axes respectively. Months should be
marked below the graph and the title should clearly state the name of the
location, its latitude & longitude and the data source.
2. Allocate each student climatic data for two different biome types. Have students
create their two climatic graphs.
3. Using examples, demonstrate to students how climatic maps may be useful tools
to geographers (eg providing approximate latitude, range of temperatures
experienced, total annual precipitation & likely vegetation).
4. Collect the student’s climatic graphs and categorise them into biome types. Sort
students into eight groups and allocate each group the climatic graphs of one
biome type. Have the students describe the key climatic features (hemisphere,
Resources
K & U / Inquiry and Skills
Weather, climate & climate controls
 http://www.kidsgeo.com/geography-for-kids/0053-climaticcontrols.php
 http://www.classzone.com/books/earth_science/terc/content/in
vestigations/es2101/es2101page02.cfm
 http://education.nationalgeographic.com/archive/xpeditions/acti
vities/08/popup/popup_weather.html?ar_a=1
simplistic climatic zone map
 http://www.geography.learnontheinternet.co.uk/topics/climatez
ones.html#zones
detailed climatic zone map
 http://www.mapsofworld.com/world-maps/world-climatemap.html
simplistic terrestrial biome map
 http://www.physicalgeography.net/fundamentals/9k.html
Biomes
 http://www.nature.com/scitable/knowledge/library/terrestrialbiomes-13236757
 http://www.physicalgeography.net/fundamentals/9k.html
 http://www.blueplanetbiomes.org/climate.htm
 http://www.blueplanetbiomes.org/world_biomes.htm
 https://php.radford.edu/~swoodwar/biomes/ (includes aquatic)
 http://www.world-builders.org/lessons/less/biomes/primaryP.ht
ml (comparative biome biomass productivity)
Climate statistics (for climatic graphs)
 http://www.worldclimate.com/
The distribution and characteristics of
biomes as regions with distinctive
climates, soils, vegetation and
productivity (ACHGK060)
Collect, select, record and organise
relevant geographical data and
information, using ethical protocols,
from a range of appropriate primary
and secondary sources (ACHGS064)
Evaluate sources for their reliability,
bias and usefulness, and represent
multi-variable data in a range of
appropriate forms, for example,
scatter plots, tables, field sketches and
annotated diagrams, with and without
the use of digital and spatial
technologies (ACHGS065)
Evaluate multi-variable data and other
geographical
information
using
qualitative and quantitative methods,
temperature average maximum and minimum values, temperature range, annual climate graph conventions
rainfall total, rainfall distribution) about that biome type.
 http://www.qsa.qld.edu.au/downloads/senior/snr_geography_0
5. Students write a small explanation of the obvious trends.
7_adv_ass_geog_conv.pdf
soil information
 http://soils.usda.gov/education/
The biome concept is explored:
1. The definition of a biome is discussed, with students recording basic information  https://www.soils.org/files/publications/soils-glossary/figure1.pdf (ternary graph)
about the main aquatic and terrestrial biome types.
2. For terrestrial biomes the general characteristics of “soil” (texture, structure,  http://ialcworld.org/About/aridlands_map.html
global population distribution
nutrients, pH), “vegetation” and “biomass” are introduced.
3. Using maps, climatic graphs and website information, a summary matrix for  http://www.geography.learnontheinternet.co.uk/images/popn/g
terrestrial biomes should be completed which includes: location, approximate
pw2.gif
latitude, climate characteristics, soil description, examples of fauna, examples of global wheat distribution
flora, typical food web, biomass productivity.
 http://drmrenfrew.files.wordpress.com/2011/10/wheat-worldsupply.png
Students compare and contrast a global map of climatic zones and terrestrial biomes. global rice distribution
They should account for the spatial distribution of biomes drawing upon all the  https://www.google.com.au/search?q=global+rice+production&s
terminology/factors given above. Students write a small explanation of the obvious
ource=lnms&tbm=isch&sa=X&ei=MSwjUuuvC6KFiQe5toGYAg&ve
d=0CAkQ_AUoAQ&biw=1092&bih=499#facrc=_&imgrc=25MCaB
trends.
_zd6OwqM%3A%3BGOnqkVt0E8W7yM%3Bhttp%253A%252F%2
52Fen.academic.ru%252Fpictures%252Fenwiki%252F82%252FRic
Using critical thinking, students allocate a biome type to several unlabelled climatic
eYield.png%3Bhttp%253A%252F%252Fen.academic.ru%252Fdic.
graphs and suggest their approximate global origin with reasons. (Suggest using clear
nsf%252Fenwiki%252F23098%3B1600%3B960
cut data for a tropical savannah, a hot desert and a tropical rainforest location.)
global corn (maize) distribution
 http://upload.wikimedia.org/wikipedia/commons/4/49/MaizeYie
The world’s staple crops are varieties of grass: maize, rice, wheat. As a consequence,
ld.png
staple crops are best grown in the grassland and temperate forest biomes, making
these biomes the major food growing regions and those occupied by the majority of
the human population.
and digital and spatial technologies as
appropriate, to make generalisations
and inferences, propose explanations
for patterns, trends, relationships and
anomalies, and predict outcomes
(ACHGS067)
Apply geographical concepts to
synthesise information from various
sources and draw conclusions based
on the analysis of data and
information, taking into account
alternative points of view (ACHGS068)
Identify how geographical information
systems (GIS) might be used to analyse
geographical
data
and
make
predictions (ACHGS069)
Present findings, arguments and
explanations in a range of appropriate
communication forms, selected for
their effectiveness and to suit
audience and purpose; using relevant
geographical terminology, and digital
technologies
as
appropriate
(ACHGS070)
GEOGRAPHICAL LANGUAGE / CONCEPTS
Climatic Graph Conventions, Mapping Conventions
Weather, Climate, Temperature (& its descriptions), Precipitation (& its descriptions),
Convectional Rainfall, Orographic Rainfall, Cyclonic Rainfall, Latitude, Altitude, Landform, Nature
of the Sea, Distance from the Sea, maritime, continental, biome, soil, vegetation, fauna,
biomass, biomass productivity, staple crop (eg rice, maize, wheat)
ASSESSMENT OPPORTUNITIES
Formative (skills development in preparation for the end-of-unit supervised assessment):
 Climatic graphs
 Summary paragraph of climatic graph trends for the biome type
 Summary matrix of terrestrial biomes characteristics
 Comparison of global climatic and biome zone maps
 Reasoned allocation of unlabelled climatic graphs to biomes
REFLECTION
Extension Opportunities

Students compare isotherm maps for January and July, accounting for trends and anomalies using knowledge of climatic controls

Students give reasoned predictions for changes to the spatial distribution of climatic zones/biomes and/or food growing regions for Australia is it were shifted 20 o north in latitude (or 20o
south in latitude)
Differentiation Opportunities

Students use photographs from websites to create a visual portfolio for each major biome, rather than construct a written matrix (showing vegetation, fauna, landforms
and commenting on precipitation/temperature)
Students complete one climatic graph with assistance OR find a climatic graph for a given biome type for analysis in an atlas (or via internet)
Students note three similarities between the global climatic & biome zone maps


Alternative Ideas to Cover the Same K&U
http://www.geogspace.edu.au/core-units/years-9-10/exemplars/year-9/y9-exemplars-y9-illus1.html
Week
4-5
Inquiry Question
How do Australians change biomes when producing food, fibres and industrial materials?
Cross Curricular Priorities
 Catholic Ethos
 Aboriginal and Torres Strait Islander
Histories and Cultures
 Social Emotional Learning
 Asia and Australia’s Engagement with
Asia (possible to incorporate into the task)
 Inclusive Education
 Sustainability Education
General Capabilities
 Literacy
 Critical and Creative Thinking
 Numeracy
 Ethical Behaviour
 Information and Communication
Technology
 Personal and Social Competence
Learning Sequence
Group Investigation (Annotated Gallery Photographs)
1. Students investigate in groups of three how Australians
change biomes when producing food, fibres or industrial
materials. One student in the group will investigate food
production, one fibre production and the other mineral
extraction/processing
2. Choices are limited to the following:
FOOD (sugar, wheat, cattle, orchards)
FIBRE (hemp (or jute if more appropriate to class),
cotton, wool, paper)
MINERALS (gold, uranium, iron, coal seam gas).
3. Introductory resources will be provided for each of the
topics to expedite the exercise. However, students will
still need to research additional information using
ethical protocols and assess their sources for reliability
and bias
4. Information needs to be gathered which can be used to:
a. locate the production/extraction site of the
food/fibre/mineral
b. clearly identify the biome in which it is located (eg
map/climatic data)
c. identify the alteration the production/extraction
makes to the biome
(eg vegetation clearing, drainage, irrigation,
removal of rocks/soil)
d. pinpoint
the
major
impacts/issues
(eg
desertification,
erosion,
eutrophication,
salinization, water pollution, nutrient depletion)
Resources
http://www.nff.org.au/farm-facts.html
http://www.fao.org/ag/agp/AGPC/doc/Counprof/Australia/images/fig12.jpg
Sugar
http://www.canegrowers.com.au/page/case-studies/Virtual_Bus_Tour/Water_management/
http://www.canegrowers.com.au/page/casestudies/Virtual_Bus_Tour/Pest__disease_management/
http://www.canegrowers.com.au/page/case-studies/Virtual_Bus_Tour/Precision_agriculture/
http://www.bundysugar.com.au/education/where
http://www.australiansugarcane.com.au/Back%20issues/173jjsug13/Healthy%20soils.pdf
http://www.daff.qld.gov.au/plants/field-crops-and-pastures/sugar/complementary-crops
Wheat
http://www.awb.com.au/customers/australianwheat/
http://theconversation.com/australian-wheat-has-a-new-defence-to-a-rusty-old-problem15960
http://www.csiro.au/en/Outcomes/Food-and-Agriculture/NorthernWheat.aspx
http://www.needafarmer.com/Jobseekers/AustraliaArable
http://www.farmweekly.com.au/news/agriculture/cropping/general-news/the-future-of-wheatgrowing/2337094.aspx
http://www.agric.wa.gov.au/OBJTWR/imported_assets/content/fcp/cer/wh/cp/bull4519.pdf
Cattle
http://www.aam.net.au/agricultural-investment/key-industries/beef.html
http://nrmonline.nrm.gov.au/downloads/mql:1732/PDF
http://www.dpi.nsw.gov.au/agriculture/livestock/beef/husbandry/general/production
http://australian-meat.com/Foodservice/Proteins/Beef/Production_of_Australian_Beef/
http://www.mla.com.au/About-the-red-meat-industry/Industry-overview/Cattle
Orchards
http://apal.org.au/supply-chain/orchards-farms/
http://australia.gov.au/about-australia/australian-story/austn-farms-and-farming-communities
http://www.dpi.vic.gov.au/agriculture/horticulture/fruit-nuts/orchard-management/orchard-
K & U / Inquiry and Skills
The human alteration of biomes to
produce food, industrial materials and
fibres, and the environmental effects of
these alterations (ACHGK061)
Collect, select, record and organise
relevant
geographical
data
and
information, using ethical protocols, from
a range of appropriate primary and
secondary sources (ACHGS064)
Evaluate sources for their reliability, bias
and usefulness, and represent multivariable data in a range of appropriate
forms, for example, scatter plots, tables,
field sketches and annotated diagrams,
with and without the use of digital and
spatial technologies (ACHGS065)
Represent the spatial distribution of
geographical phenomena by constructing
special purpose maps that conform to
cartographic conventions, using spatial
technologies as appropriate (ACHGS066)
Evaluate multi-variable data and other
geographical information using qualitative
and quantitative methods, and digital and
5.
6.
e. describe the strategies which are used to
minimise/address
the
issues/impacts
(eg
rehabilitation of native vegetation, dams, drip
irrigation, complementary cropping)
Students are to individually contribute a maximum of
two A3 pages to their group display. Their contribution
must have a map, basic statistics and annotated
photographs showing the biome alterations, issues and
solution strategies.
Students view the gallery images and students consider
how these changes might impact on food production.
irrigation-systems
http://www.newcrops.uq.edu.au/acotanc/papers/hungerfo.htm
Hemp (or Jute depending on class)
http://www.smh.com.au/news/environment/cannabis-growing-offers-pot-of-gold-forfarmers/2008/07/12/1215658193680.html
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0020/232823/industrial-hemp-a-new-cropfor-nsw.pdf.pdf
http://bie.ala.org.au/species/Agave+foetida
http://www.abc.net.au/landline/content/2012/s3506777.htm
http://tasmaniantimes.com/index.php?/weblog/article/was-australia-intended-as-a-hempcolony/show_comments
http://www.echonews.com.au/news/hemp-crops-the-farming-industry-of-the-future/509089/
Cotton
http://cottonaustralia.com.au/australian-cotton/basics/where-is-it-grown
http://cottonaustralia.com.au/australian-cotton/environment
http://www.smh.com.au/news/water-issues/cotton-sucking-life-out-ofmurray/2008/08/15/1218307227802.html
http://lwa.gov.au/files/products/national-land-and-water-resources-audit/pn21910/pn21916.pdf
http://www.csiropedia.csiro.au/display/CSIROpedia/Cotton+breeding+and+new+cotton+varieti
es
http://d35867.crdc43.webworx.net.au/wp-content/uploads/RandDELibrary/docs-onfarm/Dryland_Cotton_Production.pdf
http://www.abc.net.au/science/articles/2010/05/14/2897626.htm
Wool
http://www.wool.com/en/on-farm-research-and-development/production-systems-eco
http://www.hobartshowground.com.au/show/education/background/sheep/
Paper
http://www.forestlearning.edu.au/forests-sustainability/sustainable-forest-management/sfm#
https://www.google.com.au/search?q=australian+plantation+forestry+regions&source=lnms&t
bm=isch&sa=X&ei=qJElUqj1EqTJiAf8h4CYDg&ved=0CAkQ_AUoAQ&biw=1600&bih=799#fa
crc=_&imgdii=_&imgrc=O17d9LQbbLg_CM%3A%3B6YPNk6KGrDArpM%3Bhttp%253A%25
2F%252Fwww.dpi.vic.gov.au%252F__data%252Fassets%252Fimage%252F0014%252F424
04%252FEconomicPolicy-FigAppendixB.gif%3Bhttp%253A%252F%252Fwww.dpi.vic.gov.au%252Fforestry%252Faboutforestry%252Fprojects-and-initiatives%252Ftimber-industry-action-plan%252Ftimberindustry-strategy%252Fpublic-consultation%252Feconomic-policy%3B608%3B551
http://www.plantations2020.com.au/assets/acrobat/Forests,Wood&CarbonBalance.pdf
http://www.innovation.gov.au/industry/pulpandpaper/Pages/AboutPulpandPaperIndustry.aspx
http://www.daff.gov.au/forestry/australias-forests/plantation-farm-forestry
Gold
http://www.australianminesatlas.gov.au/
http://www.dmp.wa.gov.au/documents/LOAM_5_Rehabilitation.CV.pdf
http://www.sbs.com.au/gold/story.php?topicid=10
Uranium
http://www.australianminesatlas.gov.au/
http://www.australianuranium.com.au/uranium-map.html
spatial technologies as appropriate, to
make generalisations and inferences,
propose explanations for patterns, trends,
relationships and anomalies, and predict
outcomes (ACHGS067)
Apply geographical concepts to synthesise
information from various sources and
draw conclusions based on the analysis of
data and information, taking into account
alternative points of view (ACHGS068)
Present
findings,
arguments
and
explanations in a range of appropriate
communication forms, selected for their
effectiveness and to suit audience and
purpose; using relevant geographical
terminology, and digital technologies as
appropriate (ACHGS070)
Reflect on and evaluate the findings of the
inquiry to propose individual and
collective action in response to a
contemporary geographical challenge,
taking
account
of
environmental,
economic and social considerations; and
explain the predicted outcomes and
consequences
of
their
proposal
(ACHGS071)
Iron
http://www.australianminesatlas.gov.au/
http://www.oresomeresources.com/resources_view/resource/fact_sheet_an_overview_of_ope
ncut_mining
Sustainability
http://www.dpi.nsw.gov.au/__data/assets/pdf_file/0020/60374/Sustainable_horticulture_Primefact_144-final.pdf
http://www.nrm.qld.gov.au/salinity/
http://www.abc.net.au/science/slab/salinity/
http://www.dse.vic.gov.au/plants-and-animals/native-plants-and-animals/problem-wildlife/birdand-bat-damage-in-fruit-crops/bird-and-bat-damage-to-orchard-fruit-an-identikit-flying-foxdamage
http://upload.wikimedia.org/wikipedia/commons/4/49/MaizeYield.png
http://www.pecad.fas.usda.gov/ogamaps/
http://faostat.fao.org/
http://faostat.fao.org/site/339/default.aspx
http://www.mapsofworld.com/world-top-ten/world-map-countries-wheatproduction.html
GEOGRAPHICAL LANGUAGE / CONCEPTS
Erosion, salinization, desertification, eutrophication, turbidity, thermal pollution, water
degradation, land degradation, rehabilitation
ASSESSMENT OPPORTUNITIES
Summative:
Annotated Photographic Gallery
Formative:
Discussion/reflective comments regarding how these biome alterations may influence
future food production.
REFLECTION
Extension/Enrichment Opportunity
 Students may consider the same inquiry question and task for an Asia region (eg Thailand, Vietnam, India, China). This may broaden the unit to incorporate Asia and bring a new perspective to
the activity during the gallery showing phase.
 http://storymaps.esri.com/stories/LandsatCompare/
Week
6
Inquiry Question
How are crop yields maintained and improved?
Cross Curricular Priorities
 Catholic Ethos
 Aboriginal and Torres Strait Islander
Histories and Cultures
 Social Emotional Learning
 Asia and Australia’s Engagement with
Asia
 Inclusive Education
 Sustainability Education
General Capabilities
 Literacy
 Critical and Creative Thinking
 Numeracy
 Ethical Behaviour
 Information and Communication
Technology
 Personal and Social Competence
Learning Sequence
Watch the short clip on “Australian Farmer’s Productivity”
Resources
Australian Farmer’s Productivity
http://www.youtube.com/watch?v=_pb2fCoPmjw
Students visit a local agricultural research station (eg Innisfail, Walkamin or Portsmith)
OR farm AND/OR listen to a guest speaker from the agricultural industry to learn
about current Australian farming practices. The focus being upon:

physical & human inputs

the role of agriculture departments & research stations

what is currently done to maintain yields

what has been done to improve yields in the past

projects that are underway (or planned) to improve future yields
Inputs to maintain and/or improve yields that are likely to be discussed include:

green revolution

genetic modification

mechanisation

pesticides

herbicides

fertilisers

companion planting/permaculture
What people eat
The environmental, economic and technological
factors that influence crop yields in Australia and
across the world (ACHGK062)
http://content.time.com/time/photogallery/0,29307,162651
The challenges to food production, including land
9_1373664,00.html
http://www.theguardian.com/environment/2010/jun/02/un- and water degradation, shortage of fresh water,
competing land uses, and climate change, for
report-meat-free-diet
Australian food security & sustainability
http://www.csiro.au/Outcomes/Food-andAgriculture.aspx
http://www.geogspace.edu.au/core-units/years-910/exemplars/year-9/y9-exemplars-y9-illus2.html
Rice
http://ecosmagazine.com/paper/EC154p22.htm
http://www.rga.org.au/
http://www.savewater.com.au/about-us/using-savewatercom-au/index.php?sectionid=124&linkid=124
http://www.fao.org/docrep/003/x6905e/x6905e04.htm
http://www.abc.net.au/landline/content/2010/s2931845.htm
http://www.daff.gov.au/nfpold/process-to-develop/issuespaper/submissions-received/rice-growers-of-australia-inc
http://www.berriganshire.nsw.gov.au/Portals/0/documents/c
Mini Group Task
entral%20murray%20%20synthesis%20report%20part%20
1. In this investigation each group will consider all of the major factors used to 2%2022%20Dec.pdf
2.
K & U / Inquiry and Skills
improve crop yields (one per student).
Corn
Each student must conduct research and describe their factor, its advantages and
http://www.theage.com.au/victoria/corn-the-new-golden-
Australia and
(ACHGK063)
other
areas
of
the
world
The capacity of the world’s environments to
sustainably feed the projected future population
to achieve food security for Australia and the
world (ACHGK064)
Collect, select, record and organise relevant
geographical data and information, using ethical
protocols, from a range of appropriate primary
and secondary sources (ACHGS064)
Evaluate sources for their reliability, bias and
usefulness, and represent multi-variable data in a
range of appropriate forms, for example, scatter
plots, tables, field sketches and annotated
diagrams, with and without the use of digital and
spatial technologies (ACHGS065)
3.
4.
crop-on-boort-farms-20130213-2edk2.html
disadvantages to the group.
After each factor has been presented, the group collaboratively ranks the factor
in order of importance and separately ranks the factors for sustainability.
Each group displays their rankings and the class discuss the reasoning behind
their decision-making.
Apply geographical concepts to synthesise
information from various sources and draw
conclusions based on the analysis of data and
information, taking into account alternative points
of view (ACHGS068)
Present findings, arguments and explanations in a
range of appropriate communication forms,
selected for their effectiveness and to suit
audience
and
purpose;
using
relevant
geographical
terminology,
and
digital
technologies as appropriate (ACHGS070)
Reflect on and evaluate the findings of the inquiry
to propose individual and collective action in
response to a contemporary geographical
challenge, taking account of environmental,
economic and social considerations; and explain
the predicted outcomes and consequences of
their proposal (ACHGS071)
GEOGRAPHICAL LANGUAGE / CONCEPTS
Crop yield, physical input, human input, green revolution, genetic modification, pesticide,
herbicide, fertiliser, mechanisation, sustainability, permaculture
ASSESSMENT OPPORTUNITIES
Formative:
Critical thinking behind the group rankings of “factor” (physical/human input) importance to
the maintenance & improvement of current yields; rankings of “factor” sustainability.
REFLECTION
Opportunity for students to explore differential advantages and disadvantages according to a nation’s level of wealth/support/expertise/cultural values
Week
7-9
Inquiry Question
What is the future of food?
Cross Curricular Priorities
 Catholic Ethos
 Aboriginal and Torres Strait Islander
Histories and Cultures
 Social Emotional Learning
 Asia and Australia’s Engagement with
Asia
 Inclusive Education
 Sustainability Education
General Capabilities
 Literacy
 Critical and Creative Thinking
 Numeracy
 Ethical Behaviour
 Information and Communication
Technology
 Personal and Social Competence
Learning Sequence
Students move to the global food situation and consider food security for
humanity.
1. Watch “The Future of Food” (BBC documentary)
2. Look at current statistics for future population projections,
arable land, crop yields
3. Discuss the major challenges to future food production (eg
population growth, water scarcity, limited oil resources,
phosphorous & soil nutrient levels, urbanisation, climate
change, changing diets, waste, etc)
4. Consider the viability of different options (offered in the
“Future of Food”) to address these challenges – vertical farms,
urban farms, aquaponics, permaculture, indigenous foods,
returning to eating local seasonal foods, industrial food,
vegetarian & dairy-free diets, etc
5. Define what is meant by “food security” and consider how it
might be measured
6. Students examine a map of Food Security (or Hunger) and
identify an area which is food insecure. They then research this
area and suggest reasons for their food insecurity.
7. Following their research, students should predict the likely
outcome for this area and share with the class.
Revision of the unit
SUPERVISED ASSESSMENT
Resources
Short Future of Food Clip
http://www.abc.net.au/news/2013-02-17/foodsecurity-an-inescapable-challenge-for-thefuture/4523452
Future of Food 3 part Documentary
(preview first to see which suits your class/needs)
http://www.youtube.com/watch?v=XiPuCSGo_wo
http://www.youtube.com/watch?v=7YDQU7Ts10Q
http://www.youtube.com/watch?v=GaSd7BkJa1M
Australian food security & sustainability
http://www.csiro.au/Outcomes/Food-andAgriculture.aspx
K & U / Inquiry and Skills
The environmental, economic and technological factors that influence
crop yields in Australia and across the world (ACHGK062)
The challenges to food production, including land and water
degradation, shortage of fresh water, competing land uses, and climate
change, for Australia and other areas of the world (ACHGK063)
The capacity of the world’s environments to sustainably feed the
projected future population to achieve food security for Australia and
the world (ACHGK064)
Develop geographically significant questions and plan an inquiry that
identifies and applies appropriate geographical methodologies and
concepts (ACHGS063)
http://www.lunchalot.com/foodwaste.php
http://www.ozcensusstats.com/2012/08/thepopulation-capacity-of-australia.html
http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/ Collecting, recording evaluating and representing
by%20Subject/1301.0~2012~Main%20Features~ Collect, select, record and organise relevant geographical data and
information, using ethical protocols, from a range of appropriate
Farming%20in%20Australia~207
Hunger map
http://cdn.wfp.org/hungermap/# (interactive)
http://home.wfp.org/stellent/groups/public/do
cuments/communications/wfp229327.pdf
(2012)
http://www.kulturverk.com/wpcontent/uploads/2011/11/hunger-map.jpg
(2011)
primary and secondary sources (ACHGS064)
Evaluate sources for their reliability, bias and usefulness, and represent
multi-variable data in a range of appropriate forms, for example, scatter
plots, tables, field sketches and annotated diagrams, with and without
the use of digital and spatial technologies (ACHGS065)
Evaluate multi-variable data and other geographical information using
qualitative and quantitative methods, and digital and spatial
http://grist.org/climate-energy/the-hunger-wars-in- technologies as appropriate, to make generalisations and inferences,
our-future-heat-drought-rising-food-costs-andglobal-unrest/#
http://www.theguardian.com/environment/2010/ju
n/02/un-report-meat-free-diet
gtav resources EXCELLENT
http://www.scoop.it/t/gtav-biomes-and-foodsecurity
propose explanations for patterns, trends, relationships and anomalies,
and predict outcomes (ACHGS067)
Apply geographical concepts to synthesise information from various
sources and draw conclusions based on the analysis of data and
information, taking into account alternative points of view (ACHGS068)
Identify how geographical information systems (GIS) might be used to
analyse geographical data and make predictions (ACHGS069)
Present findings, arguments and explanations in a range of appropriate
communication forms, selected for their effectiveness and to suit
audience and purpose; using relevant geographical terminology, and
digital technologies as appropriate (ACHGS070)
Reflect on and evaluate the findings of the inquiry to propose individual
and collective action in response to a contemporary geographical
challenge, taking account of environmental, economic and social
considerations; and explain the predicted outcomes and consequences
of their proposal (ACHGS071)
GEOGRAPHICAL LANGUAGE / CONCEPTS
Food security, food secure, food insecure, arable land, vertical farm, aquaponics, permaculture,
industrial food, climate change, climate refugees
REFLECTION
ASSESSMENT OPPORTUNITIES
Formative: research investigation of a food insecure region and the presentation of reasoned
predictions for its future
Summative: Combined Practical Exercise & Short Response Test (supervised assessment)
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies