School Topic Comparison of the accessibility of food outlets and food choices, looking at the inner suburbs of Melbourne

and Rural areas. Creating a 7-day diary of the foods accessible in particular areas. Was there a significant difference in the amount of food outlets in rural, non-rural and indigenous communities? Were there more fast food outlets in a particular area? Why/why not? Why is it easy to access food in certain areas? How may accessibility influence peoples health?

Year Group Level 7 Aims/Learning Intention In this lesson the students will gain an understanding as to how and why living in certain areas, in particular rural areas influences peoples food choices. The students will also gain knowledge on how peoples dinners may differ depending on their location by creating their own 7-day food diary.

Day

Date

AusVELS: Strands, Domain, Focus & Standards Health and Physical Education Students reflect on the range of influences on personal food intake: peers, advertising, mass media, mood, convenience, habit, cultural beliefs and values, and access to food products and services. They explore topical issues related to eating, and identify personal and community factors that influence their own food selection

Geography Students apply their knowledge and understanding of scale, grid references, legend and direction to use large-scale maps (such as topographic maps), as sources of spatial information, as well as other spatial representations (such as those found in atlases and geographic information systems). Students research and analyse photographs, maps, satellite images and text from electronic media and add these to their presentations. Aboriginal & Torres Strait Islander Histories & Cultures OI.5 - Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through ways of being, knowing, thinking and doing. OI.8 - Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.

Key Vocabulary Compare Rural Accessibility Choices Availability

Location/Setting Classroom

Materials, Resources & Equipment Laptops Pen Paper I pads Projector

Classroom Management Strategy Ensure the activities are relevant to the students lives are interesting and also challenging through various activities that cater to different learning styles. Engage students by asking them to participate in class discussions and by presenting their findings at the end of the lesson.

Organisation/Student Groups Students will participate via class discussions and sharing their findings in a class presentation.

References/Sources Google Earth Google White pages

INTRODUCTION Connecting Past Lessons & Engaging The Students Explain: Explain to the students that we will be exploring the differences of food accessibility of the rural areas of Australia to non-rural areas. The students are also expected to research a rural or remote area where an indigenous community live and explain food accessibility and the differences compared to non-rural areas. Brainstorm: As a class we will go through how to use Google earth on the projector for everyone to see. Here we will be able to write a list of rural and non- rural places in Australia that the students will be able to research. I will have a pre made list of places that I will be assigning to students once the students are back in their seats. Discuss: Once we go through how to use Google Earth we will go through an example where the students will be able to see the amount of fast food outlets in rural, non rural and indigenous communities. MAIN BODY

Duration 10 Minutes

10 Minutes 10 Minutes

Duration

Developing Understanding Of Area Explain: Here the students will be given a run down of the 100-minute lesson. Students must compare and analyse the difference in food accessibility in rural and non-rural areas whilst also looking at indigenous communities. Students are to write down a list of what they could eat for dinner for a week, taking into consideration the area in which they are researching and compare it to a dinner of someone that lives in an indigenous community. ICT: Students will be able to use Google Earth to find food outlets; this can be used on the laptops or ipads. Alternatives: For students who prefer to learn via different intelligences they will be able to go online and look at websites that will be able to provide the students with the information on food outlets or use the white pages to help them with the research. Explore: The students will work individually and research a rural and non-rural location in Australia along with an indigenous community. They will have to answer the questions (see lesson topic) and at the conclusion of the lesson we will discuss the students findings. Students are also required to create dinners for one week using their findings. For example students that are researching a rural location will create dinners for a week using the food outlets around that area. Present: Each student will be asked to stand up and talk about either their rural, non rural or indigenous community and talk about the 7 day dinner plan that they have created, making sure that they justify and explain using their findings as to why they think the dinners were appropriate. In front of the class they will then discuss and justify how living in different areas may or may not have health implications for people living there. Evaluate: Students will be peer assessed via feedback from the class at the conclusion of their presentation. This means that the students listening will be given time to ask questions to gain a better understanding as to why particular dinner choices were made. This will allow the student presenting to delve deeper and elaborate on the research that they have conducted. CONCLUSION Reviewing The Lesson & Assessing Understanding Review: As a class we will discuss our findings, in particular looking at the trends that we see when comparing indigenous communities and non-rural areas.

2 Minutes

10 Minutes 10 Minutes 25 Minutes

10 Minutes

10 Minutes

Duration 3 Minutes 100 Minutes

Student:

Comparison of rural, nonrural and indigenous communities accessibility to food. 7 day dinner diary

1 The student did not compare the differences between the different locations.

2 The student compares the difference of one location.

3 The student compared the difference of two locations.

4 The student compares all three locations.

Score

The student did not complete a food diary.

The student did most of the food diary but was not thorough in the explanation.

The student did most of the food diary with a thorough explanation of their findings.

The student did the entire food diary and explained their findings in great detail. Total:

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