YEAR 9 GEOGRAPHY BOOKLET

BIOMES & FOOD SECURITY

INTRODUCTION
Assessment:
Formative task – Food Security Research Task
Summative task – Solving Global Hunger Task

Excursion:
CERES Community Environment Park (full day excursion)

Biomes and food security focuses on investigating the role of the biotic
environment and its role in food and fibre production.
This unit examines the biomes of the world, their alteration and significance as
a source of food and fibre, and the environmental challenges and constraints on
expanding food production in the future.
These distinctive aspects of biomes, food production and food security are
investigated using studies drawn from Australia and across the world.

Term Explanation Example

Biome
Biodiversity
Food Security
Food Insecurity
Food Production
Climate
Land degradation
Agriculture
Deforestation
Undernourished
Malnourished

LESSON 1: Introduction
Learning Intentions:
i. Introduce Year 9 Geography, major topics, assessment tasks and excursion
ii. What is a biome?
 iii. Analyse world population and the issues facing food production
Success Criteria:
I can:
 Remember the two major topics we will cover in Geography
 Explain what a biome is
 Discuss current data with regards to world population
 Predict future issues facing food production

Think-Pair-Share
What natural areas have you visited on holidays or where have you camped,
e.g., the beach, forest, bushland?
Describe the natural environment and the weather conditions to the person
sitting next to you.

Use the Internet/Google Earth find a picture (visual representation) of the place
you are describing to your partner and use it to help describe with the key
features/characteristics of your natural area.

Our Growing Population

Click on the link below and answer the following questions:
https://www.worldometers.info/world-population/
1. Explain what you notice about the world’s population.
 2. Describe how this makes you feel when you see this live data.

3. Click on the by Region link, what conclusions can you make about this
data?

4. Click on the Global Growth Rate link, what do you notice about the
trend? Why do you think this is the case?

5. What potential future issues can you predict based on your observations
of this data?

Problem / Solution
Problem: Will we be able to feed the world’s population in 2050?
Solution: What do you think? Justify your point of view.
LESSON 2: Characteristics of Biomes
Learning Intentions:
i. Revisit SPICESS from the Geography you’ve done in previous years
ii. Characteristics of biomes
Success Criteria:
I can:
 Remember what SPICESS stands for
 Recall two characteristics for each of the biomes

Geographical concepts
As we watch the SPCIESS video, fill in the table below with meaning for each
of the below terms. We are not interested in academic definitions that have been
copy and pasted from Google. Write it in your own language that you
understand.
Term Meaning
Space

Place

Interconnections

Change

Environment
Scale

Sustainability

Examine Source 4 by doing the following:

• Use three geographical concepts to describe what we can see happening
here at Uluru
• Jot down a couple of points for each concept

Geographical concept 1

Geographical concept 2
Geographical concept 3

LESSON 3: The World’s Biomes

Learning Intentions:
i. Distribution and characteristics of biomes as regions with distinctive climates, soils,
vegetation and productivity
Success Criteria:
I can:
 Explain what a biome is
 Analyse visual stimulus (maps, photographs, etc.) in order to draw conclusions

1. Explain what is meant by the term ‘biome’.

2. Identify the unique characteristics of this tundra biome.

3. Why do you think climate influences the location of the world’s biomes?

4. How would you describe the distribution of the world’s grasslands in source
3 below?
LESSON 4: Australia’s Biomes
Learning Intentions:
i. To understand Australia’s major biomes by asking: Why Australia is the second driest
continent in the world?
Success Criteria:
I can:
 Identify the main food producing areas of Australia
 Discuss the limits imposed by a desert biome

In Pairs…
Come up with as many reasons as you can think of as to why Australia is the
second driest continent in the world?

Over to you
Look at Source 1 below and answer the following questions:
1. Identify the main food producing areas of Australia. Justify why you chose
these areas.

2. Discuss the food production limits imposed by a desert biome.

Extension Activity
Pick one of the following extension activities to complete with a partner:
1. Pick one biome and find a species that you have never heard of before that can only
be found in that specific biome
2. Pick a biome and graph the rainfall and temperature for it
3. For a specific biome, research how humans use the land in these regions
4. Compile a range of photos that represent the different types of biomes. Discuss and
give reasons for why you selected each photo
5. Choose one of the world’s biomes and create a fact sheet
LESSON 5: Where does our food
come from?
Learning Intentions:
To understand why some biomes produce more food than others
Success Criteria:
I can:
 Identify what regions of the world produce most of the world’s food
 Explain why some regions produce more food than others
 Use scale on a map to determine distance

Lesson 5 Information & Questions

Source 1
Source 3
 Legend for Source 3

Question 1
Why is it difficult for people in developed countries to know where their food comes from?

Question 2
Referring to Source 1, use the scale provided to work out which supermarket item shown has
travelled the furthest to get to Melbourne, Australia.

Question 3
a. Referring to Source 2, give reasons as to why the white areas are not suitable for food
production
b. Compare Source 2 and Source 3 and make some statements about which biomes are most
suitable for food production. Give some reasons as to why you think this is the case.

Question 4
Conduct some research as to why Australian supermarkets source a large proportion of their
products from overseas.

LESSON 6: Food Production in Australia

Learning Intentions:
The human alteration of land and marine biomes to produce food
Success Criteria:
I can:
 Link biomes and food producing potential
 Articulate why it is difficult to balance agricultural and environmental outcomes

Where have you been?

On the world map below, identify what countries you have been to.
Then answer the following questions:

1. Which was your favourite country?

2. Why did you choose this country as your favourite? Food? Culture? Natural beauty?

3. What’s one country you’ve always wanted to visit but haven’t yet?

4. What is it about this country that makes you want to go there?

Problem – Solution
Problem: We need water to produce food for Australia and the world’s population however,
the health of the MDB is declining
Solution: What do you think should happen? Justify your point of view.

Task Choices: Select enough tasks to equal 40 marks in total Marks

 What is happening to the health of the MDB? /10

 Can you list three ways this problem could be resolved?
 Outline how is agriculture negatively affecting the health of the MDB?
 Explain what causing the overall health of the MDB to decline? /10
 Write a brief summary of this problem
 Compare the needs of farmers versus the environmental needs in relation
to the MDB
 How would you use the MDB to meet the needs of both farmers and the /10
environment?
 How would you solve this problem using what you have learned so far?
 How would you know if your solution to this problem was effective?
 What would be the positive outcomes if you were able to resolve this
problem?
 What are the key features to successfully resolving the problems of the /20
MDB?
 How could a healthy MDB environment be of benefit to the farmers who
rely on it?
 Why do you think this has been such a difficult problem to resolve?
 What inferences/conclusions can you make about the current
management of the MDB?
 What changes to how the MDB basin is currently being managed could /20
you make to resolve this problem?
 What are the major factors that are preventing effective action in
resolving the MDB problem?
 What motives could both conservationists, farmers and local
communities have for resolving this problem?
 How would you improve how this issue is currently being managed? /10
 What might be be the future consequences if this issue is not effectively
resolved?
 Can you think of any future inventions (e.g., technology developments)
that could be used in order to resolve the MDB issue?
 In the short term, what could be done to improve the current situation
facing the MDB?
 Suppose you were the Prime Minister of Australia, how would you go
about resolving this issue and avoiding a win/lose situation for all parties
involved?
 Can you estimate a possible timeline for how long it might take to
resolve this issue? Justify your estimate with multiple reasons.
 What facts could be compiled to build a case, that improving the health
of the MDB will be beneficial to for all parties involved?
 Do you agree that improving the health of the MDB will be beneficial to /10
for all parties involved? Justify your point of view with multiple reasons.
 Evaluate the effectiveness of the current management of the MDB.
 Would it be better if the environmental health of the MDB was the only
priority in resolving this issue? Why? Why not?
 Imagine your future job in 10 years’ time is environmental management.
How would you evaluate the effectiveness of a new management
approach to the MDB issue?
 How would you prioritise the competing values that different user
groups have of the MDB?
 What past mistakes and successes do you think have been made with the
management of the MDB?
 What information would you use to support the view that the current
 management of the MDB is not working and need reform?
 What currently working well with the management of the MDB? And
how could the management of this environment be even better?
 Why do you think the health of the MDB has ended up in this poor state?
And how can society learn from these past errors?

LESSON 7: Changes to the natural

environment
Learning Intentions:
To consider how our environment has changed over time and why
Success Criteria:
I can:
 Describe some changes to the natural environment
 Provide reasons as to why these changes have occurred over time

Examine Source 5 above and answer the following questions:

1. Identify which areas of Australia have lost more than 50% of their natural vegetation since
1750.

2. Describe any links you can see between these areas and other land degradation problems
shown on the map.

3. An environment conservation group have contacted you to create an awareness initiative

that can be used to raise awareness amongst Australians about land degradation in Australia.
You are to complete this task individually and your initiative can be any of the following:
- Instagram post
- Promotional poster
- Fact sheet
- Infographic

LESSON 8: Levels of food security in different

places
Learning Intentions:
Understand the difference between food security and food insecurity
Success Criteria:
I can:
 Understand and appreciate the difference between countries that have food security
and countries that do not have food security and why 

Josette Sheeran: Ending Hunger Now

(20 minutes)
Josette Sheeran, the head of the UN's World Food Program, talks about why, in a world with
enough food for everyone, people still go hungry, still die of starvation, still use food as a
weapon of war. Her vision: "Food is one issue that cannot be solved person by person. We
have to stand together."
http://www.youtube.com/watch?v=CdxVbUja_pY
Read the questions carefully before you watch Josette Sheeran’s presentation.
1. Identify the five key messages that you think emerge from Sheeran’s presentation.

World hunger is a worldwide problem and the biggest health problem, it is curable and is not
a disease. Children’s malnourished brains will not grow, it is simple to cure yet world hunger
for kids will not stop.

2. Identify four simple actions that could make the most difference to people.

Proportioning your food, donate to the poor, improve food storage systems, and reduce food
waste.

3. Suggest three reasons why it is important to focus on feeding the world’s children.

People need to eat as it is fundamental, they deserve the same opportunities of kids in 1st
world countries and a kid’s development matters.

4. Describe two projects that UN's World Food Program have tried which have had an
impact on food security.

Food for humanity sachets and School feeding systems.

5. Identify one thing that you could do in response to Josette Sheeran’s presentation.

Spread awareness to others.

6. Write a four-line personal response to this video.

It is upsetting that world hunger is a big deal all around the world and millions upon millions
of people will not get the same opportunity as me. World hunger is curable yet for some
reason hard to end. I am glad that Josette Sheeran spoke out on this very serious topic.

LESSON 9: Food security into

the future
Learning Intentions:
Understand what impact today’s decisions may have on the future of food security 
Success Criteria:
I can:
 Predict the implications today’s decisions can have on how we grow and consume
food in the future

Brainstorm
With the person next to you, brainstorm as many reasons as you can think of that explain why
food insecurity exists.
environment, Climate, Unemployment/Low income, social economic statis, population
sizing,

Undernourishment:
• Describes someone who is not getting enough calories in their diet; that is, not enough
to eat
Malnourishment:
• describes someone who is not getting the right amount of the vitamins, minerals and
other nutrients to maintain healthy tissues and organ function

Over to you
• Open your Oxford textbook and go to 3.4 Challenges to food security
• Complete questions 1 – 3 & 7 on page 78

1. Explain why the future global food security is difficult to predict.

Because the rapid population growth and other emerging challenges such as climate change.
2. Identify some of the competing uses for land around the world.
Recreation uses, green space and homes

3. Explain how climate change creates challenges to food security.

Many foods produced by plants growing have reduced protein and mineral concentrations,
reducing their nutritional values.

7. Explain why some people are at greater risk of food insecurity in the future than other
people.
Low levels of education, week social networks, and poverty.

LESSON 10: Climate change

Learning Intentions:
Climate change and the effects it has on our world
Success Criteria:
I can:
 Explain what climate change is
 Understand the current and future effects it has on our earth
 Discuss the current and future effects it has on Australia

Greenhouse gases like a doona // Climate Council

https://www.youtube.com/watch?v=C-k39SDewwg

1. What causes ‘climate change’?

2. List three examples of fossil fuels that release Greenhouse Gases (GHG’s) into the
atmosphere?

3. Climate change has many consequences. What were some mentioned in the clip?
4. Can you think of any others that haven’t been mentioned in this clip?

Extension Question
What does the term ‘renewables’ mean? Provide an example to support your answer.

FEEDING A HUNGRY NATION: CLIMATE CHANGE, FOOD AND

FARMING IN AUSTRALIA

Key Finding 1: Climate change is making weather patterns more extreme and unpredictable,
with serious consequences for Australia’s agricultural production.

Key Finding 2: More frequent and intense heatwaves and extreme weather events are already
affecting food prices in Australia.

Key Finding 3: Climate change is affecting the quality and seasonal availability of many
foods in Australia.

Key Finding 4: Australia is extremely vulnerable to disruptions in food supply through

extreme weather events.
Key Finding 5: Australia’s international competitiveness in many agricultural markets will
be challenged by the warming climate and changing weather patterns.

Key Finding 6: If the current rate of climate change is maintained, adaptation to food
production challenges will be increasingly difficult and expensive.

LESSON 11: Competition for Land

Learning Intentions:
Understand the demand for land as the population rises
Success Criteria:
I can:
 Discuss the effect that a rising population has on land usage
 Investigate how populations are rising all around the world
 Use data to explain the effect of rising populations on land usage

In Pairs – World Migration

You are to investigate this animated world migration map: http://metrocosm.com/global-
migration-map.html

1. Using the geographical concept of ‘place’, try and determine why some places are
coloured blue and some red

2. Using the geographical concept of ‘change’, describe what patterns of change you
can observe

Climate Change and Agriculture Video

1. How is water shortage connected to food supply sustainability?

2. What method does geographer Molly Brown use to monitor food production?

3. Describe the pattern of rice agriculture in the image of the Thai ecosystem.

4. What evidence is there that global agriculture is reaching a natural limit?

5. What is the interconnection between food production and population increase?

6. Since there isn’t really more productive land available, how will we increase food?

7. How did food productivity increase in the past?

8. Describe the change that occurred in agriculture in less developed nations during the
1960s.

9. Explain how Norman Borlaug improved agricultural productivity.

10. What was the result of the Green Revolution?

11. What award did Norman Borlaug receive in 1970?

Over to you – The Challenge of Population Growth

1. Explain how the Green Revolution helped to increase food security in many places.

2. Explain how the Green Revolution could help increase food security in Africa.
3. Using evidence from the Source 4 graph below, describe the expected population growth in
Africa and Asia by 2100.

4. Based on these population trends, what issues do you think the regions of Asia and Africa
might face regarding food security?

LESSON 12: Zero Hunger by 2030?

Learning Intentions:
i. To respond to the prompt Zero Hunger by 2030?
ii. Challenges in feeding the current and projected populations of Australia and the world
Success Criteria:
I can:
 Prepare and deliver a verbal presentation
 Effectively work within the constraints set
  Use visual material to support my investigation
 Link my prompt to one of the UN’s SDGs

Zero Hunger by 2030?

Today’s task is to work in groups of 2 – 3 to develop an oral report that you will present to
the class on a topic of your choice related to the prompt Zero Hunger by 2030?, but also
linked to the United Nations 17 Sustainable Development Goals (SDGs).
Your oral report must meet the following:
i. 4 slides maximum
ii. No longer than 3 minutes
iii. Be linked to one of UN’s SDGs
iv. Must include visual material
v. Based on a prompt of your choice related to Zero Hunger by 2030?, here are
some examples:

LESSON 13: Looking for answers

Learning Intentions:
Investigate potential answers to ending food insecurity around the world
Success Criteria:
I can:
 Recall the information we were presented with while at CERES
 Propose a range of solutions to sustainable food production into the future
Farming for Our Future – Class Brainstorm

What solutions did we hear while at

our CERES excursion for achieving
sustainable farming into the future?

Breaking Ground Reflection

• Write a 4-sentence reflection on the Breaking New Ground documentary we just
watched.
• In your reflection, focus on the theme of sustainable food production into the future

I found this video sad as the farm was flooded to the point the soil was not able to consume
the water. I also found this video informative hearing from different perspectives. I was not
aware that some parts of farming were not sustainable. I would recommend this video to
future Geographers 😎.

LESSON 14: Formative task

Learning Intentions:
Today we will introduce the formative task and allow you and your partner time to complete
much of it in class time

Success Criteria:
I can:
 Recall the country I am investigating for my formative and summative assessment
 Analyse reasons why food insecurity occurs in some countries
 Examine how food insecurity interconnects with life expectancy and global peace
index