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Data analysis: Food scarcity - AT

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Geography

Year 9

Satisfactory

Data analysis: Food scarcity

Summary of task

Over a period of six weeks, students examined the biomes of the world, how humans have altered environments for food production, and the main challenges of providing food security. Various case studies were used from Australia and other parts of the world throughout the unit of study. Students were assessed under supervised conditions in class over three 40-minute lessons. They were required to interpret a range of data and information and provide short responses to a demonstrate their skills and understandings. Finally, the concept of food miles was explored to understand how local human activity influences global systems. Students were asked to create a presentation proposing local actions that could reduce the impact of food miles, and evaluated the sustainability of their strategies from economic, environmental and social perspectives.

Achievement standard

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.

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Annotations
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Annotation 1
Uses simple examples to explain how food supply is influenced by place and income
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Annotation 2
Draws a conclusion from synthesised data
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Annotation 3
Develops a simple synthesis of place, income and kilocalorie data from the source

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Annotation 1
Uses relevant geographical terminology
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Annotation 2
Interprets the data source, using an example
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Annotation 3
Explains how food supply and geographic location affect people
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Annotation 4
Draws conclusions about proportion of people living in rural and urban places and food supply
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Annotation 5
Explains the interconnection between food supply and rural, urban and developed places

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Annotations
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Annotation 1
Uses relevant geographical terminology
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Annotation 2
Explains the geographic process of deforestation and the chain of effects of deforestation on a local natural environment
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Annotation 3
Draws a conclusion about the effects of the process of deforestation.
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Annotation 4
Explains geographic processes associated with deforestation

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Annotation 1
Draws a conclusion about the effects of the process of deforestation
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Annotation 2
Predicts a geographical outcome using conceptual arguments

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Annotations
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Annotation 1
Synthesises some data from sources to reach a conclusion about a future impact
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Annotation 2
Explains the interconnection between meat production and consumption and the effect on rainforests
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Annotation 3
Describes simple reasons for future rainforest reduction and its economic impacts