Got Veggies?

A Year 9 Inquiry Unit exploring the relationships that exist between nutritional status and sustainable agricultural practices

This unit is designed as an interdisciplinary unit linking the domains of humanities (geography) and health

By Brooke Musgrave and James Butler

Lesson 1 The Importance of Sound Nutrition (single) AusVELS: Geography- examines the personal and global patterns of food production and consumption Health- They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. Learning Focus: Students develop an understanding of sound nutrition. Success Criteria: Students can analyse their diet using the Australian Healthy Eating Guidelines. Warm-Up/ Introduction: The Nutritional Shopping Game- Laminate the cards (click here) and distribute them around the room. Provide students with 'coins' (or laminate and cut out the stars attached) and have them 'buy' foods using the correct amount of stars for protein, carb and fat content. Have students calculate the KJ content from their chosen cards at the end and convert to calories Student Learning Activities: Healthy Food Pyramid Activity -Students list everything that they ate yesterday before comparing to the recommended daily servings given on the Healthy Food Pyramid from the previous lesson. Class discussion. -Reasons why some people may not meet the requirements. Eg. food intolerances Nutrition PowerPoint presentation. -Is an optimal nutritious diet achievable for everyone around the world? - Why is there such a variety of food consumption around the world? Why is it that some people go hungry? Brainstorm. -Oxfam Grow Method tips to assist in reducing world hunger https://www.oxfam.org.au/grow/method/ Conclusion: Inform students that their major assessment task for the unit will be the presentation of a short film by small groups (2-3) of students. - Students will present a short film with the focus on a current and relevant issue relating to sustainability and nutritional health and/or agricultural processes. - The film will run for 5-10 minutes of time. - Form student groups and record. - Students must complete the task outside of class times. - Students will be provided with the rubric (see lesson plan 12- Film Expo) Assessment: Blog reflection WALT (We Are Learning To)

Share work Hand up work

Lesson 2: Diet through the lifespan (Single) AusVELS Geography- This unit examines the personal and global patterns of food production and consumption Health- Students examine the relationship between nutrition and stages of growth and development, and the eating practices associated with different stages in life Learning Focus Students will focus on the unique nutritional requirements at the various stages of life and how this is reflected in the way food is produced and consumed in our society. Success Criteria Are students able to identify the nutritional requirements at the different stages of life? Warm Up/ Introduction Revisit the blog reflection posts from the previous lesson. Share some of the students reflections Student Learning Activities Jigsaw activity- In their table groups each student will be given a particular stage of life (adolescent, adult, elderly etc.). Students will then break off into their topic groups to investigate and research their designated topic. Students will then return to their table group to report their findings to their classmates. The teacher will facilitate the learning by providing a variety of web related resources for the students to investigate and by monitoring student engagement levels. Conclusion As a means reflecting on the lessons students will post a research question on the Tumblr page based on the nutritional requirements at various stages of the life cycle, food advertising in the media and how the needs of certain groups are met in the way food is produced in our society. Assessment At the end of the class the teacher will use the fist-of-five method for gauging students learning and understanding of the topic. Resources Food and your life stages (http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/food_and_your_life_stages?open) Food a fact of life (http://www.foodafactoflife.org.uk/index.aspx) Human life cycle stages and nutrition (http://www.livestrong.com/article/439578-human-life-cycle-stages-nutrition/) Lifecycle Nutrition (http://www.powershow.com/view/3362d-ZjA1O/Lifecycle_Nutrition_powerpoint_ppt_presentation)

Lesson 3: Patterns of food consumption in Australia. (Single period) AusVELS Geography- This unit examines the personal and global patterns of food production and consumption Health- They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. Learning Focus In this lesson students will focus on the patterns of food consumption in Australian society and overseas. Students will focus particularly themes such as over consumption, mass production and food wastage. Success Criteria Are students able to identify and understand the core themes associated with food consumption in Australia and overseas? Warm Up/ Introduction As an introduction to the main themes of the lesson show the class the Youtube video that presents a realistic and intense view on overconsumption and mass food production. Follow up with questions like How does this video make you feel? In order to put the themes into a personal context for the students. Student Learning Activities Make your own meme- Students will investigate the core themes of the topic using the web related resources provide by the teacher and through their own investigation. Students will then create a meme (an ironic, visual social commentary) relating to the topic. Conclusion Students will post their meme on the Tumblr page along with lesson reflection detailing what the learnt from todays lesson. Assessment The teacher will use the fist-of-five method to assess students Resources Trends in household consumption (http://www.abs.gov.au/AUSSTATS/abs@.nsf/Latestproducts/0485BB5550FE5799CA25732C00207C77?opendocument) How do our consumption patterns need to change? (http://www.enviroehub.com.au/9-sustainability-challenges/purchasing-/how-do-ourconsumption-patterns-need-to-change) A look at overconsumption and mass food production in western society (http://www.youtube.com/watch?v=gBAV4IgjUVQ) Make your own meme (http://www.mememaker.net/)

Lesson 4: Factors that influence food choice (Single Period) AusVELS: Geography- unit examines the personal and global patterns of food production and consumption Health- They research patterns of food consumption in Australia and investigate factors that influence food choice Learning Focus Students will explore the variety of factors that influence food choice. Success Criteria Are students able to put food choice factors into their relevant social and geographical context? Are students able to identify the variety of factors that influence food choice? Student Learning Activities Warm- up- Look over the blog posts from the previous lesson and discuss what the students posted on the Tumblr page. As a whole class brainstorm factors that influence food choice in Australia and overseas. Use the video resources as a way of facilitating the brainstorming and enhancing student understanding ( some of the videos are quite long so maybe only show small parts of the video). Imindmap- Using the previous activity as a lead-in students will use the imindmap application to create a mind map. This will challenge students to look more in-depth at the factors that influence food choice and will engage students by providing a platform which encourages creativity and which is visually impressive. Tumblr- Students will do a post lesson reflection on what they learnt from todays lesson Assessment Use the mind map as a source of formative assessment and to gauge whether students are achieving the success criteria of the lesson Resources Athletes nutritional requirements video ( http://www.youtube.com/watch?v=QN-1cHgLLA8) Culture and religion dictate food choices ( http://www.youtube.com/watch?v=hcTZGnLiYvk) How advertising can affect our food choices ( http://www.youtube.com/watch?v=fUjz_eiIX8k) Got Veggies Tumblr page ( http://gotveggies.tumblr.com/) Imindmap ( http://thinkbuzan.com/products/imindmap/)

Lesson 5 The Influence of Culture on Nutritional Status (Intercultural Understanding focus) AusVELS: Geography- This unit examines the personal and global patterns of food production and consumption Health- They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. Learning Focus: Students gain an understanding of how culture can influence nutritional status Success Criteria: Students can identify various cultural factors that can impact upon a persons nutritional status Warm-Up/ Introduction: As a class, use the interactive website GapMinder to examine various graphs showing global nutritional and health statistics. - Prior to showing specific graphs (for example, sugar consumption amounts around the world) ask students to speculate what they think the data may show. -Did the students find anything to be interesting or surprising? Student Learning Activities: As a class have students brainstorm all the different types of cuisines that can be found within the local community. Write these on the board. Students are to form small groups of 2-3. Each group will be given a cultural group (from the brainstormed list) which they are to investigate using ICT, and compose a 2-3 minute oral presentation which they will deliver during the next session (Assessment Task 20%) - Students must include information on that particular cultures traditional food practices (food production methods and consumption), their nutritional status as a nation and the availability and influence of the cuisine within Australia. - Allow 10 minutes for students to formulate a plan of the process they will undertake to create the speech- i.e. who will be responsible for what information. - Reinforce and discuss with students the importance of sourcing reliable information. - Students will be allocated the remainder of the session during which time they are to complete their research using ICT and compose their oral presentation. - Prior to undertaking the task students will be provided with an assessment rubric (see below). - During each presentation, students must write down THREE facts about each cuisine/culture. - Debrief after each commercial. Extension Activity: Students may use the application My Fitness Pal to analyse the nutritional composition of a meal that is traditional of the cuisine they were investigating. Assessment: Assessment Task Rubric

CRITERIA:
Content: Students include information on that particular cultures traditional food practices (food production methods and consumption) Students include information on nutritional status as a nation Students include information on the availability and influence of the cuisine within Australia Delivery: Presentation is well organised and structured, students speak articulately and clearly

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Blog Reflections WALT (We Are Learning To) Share Work Hand-up Work

Resources/ICT: GapMinder http://www.myfitnesspal.com/

Lesson 6: Links between diet and current community health issues (Double Period) AusVELS Health- They learn to analyse the links between diet and current community health issues Geography- This unit examines the personal and global patterns of food production and consumption Learning Focus Students will focus on diet and food production and their links with community health issues. They will also briefly look specifically at the health of aboriginal and Torres Strait Islander peoples. Success Criteria Are students able to identify the links between diet, food production and community health issues? Student Learning Activities Warm- up- Look over blog posts from the previous lesson and discuss what the students posted on the Tumblr page Students will be in tasked with making a brochure which will explore the links between diet, food production and community health issues. To make the brochure students will use My Brochure Maker web application to create and design their brochure. The program provides an easy to use platform and students should find the program user friendly and easily accessible. The brochure will serve as a community health message. As a precursor to the brochure exercise students will look at the statistics relating to health issues and disease in Australia and explore the possible cause, with of course the main focus being diet. Students will also investigate the various community health campaigns such as the swap it campaign. They will use the knowledge gained form this exercise as the source material for their brochures. Assessment At the conclusion of the lesson students will submit their brochure and the teacher will use the following rubric to gauge whether the child has satisfactorily completed the task

Satisfactory Unsatisfactory Not Shown Student understands the links between diet and health issues/ disease. Student can identify prevention strategies designed to address community health issues. Student is competent in the use of the ICT application MyBrochrueMaker The student presents a clear and thoughtful message in their brochure Resources My Brochure Maker (http://www.mybrochuremaker.com/) Swap it campaign (http://swapit.gov.au/) Better Health- Diabetes (http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ct_diabetes?open) Better Health- Food and nutrition- Diet and Health Issues (http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/hl_foodnutrition?open&cat=Food_and_nutrition_-_Diet_and_health_conditions) Better Health- Aboriginal health issues (http://www.betterhealth.vic.gov.au/bhcv2/bhcpdf.nsf/ByPDF/Aboriginal_health_issues_diabetes/$File/Aboriginal_health_issues_diabetes.pdf) Heart Foundation Australia (http://www.heartfoundation.org.au/Pages/default.aspx) Department of Health obesity statistics (http://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/overweight-obesity) Birke Baehr: What's wrong with our food system (http://www.ted.com/talks/birke_baehr_what_s_wrong_with_our_food_system.html) Wayne Pacelle: How has food production changed over the last century? (http://dsc.discovery.com/tv-shows/curiosity/topics/wayne-pacelle-howhas-food-production-changed-over-the-last-century.htm)

Lesson 7 Aboriginal and Torres Strait Islander Peoples food production methods (Cross-curriculum priority) AusVELS: Geography: This unit examines the personal and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. Health: They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. Learning Focus: By participating in a full-day out of school excursion, students investigate the sustainability of Aboriginal Peoples and Torres Strait Islander Peoples food production methods before European colonial presence. Success Criteria: Students can identify the methods of food production used by Aboriginal Peoples and Torres Strait Islander Peoples prior to European colonial presence and can form a judgement on the sustainability of these methods. Pre-Excursion Activities: Think, Pair, Share: what do you know about Aboriginal and Torres Strait Islander tools and technologies Provide each student with a handout (click here) and discuss as a class. Taken from: http://www.tesaustralia.com/teaching-resource/Aboriginal-Technology-and-amp-the-Environment-Tradition-6337707/ Student may receive the information via ICT if preferred (e.g. Students with learning disabilities may prefer the information in this format). Instruction for post-excursion activity: - Small groups of students are given a contention to explore whilst at Brambuk Cultural Centre. Their task is to find as much evidence as they can to support or refute that contention. Students are to utilise the allocated free time during the visit to record their evidence. Students may draw, write or collect available information at the centre (NB: digital images are not to be taken due to cultural sensitivity). - Contention: The traditional food consumption and production method of Aboriginal Peoples and Torres Strait Islander Peoples was more sustainable than the contemporary methods used today in Australia. Excursion Activities: Brambuk National Park and Cultural Centre, Halls Gap http://www.brambuk.com.au/index.htm Its geological history, a culture thousands of years old and its awesome natural environment encourages hands on involvement. Students explore the ways people see Gariwerd and connect with the land. Teachers and students will also be encouraged to understand this distinctive environment from their own perspective. With the guidance of an Indigenous cultural officer, students will participate in a range of interactive activities including: - Boomerang throwing - Bushfoods Discovery Walk - Bush tucker tasting - Didgeridoo Workshop

- Badeema Djilga Creations Post-Excursion Activities: - In their groups, students develop a static presentation about their contention. They explain how each piece of evidence is relevant to the topic and whether the evidence supports the contention or not. - They discuss whether they feel each piece of evidence is reliable and reach a conclusion about their contention based on Brambuk Cultural Centre as a source of information. Extension Activity: Students might be challenged to comment on the nature, purpose and reliability of Brambuk Cultural Centre as a source. Students are challenged to find other sources of evidence to prove or disprove the contention. Assessment: Share Work Hand-up Work Blog Reflections WALT (We Are Learning To) Post-excursion activity Resources/ICT: http://www.tesaustralia.com/teaching-resource/Aboriginal-Technology-and-amp-the-Environment-Tradition-6337707/ http://www.brambuk.com.au/index.htm

Lesson 8: The capacity of the worlds environments to sustainably feed the projected future population, in the face of competing land uses such as biofuel production and urbanisation (Single) AusVELS Geography- Students will investigate the capacity of the worlds environments to sustainably feed the projected future population, in the face of competing land uses such as biofuel production and urbanisation. Health- They research patterns of food consumption in Australia and investigate factors that influence food choice Learning Focus In this Lesson students will focus on the themes of urbanisation and biofuel production and their relationship with food production and consumption. Success Criteria Have students developed a satisfactory understanding of urbanisation and biofuel production? Warm Up/ Introduction To begin the lesson ask research the definitions for the terms Biofuel and Urban Agglomeration Using the national geographic handout ask students to investigate the rise in Urban Agglomeration in cities of the world from the 1950s - today Student Learning Activities For this lesson students in groups will use the web related resources provided by the teacher to investigate the themes of Biofuel production and urbanisation. In their groups student will create 5 inquiry based questions relating to urbanisation and biofuels. Conclusion Groups will then swap questions and attempt to answer them Assessment Individually students will create a future research question which they will then post on the Tumblr page. Resources The Science of over-population ( http://www.youtube.com/watch?v=dD-yN2G5BY0) Urbanisation with Bob the Builder ( http://www.youtube.com/watch?v=Htnpiv_bDLg) The science of innovation- BioFuels ( http://www.youtube.com/watch?v=4D8EqEOXFS8) How to feed 9 billion people: the future of food and farming( http://arstechnica.com/science/2011/03/how-to-feed-9-billion-people-the-future-offood-and-farming/) Betting on the farm to feed the planet ( http://www.csiro.au/en/Portals/Multimedia/CSIROpod/Betting-on-the-farm-to-feed-the-planet.aspx) Food security explained- Issues for Australia and our role in the global challenge ( http://www.csiro.au/Organisation-Structure/Divisions/PlantIndustry/Food-security-explained.aspx) World Urban Agglomerations with a Population >10 million ( http://images.nationalgeographic.com/wpf/media-live/file/martha-15-handout-1cb1302311495.pdf)

Lesson 9 Organic Farming AusVELS: Geography: This unit examines the personal and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. Health: They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. Learning Focus: Students investigate organic farming practices and organic food consumption. Success Criteria: Students evaluate organic farming and organic foods and construct an argument either for or against the debate topic People Should Embrace Organic Food Warm-Up/ Introduction: As a class, read the following webpage: Debating Matters (topic: People Should Embrace Organic Food) Inform the class that they will be conducting a lined debate on the topic. Halve the students into two groups- for and against. Student Learning Activities: Provide students with the following Debating Matters Topic Guide to inform their argument. Inform students that the first session will be allocated to students forming their argument. Students may use ICT to further research the topic (reliable sources are linked on the Debating Matters Topic Guide document). In the second session, conduct a lined debate. - A Hot Seat is placed at the top of the lined chairs which a student must sit in to present their argument. - A For argument must be followed by an Against argument and vice versa. - All students are required to contribute. - Before each argument the speaker must say I respect your opinion, however... (written on the board) At the conclusion of the debate, discuss with the class the findings that were presented and ask if any students would like to change their view on the topic. Inform the class of which group presented the more effective argument http://www.debatingmatters.com/topicguides/topicguide/organic_food/ Assessment: Blog reflection WALT (We Are Learning To)

 Share work Hand up work Resources/ICT: http://www.debatingmatters.com/topicguides/topicguide/organic_food/

Lesson 10 Film Expo Learning Focus: Students will witness a variety of meaningful short films based on an issue relating to sustainability and nutritional health and/or agricultural processes. Success Criteria: Students gain an understanding of a variety of current issues relating to sustainability and its implications for Australia and/or a global context. Warm-Up/ Introduction: Welcome the students to the Year 9 Film Expo. Address that they need to be respectful audience members whilst it is not their turn to present. Introduce each group and what topic their short film is addressing. Student Learning Activities: Student groups will present their short film (5-10 minutes in length). After all the short films have been shown, prompt meaningful and respectful discussions between students - What did students find interesting? - What can students do to address these issues? - If possible, how can the class as a whole implement a strategy to combat the issue? - Ensure student comments are respectful and constructive when discussing student work Assessment: Assessment Rubric:

CRITERIA:
Students identify the issue that their short film will be the focus of and their chosen focus is current and relevant. Students identify and discuss the implications of the issue in a local and global context. Students include existing strategies that are implemented to combat the issue and also strategies that they feel could improve the situation. Students provide information on where people may go to find more information on the issue. The short film is visually appealing and is made using a variety of effective film techniques. The short film has been well thought out and structured and flows smoothly. Students adhere to the film length of 5-10 minutes.

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