In this lesson, students explore the supply chains that bring food from the farm to our plates. Students begin by thinking about how they are connected to farming and agriculture through the food, fibres and cosmetics they use. Students are then asked to think about what is required to make this connection happen by creating a food supply chain diagram that shows the journey their food takes from the farm to their plate.
- understand that they are connected to farming and agriculture
- know the major links along a typical food supply chain
- describe how they are connected to farming and agriculture
- create a supply chain diagram
- work collaboratively
- present their work to peers
Lesson guides and printables
Australian curriculum content descriptions:
Year 5 HASS:
- Work in groups to generate responses to issues and challenges (ACHASSI102)
- Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)
Year 6 HASS:
- Work in groups to generate responses to issues and challenges (ACHASSI130)
- Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)
Year 5 & 6 Design and Technologies:
- Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
General capabilities: Critical and creative thinking.
Cross-curriculum priority: Sustainability OI.7.
Relevant parts of Year 5 HASS achievement standards: Students work with others to generate responses to an issue or challenge, and present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.
Relevant parts of Year 6 HASS achievement standards: Students collaboratively generate responses to an issue and present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.
Relevant parts of Year 5 & 6 Design and Technologies achievement standards: Students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs
Time required: 60 mins.
Level of teacher scaffolding: Medium – lead students in class discussions, oversee the creation of supply chain diagram.
- Student Worksheets – one copy per student
This lesson is designed to build students’ competencies in the following skills:
- Critical thinking
This lesson has been developed in partnership with The Royal Agricultural Society of Victoria. For over 160 years, The Royal Agricultural Society of Victoria (RASV) has been running the Royal Melbourne Show which, like other agricultural shows around the country, works to build the community’s knowledge and understanding of the vital role agriculture plays in our everyday lives.