HASS - Year 9
Learning and Assessment Plan
‘Geography’
LENGTH: 8 Weeks
TEACHER:
CLASS CONTEXT: Please include information relevant to your own classroom teaching context
Year Level Focus: ‘Fair Trade’
Year 9 Achievement Standard:
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Students explain how geographical processes change the characteristics of places.
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Students predict changes in the characteristics of places over time and identify the possible
implications of change for the future.
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Students 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.
Students 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.
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Students collect and evaluate a range of primary and secondary sources and select relevant
geographical data and information to answer inquiry questions.
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Students represent multi-variable data in a range of appropriate graphic forms, including
special purpose maps that comply with cartographic conventions.
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Students analyse data to propose explanations for patterns, trends, relationships and
anomalies and to predict outcomes.
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Students synthesise data and information to draw reasoned conclusions.
Students 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 Skills:
Observing, questioning and planning
1. Develop geographically significant questions and plan an inquiry that identifies and applies
appropriate geographical methodologies and concepts (ACHGS063)
Collecting, recording, evaluating and representing
1.
Collect, select, record and organise relevant geographical data and information, using ethical
protocols, from a range of appropriate primary and secondary sources. (ACHGS064)
2.
Evaluate sources for their reliability, bias and usefulness and represent multi variable data in a range
of appropriate forms. (ACHGS065)
Analysing, interpreting and concluding
1. 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)
2. 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)
Communicating
1.
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
2. 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)
Course Content and Learning Activities:
Overview Unit Description:
Students examine international trade, with a particular focus on the social and
environmental impacts in developed and developing countries. They will explore why the
benefits of international trade are not evenly distributed around the world, and develop
an understanding of the impact of our purchases on other people’s lives and the
environment.
1) Is fair trade important?
2) What can Australia do to influence Fair Trade?
3) What do we need to know to make our purchasing more socially
and environmentally sustainable?
Depth Study: Fair Trade
‘Should Foodworld stock fair trade chocolate’
After initial studies of the impacts caused by the inequalities of international trade, students
investigate fair trade options and discover how they can make a difference through actions and
choices. In groups they will research various stakeholders’ perspectives to argue the viability of
stocking Fair Trade chocolate products in ‘Foodworld’ during a class presentation and Expo.
Fair Trade - Weekly Planner:
Activities
1
Fair or Unfair?
Students consider scenarios and form an
opinion on whether you think they are fair
or unfair.
Students share their opinion and ideas on
a class continuum line.
Assessment
Class Task
Differentiation/Adjustment
Teacher to deconstruct and
clarify texts for EAL students
and students with specific
learning needs
Resources
Teacher Resource
‘Fair Trade’
Power Point ‘S’ drive
Continuum Line
Group Task
What is Trade?
Ask students to consider examples of
different types of trade. e.g. Trading cards
or recycling empty bottles and cans for
money.
 What do you think trade means?
 Provide examples of the different types
of trade you have experienced
 Remember the definition of trade is ‘the
transfer of ownership of goods or
services from one person or entity to
another’
 What type of goods have you traded?
 Record your ideas on a mind map using
words and/or pictures
Home Work: Students record ideas on a
mind map in words and/or pictures
(concept map)
Folio Task
Concept Map
(Student Booklet)
Group Task
(Class)
What is Poverty?
Trade & Poverty:
Students view YouTube clips: What is
Poverty & Trade JusticePost viewing in small groups students
discuss the following –
‘Are Fair Trade and Poverty linked?’
Students share their views with whole
class
2
Students work in mixed ability
groups to support peer
understanding
In small groups students provide
definitions for the following terms and
provide examples for each to show
understanding:
Fair
Unfair
Trade
Poverty
Labor
Trade & Poverty Reflection –
3, 2, 1 Response
In addition to class task students complete
a 3, 2, 1, response to the Trade and
Poverty YouTube clips viewed in class.
3. Identify three key issues that contribute
to poverty
2. How does trade impact on poverty?
(two points)
1. How can trade be made fairer?
(one paragraph)
Fair Trade-Oxfam
Students view Oxfam Fair Trade YouTube
clip and discuss as a class whether they
think international trade is fair? Why/Why
not?
Where in the World?
In pairs students access websites listed to
research answers to the following
questions (and record in folio):
Numerous YouTube clips will
be accessed to assist visual
and auditory learners to
develop a greater
understanding.
‘Fair Trade’
Power Point ‘S’ drive
&
Butcher’s Paper
Markers
You Tube Clip
https://www.youtube.com/watch?
v=GL-8HPdBrocbe
Trade Justice:
YouTube Clip
https://www.youtube.com/watch?
v=ldZwGDXTsmk
Folio Task
Class Task
Teacher to deconstruct and
clarify texts for EAL students
and students with specific
learning needs
Pair Task
&
Folio Task
Students work in mixed ability
groups to support peer
understanding
YouTube:
Oxfam Fair Trade Clips
https://www.youtube.com/wat
ch?v=9mgPEP8HAss
World Map Hand Out
(Student Booklet)
 What is chocolate made from?
 Where does chocolate come from?
 What does the chocolate farm to plate
process look like?
 How and where do Australians get
chocolate?
 Find at least 5 interesting facts about
the chocolate making process.
During class discussion ask students the
following Through your research, did you find
any examples of fair or unfair trade
during the chocolate making process?
 Using this map of the world to assist
you, name and locate the many
different places where the cocoa bean
comes from?
 What do you notice about these
countries?
Lela’s Story
Students read Lela’s story and write a PEE
(Point, Example, and Explain) response
about whether this is in line with their
own definition of ‘fair’.
Numerous YouTube clips will
be accessed to assist visual
and auditory learners to
develop a greater
understanding.
Websites:
Cadbury Australia:
Class Task
&
Folio Task
https://www.cadbury.com.au/AboutChocolate/What-is-Chocolate.aspx
fieldmuseum.org:
http://archive.fieldmuseum.org/chocola
te/manufacture_interactive/manufactur
e.html
World Cocoa Foundation:
http://worldcocoafoundation.org/learnabout-cocoa/tree-to-table/howchocolate-is-made.asp
Folio Task
Lela’s Story
(Student Booklet)
Butcher’s Paper
A-3 Paper
Markers
What does the chocolate industry have to
do with fair and unfair trade?
In small groups (3-4) students, brainstorm
and answer the above question (on A3
paper). Groups share their views and ideas
with class.
3
Chocolate:
 How do these images of chocolate
make you feel?
 Have your perspectives changed? If so
how? If not why?
Folio Task
Fair Trade
Power Point ‘S’ drive
&
(Student Booklet)
Folio Task
YouTube: Fair Trade - The Story
https://www.youtube.com/watch?
v=NhQJrz-aDfI
YouTube: Take a Step for Fairtrade
| Full campaign movie
https://www.youtube.com/watch?
v=J60mvcp_Q_E
YouTube: 45,000 reasons to swap
to fairtrade chocolate
https://www.youtube.com/watch?
v=orDjyNBmkj4
So what is Fair Trade anyway?
Students view YouTube clips to gain an
understanding of what fair trade is and
promote class discussion
Fair Trade Australia:
In folios students use knowledge gained
through viewing clips and class discussion
to answer the following questions.
 What does the fair trade scheme aim to
do?
 How are they making trade fair?
 Who is benefiting from this?
 How can we as consumers help?
Folio Task
Teacher to deconstruct and
clarify texts for EAL students
and students with specific
learning needs
Students work in mixed ability
groups to support peer
understanding
Fair Trade - Guest Speaker (Joy)
 Why do you think people don't choose
fair trade goods?
 Should people choose fair trade goods?
4
Deciding Directions:
Having viewed the You Tube clips,
students will answer the following
questions.
 What is unfair about the chocolate
industry?
 Why do you think that it is unfair?
 What do you think would make the
chocolate industry fair?
Folio Task
Folio Due
Grade A-E
5
PowerPoint
Fair Trade Debate - Foodworld
ICT group Research
Should ‘Foodworld’ only stock Fair Trade
chocolate? Introduce Group Task:
In groups students research various
stakeholder’s perspectives to argue for or
against as to why ‘Foodworld should stock
only Fair Trade chocolate’
6
7
Stakeholders include:
 Executives from Foodworld
 Executives from Fair Trade
 Cocoa growers from Ivory Coast
(non-fair trade plantation)
 Cocoa growers from Ivory Coast
(fair trade plantation)
 Socially conscious, chocolate
addicted shoppers
 Poor chocolate addicted
pensioners
 Bosses of Nestlebury’s (non-fair
trade chocolate company)
Class Presentation
Reflection Questions:
 What are 5 interesting points that you
have learnt from this unit of work?
 What are other forms of social action
that you can do in your home or school
community?
 Is there anything more about fair trade,
the chocolate trade industry or anything
relating to this unit of work that you
would like to explore further?
Congratulations!
Students share FairTrade chocolate
8
9
10
Expo – Senior Centre (Yr 8 students)
Industrial Revolution (History Unit)
Numerous YouTube clips will
be accessed to assist visual
and auditory learners to
develop a greater
understanding.
ICT group Research
Peer
Assessment
Grade A-E
Reflection
Task
Class Task
SHARE FAIR TRADE CHOCOLATE!
Group
Assessment
Grade A-E
Senior Centre