World Food Availability and Distribution
|End of Stage 5 (end of Year 10)|
Description of activity
The teacher provides a range of stimulus materials including articles, case studies and statistics, which illustrate food inequalities on a global scale. A class discussion follows which highlights world food availability and distribution.
A chocolate cake is presented to the class. The class is divided into two groups: ¼ of the class is given ¾ of the cake, and the remaining ¾ of the class is given the last ¼ of the cake. The cake has been cut to represent the world food distribution: ¾ of the world's population consume ¼ of the world's food; ¼ of the world's population consumes ¾ of the world's food supply. Students reflect and discuss their reactions to the activity.
- draw a diagram which compares the food availability and distribution between developed and developing countries
- discuss how food availability and distribution, technological developments and societal factors impact on food equity.
This is an introductory activity from the Year 10 unit of work 'A Fair Share for All' in Stage 5 Food Technology. In this unit students will examine food availability and distribution, and identify groups at risk of food inequity. Food equity issues will be investigated from a national and international perspective, and factors contributing to these circumstances will be identified.
Students participate in an activity that illustrates the distribution of food across the world and highlights food inequities between developed and developing countries. Students are asked to reflect on and discuss the situation and their reactions to the activity. Students then identify and discuss factors that contribute to food inequities.
5.3.2 justifies food choices by analysing the factors that influence eating habits
5.4.2 communicates ideas and information using a range of media and appropriate terminology
5.6.1 examines the relationship between food, technology and society
5.6.2 evaluates the impact of activities related to food on the individual, society and the environment.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their ability to:
- produce an accurate diagram that clearly communicates food availability and distribution between developed and developing countries
- discuss how the relationship between food availability and distribution, technological developments and societal factors impact on food equity issues
- discuss circumstances that impact on the individual's access to food and resulting food habits
- incorporate correct terminology.