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Sample work Food Technology Stage 5: World Food Availability and Distribution
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.
Students will:
- 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.
Context
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.
Outcomes
A student:
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.
Graded Students Work Samples
Work Sample Assessment
Pat
Pat has shown an extensive understanding of the issues relating to food availability and distribution, as revealed in the well-labelled diagram. He/she displays highly-developed skills at visual representation and critically analyses a wide range of factors that influence food equity, in a logical and well thought-out argument. All specified areas of discussion are well covered; the comparison between developed and developing countries is clearly shown. Pat uses communication skills effectively, evidenced by the quality of the structure of the essay and the fluency of discussion. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard.
Ashley
Ashley's diagram clearly reflects the underlying principles of food availability and distribution. He/she has identified and discussed a range of factors that influence food choices and eating habits (for example, technology, transportation, storage, land availability, wealth and education). In the discussion of developing countries he/she has analysed a range of factors influencing food availability; however, the discussion is limited in the area of societal factors and some discussion of statistics is repetitive and not relevant to the question. Ashley has demonstrated a high level of competence in communication skills, including use of appropriate terminology. To improve, Ashley could have included some critical analysis of the impact of food availability on the individual, society and the environment. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.
