T2 Wk 2Pure Geography

Food Resources

2236

Sec 4 Express

Lesson 1 Group Activity“The Food Supply Chain.”

• In your teams, using what you have learnt / found in the textbook, explain the parts allocated to your team in the following slides.• Write down the key points of your

discussion on A3 paper. • Prepare for a 120 sec Presentation.

Producers

Processing & Packaging

Distribution Network

Retailers

Consumer

The Food Supply Chain

In your groups, discuss and list down how the food item that your group has been allocated

arrived at the GEMs room.

Your discussion should cover the following points.• Use the concept of the supply chain.• Guess the source of the root components.• List down all the ingredients and where you

think they are from.

15 min

Al’rite, time for donuts!I mean

presentation!

• Using foolscap paper, craft the answers to the

following questions. You have 15 minutes.

1. Describe the trend of Rice and Wheat production as shown by the graph. [6m]

Individual Work

• Rice has been on an increasing trend from 1964 till 2015.• It has almost doubled in production from around 700

million tonnes in 1964 to about 1500 million tonnes in 2015.

• It is estimated that the rice production will continue to increase until 2030.

• Wheat has also been on an increasing trend since 1964. It has been produced at a larger quantity compared to rice.

• Like rice, it has also almost doubled in production.• The difference in wheat production and rice production

has risen over the period and is projected to grow further in the future. This means that we will expect more people to eat wheat than rice in the future.

Individual Work• Using foolscap paper, craft the answers to the

following questions. You have 20 minutes.1. Briefly explain what is considered ‘Food wastage’.

(2m)2. Food wastage is a common problem in DCs.

Explain how it affects a DC and how some DCs have tried to deal with the issue. Use specific examples to help illustrate your answer. (6m)

3. Food wastage in cities of LDCs lead to the scavenging phenomenon by the poorest parts of society. Explain how this is so. (2m)

Lesson 2Alternate

What is food wastage?

• Food that is produced but not consumed. • Includes food that is purchased but

not consumed and thrown. • Also includes food that is not

served / sold as a result of it not meeting aesthetic standards.

Food Waste in DC

• Large issue in DC. Presence of disposable income.

• Choose ‘better food’ – better looking.• Over ordering, food as a status symbol.• Companies and supermarkets set ‘sell by’ dates.

Large quantities of food is thrown away.• France implement new law to limit food waste.• Restaurants to provide ‘doggie bags’.• Supermarkets fined if they were to throw edible

/ visually aesthetically challenging food.

Food Waste in LDC• Philippines, Manila. • Large amount of food waste from the

metropolis is dumped in the landfill.• People living in poverty in the landfill slums

pick up the dumped food and consume.• There is no concern over food hygiene. Some

of the food picked up is already rotten.• Can lead to sudden and widespread of

diseases.

Lesson 2 Individual Activity“Consequences of variations in food consumption.”

• Individually, you can use your resources (BYOD – slideshare / Notes / Textbook) to help you complete the following task.

Choropleth maps

• Maps that use different shading or colouring to indicate differences in value.

• Darker shade / more intense colour indicates higher value.

• Pg 122

Individual Work• Using foolscap paper, craft the answers to the

following questions. You have 15 minutes.1. Describe the distribution of human

inhabitants globally. (4m)

Individual Work• Using foolscap paper, craft the answers to the

following questions. You have 15 minutes.1. Describe the distribution of human

inhabitants globally. (6m)

Time is up!

Consolidate your answers.

Check with your

neighbour to see if you

have covered similar areas

Go home and write a refined

version as your

homework on the back of this page.

Indicate at the start as

Version 2.

Lesson 3 Individual Activity“Consequences of variations in food consumption.”

•Take out your homework.•Let’s look through the question together.

Let’s look at the information that you should have.

• Where are the areas that have the highest population?

• Any trends that can be picked up?• Where are the areas that have the lowest

population?• Any trends that can be picked up?

Suggested Answer• The areas with the highest inhabitant numbers (over 100 inhabitants

per km2 ) are found on almost continent on earth.• They are generally found along the coastal areas of these continents.

For example, along the east and west coasts of North America, South America, India, Australia.

• These also tend to be found in the tropical belt (between the tropic of Cancer and tropic of Capricorn, surrounding the Equator).

• The areas with the lowest inhabitant numbers (below 1 inhabitant per km2 ) are found in the areas where it is landlocked, or suffer from extreme weather conditions.

• In the middle of the South American Continent, there is a large area that is covered by the Amazon rainforest. This area also has the low inhabitant numbers.

• Areas like Alaska and Russia are extremely cold while the middle of Australia is a large desert hence there is very low inhabitant numbers too.

Homework today

• Go back and review the suggested answer, • Compare it with your own answer

and highlight the parts that your answer is missing.

Lesson 4 Group Activity“GM Food.”

• In your teams, using what you have learnt / found in the textbook, explain the parts allocated to your team in the following slides.• Write down the key points of your

discussion on A3 paper. • Prepare for a 120 sec Presentation.

20 minutes

In your groups, discuss and list the pros and cons of GM food. In the role that your group has been allocated, you are to take a final stand of whether GM food is good for people in your role.

Roles1. Average citizen in a Developed Country

(America).2. Poor farmer in Brazil planting corn.3. Rich citizen in Developed Country (France).4. Average citizen in a developing country

(Indonesia).

20 min

Le Presentation

time!

Individual Work

• Using foolscap paper, craft the answers to the

following questions. You have 15 minutes.

1. “GM food brings more benefit than problems to people living in the poor developing countries” How far to you agree with the statement. Explain your answer. (8m)

Individual Work

• Using foolscap paper, craft the answers to the

following questions. You have 15 minutes.

1. “GM food brings more benefit than problems to people living in the poor developing countries” How far to you agree with the statement. Explain your answer. (8m)