Table 10: Sample unit of work for Focus unit 7: Feeding the world’s people Food Issues in Central and — Thinking skills, Suggested linked to time common Key questions for the and curriculum Geographical sample unit scale elements Learning experiences skills 1. What are the elements of 4–6 hours Interpreting, Define the characteristics of the agricultural system and Creating and food production and analysing, examine its components interpreting Global and distribution? generalising, choropleth regional Use GIS to map the distribution of food production, recalling, maps What are patterns of food patterns consumption and associated indicators summarising, production, distribution and Examining food security issues in more- and less-developed perceiving consumption? correlations countries, particularly in Central and now and over patterns, and spatial time classifying, relationships collating and Accessing and recording using GIS 2. What historical and current 4–6 Interpreting, Use multimedia and audiovisual material to analyse the Collating data in social, economic, political perceiving global food business different Analysis of and physical processes patterns, formats the food Use reference material and the internet to examine the cause these patterns? summarising, business processes that have led to current food security trends Creating contrasting and globally in the region flowcharts comparing, and and collating and recording 3. What impact do the 4–6 hours Analysing, Use current affairs to illustrate some of the social, Interviewing and patterns of food production comparing and economic and political issues that occur as a result of surveying Regional and consumption have on contrasting, current economic and political systems’ responses to people, groups of people extrapolating, food issues, particularly in Central and and nations economically, classifying, Use survey instruments to identify current perceptions environmentally, socially justifying and surrounding food issues and politically? synthesising 4. What is being done, and 3–5 hours Justifying, Evaluate the effectiveness of current solutions to food Presenting what could be done by analysing, problems by a range of organisations via a structured information in Regional individuals, groups and comparing and group debate multimedia and governments to achieve contrasting, formats global Examine alternative solutions to food problems, greater equity in food classifying and particularly recent movements towards redistribution of production, distribution and synthesising land and agrarian reform in the region consumption? Incorporate the unit’s content to develop a viable solution, encompassing economic, political, social and environmental criteria, to food problems in Central and
Table 10: Sample unit of work for Focus unit 7: Feeding the world’s people — Food Issues in Central and Key questions for the sample unit Suggested time and scale Thinking skills, linked to common curriculum elements Learning experiences Geographical skills 1. What are the elements of food production and distribution? What are patterns of food production, distribution and consumption? 4–6 hours Global and regional patterns Interpreting, analysing, generalising, recalling, summarising, perceiving patterns, classifying, collating and recording Define the characteristics of the agricultural system and examine its components Use GIS to map the distribution of food production, consumption and associated indicators food security issues in more- and less-developed countries, particularly in Central and now and over time Creating and interpreting choropleth maps Examining correlations and spatial relationships Accessing and using GIS 2. What historical and current social, economic, political and physical processes cause these patterns? 4–6 Analysis of the food business globally and Interpreting, perceiving patterns, summarising, contrasting and comparing, and collating and recording Use multimedia and audiovisual material to analyse the global food business Use reference material and the internet to examine the processes that have led to current food security trends in the region Collating data in different formats Creating flowcharts 3. What impact do the patterns of food production and consumption have on people, groups of people and nations economically, environmentally, socially and politically? 4–6 hours Regional Analysing, comparing and contrasting, extrapolating, classifying, justifying and synthesising Use current affairs to illustrate some of the social, economic and political issues that occur as a result of current economic and political systems’ responses to food issues, particularly in Central and Use survey instruments to identify current perceptions surrounding food issues Interviewing and surveying 4. What is being done, and what could be done by individuals, groups and governments to achieve greater equity in food production, distribution and consumption? 3–5 hours Regional and global Justifying, analysing, comparing and contrasting, classifying and synthesising Evaluate the effectiveness of current solutions to food problems by a range of organisations via a structured group debate Examine alternative solutions to food problems, particularly recent movements towards redistribution of land and agrarian reform in the region Incorporate the unit’s content to develop a viable solution, encompassing economic, political, social and environmental criteria, to food problems in Central and Presenting information in multimedia formats
snr_geography_07_syll.docx