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SECONDARY WORKBOOK 2015WE ARE WHAT WE EAT

INTRODUCTION

The following worksheets have been designed to accompany the Herald Sun We Are What We Eat poster series and National Geographic Channel documentaries to accompany

them. Each module relates specifically to the topics of the posters and clips and utilises these and other resources.

The activities are designed as student worksheets and most can be handed to students as they are to complete. They have been created to use a variety of teaching and learning strategies with students building important skills across a number of AusVELS disciplines and interdisciplinary priorities.

Given the topic of “We Are What We Eat”, activities are most relevant to Health and Physical Education, Geography, History, Economics and English. Key skills in Literacy and Numeracy are also included in a number of activities that allow students to analyse and create images, texts, tables and graphs. All activities are designed to be engaging and practical, integrating effectively into the current priorities of the Australian Curriculum and AusVELS.

Activities are designed to access higher order thinking and develop a deep understanding of food production, diet, health and development. In particular there are a number of activities that utilise the Harvard Project Zero: Visible Thinking Routines that have proved so effective in classrooms around the world. The activities also draw on a number of the excellent resources that exist on the World Wide Web and allow students to build their understanding of key ICT skills and resources.

You will also notice that there are a number of graphic organisers in this resource that are very adaptable to other topics and issues that you may be covering in other areas of your courses.

Important Notes All websites listed in this resource were checked for appropriateness at the time of publication. However, we advise teachers to peruse the websites before directing students to use them. Access to National Geographic Channel documentaries can be made via this secure link:www.natgeotv.com.au/wearewhatweeatpassword: natgeotvau

Feedback The Herald Sun Newspapers in Education team value your thoughts on its teaching resources.

If you have any feedback or questions about this workbook please contact: Karina Grift Telephone: 03 9292 1876 Email: [email protected]

News in Education is also on Facebook and Twitter, follow us on Facebook @newsined and Twitter @NewsInEdEducation Editor: Karina Grift Activities Author: Daniel Lukies Design: HWT Creative Services © 2015 The Herald & Weekly Times Pty Ltd Fair copying of this product is permitted for the purposes of review, research and teaching.

About the author

Daniel Lukies is the Year 7 Co-Ordinator and Teacher at Goulburn Valley Grammar School. He has extensive experience in developing and implementing curriculum from year 7 to 12, in particular in the History, Geography and Science areas.

He has taught at both Independent and Public Schools in Victoria and has recently developed several courses interpreted from the Australian National Curriculum.

Daniel was a founding member of the Biallik Visible Thinking Collaborative Group and has developed and led Professional Development sessions for this group and others. He has also developed and led several curriculum focused study tours abroad.

WE ARE WHAT WE EAT SECONDARY WORKBOOK 2015

WORKSHEET

Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning

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1. Live Cattle Export Viewpoints X X X X X

2. Meat Tug of War X X X

3. Global Meat Consumption X

4. Nose to Tail Pitch X X X X X X X X

5. Making Damper X X

6. Describing Distribution: Grain Production X X

7. Flow Charts: GM Grain X X X X X X

8. Quinoa: Staple or Superfood? X X X X X

9. Exploring Comercial Fishing X X X X X

10. Global Fishing Crisis X X X

11. Mapping Global Fish Species X X

12. Lets Go Fishing X X X

13. Salt and Salinity X X

14. Salt Chalk Talk X X X X X

15. Mahatma Ghandi Salt March X X X X X

16. True For Who? - Salt X X X X X X X

17. 3, 2, 1 Sugar X X X X

AusVELS - Victorian Essential Learning Standards WORKSHEET


AusVELS - Victorian Essential Learning Standards WORKSHEET

18. Knolling Photography - Sugar X X X X

19. Sugar Through Time X X X X

20. Sugar Proportions X X X X

21. Captain Birdseaye - Industrial Fishing X X X X

22. School Lunches Around the World X X X X X

23. The Basic 5 Tastes X X X

24. See Think Wonder: Exploring our Tastes X X X X X X X

25. Where Does Your Food Come From? X X X

26. Photo Analysis X X

27. Living in Famine X X X X X

28. Compass Points: Convenience Foods X X X X X

29. Building the Pyramids X X X X

30. Generate, Sort Connect - Diet X X X X X

31. Diet Venn Diagrams X X X

32. Fad Diets X X X X

33. Wordle - GM Foods X X X X X

34 Persuasive Piece - GM Foods X X X X X

35. CSI GM Foods X X X X X X

36. Global Food Ownership X X X X X X

37. Kitchen of the Future X X X X X X

38 Exploring Future Populations X X

39. Debate - Should We Eat Incects? X X X X

40. Step Inside Blue Fin Tuna X X X X


CONTENTSWORKSHEETSq click to navigate

IntroductionAusVels tableAppendix 1Appendix 2 Appendix 3Teachers’ notes

MODULE 1: MEATLive Cattle Export ViewpointsMeat Tug of WarGlobal Meat ConsumptionNose to Tail Pitch

MODULE 2: GRAINMaking DamperDescribing Distribution: Grain ProductionFlow Charts: GM GrainQuinoa: Staple or Superfood?

MODULE 3: SEAFOODExploring Commercial FishingGlobal Fishing CrisisMapping Global Fish SpeciesLet’s Go Fishing

MODULE 4: SALTSalt and salinitySalt Chalk TalkMahatma Ghandi Salt MarchTrue for Who? - Salt

MODULE 5: SUGAR3, 2, 1 SugarKnolling Photography - SugarSugar Through TimeSugar Proportions

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MODULE 6: EVOLUTION OF TASTECaptain Birdseye – Industrial FishingSchool Lunches around the WorldThe Basic 5 TastesSee Think Wonder: Exploring our Tastes

MODULE 7: FOOD PRODUCTIONWhere Does Your Food Come From?Photo AnalysisLiving in FamineCompass Points: Convenience Foods

MODULE 8: DIETBuilding the PyramidsGenerate, Sort, Create - DietDiet Venn DiagramsFad Diets

MODULE 9: GM FOODWordle – GM FoodsPersuasive Piece – GM FoodsCSI GM FoodsGlobal Food Ownership

MODULE 10: FUTURE OF FOODKitchen of the FutureExploring Future PopulationsDebate – Should we Eat Insects?Step Inside Blue Fin Tuna


WORKSHEET 1: Live Cattle Export: Viewpoints

Prior to conducting this activity ask students to conduct research into the long history of tension over Australia’s live export of Cattle to Indonesia. This could include the animal rights issues and subsequent bans as a result of the ABC Four Corners program “A Bloody Business”:

GO TO: http://www.abc.net.au/4corners/special_eds/20110530/cattle/ As well as more recent reductions and changes to the export quotas in response to diplomatic tensions as shown in the Herald Sun.

GO TO: http://www.heraldsun.com.au/news/breaking-news/indonesia-wants-more-live-cattle/story-fni0xqll-1227478095168 Students use the following perspectives to explain their thinking on the issue through taking different perspectives.

Australian Cattle Farmer1. I AM THINKING OF the live export of Australian Cattle to Indonesia from the point of view of an AUSTRALIAN CATTLE FARMER

2. I THINK……………………… (Explain your perspective on this issue. What do you think of the export of Cattle to Indonesia? What is this based on?)

3. A question I have from this viewpoint is?


WORKSHEET 1: Live Cattle Export: Viewpoints...continued

Indonesian Factory Worker1. I AM THINKING OF the live export of Australian Cattle to Indonesia from the point of view of an INDONESIAN FACTORY WORKER

2. I THINK……………………… (Explain your perspective on this issue. What do you think of the export of Cattle to Indonesia? What is this opinion based on?)


Australian Animal Rights Lawyer1. I AM THINKING OF the live export of Australian Cattle to Indonesia from the point of view of an AUSTRALIAN ANIMAL RIGHTS LAWYER




Indonesian Government Minister1. I AM THINKING OF the live export of Australian Cattle to Indonesia from the point of view of an INDONESIAN GOVERNMENT MINISTER



WRAP UP: What new ideas do you have about the topic that you didn’t have before? What new questions do you have?

WORKSHEET 1: Live Cattle Export: Viewpoints...continued


WORKSHEET 2: Meat Tug Of War There is no question that as a nation, Australia has a love affair with meat. We are one of the world’s highest consumers of meat per capita and, as shown in the National Geographic Channel clip Meat – BBQ it is an important part of our culture. The question is, is it a love affair that we can continue forever? Please use the links below and the information you gain from the Herald Sun’s Meat poster and National Geographic Channel clips to investigate the environmental impact of meat production. You will then use this information to conduct a “Tug of War” Activity.

GO TO: www.natgeotv.com.au/wearewhatweeatPassword: natgeotvau View clips: Human adaptation to cooking, Meat – BBQ and Hunter/Gatherer Read: http://science.time.com/2013/12/16/the-triple-whopper-environmental-impact-of-global-meat-production/ http://authoritynutrition.com/7-evidence-based-health-reasons-to-eat-meat/ STEP 1:List the Arguments for and against the Question “Should humans rely on meat?”

For Eating Meat Against Eating Meat


STEP 2:You will now organise these arguments along the “Tug of War” line below. You should organise these with your strongest arguments on each side anchoring the tug of war and then organising them to the weakest at the front of “rope”.

For Against

WORKSHEET 2: Meat Tug Of War...continued


WORKSHEET 3: Global Meat Consumption

TASK: 1. Which countries and regions in the world eat 91 kg or above of meat per year?


WORKSHEET 3: Global Meat Consumption...continued

2. Which countries and regions of the world eat less than 30 kg per person of meat?

3. Choose 2 countries from both Q 1 and 2. Research the GDP per capita that exists in those countries. Record your findings below.

Countries from Q1

Countries from Q2

4. Can you see a link between meat consumption and income? Explain your findings below.


WORKSHEET 3: Global Meat Consumption...continued

5. Research how much water it takes to create 1 kg of beef? Write your answer here:

6. How much water does it take to make 1 kg of wheat? Write your answer here

7. Can you use the answers to Q 5 and 6 to account for why some countries consume much more meat than other?


WORKSHEET 4: Nose to Tail Pitch

When you explore the Herald Sun’s We Are What We Eat poster series, you will see that many of our future issues will come from our ability to feed a growing and increasingly hungry population. This may require us to eat parts of animals that we are not currently used to eating. This is known as “Nose to Tail Dining”. This blog can provide more information about this movement. http://www.eatingnosetotail.com/ It is your job to create an advertising video that could be used to convince Australians to change their eating habits and eat the WHOLE animal, instead of just the best bits.This should take the form of a television advertisement. To gain some ideas on what to include in your advertisement, watch some examples of successful advertising campaigns YouTube.

Your advertisement must:1. Include a Slogan2. Clearly convey the message that people should eat the WHOLE animal3. Clearly reference the parts of the animal you want them to eat4. Be creative and persuasive in its attempts5. Use clear persuasive devices, such as, humour, emotion, peer pressure6. Be as creative as possible

You will either perform your Ad to the class or film it in preparation to be shared with the class by: DATE:

Good Luck!


WORKSHEET 5: Making DamperBelow are 2 separate recipes for making damper. This could be completed at school or even at home. The two recipes are designed to be cooked in an oven or on a BBQ. You could even do a competition for the group or student that makes the best damper.

GO TO: www.natgeotv.com.au/wearewhatweeat password: natgeotvau Watch: Grain: Rise of Bread Follow these instructions to cook your Damper. You can even choose to add an ingredient to make your Damper even tastier!

HOW TO MAKE DAMPER IN YOUR OVEN:INGREDIENTS:• 450 grams (3 cups) self-raising flour• Pinch of salt• 80 grams butter, chilled, cubed• 185ml (3/4 cup) water

STEP 1Preheat the oven to 200°c. Line a baking tray with non-stick baking paper.STEP 2Combine the flour and salt in a large bowl. Use your fingertips to run the butter into the flour until the mixture resembles fine breadcrumbs. This is a great job for the kids.STEP 3Add the water to the flour and mix until the dough just comes together, adding 1-2 tablespoons of extra water if the mixture is a little dry.STEP 4Turn the dough onto a lightly floured surface and knead gently for 1-2 minutes or until smooth. Shape into a disc and place on tray.STEP 5Bake in a preheated oven for 30 minutes or until the damper is cooked through and sounds hollow when tapped on the base. Transfer to a wire rack for 5 minutes to cool slightly. Serve warm or at room temperature with your favourite spreads.


WORKSHEET 5: Making Damper...continued

HOW TO MAKE DAMPER IN THE BBQ:INGREDIENTS:• 2 cups self-raising flour• 4 tablespoons salted butter• 1 cup milk

STEP 1Preheat flat plate on low indirect heat (no heat under bread side, burners on high).STEP 2Into a bowl add the self-raising flour and butter.STEP 3Using fingertips, gently rub in the butter until the mix resembles fine breadcrumbs. Add any flavourings you like (herbs, cheese, olives etc.) and quickly mix through.STEP 4Make a well in the centre, gently mix and gradually add milk until the mixture is all bound together.STEP 5Turn onto a floured surface, knead dough gently and shape.STEP 6Place a BBQ mat or baking paper directly onto the flat plate.STEP 7Put the damper on to the covered flat plate and lower the hood.STEP 8Cook for 20 minutes on the low indirect heat method. Serve and impress your kids!

• Using the completed loafs of Damper you could now have a taste testing session. Which flavours work the best with the Damper?

• Damper was a staple food for many early Australian settlers. Why do you think this would be the case?


WORKSHEET 6: Grain ProductionAbove is a map of wheat production around the world. Describe the global distribution of wheat production.

Pattern: Describe the overall pattern of wheat production around the world. Is it clustered, dispersed or random?

Quantify: Use direct evidence from the map to say how much wheat is produced in different locations.

Exceptions: Are there any exceptions to the pattern you have identified? Identify them here and outline why they are considered the exception.


WORKSHEET 6: Grain Production...continued

Above is a map of rice production around the world. Describe the global distribution of rice production.

Pattern: Describe the overall pattern of rice production around the world. Is it clustered, dispersed or random?

Quantify: Use direct evidence from the map to say how much rice is produced in different locations.

Exceptions: Are there any exceptions to the pattern you have identified? Identify them here and outline why they are considered the exception

Investigate the differences in the patterns identified. Why do you think they are so different?


WORKSHEET 7: Flow Charts - GM GrainCurrently, and in the future we will continue to experiment and create Grain varieties that can cope with the challenges we face. Many people, however, are very opposed to this and paint a pessimistic view of what may happen.

GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau Watch: Grain - GMO and review the Herald Sun poster Grain.

• Create a flowchart that illustrates a positive and optimistic outlook on GMO and Grain production. You should include at least 5 steps. The first step should be: “Scientists discover how to manipulate the genes of living organisms”.


WORKSHEET 7: Flow Charts - GM Grain...continued

• Now, create a flow chart to show the pessimistic viewpoint of what will happen with GM foods. You should include at least 5 steps. The first step should be: “Scientists discover how to manipulate the genes of living organisms”.


WORKSHEET 8: Quinoa: Staple or Superfood? Quinoa is a grain that has been cultivated in the Andes in South America for thousands of years. It has, however, quite recently become a fashionable superfood in the richer parts of the world. Have you tried it? Access the following link to learn more. http://www.nytimes.com/2011/03/20/world/americas/20bolivia.html?_r=0 The global demand for Quinoa has created many issues in the communities that it is produced in. Complete the following table for the positive and negative impacts of the growing demand for Quinoa on people in Bolivia, South America.

Rural Bolivians:

Positive Impacts on People Negative Impacts on People


WORKSHEET 8: Quinoa: Staple or Superfood?...continued Conduct some research into Quinoa • What are the properties that have made it so popular worldwide?

• What is ethically sourced Quinoa? See if you can find some examples and outline how it is considered more ethical.

Additional related viewing:GO TO: www.natgeotv.com.au/wearewhatweeatPassword: natgeotvauWatch: Grain - Corn


WORKSHEET 9: Exploring Commercial FishingChoose a commercial fisherman from one of the choices below to conduct a “Step Inside” Activity for.Crab fisherman in Alaska, Cod fisherman in the North Sea, Blue-fin Tuna fisherman in the Mediterranean, Prawn Fisherman in Northern Australia, Anchovy fisherman Peru.For your chosen fisherman, use the internet to conduct some research into their fishery. Use the following table to collate your findings

Value of the Fishery Sustainability of the Fishery Methods of Fishing (Trawling, long lining etc Change over time in the fishery

Now take a moment to “Step Inside” the shoes of your chosen fisherman. Imagine you are fishing in the same fishery and living in the same communities as your chosen example.

Perceive: What would your chosen commercial fisherman be able to see, feel, smell and taste?


WORKSHEET 9: Exploring Commercial Fishing...continued

Know about or believe is true: What does your commercial fisherman know about or believe? How are these tied into their particular type of fishing and their location? How is it linked to their livelihood?

Care About: What does your commercial fisherman care about? How is this influenced by the sustainability of the fishery that they operate in?

Additional related viewing:GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau Watch: Seafood - Sushi


WORKSHEET 10: Global Fishing CrisisMany of the World’s fisheries are in crisis. This National Geographic article paints a dramatic picture of the causes and outcomes of this crisis.

GO TO: http://ocean.nationalgeographic.com/ocean/global-fish-crisis-article/You are required to read this article and use the following table to organise the key factors that have led to the global overfishing phenomenon.

Geographic Factor Example of Factor from Article Key statistics and examples to support

Social

Historic

Environmental


WORKSHEET 10: Global Fishing Crisis...continued

Economic

Political

Technological

• Which factor do you think has been the most influential in causing the overfishing phenomenon? Justify your opinion.


WORKSHEET 11: Global Fishing DistributionUsing the FAO Species Distribution Map you are going to choose 4 of the species of seafood discussed on the Herald Sun’s Seafood poster. 1. Write your chosen seafood species here:

Now access: http://www.fao.org/fishery/collection/fish_dist_map/en 2. Search for each of your chosen fish species and view the distribution map. Once viewed add each distribution pattern to the map below. Don’t forget to use a Key!

Tropic of Cancer

Tropic of Capticorn

Equator


WORKSHEET 12: Let’s Go FishingChoose one of the following fishing techniques. Create instructions that include a diagram of how to do the fishing type mentioned.Purse Seine, Trawling, Long Lining, Cab Potting, Drag Netting, Dredging

1. You will first start with the materials required. Be as specific as you can in terms of the size, strength of the materials needed.

Now create step by step instructions of how to do the type of fishing you have chosen. Start with Step 1.


Now you have provided instructions, draw a diagram that could show how the fishing method works to catch its fish.

WORKSHEET 12: Let’s Go Fishing...continued


WORKSHEET 13: Salt and SalinitySalt is an important part of our diet and a naturally occurring mineral in our environment. Unfortunately when the salt that is present in the soil in some parts of Australia is brought to the surface it can have dramatic negative impacts on the environment and farmland.Conduct some research into the process of salinity and its causes. Use it to create a diagram of the process of salinity, its causes and impacts. Your diagram must have the following.Title: A meaningful title Drawings: Drawings that use colour, symbols and images to communicate Labels: Labels for features of the drawing Annotations: More detailed descriptions of processes or impacts shown in the drawing


One innovative way that Australia is managing the issue of salinity is through harvesting the salt present in the water table and using it to create a high quality table salt. Access the following webpage to explore this:

GO TO:http://www.murrayriversalt.com.au/

Explain how this product is helping to deal with the problem of salinity in Australia.

WORKSHEET 13: Salt and Salinity...continued


WORKSHEET 14: Salt Chalk TalkYou are going to use the Chalk Talk strategy outlined below to explore the statement “Salt has done more harm than good”. Before completing this you will need to take some time to view the Herald Sun’s Salt poster and National Geographic Channel clip Salt - Cod.

GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau Watch: Salt - Cod

Instructions: In a Chalk Talk routine you will respond to a statement that is written on a large piece of paper. The only catch is you can only respond to and discuss this statement through writing about it on the paper provided. It is important that there is no talking. If you wish to agree or disagree with someone then you must do it on the paper provided. This technique only works if everyone is writing and responding throughout the designated time period. Everyone is responsible for writing, reading other people’s comments, and responding; there should be no talking; and no one should sit down until the time period is over. Opinions must be freely expressed and honoured, and no personal attacks are allowed.

Procedure:1. Write the statement “Salt has done more harm than good” on 4 large pieces of paper and arrange them around the room. Provide plenty of paper and colored pencils and arrange a good space for participants to write and respond.

2. Allow 10-20 minutes for the chalk talk. Your teacher will walk around, read, and gently point participants to interesting comments. All writing and responding is done in silence.

3. Once the 10-20 minutes is up. In pairs, you will now read through all the postings and search for patterns and themes. This part takes about 5 minutes.

4. Whole-group share: Pairs will now read out patterns and themes, round-robin style, until all perceptions are shared.

5. Process debrief: What was the experience like of “talking” silently? Share your thoughts with the class.


WORKSHEET 15: Mahatma Ghandi Salt MarchTo Mahatma Ghandi salt was a tool to fight oppression and rebel against the colonial rulers of India, The British. Watch the following clip to investigate this.

GO TO: https://www.youtube.com/watch?v=G1_Dm1ZjRAM

After watching the clip you are now going to do the following:

1. Brainstorm a list of at least 12 questions about the Salt March in India. Use these question-starts to help you think of interesting questions: Why...? How would it be different if...? What are the reasons...? Suppose that...? What if...? What if we knew...? What is the purpose of...? What would change if...?

1.

2.

3.

4.

5.

6.

7.

8

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10.

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14.


WORKSHEET 15: Mahatma Ghandi Salt March...continued

2. Review the brainstormed list and star the questions that seem most interesting. Then, select one or more of the starred questions to discuss for a few moments with a partner.

3. Investigate an answer to your most thought-provoking question

4. Reflect: What new ideas do you have about the topic that you didn’t have before?


WORKSHEET 16: True For Who? – SaltYou are going to investigate how perceptions of salt have changed over time and space and depending on location. We are going to investigate the claim that “salt is bad for you” using the following steps:

1. Brainstorm. Make a list of all the different points of view you could look at this claim from.

2. Dramatize. Choose a viewpoint to embody and imagine the stance a person from this viewpoint would be likely to take. Would he or she think the claim is true? False? Uncertain? Why? Prepare responses to these questions from your point of view. My viewpoint is... I think this claim is true/false/uncertain because... What would convince me to change my mind is ...

3. Now go around in a circle and dramatically speak from the viewpoint. Say: My viewpoint is... I think this claim is true/false/uncertain because... What would convince me to change my mind is ...

4. Stand back. Now, step outside of the circle of viewpoints and take everything into account: What is your conclusion or stance? What new ideas or questions do you have


WORKSHEET 17: 3, 2, 1 SugarYou are required to watch National Geographic Channel clips First Sugar - Slave Trade Boycott and Sugar - Cereal relating to sugar.

GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau

For each clip you are going to complete a 3, 2, 1 routine that captures the essence of its content, themes and ideas. CLIP 1: Sugar - Slave Trade Boycott3 Words

2 Sentences

1 Analogy

CLIP 2: Sugar - Cereal 3 Words

2 Sentences

1 Analogy


WORKSHEET 18: Knolling Photography: Sugar To investigate the sugar that we consume and have in our homes, you are going to use a popular type of photography known as Knolling.

What is Knolling?Knolling is the process of arranging different objects so that they are at 90 degree angles from each other, then photographing them from above. Knolling creates a look that is very symmetrical and pleasing to the eye, and it also allows people to see many objects at once in a single photograph. Most photographs that feature knolling set the objects against a solid background. This makes it easy to see each individual object and allows them to be the most dynamic part of the image.

An example of this is below:To see more examples of this style of photography visit http://theultralinx.com/2013/09/50-amazing-examples-knolling-photography/

Source: theultralinx.com

THE TASK:You are going to access your cupboard, fridge and fruit bowl at home to identify all the products and items that contain sugar. You will need to think carefully about the types of products that either naturally or artificially contain sugar.

Once you have accumulated all these items you will need to organise them and arrange into a knolling style photograph.

Once complete please print your photograph and arrange here.


WORKSHEET 18: Knolling Photography: Sugar ...continued

THE TASK:You are going to access your cupboard, fridge and fruit bowl at home to identify all the products and items that contain sugar. You will need to think carefully about the types of products that either naturally or artificially contain sugar. Once you have accumulated all these items you will need to organise them and arrange into a knolling style photograph. Once complete please print your photograph and arrange here.

• When complete share the different Knolling designs with the rest of the class. What are the main similarities and differences between them?


WORKSHEET 19: Sugar Through Time• As a class brainstorm all the different sources of sugar that you consume in a typical day. Narrow them down to the 5 most important and list them below.

• You will now research how the sources of sugar have changed over time. For each example below provide the sources of sugar that would have been present and available in their diets.

The Yorta Yorta people 10,000 years ago in Central Victoria.What would their possible sources of sugar be?

The population of Medieval France 1200What would their possible sources of sugar be?

The population of Ancient Egypt.What would there possible sources of sugar be?


WORKSHEET 20: Sugar ProportionsYou will need: • Sugar sachets • popular junk food items (5 items)

This is an activity to investigate how much sugar is in the food we eat through the use of some practical mathematics.First you should estimate how many sachets of sugar you think may be in each item.

Item Estimate amount of Sugar (in sachet packets) Sugar in Each item Number of Sachets

Now watch this clip: https://www.youtube.com/watch?v=vhxmkGAHGfs

To finish, complete the following sentences for sugar in food.I used to think

But now I think


WORKSHEET 21: Captain Birdseye – Industrial Fishing• This graph shows the change over time in the status of the world’s fisheries. Describe the change over time that has occurred to the state of the world’s fisheries between 1950 and 2003.

• How might have Clarence Birdseye’s innovation to allow snap freezing of fish have contributed to the change over time you have identified?

• Today a number of Frozen Fish producing companies have Marine Stewardship Council certification for many of their fish products. Use the https://www.msc.org/ webpage to outline what the MSC is and how it aims to achieve sustainability in the global seafood industry.


WORKSHEET 21: Captain Birdseye – Industrial Fishing...continued

• The MSC relies on labels to show consumers that seafood has been harvested sustainably. Create a label that could be used to demonstrate a product that has not been caught sustainably.

Additional related viewing:GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau Watch: Food Production - Evolution of Frozen Food


WORKSHEET 22: How have different cultures influenced the way we eat?

Have you ever wondered what kids around the world eat for lunch? It might surprise you!Look at the photographs in the following link of what school lunches look like around the world.

GO TO:http://www.buzzfeed.com/mjs538/what-school-lunches-look-like-in-20-countries-arou?s=mobile

You may notice that Australia’s representation is missing. Discuss as a class what you think would best represent Australia. Conduct a Brainstorm as a class and jot down the best ideas below.

You are now to illustrate what you think would best represent Australia’s typical school lunch in the box below. Alternatively, your teacher may provide you with time to collect real-life examples that you can photograph.


WORKSHEET 23: The 5 Basic Tastes: ExperimentReview the Herald Sun’s poster Taste and watch National Geographic Channel’s Evolution of Taste.

GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau Watch: Evolution of Taste

There are 5 basic tastes that combine to give the food we eat its flavour. These are listed below:

Bitter: A poison alarm, bitterness is a distinctive bad taste accompanied by a reflexive “yuck” expression on the face. Hundreds of substances, mostly found in plants, taste bitter. But a little bitterness makes food interesting—and healthy. Antioxidants, which aid metabolism and help the body ward off cancer, account for much of the bitter taste of kale, dark chocolate and coffee.

Salty: Our brains are programmed so that a little salt tastes good, and a lot tastes bad. This ensures we consume just enough to maintain the salt balance our bodies need to function. But beware—your palate can adapt to crave a lot of salt, as in the case of people who eat the typical American diet. The good news: If you cut back on salt, your taste buds can adapt to be satisfied with less.

Sour: The mouth-puckering sensation is caused by acids in lemons, yogurt and sourdough bread and other food. Scientists aren’t sure exactly how it works, or even its precise biological purpose, but many suspect that sourness originally signaled that food was decomposing and was potentially unsafe to eat.

Sweet: The most elemental of taste pleasures, sweetness signals the presence of sugars, the foundation of the food chain and a source of energy. Today, though, our sweet tooth is overstimulated by an avalanche of sugar in our diet.

Umami: Japanese for “delicious taste,” umami is produced by certain amino acids. It’s best described as “savory”—a taste rich in flavor released by cooking, curing or aging. Examples of umami foods include seared and cured meats, aged cheeses, fish sauce, green tea, soy sauce and cooked tomatoes.


• Students will now taste a food type that represents each of the 5 flavours. For each one they are to label the picture of the tongue with where they are sensing the flavour. Use a different colour for each flavour.

These are:Lemon juice or citric acid (Sour)Sugar (Sweet)Salt (Salty)Tonic water or Coffee (Bitter)Flavour Sachet Instant Noodles (Umami)

WORKSHEET 23: The 5 Basic Tastes: Experiment...continued

Additional related viewing:GO TO: www.natgeotv.com.au/wearewhatweeat Password: natgeotvau Watch: Evolution of Taste - Trade and Consumers


WORKSHEET 24: See Think Wonder Diets

The above artworks are by artist John Holcroft. They aim to make particular statements about the world today and people’s relationships with food.Choose two of the images to complete a See Think Wonder routine for.

Instructions

See: List everything you can see in the image. Look closely at the entire image, foreground and background. Be specific in your observations.

Think: Given everything you can see what does it make you think about? What is happening? What does it tell you about the message the artist is portraying?

Wonder: Given your thoughts on the image what do you wonder? What questions would you like answered to better understand the image?


Image 1:See Think Wonder

Image 2:See Think Wonder

WORKSHEET 24: See Think Wonder Diets...continued


WORKSHEET 25: Where Does Your Food Come From? Your local supermarket may say they stock ‘Australian produce’ but have you looked closely?

YOUR TASK: You are going to use the information available on Coles or Woolworths Online to create a pie chart that demonstrates the percentage of produce that is imported and Australian grown.

1. Before you start your investigation, predict what you think the pie chart will look like below.

Imported: %

Australian Grown: %


WORKSHEET 25: Where Does Your Food Come From?...continued

2. You are now going to use Woolworths or Coles Online to create a pie chart of the percentage of fruits and vegetables that are either imported or Australian made. To do this you will first need to collate your data from the website.

To keep tally place a dash in the table for each imported or Australian grown item

Imported Fruit and Veg Australian Grown Fruit or Veg

3. Now create a formula that you could use to work out the percentages required to create your pie chart. Formula



4. You will now use this formula to work out the percentages of each and then draw your pie chart.

Imported: %

Australian Grown: %


5. Find a class mate that did the other supermarket to the one you chose. Compare your findings.

6. Why do you think supermarkets import produce that could be grown here?



WORKSHEET 26: Photo AnalysisSpend some time viewing and reading the Herald Sun’s Food Production poster. Choose a photograph from the poster that shows people to complete the following Photo Analysis.

Chosen Photograph

What are the people in the photograph doing? What makes you say that?

What objects are in the photo? How are they important to the scene?

Where and when was the photo taken?

Where is the photographer in relation to the subject? Why might he/she have chosen to stand there

Is the photo posed or staged? What makes you say that? (Refer to examples)

Now imagine you were the photographer

Why did you take this photo, for what purpose? What in the photograph proves this?

What story are you telling with this photo? What methods have you used to capture this?


WORKSHEET 27: Living in FamineThere are many challenges faced in the world when it comes to producing enough food to feed everyone. Review the Herald Sun’s Food Production poster to explore this.Now, try to think about what your day to day would be like if you were one of the billions of people in the world living in famine.As a class, describe what you would see, hear, taste, smell, think and feel if you lived in a country in famine. You may like to view a charity website that works with these people.

See Hear Taste Smell Think Feel

• Your task is to now imagine you are a teenager living in a famine and writing an entry into his/her diary. It may be written however you choose, but should incorporate the thoughts and ideas listed in the table above.


WORKSHEET 28: Compass Points: Convenience FoodsConvenience foods are becoming a larger part of the world’s diet with much of global food production dedicated to their creation. Review the Herald Sun’s Food Production poster and National Geographic Channel clips Food Production - Convenience Foods and Food Production - Tinned Fish to explore this theme further.


You are now going to complete a compass points analysis to explore the use of convenience foods.

North: Need to Know – What more do you need to know about the use of convenience foods to form an opinion?

East: Excite – What excites you about the growing use of convenience foods?

South: Stance and Suggestion for moving forward. Should the world continue to expand its

consumption of convenience foods?

West: What Worries you about the growing consumption of

convenience foods


WORKSHEET 29: Building the PyramidsRefer to APPENDIX 1 & 2 for copies of the Eating Pyramids (Page 75 & 76)During 2015, Nutrition Australia created a new version of the Healthy Eating Pyramid. It was carefully changed to try and address some of the issues of obesity that exist in Australian society.Watch the National Geographic Channel clip Diet - Salt, Fat & Sugar all about the combination of salt, fat and sugar that makes our food so tasty.


• Explain the reasons why people find the combo of salt, fat and sugar so utterly irresistible.

• How could this help to explain the high levels of obesity in Australian Society?


In response to this, Nutrition Australia produces the Healthy Living Pyramid.During 2015 Nutrition Australia created a new version of the Healthy Eating Pyramid. It was carefully changed to try and address some of the issues of obesity that exist in Australian society.Use the following table to list all the similarities and differences between the two Healthy Living Pyramids.

2015 Pyramid Found on Both 2004 Pyramid

• What do you think are the biggest changes from 2004 to 2015 in the Healthy Eating Pyramid?

WORKSHEET 29: Building the Pyramids...continued


WORKSHEET 30: Generate Sort ConnectIn groups of four, give students a pile of blank slips of paper/ card. They will use these for the first stage of the Generate, Sort, Connect Activity.

Generate: Ask students to brainstorm all of the resources associated with providing them with the diet that they enjoy. This includes the food itself but also all the other resources necessary to create it, cook it, and move it around. They should write each example on its own slip of paper and add it to the group pile in the middle of the group. They will need to communicate with each other to avoid doubling up on ideas. (Allow as much time as is necessary to get all the ideas out. Encourage deep thinking.)

Sort: Now, as a group students need to sort all their ideas into groups. These could be arranged on a large piece of paper. The group must negotiate the names of the categories they are going to use and then decide which resources belong in the different categories. This is a discussion and changing of minds and negotiation is encouraged. Once all the group agrees on the sorting, glue them to the paper in the groups.

Connect: The group will now look for connections on their page. They should be looking to connect items between different groups, or even whole groups with other whole groups. When a connection is found the students will draw an arrow to show it and label the arrow with a short description of the nature of the connection.

Sharing: Now get each group to report back to the rest of the class. How did they sort their findings and why? What were the strongest and most interesting connections they could identify?


WORKSHEET 31: Venn DiagramsGO TO: http://realitypod.com/2013/05/a-week-of-groceries-in-different-countries-pictures/

Using the above link, view the photos that show a week’s worth of groceries in different parts of the world. From these countries, choose 4 to look at in detail. They should each be from a different continent in the world.Using the Venn Diagrams provided, compare the groceries of each of the countries chosen with another.


What trends can you identify between the countries you have analysed? Give reasons for these.

Which country’s diet is the most environmentally sustainable? Justify your opinion.

WORKSHEET 31: Venn Diagrams...continued


WORKSHEET 32: Fad Diets Complete the following table using four fad diets of your choice. You will need to use the Herald Sun’s Diet poster and your own research to complete this.

Name of the Diet Key components of the diet Food groups involved Positive impacts of this Diet on people and environment

Negative impacts of this Diet on people and the environ-

mentOverall evaluation of the Diet


WORKSHEET 32: Fad Diets ...continued

From your analysis which is the BEST fad diet and why?

Justify your opinion.

From your analysis which is the WORST fad diet and why?

Justify your opinion


WORKSHEET 33: WordleWordle creates a “Cloud” that displays the most used words in the text in the largest font to the least in the smallest.

GO TO: http://www.wordle.net/

TASK:There are a number of differing opinions about the use and growth of GM foods. With this in mind many members of the public, journalists and interest groups have written pieces that have either argued for or against their use. You are going to use Wordle to explore these arguments and language associated with them.

Step 1: Using an internet search engine find two such stories about GM Foods. One should be for GM Foods and one against.

Step 2: Highlight and copy the text from each article individually

Step 3: You will now paste the text from each article individually into Wordle’s ‘Create’ function. You can access this at http://www.wordle.net/ .

Step 4: For each Wordle cloud, either cut and paste them into a word document or onto the sheet below.


WORKSHEET 33: Wordle...continued

For GM Food Against GM Food

• What do the Wordle clouds reveal about the main arguments in the article for GM Foods?

• What do the Wordle clouds reveal about the main arguments in the article Against GM Foods?


WORKSHEET 34: Persuasive PieceIt is your task to use the information provided in the Herald Sun’s GM Foods poster to create a persuasive letter to the editor on the topic of GM Foods. This letter will need to take a position on the issue of GM foods and create an emotive argument either in support or opposition to the growth and consumption of GM foods.

• You will need to access the Herald Sun Letters to the Editor section to an idea of the language you could use in your piece.

1. In the space below, write the 10 best examples of persuasive language you read in the Herald Sun today.

2. Now conduct some further research that can provide support to your argument. Write the three best examples below.

3. You can now write your persuasive letter to the editor. Give your letter a persuasive and emotive title. Use some of the words and arguments you have discovered in 1, and 2 of this activity.

TITLE:


WORKSHEET 35: CSI GM Foods You are going to use this table to complete a CSI for Genetically Modified Food. Using the varied resources on the “insert” poster choose a colour, symbol and image that you think best represents GM Foods. You will choose a colour, create a symbol and glue an image into the areas provided. Once complete you must explain thinking behind your choices.

Colour Symbol Image

Explain your thinking: Explain your thinking: Explain your thinking:


WORKSHEET 36: Global Food OwnershipRefer to APPENDIX 3 for this activity (Page 77)

Although there are countless brands of food products around the world, it may surprise you to know they are actually owned by quite a small number of companies. Refer to the diagram provided by your teacher to see this.

1. You are required to circle as many of the items as you can that you use at home on the sheet provided. You may like to take this home to complete.

2. When you return to school, create a bar graph that shows the number of items from the different parent companies that you use. Complete this below.


WORKSHEET 36: Global Food Ownership...continued

Now compile the results from the whole class. Create another bar graph to show the number of items the whole class uses from each parent company

Do the class results reflect your own? Why or why not may this be the case?


WORKSHEET 37: What will the Kitchen of the Future Look Like?In the future our way of life, the way we prepare and store food will continue to evolve. It will be very different to what we are doing today. Review the Herald Sun’s Future of Food poster and National Geographic Channel clip The Future of Food - Aquaculture


It is your task to design the kitchen of tomorrow. It will need to be designed to interact with the different food sources we may be using in the future. It should also take into account some of the food and water scarcity issues we may also face in the future.

The following Websites will give you some more ideas:http://www.conceptkitchen2025.com/http://thenewdaily.com.au/life/2015/02/15/kitchen-of-the-future/

Draw your design for your kitchen below. Label the key features with explanations of their function and purpose.


WORKSHEET 38: Exploring Future PopulationsYou will need to access the PRB World Population Data Sheet.

GO TO: http://www.prb.org/Publications/Datasheets/2015/2015-world-population-data-sheet.aspx

Answer these questions.

1. What is the population of the world?

2. Rank the ten countries with the largest population (from largest to smallest).

3.

Which country (or countries) has the “youngest” population, that is, the highest proportion of population under age 15? Which country (or countries) has the “oldest” population, that is, the highest proportion of population over age 64?


4.In which country (or countries) are people expected to live the longest? Which country (or countries) has the lowest life expectancy?

5.In which African country (or countries) does the highest proportion of people live in urban areas? In Asia? In Latin America? In Europe? In Oceania?

6.

A population projection is a computation of future changes in population numbers based on assumptions about future trends in fertility, mortality, and migration. Which categories on the data sheet are shown as projections?

7.

Rank the 10 countries with the largest projected populations for both 2023 and 2050 (from largest to the smallest). Which country’s (or countries’) population is projected to drop out of the top 10 by 2050? Which country (or countries) is projected to be added to the top 10? Look back to the rankings for the current year. What are the major shifts in this ranking from now to 2050?

WORKSHEET 38: Exploring Future Populations...continued


8. How is this likely to impact on global food security?

9. Rank the regions according to population size (from largest to the smallest).

10.

What proportion of the world’s people live in Africa? In Asia? In North America? In Latin America? In Europe? In Oceania? What are the projected proportions? Draw a bar chart showing the regional distributions of the world’s population for this year, 2030 and 2050.

11.

What proportion of the world’s people live in less developed countries (LDCs) in the current year? In more developed countries (MDCs)? What proportion of the world’s people is projected to live in LDCs in 2030? In 2050? What proportion is projected to live in MDCs in 2030? In 2050?

WORKSHEET 38: Exploring Future Populations...continued


WORKSHEET 39: Debate: Should we eat insects?As a whole class, conduct a PMI discussion to generate ideas on the topic of ‘eating insects’. Jot the key points raised in the table below.Review the Herald Sun’s Future of Food poster and National Geographic Channel clip The Future of Food - Insects to help inform this.

GO TO: http://www.prb.org/Publications/Datasheets/2015/2015-world-population-data-sheet.aspxPassword: natgeotvau

Plus Minus Interesting

Now organise into groups of three to form debating teams.As a team you will need to organise your ideas and arguments and allocate speaking roles. Each person will need to speak for 3 minutes.

You may also like to prepare rebuttals for the likely arguments of the opposing team.

The statement up for debate is “We should eat insects”.


WORKSHEET 39: Debate: Should we eat insects?...continued

Use the following tables to organise your team and its argumentsTeam FOR Eating Insects

First speaker notes Second speaker notes Third speaker notes

Team AGAINST Eating Insects

First speaker notes Second speaker notes Third speaker notes

• At the conclusion of the debate, conduct a discussion as a class to decide which side had the most persuasive arguments.


WORKSHEET 40: Step Inside: Blue Fin TunaUsing the information on the Herald Sun’s Future of Food poster and National Geographic Channel clip The Future of Food - Overfishing you are going to complete a step inside activity for the famous Blue Fin Tuna. For this you will take on the perspective of a Blue Fin and write from their point of view, imagining you are the animal.


Once you have viewed the clip, photos and information in the series, you should respond to the prompts below.

Perceive: What would a Blue Fin Tuna be able to see, feel,

smell and taste in the ocean?

Know about or believe is true: What does your Blue Fin Tuna know about or believe? How is this tied to humans and the

challenges they face as a species?

Care About: What does your Blue Fin Tuna care about? Think about what you have learnt through viewing and

reading the poser and video clip series.


APPENDIX 1


APPENDIX 2


APPENDIX 3


SECONDARY TEACHER'S NOTESWORKSHEET Duration

(no. of lessons)

Resources required Extra information

1. Live Cattle Export Viewpoints 1 or 2 Devices with Internet access More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

2. Meat Tug of War 2 Devices with Internet access More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

3. Global Meat Consumption 1 or 2 Devices with Internet access

4. Nose to Tail Pitch 3 or 4 Devices with Internet access Could be completed in group sizes of your choosing.

5. Making Damper 2 Self Raising Flour, Milk, Water, Butter Could be completed in group sizes of your choosing.

6. Describing Distribution: Grain Production 1

7. Flow Charts: GM Grain 1

8. Quinoa: Staple or Superfood? 1 or 2 Devices with Internet access

9. Exploring Comercial Fishing 1 or 2 Devices with Internet access

10. Global Fishing Crisis 2 Devices with Internet access More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

11. Mapping Global Fish Species 2 Devices with Internet access

12. Lets Go Fishing 1 or 2 Devices with Internet access

13. Salt and Salinity 1 Devices with Internet access

14. Salt Chalk Talk 1 4 Large Pieces of Paper More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html R

15. Mahatma Ghandi Salt March 2 Devices with Internet access

16. True For Who? - Salt 2 More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

17. 3,2,1 Sugar 1 More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

18. Knolling Photography - Sugar 3 or 4 Camera, Devices with Internet access

19. Sugar Through Time 1 or 2 Devices with Internet access

20. Sugar Proportions 2 Sugar Sachets, 5 Examples of junkfood with labels, Devices with Internet access

21. Captain Birdseaye - Industrial Fishing 2 Devices with Internet access


SECONDARY TEACHER'S NOTES

22. School Lunches Around the World 1 Devices with Internet access

23. The Basic 5 Tastes 2 Lemon juice, sugar, salt, tonic water, coffee, instant noodle flavour sachet

24. See Think Wonder: Exploring our Tastes 2 More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

25. Where Does Your Food Come From? 2 Devices with Internet access

26. Photo Analysis 1 or 2

27. Living in Famine 2 Devices with Internet access

28. Compass Points: Convenience Foods 1 More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

29. Building the Pyramids 1

30. Generate, Sort Connect - Diet 2 More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

31. Diet Venn Diagrams 1 Devices with Internet access

32. Fad Diets 2 Devices with Internet access

33. Wordle - GM Foods 3 Devices with Internet access

34. Persuasive Piece - GM Foods 2 or 3 Devices with Internet access

35. CSI GM Foods 1 or 2 More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

36. Global Food Ownership 1 or 2 Devices with Internet access

37. Kitchen of the Future 2 or 3 Devices with Internet access

38. Exploring Future Populations 1 or 2 Devices with Internet access

39. Debate - Should We Eat Incects? 2 Devices with Internet access You may like to decide how formal you want the debate to be, casual or competitive. You could let older students adjudicate.

40. Step Inside Blue Fin Tuna 1 or 2 Devices with Internet access More information about Visible Thinking Routines is available at http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

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