• This lesson explores the effects of changes in human population size on global food security, methods of increasing food production and the impact of growing biofuels.
Students should be able to explain methods by which food security is maintained and the debate between fuel and food crops.
Meet / Greet students and give them the starter sheet questions
Settling Starter task – It has been identified in the Year 11 PPE’s that Year 11 students lose easy marks because they cannot describe the trend in a graph, therefore to help build on their existing skills the starter requires students to explain what the graph shows. Students should be using scientific keywords for e.g. increases by using both data on the X and Y axis.
Starter is designed to assess starting points and recall pre-requisite knowledge of global food security.
Extension available to stretch and challenge more able students.
Class to feedback answers for starter. Set the context of the lesson and ask students what they think the outcomes of the lesson are. Go through objectives and outcomes
Teach – Set the context further by getting students to think about what global food security is and what factors affect how countries can be considered as a risk area for Global Food Security. This is done through effective questioning.
Students to complete scenario questions (on their a3 sheet) on the 2 ways where food production can be increased and one way food production can be hindered. Students complete these questions by reading and highlighting key information in their global food security booklet, then applying their knowledge and understanding to the questions.
Challenge card available to stretch and challenge more able pupils. Challenge task requires more able students to apply what they have learnt to a country that shows an extreme risk area for global food security.
Students to answer exam based question on global food security – extension questions available.
Students should be able to explain methods by which food security is maintained and the debate between fuel and food crops.
Meet / Greet students and give them the starter sheet questions
Settling Starter task – It has been identified in the Year 11 PPE’s that Year 11 students lose easy marks because they cannot describe the trend in a graph, therefore to help build on their existing skills the starter requires students to explain what the graph shows. Students should be using scientific keywords for e.g. increases by using both data on the X and Y axis.
Starter is designed to assess starting points and recall pre-requisite knowledge of global food security.
Extension available to stretch and challenge more able students.
Class to feedback answers for starter. Set the context of the lesson and ask students what they think the outcomes of the lesson are. Go through objectives and outcomes
Teach – Set the context further by getting students to think about what global food security is and what factors affect how countries can be considered as a risk area for Global Food Security. This is done through effective questioning.
Students to complete scenario questions (on their a3 sheet) on the 2 ways where food production can be increased and one way food production can be hindered. Students complete these questions by reading and highlighting key information in their global food security booklet, then applying their knowledge and understanding to the questions.
Challenge card available to stretch and challenge more able pupils. Challenge task requires more able students to apply what they have learnt to a country that shows an extreme risk area for global food security.
Students to answer exam based question on global food security – extension questions available.
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Please can I access the exam question that is stated on the final page?
Not worth the money paid - £7 is far too much!
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£7.00